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World Language Curriculum

Grade 8

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SPANISH 1B Grade Eighth

A. FAUST INTERMEDIATE SCHOOL

EAST RUTHERFORD

Submitted by Mercedes Fox

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Essential Question(s): What are the continental locations of the Spanish‐speaking countries? How do the cultures of the world compare to those of the United States? How do Hispanic people celebrate special occasions?

Preliminary lesson 1 (Spanish 1A Review) Content: Identify Spanish –speaking countries on a world map Standards: 7.1.NM.A.1 ‐ 7.1.NM.A.3 ‐ 7.1.NM.A.4 ‐ 7.1.NM.C.5 Vocabulary: Países, Capitales, Sur América, Centro América, Las Antillas, El caribe, Islas, África, Europa, Lengua, Idioma, Paella, Málaga, Feria, Flamenco, Picasso, Fiestas Patrias, 5 de Mayo, Día de la Independencia, Día de los muertos, Navidad, Los Reyes Magos, desfile, Año Nuevo, Carnaval, disfraces, Semana Santa. Inti Raymi, Libertador, idiom Skills Instructional Procedures Explanations and Examples Interdisciplinary Connections

1. To become aware of the different Spanish‐speaking countries around the world and their location. 2. To locate Spanish‐speaking countries on a map

Teacher will show PowerPoint with location of 21 countries and student

There are 21 countries that have Spanish as the dominant language in South, Central, Caribbean, Europe and Africa.

Literacy:Explain in own words/create a definition for culture comparison Art: Create visual representations demonstrating location of countries World Cultures: geography of Spanish‐speaking countries.

3. To be able to gain an awareness of the cultural and geographical differences among the Hispanic countries (i.e. holidays, customs, heritage, traditions)

1. Use maps to locate different countries discussed 2. Present pictures of flags of the countries identified in the lesson 3. Discuss about different traditions and compare them with students’ own traditions.

1. Tell students that Málaga is an important port city in Spain. La Feria de Málaga has been celebrated for over 500 years. Picasso was one of the most important artists of the 1900s (Picasso was a native son of Málaga, born on October 25, 1881.) 2. Tell students that the Independence of Mexico is not on 5

Literacy; Explain in own words traditions, holidays, customs, heritage, etc. Compare Art; Picasso, talk about colors and visuals used for celebrations discussed. World Cultures: geography and cultures of Spanish‐speaking countries.

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de Mayo as of popular believe, but on September 16, 1810 3. Independence of Chile (September 18, 1810) Guatemala, El Salvador, Honduras, Nicaragua, and Costa Rica celebrate their Independence (1821) on September 14‐15. 4. Día de los Muertos/La Navidad/Año Nuevo (Chínese calendar) Carnaval/Semana Santa/Cinco de Mayo 5. Simón Bolívar

Technology/SS: Research about the exchange of goods, people, and ideas that resulted from Columbus’ arrival in the Americas. SS: Compare Simón Bolívar /George Washington 21st century themes: Global Awareness Life and Career skills: Social and Cross‐Cultural Skills

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Essential Question(s): How do the Spanish alphabet and the English on differ? How are letters pronounced in Spanish and how does that help me to read and write in Spanish?

Preliminary lesson 2 (Spanish 1A Review) Content: El abecedario – The alphabet Standards: 7.1.NM.A.1 ‐ 7.1.NM.A.3 ‐ 7.1.NM.A.4 ‐ 7.1.NM.B.1 Vocabulary: el abecedario, The Spanish alphabet and phonetic pronunciation, La real academia de la lengua, castellano, vowels, consonants, tilde, Skills Instructional Procedures Explanations and Examples Interdisciplinary Connections

1. Recognize the sounds of vowels/consonants 2. Learning to ask and to spell names in Spanish 3. Learn about the institution responsible for making changes to the language.

1. Construct a visual presentation for students to view each letter, read the phonetic spelling, hear the pronunciation, and recite each letter of the Spanish alphabet independently. 2. Explain the responsibility of La real academia de la lengua española

The Spanish alphabet is called the abecedario – The official name of the language is “Castellano” not Spanish. ‐The Spanish language is written using the Spanish alphabet, which is the Latin script with one additional letter: eñe "ñ", for a total of 27 letters. -The CH, LL and RR ex‐letters are keeping their pronunciation but they lost their special place in the Spanish alphabet and in dictionaries.

Literacy:Listening, speaking , reading, and writing Art: Create a song or chart with your letters and words. Culture; learn about important institutions of the Spanish speaking countries

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‐ The Real Academia Española(English: Royal Spanish Academy), is the official royal institution responsible for overseeing the Spanish language. It is based in Madrid, Spain, but is affiliated with national language academies in twenty‐one other (Spanish‐speaking) nations

Essential Question(s): How do Spanish‐speaking people initiate conversations? How do students introduce and request essential information from each other? Why do Spanish speaking people use familiar and formal greetings?

Preliminary lesson 3 (Spanish 1A Review) Content: Vocabulary necessary to greet and begin conversations in Spanish Standards: 7.1.NM.A.3 ‐ 7.1.NM.B.4 ‐ 7.1.NM.B.3 ‐ 7.1.NM.C.2 Vocabulary: idioms, formal, informal, Tú, Usted, accents (acentos), punctuation marks (puntuación), Buenos Días, Buenas tardes, Buenas noches, Hola, Adiós, Hasta luego, Hasta mañana, ¿Cómo te llamas? ¿Cómo se llama?, ¿Cómo está usted?, ¿Cómo estás?, ¿Qué tal? , Bien, Mal, Más o menos, Muy bien, Regular, ¿Y tú?, ¿Y usted?, ¿Qué pasa?, Se llama, Me llamo, Te/Le presento, Mucho gusto, Encantado(a), Igualmente, Es, Gracias, De nada, el señor, la señora, la señorita, Sí, no, Don, Doña, por favor, Perdón Skills Instructional Procedures Explanations and Examples Interdisciplinary Connections

1. Practice basic introductory

vocabulary, greetings, farewells

2. Assess polite and/ or appropriate means of greetings in the Spanish language

1. Present and provide vocabulary, phrases, and grammar necessary to engage others in a basic conversation. 2. Model the use of punctuation, and accents in Spanish.

1. Tú and Usted = You The Spanish language uses formal vs. informal language Tú is informal (friends, family, known people) Usted is formal (people with authority, higher position, unknown) Display of respect. What is your name? = ¿Cómo te llamas tú? ¿Cómo se llama usted?

21st century themes: Global Awareness Literacy: create mini‐dialogues to be presented to the class Art: Create visual representations demonstrating greetings during the different times of day

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2. Buenos días, Buenas tardes, Buenas noches

Life and Career Skills: Flexibility and Adaptability ‐Social and Cross‐Cultural Skills

3. Ask and answer simple questions/ introduce self to others/ age, etc. 4. the use of subject pronouns

Model introductions, asking and answering simple personal questions related but not limited to age Model subject pronouns in Spanish, when using tener

1. Students need to have the opportunity to introduce self to others. ¡Hola! , me llamo Mercedes ¿y tú cómo te llamas? ‐Me llamo …. 2. Students need to understand idiom expressions used in Spanish when talking about age (verb to have=Tener) ¿Cuántos años tienes? Tengo _____ años

21st century themes: Global Awareness Literacy: create mini‐dialogues to be presented to the class Technology: use word processing/proper keyboarding techniques to aid in specific tasks and be able to produce a fully‐edited, spell checked, grammar checked finished piece.

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Essential Question(s): How do you express the date in Spanish? Can you count up to thirty in Spanish? How do you ask about someone’s birthday in Spanish? How do I ask about the weather?

Preliminary lesson 4: (Spanish 1A Review) Content: The calendar, seasons and numbers Standards: 7.1.NM.A.1 ‐ 7.1.NM.A.2 ‐ 7.1.NM.A.3 ‐ 7.1.NM.B.3 ‐ 7.1.NM.B.4 ‐ 7.1.NM.C.2 Vocabulary: lunes, martes, miércoles, jueves, sábado, domingo, día, cumpleaños, semana, fin de semana, ¿Qué día es hoy? Hoy, mañana, mes, es, enero, febrero, marzo, abril, mayo, junio, julio, agosto, septiembre, octubre, noviembre, hemispheres, diciembre, invierno, primavera, verano, otoño, ¿Qué tiempo hace? Hace, hay, está, frío, calor, viento, llueve, nieva, sol, numbers Skills Instructional Procedures Explanations and Examples Interdisciplinary Connections

1. Participate basic conversations (orally and in writing) regarding days of the week and months of the year, birthdays, and seasons using isolated words and learned phrases. 2. Compare the way dates are expressed in the United States and Spanish‐speaking countries.

Model and review the days of the week/months/seasons/weather conditions/how to ask the date Model and explain the way Spanish‐speaking countries write the date

1. In most Spanish‐speaking countries, the week starts with Monday. 2. The days of the week/months of the year don’t use capital letters in Spanish. lunes, martes, miércoles, jueves, viernes, sábado, domingo. enero, febrero, marzo, abril, mayo, junio, julio, agosto, septiembre, octubre, noviembre, diciembre 3. When writing the date in Spanish, you must write the # first, and then the month. The date is said as a cardinal number eg 4 not 4th. July 4 = 4 de julio 4. Using the verb SER=to be ¿Que día es hoy? Hoy es … 5. There are three verbs we can use to talk about the weather HACE, HAY, ESTÁ

Civic Literacy – knowledge and understanding of cultural practices/compare with own. 21st century themes: Flexibility and Adaptability/ Social and Cross‐Cultural Skills Art: Create a chart to help remember the names of the days/months/seasons. Science: opposite seasons in the northern and southern hemispheres. Culture: Compare how people in Spanish‐speaking countries use numbers, dates and the calendar

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3. a. Identify digits and numbers written as words/ State phone numbers 3.b. Solve math problems with numbers as words

Provide list of numbers in Spanish 0 – 30. Model asking for someone’s phone number

Adding numbers and solving basic problems in Spanish.

1. When asking someone for his/her phone number in Spanish we say; ¿Cuál es tu número de teléfono? 2. math problems using words Cinco más cinco son diez (5+5=10) In solving this problem, the student should identify Cinco (5) Más = (+) (y) Menos= (‐) Por = (X) Multiplicado por = multiplication 3. Previous knowledge of the verb TENER ¿Cuántos años tienes? Tengo __#___ años

Math; solve basic arithmetic Culture: Compare how people in Spanish‐speaking countries use numbers Literacy: utilizing all four areas‐listening, speaking, reading and writing.

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Essential Question(s): How do I express what I like and others like to do in Spanish? What are the favorite activities of teens in a dual‐language school in Florida? Estados Unidos (United States) Unit 1‐Lesson 1 (Spanish 1A Review) Content: ¿Qué te gusta hacer? What do you like to do? Standards: 7.1.NM.A.1 ‐ 7.1.NM.A.2 ‐ 7.1.NM.A.3 ‐ 7.1.NM.A.4 ‐ 7.1.NM.B.3 ‐ 7.1.NM.B.4 ‐ 7.1.NM.C.2 ‐ 7.1.NM.C.5 Vocabulary: Miami, Cuban‐American, South Beach, tocar la guitarra, hablar por teléfono, escuchar música, leer un libro, dibujar, pasear, estudiar, correr, montar en bicicleta, andar en patineta, hacer la tarea, jugar al fútbol, pasar un rato con los amigos, practicar deportes, preparar la comida, trabajar, aprender el español, ¿Qué te gusta hacer? Me gusta, te gusta, no me gusta, comprar, agua, beber, jugo, refrescos, comer, preparar la comida, escribir correos electrónicos, descansar, mirar la televisión, me, te, le, nos, os, les Skills Instructional Procedures Explanations and Examples Interdisciplinary Connections

1. State activities that they like and do not like (orally and in writing). 2. Say where I am from 3. Talk about activities

Model and illustrate activities vocabulary. Display/repeat Model how to say where someone is from and how to answer

Explain to students that there is more than one verb that means to play in Spanish Jugar means to play a game, and tocar means to play an instrument Explain about cognates, which are words in Spanish that resemble English. Bicicleta, pizza, teléfono, radio

Culture; Latino culture in the United States/compare activities Literacy: Explain in own words activities they like/dislike Art: Create visual representations of activities Math: measuring distance Geography: Locate South Beach, discuss population

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4. Use of subject pronouns, the verbs ser/gustar and “de”

1. Model how to say where someone is from and how to answer using the verb ser. 2. Display conjugation of ser 3. Explain/display conjugation of gustar

Verb gustar = to be pleasing to / to like ‐Uses indirect object pronouns me, te, le, nos, os, les to indicate to whom an activity is pleasing. Example; me gusta comer pizza Me gusta + infinitive (comer=to eat) Verb ser =to be. Use ser to identify a person or say where he/ she is from Soy ,eres, es, somos, sois, son

Culture; Latino culture in the United States/compare activities Language: : Places in the U.S. with Spanish names Music: Tex‐Mex Geography: expeditions of Hernando De Soto (Spanish explorer)

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Essential Question(s): What vocabulary helps describe people and places? What are some leisure activities and traditional foods of Hispanics? What is Tex‐Mex food?

Unit 1‐Lesson 2 (Spanish 1A Review) Content: Mis amigos y yo – Describing myself and others Standards: 7.1.NM.A.1 ‐ 7.1.NM.A.2 ‐ 7.1.NM.A.3 ‐ 7.1.NM.A.4 ‐ 7.1.NM.B.3 ‐ 7.1.NM.B.4 ‐ 7.1.NM.C.2 ‐ 7.1.NM.C.5 Vocabulary: artístico(a), atlético(a), bueno(a), cómico (a), desorganizado (a), estudioso(a), inteligente, malo(a), organizado(a), perezoso (a), serio(a), simpático(a), trabajador(a), alto(a), Cómo eres?, bajo(a), bonito(a), grande, guapo(a), joven (pl. jóvenes), pelirrojo(a), pequeño(a), viejo(a), Tengo..., Tiene..., pelo rubio, pelo castaño, el (la) amigo (a), la chica, el chico, el (la) estudiante, el hombre, la mujer, la persona, masculino, femenino, muy, un poco, porque, todos(as), soy Skills Instructional Procedures Explanations and Examples Interdisciplinary Connections

1. Describe yourself and others making reference to physical/personal characteristics, origin, etc. 2. Identify people and things. 3. Using the verb SER=to be to describe what someone is like

1. Create visual presentation of vocabulary representing physical and personal characteristics of people. 2. Explain concept ‐ Definite and Indefinite articles and compare to English. 3. Model/Display conjugation of verb

Adjectives are words that describe nouns. In English, the adjective almost always comes before the noun. In Spanish, the adjective usually comes after the noun. The white house – La casa blanca N Adj Students should remember that In Spanish, articles must match in gender and number. La, las = feminine El, los = masculine Un, nos = masculine Una, unas = feminine All Spanish nouns, even if they refer to objects, are either masculine or feminine *Review/recycle the verb SER *To make a sentence negative in Spanish, they must place the word no before the verb.

Language: usage of verb conjugations/definite and indefinite articles/adjectives Geography: locating San Antonio Art: create visuals to represent people Life and career skills: Flexibility and Adaptability, Initiative and Self –Direction, Social and Cross‐Cultural Skills

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3. Compare themselves to Spanish speaking students

1. Explain/model things to do in San Antonio/Miami. Compare with students in classroom

Hispanics in Texas and Miami eat different foods and practice different activities in comparison to the students in East Rutherford Mariachi music/Cuban and Mexican authentic cuisine

Culture; Latino culture in the United States/compare activities Literacy; Create comparison chart

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Essential Question(s): How are schools in Spanish speaking countries different and similar to ours? What subjects do students from Latin American countries study? Would I be interested in studying in Latin America? Why? What is Guacamole? What is an infinitive? How do you recognize an infinitive in English? In Spanish? México Unit 2 – Lesson 1 (Spanish 1A Review) Content: Somos estudiantes/ we are students (Different schools and schedules ) Standards: 7.1.NM.A.1 ‐ 7.1.NM.A.2 ‐ 7.1.NM.A.3 ‐ 7.1.NM.A.4 ‐ 7.1.NM.A.5 ‐7.1.NM.B.3 ‐ 7.1.NM.B.4 ‐ 7.1.NM.C.2 ‐ 7.1.NM.C.5 Vocabulary: ¿a qué hora es…? ¿Qué hora es?, a la(s), es la.., son las …, de la mañana, de la tarde, de la noche, la hora, el horario, menos, y cuarto, y, y media, el arte, las ciencias, el español, la historia, las matemáticas, el inglés, contestar, enseñar, llegar, necesitar, sacar una buena nota, sacar una mala nota, tomar apuntes, usar, la computadora, de vez en cuando, muchas veces, nunca, todos los días, difícil, fácil, hay, la hora, el minuto, ¿cuántos(as)? Casi, en, el examen, tarde, temprano, tener que Skills Instructional Procedures Explanations and Examples Interdisciplinary Connections

1. Talk about daily schedules/ordinal numbers 2. Ask and tell time 3. Expressions of frequency

1. Model our new school schedule /Explain educational systems of Latin America and importance/relevance of having free education. 2. Introduce number from 31‐60 3. Introduce ordinal numbers 4. Model frequency of time 5. Create a visual to present the times/clock

Mention that neither school subjects nor languages are capitalized in Spanish. Introduction to three word numbers such as; treinta y uno = 31 ‐Introduce ordinal numbers to address school schedules /floors. 1st, 2nd, 3rd, 4th = Primero, segundo, tercero, cuarto PV=planta baja=ground floor ‐When telling time in Spanish we use the conjugation of the verb SER (sing/plural)‐apply math vocabulary ‐The expressions of frequency Siempre and nunca are usually placed before the verb. Antonio siempre toma apuntes = Antonio always takes notes

Geography/SS: compare life styles of Latin America and the United States (related to schools) Math: application of math vocabulary when telling time Art: Create visual representations demonstrating understanding of time. SS/Economics; value and importance of government producing high level education professionals.

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4. Present tense of –ar verbs (infinitive) 5. Using tener and tener que 6. Learning how to prepare Guacamole

1. Model/Display conjugation of verb2. Explain verbs in Spanish have three different endings AR, ER, IR 2. Review after school activities 3. Model preparation of typical Mexican Guacamole

All infinitives in Spanish end in –ar, er, ir. To form the present tense of a regular verb that ends in –ar, drop the ending of the infinitive verb keep the root and add the appropriate ending according to the subject pronoun. Cocinar /Preparar = to cook /to prepare Yo preparo un guacamole fabuloso

Language; conjugating verbs /communication Art; creation of conjugating chart /embracing the Mexican culture Culture; respecting other cultures in regards to food. Science; using volcanic rock to preserve color/temperature of food

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Essential Question(s): How do you describe places in the school setting? How does my school and the community relate?

Unit 2‐ Lesson2 (Spanish 1A Review) Content: En la escuela –Places in School Standards: 7.1.NM.A.1 ‐ 7.1.NM.A.2 ‐ 7.1.NM.A.3 ‐ 7.1.NM.A.4 ‐ 7.1.NM.A.5 ‐7.1.NM.B.3 ‐ 7.1.NM.B.4 ‐ 7.1.NM.C.2 ‐ 7.1.NM.C.5 Vocabulary: el cuaderno, la hoja de papel, el lápiz, el libro, el bolígrafo, la carpeta, el pupitre, la profesora, la (el) estudiante, el profesor (a), la maestra, la pizarra, el pizarrón, la mochila, la puerta, la silla, la tiza, la ventana, aburrido(a), divertido(a), interesante, el baño, la cafetería, el gimnasio, la oficina, director(a), el pasillo, delante de, al lado de, debajo de, cerca de, dentro de, detrás de, encima de, lejos de, contento(a), deprimido(a), emocionado(a), cansado(a), enojado(a), nervioso(a), ocupado(a), tranquilo(a), triste, el problema, cuando, ¿Cuándo? , ¿A dónde?, abran, cierren, ¿Comprenden?, no entiendo, ¿puedo ir al baño?, saquen, ¿tienen preguntas?, siéntese, levántese, silencio, repitan, ¿Cómo se dice?, ¿Cómo se escribe? ¿Qué quiere decir?, escriba, escuche, lee, contesta la pregunta, levante la mano Skills Instructional Procedures Explanations and Examples Interdisciplinary Connections

1. Describe classes and classroom objects 2. Say where things are located 3. Learn useful phrases used in the classroom.

Construct visual presenting /depicting classroom items/classroom phrases Model location of things /prepositional phrases.

Classroom items will be identify by gender and number in Spanish. El lápiz ‐ la pluma Los lápices‐ las plumas Use the word de after the location word when a specific location is mentioned. Prepositional phrases Delante de … When de is followed by the work el, they combine to form the contraction del.

Literacy; making list of supply that you need for a particular class and subjects –write about your school schedule Art; learning about Mexican artist Math; expressions of distance/quantities

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3. Describe where you go (using the verb estar and ir) 4. Expressing where you are (location) and how you feel.

‐Model conjugation, use and application of ESTAR=to be (to express how you “feelings” and where you are “location”. ‐Compare and contrast SER and ESTAR. Model conjugation and use of Ir=to go *usage in the future

There are two ways to say the English verb “to be” in Spanish= SER and ESTAR. Estar expresses location, feelings, and temporary situations. ‐Yo estoy en el colegio Yo estoy impresionada con la pintura Use ir to talk about where someone is going.

Grammar connection; conjugating verbs 21st century themes: relating Hispanic culture with own. Literacy; Explain/write in your own words about ESTAR (your feelings and your location)

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Essential Question(s): Do Latin American grocery stores carry the same products as in the US? Does everyone in Latin America like to eat the same food? How do historical influences affect the food that people eat? Puerto Rico Unit 3 – Lesson 1 (Spanish 1A Review) Content: Mi comida favorita Standards: 7.1.NM.A.1 ‐ 7.1.NM.A.2 ‐ 7.1.NM.A.3 ‐ 7.1.NM.A.4 ‐ 7.1.NM.A.5 ‐7.1.NM.B.3 ‐ 7.1.NM.B.4 ‐ 7.1.NM.C.2 ‐ 7.1.NM.C.5 Vocabulary: el almuerzo, la bebida, la cena, compartir, la comida, el desayuno, el café, el cereal, el huevo, el jugo de naranja, el pan, el yogur, la leche, la hamburguesa, el sándwich de jamón y queso, la sopa, tener ganas de…, tener hambre, tener sed, ¿Cómo? ¿Cuándo? ¿Cuál (es)? ¿Por qué?, ¿Qué?, ¿Quién (es)?, la banana, la manzana, las uvas, el plátano, el huracán, el auto mercado/el supermercado, ahora, es importante, horrible, nutritivo, otro (a), para, rico(a), tener ganas de… , vender, tener hambre, tener sed, me gusta, te gusta, le gusta, nos gusta, os gusta, les gusta, vender(v), compartir(v), Skills Instructional Procedures Explanations and Examples Interdisciplinary Connections

1. Compare and identify foods and specialty dishes from other countries. 2. Talk about foods and beverages 3. Say what foods you like or dislike 4.Learn about supermarkets and specialty stores in the Spanish‐speaking world and the products they sell‐ Read a supermarket shopping list 5. Understand cultural perspectives on meals

1. Presenting educational information on food 2. Construct a visual presentation of popular foods and beverages from Puerto Rico and other parts of Spanish‐speaking countries. 3. Present the conjugation of gustar now with a noun to talk about food. 4. Create a shopping list

Spanish often requires the use of tener rather than an English equivalent of the verb to be to express a condition. Tener hambre – tener sed To be hungry – to be thirsty ‐The three main meals of Spanish‐speaking countries are Desayuno (breakfast) Almuerzo (lunch) biggest meal of the day) La Cena/La comida (dinner) ‐Lunch is the most important meal of the day. It is also the most important time to spend with family and friends, and a time to rest. Most shops, business, and schools close for two or three hours for people to have a chance to take a siesta.

Literacy:Explain/compare in own words foods/ present your common likes and dislikes / create short dialogue Art: Create visual representations demonstrating what you like and/or do not like to eat‐Venn diagram to compare. Science: hurricanes in the Caribbean Math: Calculating the speed of a storm

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1. Using interrogative words 2. Practice verb gustar with nouns 3. Present tense of –er – and ir verbs Review concept of (infinitive)

1. Present the use interrogative words in Spanish followed by a conjugated verb. 2. Explain concept – infinitives and compare to English. 3. Model/Display conjugation of verbs ending in er and ir 4. Introduce the verb hacer and connect it to –er verbs.

The singular and plural forms of Gustar match what is liked, not the person who likes it. Me gusta la sopa All infinitives in Spanish end in –ar, er, ir. Regular verbs that end in –er or –ir work a little differently than regular –ar verbs. The ending for –er and –ir verbs are the same except in the nosotros(as) and vosotros(as) forms.

21st century themes:Creativity and Innovation/ Critical thinking and Problem Solving/Communication and Collaboration/Social and Cross‐Cultural Skills/Productivity and Accountability Language; conjugating verbs /communication Culture; respecting other cultures in regards to food.

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Essential Question(s): How do I describe my family to others? What type of family traditions do I have? Is the Quinceañera tradition the same as Sweet Sixteen?

Unit 3 ‐ Lesson2 (Spanish 1A Review) Content: En mi familia – My family Standards: 7.1.NM.A.1 ‐ 7.1.NM.A.2 ‐ 7.1.NM.A.3 ‐ 7.1.NM.A.4 ‐ 7.1.NM.A.5 ‐7.1.NM.B.3 ‐ 7.1.NM.B.4 ‐ 7.1.NM.C.2 ‐ 7.1.NM.C.5 Vocabulary: abuela, abuelo, abuelos, la familia, la hermana, hermano, tío, tía, los hijos, el hijo, la hija, mamá, papá, la madre, el padre, la madrastra, el padrastro, el primo, la prima, el primero de, el cumpleaños, la fecha de nacimiento, Feliz cumpleaños, el/la gato(a), el/la perro(a), vivir, ya, adjetivos posesivos, mi, tu, su, nuestro(a), vuestro (a), carne asada, tostones, ceviche, papaya, melón, horchata, más …que, menos…que, tan.. como, tanto como, mayor, menor, mejor, peor, Skills Instructional Procedures Explanations and Examples Interdisciplinary Connections

1. Compare meal time traditions 2. Talk about family 3. Express possession 4. make comparisons 5. Quinceañera tradition

1. Talk about some meal time traditions in Puerto Rico and compare to students’. 2. Present vocabulary; family, check for vocabulary recognition. 3. Review the calendar/numbers 4. Talk about diminutive. 5. Present possessive adjectives in Spanish 6. Present Comparatives

‐In many Spanish‐speaking countries, families share time together at the table long after a meal is over. This custom is called la sobremesas. ‐In Spanish (‘s) is never used. To show possession, use de and the noun that refers to the owner/possessor. ‐Spanish speakers use the diminutive endings –ito and –ita to express terms of endearment. For example, abuelo becomes abuelito. ‐In Spanish, possessive adjectives agree in number and gender with the nouns they describe. Es mi tía – She is my aunt. ‐There are several phrases in Spanish used to make comparisons; Más que – menos que – tanto como – tan como. –mayor – menor – mejor – peor.

Literacy: Explain/compare in own words foods/ family traditions. Art: Create visual representations of family tree (real/made up). Compare music styles. Math: using numbers to represent dates and age. 21st century themes: Creativity and Innovation/ Critical thinking and Problem Solving/Communication and Collaboration/Social and Cross‐Cultural Skills/Productivity and Accountability

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Essential Question(s): What is the most popular sport in Spain? What are the colors of the uniforms and how do they relate to the cities they represent? What season would Argentina have in December in comparison to East Rutherford? What is Euro? España Unit 4 – Lesson 1 (Spanish 1A Review) Content: ¡Vamos de compras! – Let’s go shopping! Standards: 7.1.NM.A.1 ‐ 7.1.NM.A.2 ‐ 7.1.NM.A.3 ‐ 7.1.NM.A.4 ‐ 7.1.NM.A.5 ‐7.1.NM.B.3 ‐ 7.1.NM.B.4 ‐ 7.1.NM.C.2 ‐ 7.1.NM.C.5 Vocabulary: el centro comercial, ¿Cuánto cuesta?,¿Cuánto cuestan?, el dinero, el dólar, el euro, ir de compras, pagar, el precio, la tienda, la blusa, los calcetines (las medias), la camisa, la camiseta, la chaqueta, feo(a), el gorro, los jeans, llevar, nuevo(a), los pantalones, los pantalones cortos, la ropa, el sombrero, el vestido, los zapatos, los colores, amarillo(a), anaranjado(a), azul, blanco(a), marrón (pl. marrones), negro(a), rojo(a), verde, tener calor, tener frío, tener razón, tener suerte, las estaciones, el invierno, el otoño, la primavera, el verano, durante, cerrar (ie), empezar (ie), entender (ie), pensar(ie), preferir(ie), querer(ie). Skills Instructional Procedures Explanations and Examples Interdisciplinary Connections

1. Talk about clothing items 2. Talk about seasons – climates around the world 3. Talk about cost (use of euro) 4. Numbers from 60‐100

1. Construct visual presentations for clothing items, stores, colors, and seasons vocabulary. 2. Use question words to express cost. 3. Model clothing items according to seasons. – 4. Review conjugation of tener verb

1. Use ¿Cuánto cuesta? ¿Cuánto cuestan? To ask about cost. 2. Recycle previous vocabulary in regards to climate, and numbers.

Literacy:Compare in own words traditional clothing from Barcelona and Seville. Art: Create a chart with the names of seasons and complete by using items of clothing. Science: compare seasons –Hemisphere Math: purchase of clothing items, Music; Researching music from Spain

1. stem‐changing verb; e‐ie querer/pensar/preferir 2. Direct object pronoun

1. Model/Display conjugation of stem‐changing verbs such as; querer, pensar and preferir. 2. Introduce direct object pronouns.

‐When one verb follows another, the first verb is conjugated and the second is in its infinitive form. (review rules for Gustar verb) Querer and mirar V V ¿Quieres mirar la televisión?

21st century themes:Creativity and Innovation/ Critical thinking and Problem Solving/Communication and Collaboration/Social and Cross‐Cultural Skills/Productivity and Accountability

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‐Direct object pronouns can be used to replace direct object nouns. Ex: Quiero la camisa azul – La quiero I want the blue shirt. I want it.

Language; conjugating verbs /communication Culture; respecting other cultures in regards to clothing and traditions.

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Essential Question(s): What would you wear in Spain during your trip? How do local markets reflect the culture of an area?

Unit 4 –Lesson 2 (Spanish 1A Review) Content: ¿Qué hacemos esta noche? Standards: 7.1.NM.A.1 ‐ 7.1.NM.A.2 ‐ 7.1.NM.A.3 ‐ 7.1.NM.A.4 ‐ 7.1.NM.A.5 ‐7.1.NM.B.3 ‐ 7.1.NM.B.4 ‐ 7.1.NM.C.2 ‐ 7.1.NM.C.5 Vocabulary: el café, el centro, el cine, el parque, el restaurante, el teatro, el concierto, las entradas, la música rock, la película, la ventanilla, a pie, la calle, en autobús, en coche (carro), encontrar, tomar, el (la) camarero(a), costar, la cuenta, postre, menú, la mesa, el plato principal, la propina, pedir, servir, el arroz, el bistec, el brócoli, la carne, la ensalada, los frijoles, el pastel, la patata, el pescado, el pollo, el tomate, las verduras, allí, almorzar, aquí, dormir, el lugar, poder, tal vez, ver, volver Skills Instructional Procedures Explanations and Examples Interdisciplinary Connections

1. Describe places and events 2. Talk about types of transportation 3. Say what you are going to do 4. Order from a menu 5. Review prepositions 6.Stem‐changing verbs; e – i (using pedir and servir)

1. Present vocabulary of places to go and events in town, means of transportation 2. Create a visual to represent local restaurant menus in different cities of Spain – to show cultural differences among same country. 3. Model/display conjugation of pedir and servir – verbs used when ordering food in a restaurant

‐Goods sold in food and craft markets reflect local agriculture and native material, eating habits and artistic talents. ‐It is essential to use public transportation when traveling in a Spanish‐speaking country. ‐El rastro, is one of the oldest flea markets in Madrid (bargains). ‐ For e‐to i stem –changing verbs, the last e of the stem changes to i in all from except for nosotros(as) and vocotros(as) *Servir = to serve El camarero sirve la comida The waiter serves the food Nosotros pedimos el almuerzo We order lunch

Culture; discuss tipping in Spain and East Rutherford. Literacy: Explain/compare in own words means of transportation ‐Create/plan a fictitious trip to Spain Art: Create a menu‐ Science: health, diet, Math: Calculating cost for trip 21st century themes: Social and Cross‐Cultural Skills

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1. Use and conjugation of the verb ver, ir a + infinitive 2. Stem‐changing verbs; o‐ue

1. Model/Display conjugation of stem‐changing verbs such as; poder, almorzar, costar, volver, and dormir. 2. Model/display conjugation of verb ver = to see 3. Recycle the conjugation of verb ir, now using a + infinitive.

1. (review rules for Gustar verb)2. for o to ue stem‐changing verbs, the last o of the stem changes to ue in all form except nosotros(as) and vosotros(as).

21st century themes:Creativity and Innovation/ Critical thinking and Problem Solving/Communication and Collaboration/Social and Cross‐Cultural Skills/Productivity and Accountability Language; conjugating verbs /communication

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Essential Question(s): How do you describe where you live? Where would you prefer to live? How does the real estate market compare in the US and Ecuador? How did Incan culture impact South America? Ecuador Unit 5 – Lesson 1 Content: Vivimos aquí – We live here (Welcome to our house) Standards: 7.1.NM.A.1 ‐ 7.1.NM.A.2 ‐ 7.1.NM.A.3 ‐ 7.1.NM.A.4 ‐ 7.1.NM.A.5 ‐7.1.NM.B.3 ‐ 7.1.NM.B.4 ‐ 7.1.NM.C.2 ‐ 7.1.NM.C.5 Vocabulary: el apartamento, el armario, bajar, la casa, la cocina, el comedor, el cuarto, la escalera, ideal, el jardín, el patio, el piso, la planta baja, la sala, subir, el suelo, la cosa, el disco compacto, el lector DVD, el televisor, el tocadiscos, los videojuegos, la alfombra, la cama, la cómoda, las cortina, el espejo, la lámpara, los muebles, el sillón, el sofá, primero (), segunda(a), tercero(a), cuarto(a), quinto(a), sexto(a), séptimo (a), octavo(a), noveno(a), décimo(a) Skills Instructional Procedures Explanations and Examples Interdisciplinary Connections

1. Describe a house and household items 2. indicate the order of things 3. describe people and locations 4. Review ordinal numbers.

1. Present vocabulary of house and household items (electronics and furniture) 2. Create a visual to represent house plans or apartment plans from magazines, internet, etc. 3. Practice saying the names of rooms in a house 4. Types of houses and apartments around the world‐ (compare) 3. Review ordinal numbers 4. Have students design plans for a dream house and label all the rooms in Spanish.

1. In Ecuador they use the word cuarto (bedroom), in other Spanish‐speaking countries you might hear: la habitación, la pieza, la recámara, la alcoba, and/or el dormitorio. 2. Landscapes in Spanish‐speaking countries can indicate the economic level of a community. 3. When used with a noun, an ordinal number must agree in number and gender with that noun. Es la primera pelicula Enero es el primer mes del año 4. Cusco, which was once capital of the Incan empire, is now a city of some 300,000 inhabitants

Mathematics: Comparing shapes used in Incan structures/ordinal numbers Social studies: Researching Incan construction methods History: Learning about all aspects of the Incan empire Language: Finding Quechua words that are used in Spanish Culture; Discover different types of houses in Spanish‐speaking countries.

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1. using ser/ estar and tener verbs 2. Review stem‐changing verbs o to ue

1. Model/Display conjugation of verbs ser /estar/tener 2. Venn diagram for ser and estar 3. Model/Display conjugation of stem‐changing verbs

‐ There are two ways to say the English verb “to be” in Spanish= SER and ESTAR. Estar expresses location, feelings, and temporary situations. ‐Yo estoy en el colegio Yo estoy impresionada con la pintura

‐Ser is used with: Elements pertinent to your or others' identity

physical description, personality and character, nationality, race, gender, profession, origin, What things are made of

Things which "Take Place" or "Occur" in Time:

Dates, days, seasons, time, events, concerts, parties

And Possession

to express place of origin. *¿De dónde eres tú? ‐Ser is used to express occupation. ¿Cuál es tu trabajo? What do you do? Soy carpinter

21st century themes:Creativity and Innovation/ Critical thinking and Problem Solving/Communication and Collaboration/Social and Cross‐Cultural Skills/Productivity and Accountability Language; conjugating verbs /communication

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Essential Question(s): Where and with whom do you like to celebrate your birthday? How do different cultures express themselves through craft? What is the sanjuanito dance?

Unit 5 – Lesson 2 Content: Una fiesta en casa – Party at home Standards: 7.1.NM.A.1 ‐ 7.1.NM.A.2 ‐ 7.1.NM.A.3 ‐ 7.1.NM.A.4 ‐ 7.1.NM.A.5 ‐7.1.NM.B.3 ‐ 7.1.NM.B.4 ‐ 7.1.NM.C.2 ‐ 7.1.NM.C.5 Vocabulary: sanjuanito, traditions, tradiciones, rhythm, ritmo, indigenous, bailar, cantar, celebrar, dar una fiesta, la decoraciones, decorar, la fiesta de sorpresa, el globo, los invitados, invitar a , salir, el secreto venir, abrir, buscar, envolver, el papel de regalo, recibir, el regalo, traer, ayudar, acabar, de .., barrer el suelo, cocinar, cortar el césped, darle de comer al perro, deber, hacer la cama, lavar los platos, limpiar, pasar la aspiradora, planchar la ropa, poner la mesa, los quehaceres, sacar la basura, sucio(a), decir, hay que, poner, si, todavía Skills Instructional Procedures Explanations and Examples Interdisciplinary Connections

1. Plan a party 2. Talk about chores and responsibilities 3. Tell someone what to do 4. Say what you just did 5. Recycle interrogative words (question words)/expressions of frequency

1. Present information/vocabulary 2. Talk about family parties; who attends, where they take place, and what type of foods are served. 3. Talk about chores and responsibilities 4. Have students use the expression tener que to explain what chores they have to do, using direct object pronouns to replace the direct objects. 5. Present/ Review Interrogative words/expressions of frequency

‐Just as the English verb to be does not follow a pattern in the present tense, irregular verbs I Spanish do not follow the pattern of regular or stem‐changing verbs. Dar, decir, poner, salir, traer, and venir are all irregular *some verbs are irregular only in the yo form of the present tense

Mathematics: planning a party using a budget Language: explain in own words about family celebrations/comparing chores with others/steps to plan a party Culture: discussion relevant to pride for the community. Art: crafts from Otavalo (indigenous group of South America Music: Folk music and dances of Ecuador and Panamá

1. More irregular verbs 2. affirmative tú commands 3. acabar de + infinitive

1. Graphic organizers for verbs and grammar 2. Guided conversation activities TPR (Simon says) 3. Present the verbs dar, poner, salir and traer

‐ The verb poner can be used in different ways. Example, poner la mesa means to set the table. Poner las decoracions means to put up the decorations. ‐In both English and Spanish, affirmative commands are used to tell someone to do something. In Spanish we have regular and irregular affirmative tú commands Lavar – lava Decir = di ‐ hacer=– haz – ir = ve

21st century themes:Creativity and Innovation/ Critical thinking and Problem Solving/Communication and Collaboration/Social and Cross‐Cultural Skills/Productivity and Accountability Language; conjugating verbs /communication Culture; respecting other cultures in regards to gathering traditions.

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Essential Question(s): How can I stay healthy? Do you like to play or watch sports with your friends? What sport is popular in the Dominican Republic and Venezuela? What are some of the activities that you can enjoy at the Palacio de los Deportes? República Dominicana Unit 6 – Lesson 1 Content: ¿Cuál es tu deporte favorito? Standards: 7.1.NM.A.1 ‐ 7.1.NM.A.2 ‐ 7.1.NM.A.3 ‐ 7.1.NM.A.4 ‐ 7.1.NM.A.5 ‐7.1.NM.B.3 ‐ 7.1.NM.B.4 ‐ 7.1.NM.C.2 ‐ 7.1.NM.C.5 Vocabulary: el básquetbol, el béisbol, el fútbol americano, nadar, la natación, patinar, patinar en línea, el tenis, el voleibol, el bate el casco, el guante, los patines, la pelota, la raqueta, comprender , las reglas, favorito(a) , ganar, el partido, peligroso(a), perder (ie), los aficionados, el (la) atleta, el campeón, el campo, la cancha, el equipo, el estadio, el (la) ganador(a), el (la) jugador(a), la piscina Skills Instructional Procedures Explanations and Examples Interdisciplinary Connections

1. Talk about sports you and others play 2. Sports locations and people 3. Read a flier for a sports club

1. Help students differentiate between the English and Spanish pronunciations of sports names that may be cognates. Béisbol, Fútbol, Básquetbol, tenis, and voleibol 2. Display list of sports and places where sports are played and equipment

1. . The series of professional Baseball Championship is referred to as he Caribbean World Series. It is hosted by a different country each year and usually involves 12 games. 2. In this lesson students learn that aficionado (a) is the Spanish equivalent for fan. Point out that in the Dominican Republic the preferred term is fanático(a): Soy una fanática del béisbol. ‐ ‐The word piscina= swimming pool in many Spanish‐speaking countries. In other countries like México =la alberca and in Argentina=la pileta

Social studies: Researching the Dominican flag and coat of arms Art: Create your own sport advertising poster. Language: make a list of your favorite sports/activities Physical Education: talking about sports Math: create a bar graph to represent classroom favorite sport

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1. Verb jugar/saber and conocer 2. The personal a 3. Recycle verb gustar

1. . Model/Display conjugation of verbs jugar/saber and conocer.

‐ Explain to students that there is more than one verb that means to play in Spanish Jugar means to play a game, and tocar means to play an instrument ‐In Spanish there are two verbs that mean to know. *use saber to talk about factual information you know – you can also use saber + infinitive to say that you know how to do something *Nicolás sabe patina muy bien and *conocer when you want to say that you are familiar with a person or place. ‐when a specific person is the direct object of a sentence, use the personal a after the verb and before the person No conozco a Raúl.

21st century themes:Creativity and Innovation/ Critical thinking and Problem Solving/Communication and Collaboration/Social and Cross‐Cultural Skills/Productivity and Accountability Language; conjugating verbs /communication Culture; comparing favorite sports with sports played in other parts of the world.

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Essential Question(s): what outdoor activities do you like to do to stay healthy? Who are two world‐class athletes representing the Dominican Republic and Venezuela? How can gestures and proverbs facilitate communication? República Dominicana Unit 6 – Lesson 2 Content: La salud – staying healthy Standards: 7.1.NM.A.1 ‐ 7.1.NM.A.2 ‐ 7.1.NM.A.3 ‐ 7.1.NM.A.4 ‐ 7.1.NM.A.5 ‐7.1.NM.B.3 ‐ 7.1.NM.B.4 ‐ 7.1.NM.C.2 ‐ 7.1.NM.C.5 Vocabulary: enfermo (a), fuete, herido (a), levantar pesas, la salud, sano (a), doler (ue), lo siento, la boca, el brazo, la cabeza, el corazón (los corazones), el cuerpo, el estómago, la mano, la nariz (las narices), el ojo, la oreja, el pie, la piel, la pierna, la rodilla, el tobillo, el bloqueador de sol, sol, bucear, caminar, hacer esquí acuático, el mar, la playa, tomar el sol, anoche, ayer, comenzar (ie), terminar, ¿Qué hiciste (tú)?, ¿Qué hicieron ustedes? Skills Instructional Procedures Explanations and Examples Interdisciplinary Connections

1. Talk about parts of the body 2. Use doler to say what hurts and make excuses. 3. Say what you and others did 4. Talk about staying healthy

1. construct visual to show body parts 2. Explain doler and recycle indirect object pronouns 3. Display/discuss healthy activities and habits

‐When naming parts of the body in Spanish, the article el, la, los, las is used instead of the possessive adjectives. La cabeza el pie ‐Remind students that the word la mano=the hand although ending in –o, is feminine. ‐Remind them also that the plural of la nariz is las narices. ‐when you want to say what hurts, use doler (ue). This verb functions like gustar using indirect object pronouns me,te,le,nos, os, les to indicate to whom ‐

Mathematics: create a two‐column chart Language: create own association with body parts and activities Music: listen/dance Merengue

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1. Preterite of –ar verbs 2. ‐Preterite of –car, ‐gar, ‐zar verbs 3. Review stem‐changing verbs; o to ue / gustar with nouns / telling time

1. Model and display conjugation of verbs 2. Model and review stem‐changing verbs, o to ue and the verb gustar 3. Model and review asking and telling time

‐ Remind students of the e to iestem‐changing verbs. Comenzar – yo comienzo. Have students notice the changes on the second syllable; it changes from e to ie. ‐To form the preterite of a regular –ar verb, drop the ending, keep the stem/root, and add the appropriate preterite ending to the verb’s stem. Nadar = to swim Yo nado Yo nadé Nosotros caminamos Nosotros caminamos *Notice that the nosotros frorm is the same in the preterite as in the present tense. ‐Regular verbs that end in –car, ‐gar, or –zar have spelling change in the yo form of the preterite. This change allows these words to maintain their original sound. Buscar c becomes qu (yo) busqué Jugar g becomes gu (yo) jugué

21st century themes:Creativity and Innovation/ Critical thinking and Problem Solving/Communication and Collaboration/Social and Cross‐Cultural Skills/Productivity and Accountability Language; conjugating verbs /look for the origin of the word champion, or campeona Culture; Gestures and proverbs in Spanish speaking countries Physical Education: Athletes/sports from Dominican Republic and Venezuela

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Essential Question(s): How does the use of technology compare in Spanish speaking countries and the US? How does technology impact your life? Argentina Unit 7 – Lesson 1 Content: En el Cibercafé ‐ Standards: 7.1.NM.A.1 ‐ 7.1.NM.A.2 ‐ 7.1.NM.A.3 ‐ 7.1.NM.A.4 ‐ 7.1.NM.A.5 ‐7.1.NM.B.3 ‐ 7.1.NM.B.4 ‐ 7.1.NM.C.2 ‐ 7.1.NM.C.5 Vocabulary: la cámara digital, conectar a Internet, la dirección electrónica, estar en línea, hacer clic en el icono, mandar, el mensajero instantáneo, navegar por Internet, la pantalla, quemar un disco compacto, el ratón, el sitio Web, el teclado, tomar fotos, anteayer, el año pasado, entonces, luego, más tarde, por fin, la semana pasada, algo, alguien, algún, alguno, nada, nadie, ni..ni, ningún, ninguno, o…, tampoco Skills Instructional Procedures Explanations and Examples Interdisciplinary Connections

1. Talk about technology (vocabulary, parts or a computer, and technology‐related activities) 2. Talk about a series of events 3. Say what you did 4. Talk about indefinite or negative situations 5. learn about Argentina and Chile

1. Discuss slang terms in Argentina and the US 2. Discuss and create visual related to technology 3. discuss about Cybercafé 3. discuss/display fun places to visit in Argentina, Chile, Bolivia, Nicaragua, and the US

1. Argentina is the eighth largest country in the world. The country lies south of the equator, so the seasons are opposite of ours in the US. 2. A special beverage of Argentina is called mate. Drinking mate involves a special cup, often made out of dried, decorated gourd, with a metal or wood straw, called a bombilla.

Social studies: Learning about the geography and history of Argentina and Chile Language: learning the language game jeringozo

1. Preterite of regular –er and –ir verbs 2. affirmative and negative words 3. Recycle foods and beverages

1. Present Preterite of regular –er –ir verbs for vender /escribir/compartir, etc. 2.Present affirmative and negative words

‐ Regular –er and –ir verbs follow a pattern similar to regular –ar verbs in the preterite. In the preterite, ‐er and ‐ir verb endings are identical ‐Use an affirmative or a negative word when you want to talk about an indefinite or negative situation Example of some affirmative words: Algo, alguien, algún, siempre, también Example of some negative words: Nada, nadie, ningún, nunca, tampoco *In Spanish double negatives are often required.

21st century themes:Creativity and Innovation/ Critical thinking and Problem Solving/Communication and Collaboration/Social and Cross‐Cultural Skills/Productivity and Accountability Language; conjugating verbs /communication Culture; Learning about the culture of Chile and Argentina Science: researching the value of silver

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Essential Question(s): What role does geography and history play in culture? Which is your favorite amusement park in the US? Do you know a fun place?

Unit 7 – Lesson 2 Content: Un día en el parque de diversions – A day at the amusement park Standards: 7.1.NM.A.1 ‐ 7.1.NM.A.2 ‐ 7.1.NM.A.3 ‐ 7.1.NM.A.4 ‐ 7.1.NM.A.5 ‐7.1.NM.B.3 ‐ 7.1.NM.B.4 ‐ 7.1.NM.C.2 ‐ 7.1.NM.C.5 Vocabulary: los carros chocones (autitos chocadores), el boleto (el ticket), la montaña rusa, subir a, !Qué+ divertido!, !Qué aburrido!, !Qué aburrido!, !Qué miedo!, tener miedo, la vuelta al mundo, el acuario, la feria, el museo, el parque de diversiones, el zoológico, dejar un mensaje, la llamada, llamar, el teléfono celular, ¿Quieres acompañarme a…?, ¿Te gustaría …?, Te invito, con, el fin de semana, ¿Aló? , ¿Está …?,No, no está, ¿Puedo hablar con …?, un momento, !Claro que sí!, me gustaría …, sí, me encantaría, !Qué lástima! Skills Instructional Procedures Explanations and Examples Interdisciplinary Connections

1. Talk on the phone 2. Say where you went, what you did, and how it was 3.‐Extend invitations 4. family names

1. Present lesson vocabulary relative to amusement parks, places of interest, extending and declining invitations, and talking on the phone 2. Practice vocabulary 3. Explain cultural aspects of family names in Spanish‐speaking countries 4. Talk about Argentinian cuisine

1. In Spain, someone may answer the phone by saying Diga. Other expressions used in various countries are; aló, hola and bueno. 2. The location of a region often determines the foods that are eaten there. For example; people living along the coast are likely to eat more seafood.

Social studies: Using maps History: Explain in own words the role of Nazi Germany in the ethnic makeup of Argentina Language: making a list of amusement parks visited or heard about Art: design own ticket to your imaginary amusement park

1. Using! Qué + adjective! 2. Preterite of ir, ser, and hacer 3. Pronouns after prepositions 4. Recycle stem‐changing verbs; e to i

1. Model/explain the concept of using! Qué + adjective! 2. Present what pronouns are used after prepositions and practice same.

‐ To express How + adjective in the masculine singular form ! Qué + divertido! How fun! !Qué + aburrido! How boring! *Use the feminine form only when a feminine noun is being described !Qué + divertida la montaña rusa! ‐Ir, ser, and hacer are irregular in the preterite tense. ‐Use pronouns after prepositions like a, con, de, and para

21st century themes:Creativity and Innovation/ Critical thinking and Problem Solving/Communication and Collaboration/Social and Cross‐Cultural Skills/Productivity and Accountability Language; conjugating verbs /communication Culture; cultural aspects of last names / Argentinian cuisine

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Mí, ti,uste,él, ella, nosotros,vosotros,ustedes When you use mí and ti after the preposition con, they combine with con to form the words conmigo and contigo.

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Essential Question(s): Where would like to go on vacation? Have you had the opportunity to take a vacation abroad? Where? Costa Rica Unit 8 – Lesson 1 Content: Pensando en las vacaciones ‐ Standards: 7.1.NM.A.1 ‐ 7.1.NM.A.2 ‐ 7.1.NM.A.3 ‐ 7.1.NM.A.4 ‐ 7.1.NM.A.5 ‐7.1.NM.B.3 ‐ 7.1.NM.B.4 ‐ 7.1.NM.C.2 ‐ 7.1.NM.C.5 Vocabulary: acostarse (ue), afeitarse, bañarse, cepillarse los dientes, despertarse (ie), dormirse (ue), ducharse, lavarse, levantarse, maquillarse, peinarse, ponerse (la ropa), secarse, secarse el pelo, vestirse (i), generalmente, normalmente, la rutina, el cepillo, el champú, el jabón, la pasta de dientes, el peine, el secador de pelo, la toalla, el campo, la ciudad, esperar, hacer un viaje, en avión, en barco, en tren, el hotel, quedarse en –las vacaciones, de vacaciones Skills Instructional Procedures Explanations and Examples Interdisciplinary Connections

1. Talk about a typical day 2. Talk about what you are doing 3. talk about your daily routine while on vacation 4. Diphthongs versus separately pronounced pairs of vowels 5. Recycle body parts, clothing items, and telling time

1. Introduce lesson theme: Vacation2. Present vocabulary for daily routine, vacation destinations, and ways to travel 3. Go over body parts, and clothing items vocabulary 4. Recycle telling time

1. Due to the temperature in San José, many homes have walled‐in backyards with cozy patios and lush vegetation. 2. Students should ask each other items they need in order to complete daily morning routine Example: Q: ¿Qué necesitas para despertarte? A: Para despertarme, necesito un reloj despertador

Language: Making a list of your daily routine and items you would pack when going on vacation Science: Sections of the La Salle Museum Math: Museum entry fee in colones (currency of Costa Rica) and dollars /survey of students’ vacation preferences‐present data in the form of a bar graph or pie chart Art: The art of Manuel de la Cruz Gonzalez

1. Using reflexive verbs 2. Present progressive 3. Recycle preterite of hacer, chores, houses

1. Present reflexive verbs and reflexive pronouns/check comprehension 2. Present progressive

‐ When using reflexive verbs and a direct object, Spanish speakers use the definite articles el, la, los, las as opposed to possessive adjectives. Example: Me lavo la cara Me cepillo los dientes ‐To form the present progressive in Spanish, use the present tense of estar + a present participle.

21st century themes:Creativity and Innovation/ Critical thinking and Problem Solving/Communication and Collaboration/Social and Cross‐Cultural Skills/Productivity and Accountability Language; conjugating verbs /communication/ read about a vacation to Costa Rica

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*to form the present participle of a verb, drop the ending of the infinitive and add –ando or –iendo Estamos poniendo la mesa –we are setting the table

Culture; What are some popular tourists’ attractions in Costa Rica?/ the use of usted, tú and vos

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Essential Question(s): Best vacation spots in NJ? Do you purchase souvenirs while on vacation? How can foods from Spanish speaking countries be enjoyed her in the US? Why is Costa Rica a good destination for ecotourism?

Unit 8 – Lesson 2 Content: ¡Vamos de vacaciones! Standards: 7.1.NM.A.1 ‐ 7.1.NM.A.2 ‐ 7.1.NM.A.3 ‐ 7.1.NM.A.4 ‐ 7.1.NM.A.5 ‐7.1.NM.B.3 ‐ 7.1.NM.B.4 ‐ 7.1.NM.C.2 ‐ 7.1.NM.C.5 Vocabulary: acampar, comer al aire libre, dar una caminata, hacer una parrillada, hacer surf de vela, hacer surfing, montar a caballo, el tiempo libre, barato(a), la calidad, caro(a), demasiado, el mercado, el recuerdo, el anillo, el arete, las artesanías, los artículos, de madera, de oro, de plata, la cerámica, el collar, las joyas, aquel, aquella, aquellos (as), ese (a), esos (as), este (a), estos(as), ¿Qué es esto?, le dejo … en.., le puedo ofrecer …, ¿me deja ver? ¿Cuánto cuesta? !Qué caro!, ¿Que le gusta?, quisiera…, regatear Skills Instructional Procedures Explanations and Examples Interdisciplinary Connections

1. Talk about buying souvenirs on vacation 2. Transportation and marketplaces in Costa Rica 3. The coffee industry and the art of Antonio Mejia 4. Travel destinations in Costa Rica, Ecuador, and Uruguay

1. Ask students to make a list of vacation activities they like to do by asking: ¿Qué te gusta hacer durante las vacaciones? 2. Present bargaining expressions 3. Review most popular tourist destinations in Costa Rica, Uruguay and review Ecuador’s 3. Discuss how climate can impact industries

1. Taxis and buses are common and inexpensive means of transportation in Costa Rica and many other Spanish speaking countries. 2. ¿Cuánto cuesta? !Qué caro!, ¿Qué le gusta? Are common bargaining expressions (regatear) used in marketplaces 3. Costa Rica’s climate and rich soil are ideal for coffee harvests/ Costa Rica became the first Central American country to establish coffee as an industry

Mathematics: buying souvenirs(recuerdos) Science: tropical birds and plants Art: arts and crafts of Costa Rica Culture; means of transportation in different countries/the art of Antonio Mejia

1. Recycle indirect object pronouns 2. Use of demonstrative adjectives 3. Recycle family, classroom objects, numbers, verb gustar with an infinitive, and present progressive

1. Remind students that they have used indirect object pronouns with the verbs gustar and doler (practice) 2. review family, classroom objects and numbers

‐Use indirect object pronouns to clarify to whom or for whom an action takes place. (recycle) ‐ To form the present progressive in Spanish, use the present tense of estar + a present participle. *to form the present participle of a verb, drop the ending of the infinitive and add –ando or –iendo

21st century themes:Creativity and Innovation/ Critical thinking and Problem Solving/Communication and Collaboration/Social and Cross‐Cultural Skills/Productivity and Accountability

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Estamos comprando muchos regalos ‐In Spanish, demonstrative adjectives must match the nouns they modify in gender and number. este, esta, estos, estas, aquel, aquella, aquellos, esos, esas *aquellas cerámicas son muy baratas Those ceramics (over there) are very inexpensive

Language; conjugating verbs /Explain in own words how climate can impact industries of a country Community: Find out about the importance of knowing other languages in the art of cooking

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This curriculum map aligns to the 2014 New Jersey World Language Core Curriculum Content Standards. Below is a list of assessment tools that are

recommended for tracking student progress in these areas. In addition, resources that can be used in conjunction with instruction of these standards are

provided but not limited to the list below.

Suggested Formative Assessments for Spanish 1A and 1B: Suggested Summative Assessments for Spanish 1A and 1B:

Teacher observations Quizzes

Pairs practice Unit Exams – written and oral

Exit tickets Mid‐year assessment

Student self‐assessment and reflection Final exam

Daily “Do Now”

Peer tutoring

Projects

Homework

Role play activities

Presentations Resources: Avancemos 1 – student textbook and workbook ‐ Internet websites (classzone.com), Calendar – Songs ‐ ‐ Teacher tube and YouTube videos –Audios – DVD Movies – PowerPoints – Practice Games – Resource worksheets – Realia (teacher created) – Performance assessments – Graphic organizers ‐ English/Spanish dictionaries, Magazines, short stories, TPR.

Websites: Links for vocabulary and Grammar Practice: http://www.classzone.com ‐ Visit the official website of our textbook. Choose the correct unit and lesson. You can practice your vocabulary with electronic flashcards and take general practice quizzes. http://www.studyspanish.com ‐ This grammar tutorial site has good explanations and practice activities. http://www.wordreference.com‐ This is a great on‐line dictionary. http://www.quia.com‐ This site allows you to evaluate you skills using fun, interactive activities. http://www.digitaldialects.com/Spanish.htm ‐‐‐ Materials on this site are aimed for beginner to intermediate levels of Spanish site at learners with beginner to http://www.123teachme.com/ ‐ Free resources to help learning Spanish https://conjuguemos.com/list.php ‐ Exercises to practice verb conjugation www.teachertube.com videos to link/practice lessons ‐ www.brainpop.com and http://spanishflashcards.tripod.com: Free resources to help learning Spanish

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Three modes of communication for second language learners:

Interpersonal Mode: The mode of communication in which students engage in direct oral and/or written communication with others (e.g., conversing face‐to‐face, participating in online discussions or videoconferences, instant messaging and text messaging, exchanging personal letters or e‐mail messages).

Interpretive Mode: The mode of communication in which students demonstrate understanding of spoken and written communication within the appropriate cultural context. Examples of “one‐way” reading or listening include cultural interpretations of print, video, and online texts, movies, radio and television broadcasts, and speeches.

Presentational Mode: The mode of communication in which students present, through oral and/or written communications, information, concepts and ideas to an audience of listeners or readers with whom there is no immediate interaction.

http://www.state.nj.us/education/cccs/2014/wl/intro.pdf

8th Grade

Spanish 1B Pacing Guide

Novice‐Mid 6‐12

Avancemos Spanish 1 Holt McDougal

MONTH CHAPTER/UNIT STANDARDS PACING

SEPTEMBER

Review Lección Preliminar

Preliminary lessons Assessment

Review Unit 1 – Estados Unidos Lesson 1‐ ¿Qué te gusta hacer? Lesson 2– Mis amigos y yo

7.1.NM.A.1 ‐ 7.1.NM.A.2 ‐ 7.1.NM.A.3 ‐ 7.1.NM.A.4 ‐7.1.NM.B.1 ‐ 7.1.NM.B.3 ‐ 7.1.NM.B.4 ‐ 7.1.NM.C.2 ‐

7.1.NM.C.5

Marking Period 1

OCTOBER

Unit 1 AssessmentReview Unit 2 ‐ México Lesson 1– Somos estudiantes Lesson 2– En la escuela

7.1.NM.A.1 ‐ 7.1.NM.A.2 ‐ 7.1.NM.A.3 ‐ 7.1.NM.A.4 ‐ 7.1.NM.B.3 ‐ 7.1.NM.B.4 ‐ 7.1.NM.C.2 ‐ 7.1.NM.C.5

NOVEMBER

Unit 2 AssessmentReview Unit 3 – Puerto Rico Lesson 1– Mi comida favorita Lesson 2– En mi familia


Marking Period 2

DECEMBER

Unit 3 Assessment Review Unit 4 ‐ España Lesson 1‐ ¡Vamos de

compras! Lesson 2‐ ¿Qué hacemos

esta noche? Unit 4 Assessment


JANUARY

BENCHMARK Unit 1‐4 Unit 5 ‐ Ecuador

Lesson 1– Vivimos aquí

7.1.NM.A.1 ‐ 7.1.NM.A.2

‐ 7.1.NM.A.3 ‐ 7.1.NM.A.4 ‐ 7.1.NM.B.3 ‐ 7.1.NM.B.4 ‐ 7.1.NM.C.2 ‐ 7.1.NM.C.5

FEBRUARY

Lesson 2‐ Una fiesta en casa

Unit 5 Assessment


Marking Period 3

Unit 6 – República Dominicana

Lesson 1 ‐ ¿Cuál es tu deporte favorito?

MARCH

Lesson 2: La salud Unit 6 Assessment Unit 7 – Argentina

Lesson 1 – En el cibercafé

7.1.NM.A.1 ‐ 7.1.NM.A.2


APRIL

Lesson 2 – Un día en el parque de diversiones

Unit 7 Assessment

7.1. NM.A.1 ‐ 7.1.NM.A.2


Marking Period 4

MAY

Unit 8 – Costa Rica Lesson 1 – Pensando en las vacaciones.

7.1.NM.A.1 ‐ 7.1.NM.A.2


JUNE

Lesson 2 – ¡Vamos de vacaciones!

Unit 8 Assessment BENCHMARK # 5‐8


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