world languages department niles township high …

WORLD LANGUAGES DEPARTMENT

NILES TOWNSHIP HIGH SCHOOLS

DISTRICT 219

SKOKIE, ILLINOIS 60077

CURRICULUM GUIDE

SPANISH 1N-2N & 11N-21N

(FOR NATIVE SPEAKERS)

Prepared by:

Luisa KarimighovanlooEdmund Murphy, Director

September, 1989Revised: March, 1990

February, 1992 June, 1992 July, 2002………….. May 2003 Sept. 2006 May 2007Revised: October 2010District 219 ensures equal opportunities regardless of race, sex, color, national origin, religion, age or handicap.

TABLE OF CONTENTS

Page

Course book Description……………………………………………………… 1

Texts and Materials…………………………………………………………… 2

Explanatory Notes…………………………………………………………….. 3

Learning Targets………………………………………………………………..5

Grammar Benchmarks and Corresponding Activities.........................................9

Vocabulary Benchmarks and Corresponding Activities....................................12

Culture Benchmarks and Corresponding Activities...........................................14

Technology Standards and Corresponding Activities.........................................16

Curriculum Guide……………………………………………………….……... 7

Sample Unit Plan and Weekly Assignments………………………………….. 25

Sample Test Item Formats……………………………………………………. 26

COURSEBOOK DESCRIPTION

SPANISH 1N-2N & 11N-21N

Grade Weight:3-4Two semesters, two credits.Open to all students who qualify.

PREREQUISITE: Junior High recommendation, placement interview given by Director and Counselor.

A course geared to the needs of native Spanish speakers; learning outcomes closely parallel those of Spanish 11-21.

Added focus given to written expressions, standard Spanish usage (written and oral). A cultural component focusing on Latin American and Spanish culture is reinforced through readings, videos and students' oral participation/presentations. Prepares students for either Spanish 3-4 or Spanish 31-41.

TEXTS AND MATERIALS

Required Texts:

TU MUNDO Curso para hispanohablantes, D.C. Heath and Company, McDougal Littell Inc., 2002.

TU MUNDO Cuaderno de actividades, D.C. Heath and Company, McDougal Littell Inc., 2002.

Reader:

Ventanas tres Carrera-Hanley, McDougal Littell Inc., 2002.

EXPLANATORY NOTES

1. RATIONALE AND EXPLANATION OF THIS CURRICULUM GUIDE This guide contains material that will be helpful to you as you teach Spanish 1N – 11N - 2N/ 21N. During the year, instructors teaching this course will meet to discuss how the implementation of the syllabus is progressing. If we find that changes need to be made, we will agree on those changes and implement them in all sections of the course during the following year.

2. OVERALL STRUCTURE OF THIS CURRICULUM GUIDE The guide consists of the following sections:

TEXTS AND MATERIALS – Both student and teacher materials are listed here.

LEARNING OUTCOMES – Outcomes are listed by semester and are divided into the following language acquisition skills: reading, vocabulary, verbs, usage, listening, and speaking.

SYLLABUS – The syllabus is divided into six grading periods and integrates the text, workbooks, and reading materials. (See number 3 & 4 below).

SAMPLE UNIT PLAN AND WEEKLY ASSIGNMENTS – A brief unit plan demonstrates how the various components of this course can be organized. The assignment sheet will help instructors (who are new to a course) approximate the amount and level of work that a typical student at the honors or regular level can accomplish on a nightly basis.

3. THE SYLLABUS AS A GUIDE A detailed syllabus whose content is broken down into six week grading periods is included to help you organize the course into meaningful units of study and to facilitate the construction of your own classroom tests. Since the outcomes will be tested at the end of each semester, it is not imperative that you adhere precisely to the grade period breakdown delineated here, but that you complete the required outcomes by the end of the semester.

4. CRITERION REFERENCED TESTS (C.R.T.’s) AND OUTCOMES - The outcomes have been delineated by semester and will be tested in January and June. All instructors teaching this course will submit items (by learning outcome) to be used on the semester C.R.T.’s. Specific outcomes are discussed below.

5. THE READING OUTCOME - Please note that reading is an outcome for both semesters and the students will be tested in this area both in January and June on the C.R.T.

6. CULTURE COMPONENT – The teaching of culture will focus on readings and video presentations to be tested during the semester.

7. SPEAKING – The Foreign Language Department has agreed to make oral proficiency one of its goals and to that end, has adopted a set of oral proficiency outcomes for each level of instruction. In this course, emphasis will be placed on standard Latin American pronunciation.

8. SCOPE AND SEQUENCE CHART – A grid containing the usage topics (taught in the Niles Township Spanish Program) and when they are taught has been included in the Appendix of this Curriculum Guide. Instructors will, thus, be aware of when a given topic was introduced, reinforced, and mastered.

9. DUPLICATION OF MATERIAL FOUND IN THIS CURRICULUM GUIDE . Instructors should feel free to duplicate any portion of this document for distribution to students.

10. SPECIFICATION FOR HONORS Additional essays will be required. On tests and quizzes they will have to answer higher level thinking questions. More advanced vocabulary, various expressions and synonyms (i.e. ocultar : esconder).

LEARNING TARGETS – SPANISH NATIVE 1 and 11

FALL SEMESTER

I. Over-arching Reading Target: I can comprehend (at a literal level) a passage of prose-fiction or non-fiction, containing structures and vocabulary presented in the course.

a. I can comprehend (at a literal level) a passage of prose-fiction or non-fiction, containing structures and vocabulary presented in the course.

b. I can comprehend at a differential level a passage of prose-fiction or non-fiction, containing structures and vocabulary presented in the course. (Honors only)

II. Over-arching Vocabulary Target: I can recognize and use vocabulary contained in Tu Mundo, Amsco Publication and Ventanas tres stories.

a. I can recognize and use vocabulary in Tu Mundo.b. I can recognize and use vocabulary in Amsco Publication.c. I can recognize and uses vocabulary found in Ventanas tres stories.d. I can write an elaborate definition for vocabulary words. (Honors only)

III. Over-arching Affective Target: I can identify both with Hispanic heritage and Anglo culture, ultimately arriving at a social/interpersonal balance with which I feel comfortable.

a. I can recognize and write all Spanish speaking countries, capitals and nationalities.

IV. Over-arching Contrastive Analysis Target: I can compare and contrast the English language with the Spanish language.

a. I can compare the grammatical structures of English and Spanish, recognize similarities and differences between them.

b. I can recognize false cognates in Spanish that are influenced by English.c. I can implement and know the rules of accentuation in Spanish.d. I can recognize and use correct Spanish spelling.

V. Over-arching Verb Target: I can recognize and use a variety of verbs in various tenses.a. I can recognize and use present tense regular verbs.

1. I can recognize and use present tense regular ar verbs2. I can recognize and use present tense regular er verbs3. I can recognize and use present tense regular ir verbs

b. I can recognizes and use present tense irregular verbs.1. I can recognize and use present tense irregular yo verbs.2. I can recognize and use the present tense irregular verbs: ser, estar, ir, tener, venir,

hay and haber.c. I can recognize and use present tense stem changing verbs.

1. I can recognize and use present tense e>ie stem changing verbs.2. I can recognize and use present tense e>i stem changing verbs.3. I can recognize and use present tense o>ue stem changing verbs.

d. I can recognize and use the present progressive tense.e. I can recognize and use affirmative tú commands.

VI. Over-arching Usage Target: I can recognize and use grammatical structures.a. I can recognize and use the Spanish alphabet.b. I can recognize and use subject pronouns.c. I can recognize and use articles: definite and indefinite.d. I can recognize and use gender and number of nouns.e. I can maintain agreement and correct placement of nouns and adjectives.f. I can recognize and use days and months.g. I can recognize and use interrogative words.h. I can recognize the basic difference between ser and estar.i. I can recognize and use object of preposition pronouns.j. I can recognize and use numbers to one million.k. I can read and tell time.l. I can use and recognize personal “a”.m. I can use and recognize seasons and describes the weather, using idioms with “hacer”.n. I can recognize and use the prepositions a and de in appropriate contexts (personal “a").o. I can recognize and use direct object pronouns.p. I can recognize and use indirect object pronouns.q. I can recognize and use separation of words by syllablesr. I can recognize and use accent marks.s. I can recognize and use Spanish punctuation and capital letters.t. I can recognize and use adjective agreementu. I can recognize and use possessive pronouns.v. I can recognize and use tener expressions.

VII. Over-arching Writing Target: I can answer summary questions posed with help from the text regarding previous readings and class discussions on various topics.

a. I can answer summary questions posed with help from the text regarding previous readings and class discussions on various topics.

b. I can write and answer analytical questions posed regarding previous readings and class discussions on various topics. (Honors only)

VIII. Over-arching Listening Target: I can respond to comprehension questions based on a listening passage commensurate in difficulty with the Spanish 1N-11N learning outcomes.

LEARNING TARGETS - SPANISH NATIVE 2 / 21

SPRING SEMESTER

I. Over-arching Reading Target: I can comprehend (at a literal level) a passage of prose-fiction or non-fiction, containing structures and vocabulary presented in the course.

a. I can comprehend (at a literal level) a passage of prose-fiction or non-fiction, containing structures and vocabulary presented in the course.

b. I can comprehend at a differential level a passage of prose-fiction or non-fiction, containing structures and vocabulary presented in the course. (Honors only)

II. Over-arching Vocabulary Target: I can recognize and use vocabulary contained in Tu Mundo, Amsco Publication and Ventanas tres stories.

a. I can recognize and use vocabulary in Tu Mundo.b. I can recognize and use vocabulary in Amsco Publication.c. I can recognize and uses vocabulary found in Ventanas tres stories.d. I can write an elaborate definition for vocabulary words. (Honors only)

III. Over-arching Affective Target: I can identify both with Hispanic heritage and Anglo culture, ultimately arriving at a social/interpersonal balance with which they feel comfortable.

IV. Over-arching Contrastive Analysis Target: I can compare and contrast the English language with the Spanish language

e. I can compare the grammatical structures of English and Spanish, recognizing similarities and differences between them.

f. I can recognize and correct false cognates by interference of English on standard Spanish.g. I can recognize and use similar words with different meanings (mas. más/si, sí)h. I can recognize differences among various dialects of the Spanish language (e.g. Puerto

Rican, Spanish spoken in Spain, Spanish spoken in the United States, Mexican).

V. Over-arching Verb Target: I can recognize and use a variety of verbs in various tenses.f. I can recognize and use preterit tense of regular verbsg. I can recognize and use preterit tense irregular verbs.h. I can recognize and use preterit tense spelling change verbs (e.g., -zar, -gar, -car, yó).i. I can recognize and use the preterit tense stem-changing verbs.j. I can recognize and use all forms of the imperfect tense.k. I can recognize and use reflexive verbs.l. I can recognize and use negative tú commands.m. I can recognize and use affirmative Usted commands.

VI. Over-arching Usage Target: I can recognize and use grammatical structuresw. I can recognize and use adverbs with the ending -mente.x. I can recognize and use demonstrative adjectives.y. I can recognize and uses direct and indirect object pronouns.

VII. Over-arching Writing Target: I can answer summary questions posed with help from the text regarding previous readings and class discussions on various topics.

b. I can write and answer analytical questions posed regarding previous readings and class discussions on various topics. (Honors only)

c. I can use different writing formats, improve spelling and incorporates new learned vocabulary.

VIII. Over-arching Listening Target: I can respond to comprehension questions based on a listening passage commensurate in difficulty with the Spanish 2N-21N learning outcomes.

Theme Benchmarks using Illinois standards Activities in textEtapa preliminar a. Ser (partial treatment), with origin b. Alphabet c. Numbers 0-10

28.A.1a Recognize basic language patterns.28.A.1b Respond appropriately to simple commands in the target language.28.B.1a Respond to and ask simple questions with prompts.28.B.1b Imitate pronunciation, intonation, and inflection, including sounds unique to the target

language.28.B.2a Pose questions spontaneously in structured situations.28.B.2b Produce language using proper pronuciation, intonation, and inflection.28.C.1b Infer meaning of cognates from context.28.D.1a Copy/write words, phrases, and simple sentences.28.D.2a Write on familiar topics using appropriate grammar, punctuation, and capitalization.29.A.1 Use common forms of courtesy, greeting, and leave-takings appropriate to the time of

day and relationship.

a. Actividades 8-11b. Actividades 12-13c. Actividad 14

Unidad 1/Etapa 1 a. Subject pronouns b. Ser (full treatment), with origin c. Gustar, encantar (me/te/le + infinitive)

All benchmarks from preceding section, and also:28.D.1b Describe people, activities, and objects from school and home.

a. Actividades 9-12b. Actividades 13-15c. Actividades 16-18c. Teacher-created activities

Unidad 1/Etapa 2 a. Definite/indefinite articles b. Noun & adjective agreement: gender c. Noun & adjective agreement: number d. Adjective placement e. Shortened adjectives

All benchmarks from preceding sections. a. Actividades 6-9b. Actividades 10-14c. Actividades 12-14d. Teacher-created activitiese. Actividad 18

Unidad 1/Etapa 3 a. Tener b. Contractions “al” & “del” c. Possession using “de” d. Possessive adjectives e. Dates f. Numbers 11-100

All benchmarks from preceding sections. a. Actividades 6-7, 9b. Teacher-created activitiesc. Actividades 10-12d. Actividades 13-15e. Actividades 17-18f. Actividad 9

Theme Benchmarks using Illinois standards Activities in textUnidad 2/Etapa 1 a. Present tense –ar verbs b. Adverbs of frequency c. Infinitive expressions (tener que + infinitive, hay que + infinitive) d. Tener ganas de + infinitive

All benchmarks from preceding sections, and also:28.A.3a Comprehend main messages of simple oral and audio presentations with assistance from

resources.28.D.2c Present an original production using known vocabulary and grammatical structures.

a. Actividades 7-10b. Actividades 12-14c. Actividades 15-17d. Teacher-created activities

Unidad 2/Etapa 2 a. Ir b. Telling time c. Ser & estar (all uses) d. Interrogative words

All benchmarks from preceding sections. a. Actividades 6-8b. Actividades 9-11c. Actividades 12-14, teacher-created activitiesd. Actividades 16-18, 20

Unidad 2/Etapa 3 a. Ir + a + infinitive b. Present tense –er/-ir verbs c. Irregular “yo” verbs d. Personal a e. Oír

All benchmarks from preceding sections, and also:28.A.2a Comprehend illustrated stories, audiovisual programs, or websites.28.A.2b Follow instructions in the target language, given one step at a time for a wide range of

activities.28.C.1a Recognize the written form of familiar spoken language and predict meaning of key

words in a simple story, poem or song.28.C.2a Comprehend written classroom directions, read simple passages, infer meaning of

cognates, and recognize loan words.28.C.2b Decode new vocabulary using contextual clues and drawing on words and phrases from

prior lessons.28.D.2b Present a simple written or oral report on familiar topics.

a. Actividades 7-10b. Actividades 12-14c. Actividades 15-17, teacher-created activitiesd. Actividades 16-18e. Actividades 18-19

Unidad 3/Etapa 1 a. Reinforcement of estar + adjectives b. Acabar de + infinitive c. Venir d. Irregular present tense e. Gustar, encantar + infinitive (nos/os/les)

All benchmarks from preceding sections. a. Actividades 5-7b. Actividades 9-10c. Actividades 12-14d. Teacher-created activities e. Actividades 15-17, teacher-created activities

Unidad 3/Etapa 2 a. All stem-changing verbs: e-ie, e-i, o-ue b. Reinforcement of saber c. Comparatives

All benchmarks from preceding sections. a. Actividades 5-11, b. Actividades 12-14c. Actividades 15-17

Unidad 3/Etapa 3 a. Expressions with tener

All benchmarks from preceding sections. a. Actividades 11-14b. Actividades 6-10

Theme Benchmarks using Illinois standards Activities in text b. Expressions with weather c. Direct object pronouns d. Present progressive

c. 14-16d. Actividades 19-21

Vocabulary themes, benchmarks, and activitiesSpanish Introduction 1N-2N

Theme Benchmarks using Illinois standards Activities in textEtapa preliminar a. Greetings b. Personal information c. Days of the week d. Spanish alphabet e. Numbers 0-10 f. Classroom expressions

28.A.1a Recognize basic language patterns.28.A.1b Respond appropriately to simple commands in the target language.28.B.1a Respond to and ask simple questions with prompts.28.B.1b Imitate pronunciation, intonation, and inflection, including sounds unique to the target

language.28.B.2a Pose questions spontaneously in structured situations.28.B.2b Produce language using proper pronunciation, intonation, and inflection.28.C.1b Infer meaning of cognates from context.28.D.1a Copy/write words, phrases, and simple sentences.28.D.2a Write on familiar topics using appropriate grammar, punctuation, and capitalization.29.A.1 Use common forms of courtesy, greeting, and leave-takings appropriate to the time of

day and relationship.

a. Actividades 1-4b. Actividades 5-11c. Actividades 15-16d. Actividades 12-13e. Actividad 14f. Actividades 17-20

Unidad 1/Etapa 1 a. People b. Greetings c. Activities

All benchmarks from preceding section, and also:28.D.1b Describe people, activities, and objects from school and home.

a. Actividades 3-5b. Actividades 6-8c. Actividades 16-18

Unidad 1/Etapa 2 a. Describing people b. Clothing c. Colors

All benchmarks from preceding sections. a. Actividades 1-2, 4-5b. Actividades 7-9c. Actividades 12-14

Unidad 1/Etapa 3 a. Family b. Number to 100 c. Dates & birthdays

All benchmarks from preceding sections. a. Actividades 3, 5, 11b. Actividades 7, 9c. Actividades 17-18

Unidad 2/Etapa 1 School

All benchmarks from preceding sections, and also:28.A.3a Comprehend main messages of simple oral and audio presentations with assistance from

resources.28.D.2c Present an original production using known vocabulary and grammatical structures.

Actividades 1-5, 9-10

Unidad 2/Etapa 2 a. Schedules b. Telling time c. Asking questions d. Requesting food e. Saying where one is going

All benchmarks from preceding sections. a. Actividades 7, 10-12b. Actividades 9-10c. Actividades 15-19d. Actividad 4e. Actividades 6-8

Theme Benchmarks using Illinois standards Activities in textUnidad 2/Etapa 3 a. After school plans b. Activities

All benchmarks from preceding sections, and also:28.A.2a Comprehend illustrated stories, audiovisual programs, or websites.28.A.2b Follow instructions in the target language, given one step at a time for a wide range of

activities.28.C.1a Recognize the written form of familiar spoken language and predict meaning of key

words in a simple story, poem or song.28.C.2a Comprehend written classroom directions, read simple passages, infer meaning of

cognates, and recognize loan words.28.C.2b Decode new vocabulary using contextual clues and drawing on words and phrases from

prior lessons.28.D.2b Present a simple written or oral report on familiar topics.

a. Actividades 3-5b. Actividad 13

Unidad 3/Etapa 1 a. Extending invitations b. Expressing feelings c. Talking on the phone

All benchmarks from preceding sections. a. Actividad 8, 20b. Actividades 5-7c. Actividades 18-20

Unidad 3/Etapa 2 a. Sports b. Comparisons

All benchmarks from preceding sections. a. Actividades 3-4, 7b. Actividades 15-17

Unidad 3/Etapa 3 a. Weather b. Feelings c. Geography

All benchmarks from preceding sections, and also:29.E.1 Identify and use simple geography vocabulary of the target language.

a. Actividades 6-10b. Actividades 11-13c. Actividad 8

Culture themes, benchmarks, and activitiesSpanish Introduction 1N-2N

Theme Benchmarks using Illinois standards Activities in textEtapa preliminar Names and locations of Spanish-speaking countries

29.E.2 Use maps, charts, digital images, graphs and other geographic representations to describe and discuss the

countries where the target language is spoken.

Actividad 9

Unidad 1/Etapa 1 a. Nationalities b. Los latinos de los Estados Unidos

29.D.1 Recognize important people and events in the history of areas where the target language is spoken.

a. Teacher-created activitiesb. “Los lations de los Estados Unidos”, pgs.40-41

Unidad 1/Etapa 2 Music styles: música tejana

29.B.1a Identify one or more art forms representative of areas where the target language is spoken.

29.B.2a Identify sample art works and their creators associated with areas where the target language is spoken.

“El conjunto tejano”, pgs.62-63

Unidad 1/Etapa 3 a. Holidays b. La Quinceañera


a. “Las celebraciones del año”, pgs.84-85b. “La Quinceañera”, pgs.86-87

Unidad 2/Etapa 1 a. Mexico City b. School in Spanish- speaking countries

29.E.3 Describe geographical aspects of areas where the target language is spoken.29.A.3 Demonstrate selected customs, manners and traditions in societies associated

with the target language.

a. Teacher-created activities

Unidad 2/Etapa 2 a. Capitals b. Mexican snacks

29.E.2 Use maps, charts, digital images, graphs and other geographic representations to describe and discuss the countries where the target language is spoken.

29.A.3 Demonstrate selected customs, manners and traditions in societies associated with the target language

a. Teacher-created activitiesb. “¿Quieres comer una merienda mexicana?”, pgs.134-135

Unidad 2/Etapa 3 a. Pastimes of Mexican youth b. El Zócalo c. Tenochtitlán

29.A.3 Demonstrate selected customs, manners and traditions in societies associated with the target language


a. “México y sus jóvenes”, pgs.156-157b. “El Zócalo: centro de México”, pgs.158-159

Unidad 3/Etapa 1 Music and dances of Puerto Rico

29.B.1a Identify one or more art forms representative of areas where the target language is spoken.

29.B.2a Identify sample art works and their creators associated with areas where the target language is spoken.

“Bomba y plena”, pgs.184-185

Unidad 3/Etapa 2 Baseball in Puerto Rico

29.A.2 Demonstrate activities associated with the target language. “Béisbol”, pgs.206-207

Unidad 3/Etapa 3 a. El Coquí b. Basic facts about Puerto Rico

30.A.1c Use target language vocabulary to identify simple science terms referring to weather and nature.29.A.3 Demonstrate selected customs, manners and traditions in societies associated with the target language29.D.1 Recognize important people and events in the history of areas where the target language is spoken.

a. “El coquí”, pgs.228-229b. “Una excursión por la isla”, pgs.230-231

National Educational Technology Standards (NETS) and activitiesSpanish Introduction 1N-2N

NETS Activities: AP = audio program; VP = video program; CD ROM; IN = internet activities

1. Basic operations and concepts:• Students demonstrate a sound understanding of the nature and operation of technology

systems.• Students are proficient in the use of technology.

IN

2. Social, ethical, and human issues:• Students understand the ethical, cultural, and societal issues related to technology.• Students practice responsible use of technology systems, information, and software.• Students develop positive attitudes toward technology uses that support lifelong learning,

collaboration, personal pursuits, and productivity.

CD ROM; IN

3. Technology Productivity Tools:• Students use technology tools to enhance learning, increase productivity, and promote

creativity.• Students use productivity tools to collaborate in constructing technology-enhanced models,

preparing publications, and producing other creative works.

AP; VP; CD ROM; IN

4. Technology communications tools: Student-created videos; IN

NETS Activities: AP = audio program; VP = video program; CD ROM; IN = internet activities

• Students use telecommunications to collaborate, publish, and interact with peers, experts, and other audiences.

• Students use a variety of media and formats to communicate information and ideas effectively to multiple audiences.

5. Technology research tools:• Students use technology to locate, evaluate, and collect information from a variety of sources.• Students use technology tools to process data and report results.• Students evaluate and select new information resources and technological innovations based

on the appropriateness to specific tasks.

IN

6. Technology problem-solving and decision-making tools:• Students use technology resources for solving problems and making informed decisions.• Students employ technology in the development of strategies for solving problems in the real

world.

IN

Spanish 1N-11N: CURRICULUM First Semester KEY TM=Tu Mundo text WB=AMSCO LECTURA=Ventanas tres AUD=audio program (CD & VIDEO)

LL=Language Lab1st Quarter Spanish 1N – 11N

UNIDAD/ETAPA(vocabulary)

MATERIAL TO BE COVEREDverbs/usage/culture

TM WB LECTURA PROJECTS TECHNOLOGY(AUD/LL)

Lección 1Greetings (Individual)Names & locations of Spanish-speaking countries Viii – X, 105Definite/Indefinite Articles 142-144 FamilyNouns and adjective agreement: gender 50-51, 312-313 136-137 backgroundNouns and adjective agreement: number 52, 304-305 139-141 projectStructures and verbs 48,49,318-319 181-182Contractions “al” and “del”Clarification on the letter – S 53

Reading “¿Cómo te indentificas: Latino, hispano…?El Paso Del Norte

14-1512-13

“English Only Movement”

Writing Letters to the PresidentCulture Different Hispanic nationalities 306

Lección 2Interrogative Words and Negatives 128, 250 227-230 (Group)Numbers, Days, Times and Seasons 467 205 Teach a pretend “Ties that Bind”Accents-Learning to break words by syllables 219-221 1st grade bilingual Stressing syllables/ weather expressions 73-74 224-225 class:

Reading “El Libro Talonrio” 3-5 # from 0-30 +“La casa en Mango Street” 27-30 13 days of the week/# 0-100 (go up to 1,000,000) 204-217 months/seasons

Writing Write about your perfect home +weather or the mapCulture of Spanish Speaking

Countries

Lección 3Present tense of: -ar, -er, and –ir verbsCapital lettersPunctuation Words often confused (yarda/jardín…)

64-66, 69-71 3-11 (-ar)12-19 (-er/-ir)

Leyenda 35 34, 40Reading “Tres Consejos” 37-39

“La siesta del martes” 82-88“La camisa de margarita Pareja” 291-293

Writing Write a fairy tale story-made up/or heardCulture Legends and tradition




Lección 4Ser and Estar 397, 418-421 50-59 (Individual)Irregular verbs and irregular “yo” verbs 215 32-36 Read in front Present progressive of the classRules of accents/syllables p. 73-74/137-138 your speech.

Reading “Quinceañera” 114-155

Writing Write a 1 minute speech thanking someone for all they have done for you.

Culture Holidays handout

Spanish 1N-11N: CURRICULUM First Semester KEY TM=Tu Mundo text WB=AMSCO LECTURA=Ventanas tres AUD=audio program (CD & VIDEO)

LL= Language Lab2nd Quarter Spanish 1N – 11N




Lección 5All stem-changing verbs: e-ie, e-i, o-ue e-ie, 25-28

e-I, 29-31o-ue, 20-24

Expressions with tener 116-118 (Individual)114-115 Make a

Direct object pronouns 243-249 151-154 shoebox Accents 145, 159-160 about your

endangeredReading “La Selva Tropical y Yo” 126-127 species.

“Venezuela” 89-91Caipora, el padremonte” 463-465“El León y las pulgas. 118-121

Writing Find an endangered species and inform the class (shoebox)Culture Environment

Lección 6Affirmative “tú” commands 239 60-70Irregular affirmative “Tú” commands 241 60-70Indirect object promouns 154-158Cognates 178-179 253Accents – “diptongos” 221-223

Reading “La comunicación sin palabras: Gestos” 198

WritingCulture Communication 46-47

Lección 7Direct & indirect object pronoun placement “Destiny hasReinforcement of stem-changing verbs no favorites.”Written accent for: “Tu/Tú” and “El/él”Gustar like verbs 158-162

Reading “El Perro Abandonado”

Culture Television

REVIEW FOR THE FINAL/CRT

Spanish 2N-21N: CURRICULUM Second Semester KEY TM=Tu Mundo text WB=AMSCO LECTURA=Ventanas tres AUD=audio program (CD & VIDEO)

LL=Language Lab3rd Quarter Spanish 2N – 21N




Lección 8Preterite tense of regular –ar/-er/-ir verbs 72-90Negative “tú” commands 60-70Similar words:sí-si, sé-se, sólo-solo, aún-aun, más-mas 322-325 148Spelling correctly with "z" 401-403, 421Review accents 338-339

Reading "El árbol de oro" 53-57“La profecía de la gitana” 383-385 185-186 MOVIE:

“Buena Vista Culture Spain: "España, tierra de moros" 355-357 171 Social Club”

Novel El Secreto de Cristóbal Colón

Lección 9adverbs with –menteUd./Uds. commands

61-64107 (Group)

VIDEO:“Commercial”

Pronoun placement with commandsReflexive verbs

116 Take class to AV to learn

reinforcement of pronoun placement with present progressive about “imovie”

Reading Artículos cortos(Group)Make a TVcommercial

Telenovela:Writing Soap Opera

Culture Nutrition and food 370Novel El Secreto de Cristóbal Colón

Lección 10Preterite tense of –car/-gar/-zar verbsPreterite tense of stem-changing verbs A video tourPrepositions (a, de, del) 165 on Puerto

RicoDouble consonants 438-439B or V 201, 285 (Individual or

Writing G or J in groups)Culture Puerto Rico 435-437 213-214, 241 Make a

El habla puertorriqueña 158-159 touristEl Coquí 470-471 pamphlet onColloquialism Puerto Rico“Variates coloquiales en el habla caló” 32“El habla caribeña” 92

Novel El Secreto de Cristóbal Colón

Spanish 2N-21N: CURRICULUM Second Semester KEY TM=Tu Mundo text WB=AMSCO LECTURA=Ventanas tres AUD=audio program (CD & VIDEO)

LL=Language Lab4th Quarter Spanish 2N – 21N




Lección11Reinforcement of numbers 100 - 1,000,000Superlatives/ComparisonsMinimal pairs: Saber/conocer, pedir/preguntar, etc. 217, 244,

255, 271,295486, 495-496

564-565570-571

(Group)Present inclass a

K-C-QU 114, 218, 231, 478-480, 487-488

pretend jobinterview

Palabras que se escriben con la -s 553-556 hand-in Writing Write a job interview dialague. questions Culture Work and profession &

answers."Hablemos de posibilidades de empleo" 519-524 259

Telenovela:Soap Opera

Lección 12 1 min. dialogue on a favorite item

Reinforcement of regular preterite verbsPreterite verbs with ”i” I to”y” spelling change (Group)

Make a power-Reading point presentationWriting Write a “corrido“ about someone you admire. on assignedCulture México sections of

"Benito Juárez" 511-513 251-252, 267 Mexico and"Monte Albán" 515 inform Telenovela:"Los árboles de flores blancas" 537-539 class. Soap Opera

Lección13Demonstrative adjectives Telenovela:Preterite vs. imperfect Soap OperaImperfect tenseReview (Individual)

Writing Write projectCulture Travel on a

"Argentina" 588-589 305-306 Spanish“Sudamérica” 75-78 speaking

handout country elected.

Review for the Final /CRT

Sra. KarimighovanlooPlan de estudioNativos 1 -11

23 de septiembre - 27 de septiembre

OBJETIVO EN CLASE (in class lesson) TAREA (homework)

Lunes Repasar tarea • Hoja de prácticaCómo se escriben las fechasLos números hasta 1000Hoja de ecuaciones

Martes Repasar tareaEscribir los números en separaciones de 15 • Hoja de prácticahasta 500 y después en separaciones de 25Hoja de ecuaciones

Miércoles Repasar tarea.Palabras interrogativas. • Hoja de actividadHojas de ejercicios

Jueves Lectura: “El Libro Talonario”, V3, p. 3 – 5. • Estudiantes en honores contestar V3, p. 8 act. 5, los demás V3, p. 7, act. 2. Estudiar para PRUEBA.

Comentarios.V3, p.6 escribir los números de ¿comprendiste tú?Y completar las oraciones con la frase adecuada

Viernes Repasar tarea y entregar tarea • p. 31 contesta ejercicio B.PRUEBA

Leer, p. 28 (Conozcamos a la autora: SandraCisneros), y leer p.29 – 3º.

Nombre: _______________________ Sra. Karimighovanloo

PRUEBA: ALFABETO(Nativos. 1 -11)

I) Escribe las preguntas a las siguientes respuestas:

1) Son las cuatro y media. ____________________________________________________.

2) Vengo del gimnasio. ______________________________________________________

3) La vecina es morena y muy simpática.________________________________________.

4) Lo vi ayer por la tarde. ____________________________________________________.

5) Ese chico es el compañero de Graciela. ________________________________________

6) Los viernes hago la tarea y los sábados salgo. ___________________________________

7) Es una persona que viene de Sudamérica. _____________________________________

II) Escribe las siguientes ecuaciones:

357 – 132 = 225

______________________________________________________________________________

986 + 14 = 1000______________________________________________________________________________

III) Escribe los números:

500 ____________________ 20. ___________________

160 ____________________ 705. __________________

613 ____________________ 410 ___________________

IV) ¿Qué significa las siguientes palabras?

16. Orgullo _______________________________________________________________________.

17. “Rancherías” __________________________________________________________________

IV) Honores: Referente al cuento El Libro Talonario ¿Creéis que alguien puede reconocer sus calabazas? Explicar vuestra respuest

world languages department niles township high …

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