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2 INTRODUCTION
Key Committee Members
Catherine Buch
Jeffrey Fettig
Cheryl Rivera
Michelle Snyder
Mercedes Wirsing
Textbooks:
No official adoption of a textbook. The World Lan-
guage Department will have class sets of the ¡En
Español! series on hand only as a supplemental re-
source. Please refer to supplemental resource guide.
¡En Español!, Holt McDougal, ©2000
The BPS Curriculum is based on the State’s GLCEs
and those key concepts that have been determined as
important to the success of our students. The following
pages include a brief summary of this year’s skills/
content.
Table of Contents
BPS World Language Philosophy
BPS World Language Levels Guide
Review of Year
Unit 1: ¡Bienvenidos al mundo hispano!
Unit 2: Tú y yo
Unit 3: Nuestra vida
Unit 4: ¿Qué llevo hoy?
Unit 5: ¡Vamos a comer!
3
3
BPS World Language Philosophy
It is the charge of the World Language Department at Birmingham Public Schools to develop the communicative competence and
proficiency level of the second language learner. Our goal is to prepare our students for an increasingly ―flat‖ world by way of the
Michigan Standards for Foreign Language Learning set forth by the American Council on the Teaching of Foreign Language and
implemented through the five integrated goals of the aforementioned standards (communication, cultures, connections, comparisons
and communities). Please see standards and benchmarks at the following site:
http://www.michigan.gov/documents/mde/WLSB_206824_7.pdf
As we look at these standards, it is clear that the development of language proficiency remains central to the mission of foreign lan-
guage education in our schools. Due to the overwhelmingly broad nature of language we have taken great care to ensure that our cur-
ricular articulation is interdisciplinary, seamless and continuous and focuses on the constant recycling of key concepts while avoiding
redundancy and stagnation.
While the following curriculum outlines key concepts and vocabulary that must be covered by the classroom teacher, the individual
classroom teacher should endeavor to:
Incorporate authentic material from a variety of Spanish-speaking world resources. Current textbooks should be used as sup-
plemental materials rather than as pacing guides.
Consistently recycle key concepts and structures where appropriate
Use a variety of strategies, techniques, best practices and materials that reach a wide-array of learning styles when teaching
and assessing student learning
Align technology with 21st century learning
As stated in the Michigan Standards for Foreign Language Learning, language is functional. The development of listening, speaking,
reading, and writing skills is essential for students to function in social as well as academic situations. It is our district’s philosophy
that communication drives grammar rather than grammar driving communication.
4
4
BPS World Language Levels Guide
The following is an overview of the BPS World Language Spanish levels and the curricula associated with them. The pacing for
each course is dependent on the variant grade levels and building schedules. It is up to the individual teacher to create the appropri-
ate pacing for a given course in order to best serve the students and prepare them to successfully complete the end-course assessment.
Students having successfully completed middle school Spanish Grade 8 will enter Grade 9 at level 3A. Each trimester (12 weeks) at
the high school level is an A or B portion of a course. The following is an overview of the articulation of a Grade 9 student entering
level 3A in high school.
Grade Level Curriculum
Grade 3 Spanish Grade 3
Grade 4 Spanish Grade 4
Grade 5 Spanish Grade 5
Grade 6 Spanish Level 1A
Grade 7 Spanish Level 1B
Grade 8 Spanish Levels 2A and 2B
Grades 9-12 (new students) Spanish Levels 1A-4B
Grade Level Curriculum
Grade 9 Spanish Levels 3A and 3B
Grade 10 Spanish Levels 4A and 4B (Honors)
Grade 11 Spanish Advanced Placement OR
Hispanic Perspectives (Honors)
Grade 12 Spanish Advanced Placement OR
Hispanic Perspectives (Honors)
5
5
Review of Year
Name of Unit Theme(s)/
Focus Country or Region
Interdisciplinary
Connections
Structures
Unit 1
¡Bienvenidos al mundo hispano!
Learning another language
Spanish around the world and in our back-
yard
The United States
Social Studies – Geography
English Language
Sentence mapping
Cognates
Alphabet
Interrogatives
Unit 2
Tú y yo
Greetings
Describing self and others
Describing feelings/preferences
Mexico and the Caribbean
English Language
Ser and Estar
Comparisons
Verbs like Gustar
Unit 3
Nuestra Vida
Family
Home
Community
Central America
Social Studies
Mathematics
English Language
Present tense AR, ER/IR verbs
Possessive adjectives (short form)
Prepositions
Unit 4
¿Qué llevo hoy?
Clothing
Weather
Pricing
South America
Social Studies – Geography
Mathematics
Science
English Language
Present tense irregular verbs
Saber and Conocer
Informal time expressions
Weather expressions
Unit 5
¡Vamos a comer!
Food
Mealtime preferences/customs
Europe and Africa
Social Studies
Health
Mathematics
English Language
Stem-changing verbs (e-ie)
Telling time
6
6
¡Bienvenidos al mundo hispano! (Reference Elementary Spanish Curriculum: 3:1, 4:1, 5:1)
Unit 1:
Unit philosophy
This introductory Unit is shorter than the other Units and intended to foster interest among students with regard to learning another
language and its importance. The focus of this Unit should be the exposure of the Spanish language and its cultures, and comparing
sentence structures between Spanish and English. Teachers should begin modeling basic questions and answers in Spanish that stu-
dents can mimic, with an emphasis on holistic communication. In short, get students interested and talking!
Focus questions: Why is learning another language important?
How does one learn another language?
What countries speak Spanish?
Where do Spanish-speakers live today within the USA, and specifically, in Michigan?
Country/Region of focus: The United States
Interdisciplinary connections: Social Studies – Geography; English Language
Structures:
Sentence mapping: parts of speech (nouns, pronouns, verbs, adjectives, adverbs, prepositions, conjunctions) and grammatical
functions (for example: articles, subject, predicate, objects, etc.). Word order comparisons (syntax).
Alphabet
Cognates
Interrogatives (modeling basic questions and answers. For example: What’s your name?, How are you? Do you like…?)
Time Span: 6th Grade—approximately 8 weeks per unit
9th Grade—approximately 2 weeks per unit
Assessment: Unit assessment is created individually by classroom teacher to correspond to grade level/development of students.
7
7
¡Bienvenidos al mundo hispano! cont. (Reference Elementary Spanish Curriculum: 3:1, 4:1, 5:1)
Unit 1:
Los sustantivos Los verbos Los adjetivos Frases útiles Otro/Los interrogativos
Países norteamericanos Los Estados Unidos
(EE.UU.)
México
El Caribe
Centroamérica
Sudamérica
Europa España
África El profesor
La profesora
El chico
La chica
El (la) estudiante
Los días
lunes-domingo
Los meses
enero-diciembre
(Taught as
commands
only)
Miren
Levanten la
mano
Escuchen
Repitan
Hablen
Describan
grande
Pequeño (a)
Uno (a)
Dos
Tres
Cuatro
Cinco
Seis
Siete
Ocho
Nueve
Diez
Hola
Buenos días
Buenas tardes
Buenas noches
Adiós
Hasta mañana
Hasta luego
Nos vemos
Te presento a…
Le presento a…
Mucho gusto
Es un placer
Me llamo
Se llama
¿Cómo te llamas?
¿Cómo se llama?
¿Cómo estás?
¿Qué tal?
Estoy bien
Estoy mal
Estoy regular
¿Qué?
¿Cómo?
¿Cuál(es)?
¿Cuándo?
¿Quién(es)?
¿Dónde?
¿Adónde?
¿Cuánto?
¿Cuántos?
¿Por qué?
El alfabeto (a-z)
Vocabulary
8
8
¡Bienvenidos al mundo hispano! cont. (Reference Elementary Spanish Curriculum: 3:1, 4:1, 5:1)
Unit 1:
GLCEs (Grade Level Content Expectations)
&
Key Concepts continued...
(2.1.N.H.e.) Identify and explain how the language and culture expanded throughout the world
(2.2.N.G.a) Identify countries, their capital and major cities in which the language is spoken
(3.2.N.a) Use audio, visual, and/or print materials available only in the target language to recognize that a topic or situation may be
viewed differently in one’s own culture than in the target culture
(4.1.N.a) Identify basic differences and similarities in vocabulary between one’s own language and the target language (cognates and
borrowed words)
(4.1.N.b) Identify basic differences and similarities in grammatical structures between one’s own language and the target
(4.1.N.d) Identify basic differences and similarities in phonological features (such as pronunciation, intonation, and tone) between
one’s own language and the target language
9
9
Tú y yo (Reference Elementary Spanish Curriculum: 3:2, 4:2, 5:2, 5.5)
Unit 2:
Focus questions: What are appropriate ways to greet and introduce people?
How does one describe oneself and others?
How does one express feelings and preferences?
Countries/Region of focus: Mexico and the Caribbean (Puerto Rico, Dominican Republic, Cuba)
Interdisciplinary connections: English Language
Structures:
Subject Pronouns (focus on tú y Ud.)
Gender (definite and indefinite articles, noun -adjective agreement)
Comparisons (tan..como, más…que, menos…que)
Verbs:
Ser and estar
Gustar (& other flip verbs that express feelings, preferences. For example: encantar, disgustar, fascinar, interesar, molestar)
NOTE: Use in meaningful context only.
Time Span: 6th Grade—approximately 8 weeks per unit
9th Grade—approximately 2 weeks per unit
Assessment: Unit assessment is created individually by classroom teacher to correspond to grade level/development of students.
Continued on next page...
10
10
Tú y yo cont. (Reference Elementary Spanish Curriculum: 3:2, 4:2, 5:2, 5.5)
Unit 2:
Vocabulary
Los sustantivos Los verbos Los adjetivos Frases útiles Otro
Los pronombres Yo
Tú
Él
Ella
Ud.(Usted)
Nosotros(as)
Vosotros(as)
Ellos
Ellas
Uds. (Ustedes)
Ser
Estar
Gustar
Encantar
Disgustar
Fascinar
Interesar
Molestar
(used as infi-
nitives)
Hablar
Leer
Escuchar
Escribir
Alto (a)
Bajo (a)
Guapo (a)
Feo (a)
Rubio (a)
Moreno (a)
Pelirrojo (a)
Pelo largo
Pelo corto
Simpático (a)
Cómico (a)
Serio (a)
Antipático (a)
Inteligente
Divertido (a)
Atlético (a)
Grande
Mediano (a)
Pequeño (a)
Contento (a)
Triste
Cansado (a)
Nervioso (a)
Enojado (a)
Emocionado (a)
Encantado (a)
Aburrido (a)
¿Te gusta(n)?
Me gusta(n)
tan..como
más…que
menos…que
mejor
peor
11
11
Tú y yo cont. (Reference Elementary Spanish Curriculum: 3:2, 4:2, 5:2, 5.5)
Unit 2:
GLCEs (Grade Level Content Expectations)
&
Key Concepts
(1.1.N.SL.a) Use the target language with culturally appropriate gestures in everyday social situations such as greeting, leave taking
or introductions
(1.1.N.SL.c) Recognize and use appropriate register/honorifics in a limited number of simple social situations such as greetings,
leave-takings and introductions
(1.1.N.SL.j) Share likes and dislikes in the target language with a classmate
(1.1.N.RW.c) Recognize and use appropriate register/honorifics in limited, simple social correspondence
(1.1.N.RW.j) Share likes and dislikes in the target language with a classmate in writing, using email messages, notes, and letters
(1.2.N.L.c) Understand main idea of a visual media or live presentation (film/DVD, TV shows and commercials, theatre and musical
production)
(1.2.N.L.d) Understand main idea of an audio presentation (CD, lecture, radio, podcast, songs/music)
(1.2.N.R.b) Understand main idea of simple accessible written materials in the target language such as, textbook passages, age-
appropriate magazine and newspaper articles/ads, websites/internet, poetry or stories
(1.2.N.R.c)Understand written interpersonal communication on topics of personal interest such as preferences, family life, friends,
leisure and school activities, and everyday occurrences (email, letters, messages, notes, and text messages)
(1.3.N.S.a) Present songs, poems or stories in the target language
(1.3.N.S.b) Present brief personal descriptions on familiar topics in target language such as self, friends, family, home, and school
(4.1.N.c) Identify basic differences and similarities in register/honorifics between one’s own language and the target language
(5.2.N.a) Willingly use the target language within the classroom setting
12
12
Nuestra vida (Reference Elementary Spanish Curriculum: 3:3, 3.3, 4:5, 5:4)
Unit 3:
Focus questions: How does one discuss family and community?
What cultural connections can be made to hispanic families and communities?
How does one describe one’s home?
Countries/Region of focus: Central America (Guatemala, Honduras, El Salvador, Nicaragua, Costa Rica, Panamá)
Interdisciplinary connections: English Language; Social Studies
Structures:
Introduce present tense regular AR, ER and IR verbs
Possessive adjectives (short form)
Prepositions
Time Span: 6th Grade—approximately 8 weeks per unit
9th Grade—approximately 2 weeks per unit
Assessment: Unit assessment is created individually by classroom teacher to correspond to grade level/development of students.
Continued on next page...
13
13
Nuestra vida cont. (Reference Elementary Spanish Curriculum: 3:3, 3.3, 4:5, 5:4)
Unit 3:
Vocabulary
Los sustantivos Los verbos Los adjetivos Frases útiles Otro
La familia El abuelo
La abuela
El padre
La madre
El hijo
La hija
El hermano
La hermana
El tío
La tía
El primo
La prima
La mascota
El Hogar La casa
La sala
El comedor
La cocina
El baño
El dormitorio
Limpiar
Cocinar
Mirar
Hablar
Cantar
Bailar
Trabajar
Estudiar
Escuchar
Patinar
Tomar
Comprar
Comer
Aprender
Comprender
Beber
Correr
Leer
Vender
Escribir
Vivir
Recibir
Compartir
Abrir
Describir
Recycle all adjectives
Joven
Viejo (a)
Menor
Mayor
Grande
Mediano (a)
Pequeño (a)
Favorito (a)
Mi(s)
Tu(s)
Su(s)
Nuestro (a, os, as)
Vuestro (a, os, as)
Mirar la televisión
Tengo…
Hay
Las preposiciones Fuera de
Dentro de
Al lado de
Detrás de
Debajo de
Enfrente de
Sobre
Entre
Cerca de
Lejos de
A la derecha
A la izquierda
En
A(l)
De (l)
14
14
Nuestra vida cont. (Reference Elementary Spanish Curriculum: 3:3, 3.3, 4:5, 5:4)
Unit 3:
Vocabulary continued..
Los sustantivos Los verbos Los adjetivos Frases útiles Otro
El Hogar El patio
El jardín
El garaje
La ventana
La puerta
La mesa
La cama
El sofá
La silla
La lámpara
GLCEs (Grade Level Content Expectations)
&
Key Concepts
(1.1.N.SL.b) Ask and answer basic questions about the weather, health/physical conditions, self, family and friends
(1.1.N.SL.e) Ask questions about physical appearance, character and personality traits of friends, family, classmates and answer us-
ing a list of traits
(1.1.N.SL.f) Ask questions about feelings, emotions and health of friends, family, classmates and answer using a list of traits
(1.1.N.SL.h) Exchange information in the target language on familiar topics such as personal interests, memorable experiences,
school activities, and family life
(1.1.N.RW.a) Use the target language in email messages, text messages, blogs, webpages, letters, and notes to greet, take leave, or
make introductions
15
15
Nuestra vida cont. (Reference Elementary Spanish Curriculum: 3:3, 3.3, 4:5, 5:4)
Unit 3:
GLCEs (Grade Level Content Expectations)
&
Key Concepts continued...
(1.1.N.RW.b) Exchange information by asking and answering basic questions in writing about the weather, health/physical condi-
tions, self, family, and friends
(1.1.N.RW.e) Ask questions in writing about physical appearance, character and personality traits of friends, family, classmates, and
answer in writing using a list of traits
(1.1.N.RW.f) Ask questions in writing about feelings, emotions and health of friends, family, classmates, and answer in writing us-
ing a list of traits
(1.2.N.L.b) Understand interpersonal communication on topics of personal interest such as preferences, family life, friends, leisure
and school activities, and everyday occurrences
(1.2.N.L.c) Understand main idea of a visual media or live presentation (film/DVD, TV shows and commercials, theatre and musical
production)
(1.2.N.L.d) Understand main idea of an audio presentation (CD, lecture, radio, podcast, songs/music)
(1.2.N.R.a) Demonstrate understanding of written classroom language in the target language including directions, commands, and
requests
(1.2.N.R.b) Understand main idea of simple accessible written materials in the target language such as, textbook passages, age-
appropriate magazine and newspaper articles/ads, websites/internet, poetry or stories
(1.2.N.R.c) Understand written interpersonal communication on topics of personal interest such as preferences, family life, friends,
leisure and school activities, and everyday occurrences (email, letters, messages, notes, and text messages)
(1.3.N.S.a) Present songs, poems or stories in the target language
(1.3.N.S.b) Present brief personal descriptions on familiar topics in target language such as self, friends, family, home, and school
16
16
Nuestra vida cont. (Reference Elementary Spanish Curriculum: 3:3, 3.3, 4:5, 5:4)
Unit 3:
GLCEs (Grade Level Content Expectations)
&
Key Concepts continued...
(1.3.N.W.b) Prepare illustrated stories (big books, posters, dioramas, cartoons) about activities or events in student’s personal life,
and share these with an audience
(2.1.N.F.a) Describe family structures and the role of friends within a community or culture in which the language is spoken
(3.2.N.a) Use audio, visual, and/or print materials available only in the target language to recognize that a topic or situation may be
viewed differently in one’s own culture than in the target culture
(4.1.N.b) Identify basic differences and similarities in grammatical structures between one’s own language and the target language
(4.1.N.d) Identify basic differences and similarities in phonological features (such as pronunciation, intonation, and tone) between
one’s own language and the target language
(5.2.N.a) Willingly use the target language within the classroom setting
17
17
¿Qué llevo hoy? (Reference Elementary Spanish Curriculum: 3:4, 4:3)
Unit 4:
Focus questions:
How does one describe weather over time?
How does one describe clothing choices and prices?
How does climate affect clothing choices?
Countries/Region of focus: South America (Venezuela, Colombia, Ecuador, Peru, Bolivia, Chile, Paraguay, Uruguay, Argentina)
Interdisciplinary connections: English Language; Science; Social Studies - Geography
Structures:
Present Tense Irregular Verbs (irregular ―yo‖ verbs, tener, ir, venir)
Saber vs. Conocer
Informal time frames (Ir+a+infinitive & acabar+de+infinitive)
Weather expressions (including hace…)
Time Span: 6th Grade—approximately 8 weeks per unit
9th Grade—approximately 2 weeks per unit
Assessment: Unit assessment is created individually by classroom teacher to correspond to grade level/development of students.
Continued on next page...
18
18
¿Qué llevo hoy? cont. (Reference Elementary Spanish Curriculum: 3:4, 4:3)
Unit 4:
Vocabulary
Los sustantivos Los verbos Los adjetivos Frases útiles Otro
Recycle days and months
Las estaciones La primavera
El verano
El otoño
El invierno
La ropa Los zapatos
Las sandalias
Las botas
Los calcetines
Los pantalones
Los pantalones cortos
La falda
El vestido
El traje
La corbata
Continued on next page...
Llevar
Hacer
Saber
Conocer
Tener
Ir
Venir
Poner
Salir
Decir
Traer
Caer
Valer
Ver
Ser
Estar
Los números 11-31
Los colores Rojo
Anaranjado
Amarillo
Verde
Azul
Violeta
Negro
Blanco
Rosado
Gris
Hace buen tiempo
Hace mal tiempo
Hace frío
Hace fresco
Hace calor
Hace viento
Llueve
Nieva
Hace sol
Está nublado
¿Cuánto cuesta(n)?
Cuesta(n)…
Me pongo…
Me quito…
Ir+a+infinitive
Acabar+de+infinitive
¿Qué tiempo hace?
19
19
¿Qué llevo hoy? cont. (Reference Elementary Spanish Curriculum: 3:4, 4:3)
Unit 4:
Vocabulary continued...
Los sustantivos Los verbos Los adjetivos Frases útiles Otro
La ropa
La camiseta
La camisa
El suéter
La bufanda
Los guantes
El abrigo
La chaqueta
La gorra
GLCEs (Grade Level Content Expectations)
&
Key Concepts
(1.1.N.SL.b) Ask and answer basic questions about the weather, health/physical conditions, self, family and friends
(1.1.N.SL.g) Ask questions about the attributes of places and things in their immediate environment and answer using a list of traits
(1.1.N.RW.a) Use the target language in email messages, text messages, blogs, webpages, letters, and notes to greet, take leave, or
make introductions
(1.1.N.RW.b) Exchange information by asking and answering basic questions in writing about the weather, health/physical condi-
tions, self, family, and friends
(1.1.N.RW.g) Ask questions in writing about the attributes of places and things in their immediate environment, and answer in writ-
ing using a list of traits
20
20
¿Qué llevo hoy? cont. (Reference Elementary Spanish Curriculum: 3:4, 4:3)
Unit 4:
GLCEs (Grade Level Content Expectations)
&
Key Concepts continued...
(1.2.N.L.c) Understand main idea of a visual media or live presentation (film/DVD, TV shows and commercials, theatre and musical
production)
(1.2.N.L.d) Understand main idea of an audio presentation (CD, lecture, radio, podcast, songs/music)
(1.2.N.R.b) Understand main idea of simple accessible written materials in the target language such as, textbook passages, age-
appropriate magazine and newspaper articles/ads, websites/internet, poetry or stories
(1.2.N.R.c) Understand written interpersonal communication on topics of personal interest such as preferences, family life, friends,
leisure and school activities, and everyday occurrences (email, letters, messages, notes, and text messages)
(1.3.N.S.a) Present songs, poems or stories in the target language
(1.3.N.S.c) Record materials in the target language, such as a puppet show, fashion show, or weather report
(2.1.N.F.b) Describe daily routines within a community or culture in which the language is spoken (concept of time, typical activities
appropriate to various periods during the day)
(2.2.N.G.d) Describe the climate and typical seasonal weather patterns in various parts of a country in which the language is spoken
21
21
¡Vamos a comer! (Reference Elementary Spanish Curriculum: 4:4, 5:3)
Unit 5:
Focus questions: When do people gather together to eat in the US and in Spanish-speaking countries?
How do foods and meal times compare between the US and Spanish-speaking countries?
How does one express mealtime preferences and customs?
Country/Region of focus: Europe (Spain), Africa (Ecuatorial Guinea)
Interdisciplinary connections: English Language; Social Studies; Health
Structures:
Stem-Changing Verbs (e-ie)
Telling Time
Time Span: 6th Grade—approximately 8 weeks per unit
9th Grade—approximately 2 weeks per unit
Assessment: Unit assessment is created individually by classroom teacher to correspond to grade level/development of students.
Vocabulary
Los sustantivos Los verbos Los adjetivos Frases útiles Otro
El desayuno
El almuerzo/La co-
mida
La cena
La merienda
Continued on next page...
Cenar
Tomar
Desayunar
Beber
Comer
Crudo (a)
Cocido (a)
Tostado (a)
Fresco (a)
Podrido (a)
¿Qué hora es?
Es la una
A la una
Son las dos, tres…
A las dos, tres…
¡Buen provecho!
Pásame…
22
22
¡Vamos a comer! cont. (Reference Elementary Spanish Curriculum: 4:4, 5:3)
Unit 5:
Vocabulary continued...
Los sustantivos Los verbos Los adjetivos Frases útiles Otro
La comida
El pan
La tortilla
los huevos
la carne
la fruta
la manzana
la banana
la fresa
la cereza
la naranja
los vegetales
los frijoles
las zanahorias
el maíz
las papas / las patatas
el arroz
las bebidas
el refresco
el agua
el jugo
la leche
el café
Continued on next page...
Merendar
Preferir
Comenzar
Perder
Pensar
Querer
Cerrar
Frio (a)
Caliente
Y
Menos
Media
Cuarto
Por la mañana
Por la tarde
Por la noche
Mediodía
Medianoche
En punto
23
23
¡Vamos a comer! cont. (Reference Elementary Spanish Curriculum: 4:4, 5:3)
Unit 5:
Vocabulary continued...
Los sustantivos Los verbos Los adjetivos Frases útiles Otro
La comida el postre
el pastel
el helado
la galleta
la sal
la pimienta
GLCEs (Grade Level Content Expectations)
&
Key Concepts
(1.1.N.SL.i) Ask for and obtain information in everyday situations in the target language about time, place, price, size, relating to
restaurants, stores, transportation, and services
(1.1.N.RW.i) Inquire in writing, to obtain information in the target language about time, place, price, and size relating to restaurants,
stores, transportation, and services
(1.2.N.L.c) Understand main idea of a visual media or live presentation (film/DVD, TV shows and commercials, theatre and musical
production)
(1.2.N.L.d) Understand main idea of an audio presentation (CD, lecture, radio, podcast, songs/music)
(1.3.N.S.a) Present songs, poems or stories in the target language
(1.3.N.W.a) Illustrate and present materials in the target language such as an advertisement, poster, or menu
24
24
¡Vamos a comer! cont. (Reference Elementary Spanish Curriculum: 4:4, 5:3)
Unit 5:
GLCEs (Grade Level Content Expectations)
&
Key Concepts continued...
(2.2.N.F.a) Describe the products needed to carry out daily routines and meet basic needs within a community, region, or culture in
which the language is spoken (housing, stores, foods, transportation, health care, public services)
(4.2.N.a) Identify basic target culture practices and compare them to one’s own
(4.2.N.b) Identify basic target culture products and compare them to one’s own
(5.2.N.a) Willingly use the target language within the classroom setting