Greeley-Evans School District 6 Page 1 of 27 Revised 2015-2016 Spanish Heritage I Curriculum Guide

Greeley-Evans School District 6 9th through 12th Grades Unidad I – Lecc. 1 Heritage I Curriculum Guide

Theme: : Los tres consejos-Leyenda de las Américas Unidad: 1, El sentido de nuestras vidas - Tema de geografía-El suroeste

Timeline: High School – 3 weeks

Inquiry Questions: ¿Qué resultado tiene su decision?

Vocabulary: acumular, caballero, finca, pesadumbre, sagaz, simultáneamente, talegón Grammar: El lenguaje

Heritage I : Intermediate-mid Standard 1: Communication in Languages Other Than English Range Level Expectations: Initiate, sustain, and conclude conversations (written or oral) in a variety of situations based on familiar and unfamiliar vocabulary and learned grammatical

structures (interpersonal mode) Comprehend spoken or written language in a variety of situations based on familiar and unfamiliar vocabulary and learned grammatical structures

(interpretive mode) Present (written or oral) on a variety of familiar topics, using familiar vocabulary and learned grammatical structures (presentational mode)

Standard 2: Knowledge and Understanding of Other Cultures Range Level Expectations: Analyze how the perspectives of people who speak the target language are reflected in their practices Analyze how products reflect practices and perspectives of the cultures studied

Standard 3: Connections with Other Disciplines and Information Acquisition Range Level Expectations: Analyze information gathered from target language resources connected to other content areas Evaluate information and viewpoints present in authentic resources

Standard 4: Comparisons to Develop Insight into the Nature of Language and Culture Range Level Expectations: Analyze the significance of the similarities and differences between the target language and the student’s own language Analyze the significance of the similarities and differences between the target culture(s) and the student’s own culture

Greeley-Evans School District 6 Page 2 of 27 Revised 2015-2016 Spanish Heritage I Curriculum Guide

Assessments Evidence Outcomes Instruction

Performance Tasks -Administer a diagnostic Language test -Interview a respected older person about their life experiences -Write an essay about advice someone has given to you -Read a newspaper article and determine the lesson or advice that the author is trying to convey -Create a newspaper article based on the facts of this legend Other Assessments Sendas I test bank , Unidad I, lección 1

Students will be able to -Demonstrate the ability to read informational texts -Identify main ideas and supporting details from authentic print -Develop an awareness of the similarities and differences of genres of written texts in Spanish and English by listing the characteristics of a myth -Differentiate between lenguaje, lengua, and idioma -Write a narrative essay -Engage in informational writing by incorporating research from appropriate sources such as interviews -Compare and contrast cultural legends -Identify the letters of the Spanish alphabet -Demonstrate evidence of self-correction in communication by editing writing for common errors Students will know and understand -culturally acceptable vocabulary -cultural differences by comparing patterns of his/her own behavior or interaction with others in various cultural settings by interviewing persons from own culture and from others

Key teaching and Learning Experiences that imbed 21st Century Skills -Critical Thinking and Reasoning -Information Literacy -Collaboration -Self-Direction -Invention Colorado Department of Education 21st Century Skills and Readiness Competencies in World Languages Page 21 of 71 (see link in resources)

Resources: Text pg. 2-11, Transparencies 1.1 A, B, C, Teacher’s Guide pg. 2-3, Language workbook pg. 2-12, 173-179, 183-185, Testing Guide pg. ix-xi, 1-2, 89, Spanish language newspapers, Spanish-Spanish dictionaries http://www.cde.state.co.us/cdeassess/UAS/AdoptedAcademicStandards/World_Languages_Standards_Adopted_12.10.09.pdf

Greeley-Evans School District 6 Page 3 of 27 Revised 2015-2016 Spanish Heritage I Curriculum Guide

Greeley-Evans School District 6 9th through 12th Grades Unidad I – Lecc. 2 Heritage I Curriculum Guide

Theme: : La comadre Sebastiana-Relato de Nuevo México Versión de Rodolfo Anaya Unidad: 1, El sentido de nuestras vidas - Tema de geografía-El suroeste

Timeline: High School – 3 weeks

Inquiry Questions: ¿Qué importancia tiene el curandismo en la vida de la gente de nuevo méxco?

Vocabulary: atarantar, convidar, menosprecio, ejido, merced Grammar: El lenguaje

Heritage I : Intermediate-mid Standard 1: Communication in Languages Other Than English Range Level Expectations: Initiate, sustain, and conclude conversations (written or oral) in a variety of situations based on familiar and unfamiliar vocabulary and learned grammatical

structures (interpersonal mode) Comprehend spoken or written language in a variety of situations based on familiar and unfamiliar vocabulary and learned grammatical structures

(interpretive mode) Present (written or oral) on a variety of familiar topics, using familiar vocabulary and learned grammatical structures (presentational mode)

Standard 2: Knowledge and Understanding of Other Cultures Range Level Expectations: Analyze how the perspectives of people who speak the target language are reflected in their practices Analyze how products reflect practices and perspectives of the cultures studied

Standard 3: Connections with Other Disciplines and Information Acquisition Range Level Expectations: Analyze information gathered from target language resources connected to other content areas Evaluate information and viewpoints present in authentic resources

Standard 4: Comparisons to Develop Insight into the Nature of Language and Culture Range Level Expectations: Analyze the significance of the similarities and differences between the target language and the student’s own language Analyze the significance of the similarities and differences between the target culture(s) and the student’s own culture

Greeley-Evans School District 6 Page 4 of 27 Revised 2015-2016 Spanish Heritage I Curriculum Guide

Assessments Evidence Outcomes Instruction

Performance Tasks -Administer a diagnostic Language test -Interview a respected older person about their life experiences -Write an essay about advice someone has given to you -Read a newspaper article and determine the lesson or advice that the author is trying to convey -Create a newspaper article based on the facts of this legend Other Assessments Sendas I test bank , Unidad I, lección 1

Students will be able to -Demonstrate the ability to read informational texts -Identify main ideas and supporting details from authentic print -Develop an awareness of the similarities and differences of genres of written texts in Spanish and English by listing the characteristics of a myth -Differentiate between lenguaje, lengua, and idioma -Write a narrative essay -Engage in informational writing by incorporating research from appropriate sources such as interviews -Compare and contrast cultural legends -Identify the letters of the Spanish alphabet -Demonstrate evidence of self-correction in communication by editing writing for common errors Students will know and understand -culturally acceptable vocabulary -cultural differences by comparing patterns of his/her own behavior or interaction with others in various cultural settings by interviewing persons from own culture and from others

Key teaching and Learning Experiences that imbed 21st Century Skills -Critical Thinking and Reasoning -Information Literacy -Collaboration -Self-Direction -Invention Colorado Department of Education 21st Century Skills and Readiness Competencies in World Languages Page 21 of 71 (see link in resources)

Resources: Text pg. 2-11, Transparencies 1.1 A, B, C, Teacher’s Guide pg. 2-3, Language workbook pg. 2-12, 173-179, 183-185, Testing Guide pg. ix-xi, 1-2, 89, Spanish language newspapers, Spanish-Spanish dictionaries http://www.cde.state.co.us/cdeassess/UAS/AdoptedAcademicStandards/World_Languages_Standards_Adopted_12.10.09.pdf

Greeley-Evans School District 6 Page 5 of 27 Revised 2015-2016 Spanish Heritage I Curriculum Guide

Greeley-Evans School District 6 9th through 12th Grades Unidad I – Lecc. 3 Heritage I Curriculum Guide

Theme: : Los novios-Leyenda mexicana- Guanina-Leyenda puertorriqueña Unidad: 1, El sentido de nuestras vidas - Tema de geografía-El suroeste

Timeline: High School – 3 weeks

Inquiry Questions: ¿Qué es la diferencia entre una leyenda y un mito? Vocabulary: gallardo, ímpetu, instar, hidalgo, sublevarse Grammar: La oración: sujeto y predicado

Heritage I : Intermediate-mid Standard 1: Communication in Languages Other Than English Range Level Expectations: Initiate, sustain, and conclude conversations (written or oral) in a variety of situations based on familiar and unfamiliar vocabulary and learned grammatical

structures (interpersonal mode) Comprehend spoken or written language in a variety of situations based on familiar and unfamiliar vocabulary and learned grammatical structures

(interpretive mode) Present (written or oral) on a variety of familiar topics, using familiar vocabulary and learned grammatical structures (presentational mode)

Standard 2: Knowledge and Understanding of Other Cultures Range Level Expectations: Analyze how the perspectives of people who speak the target language are reflected in their practices Analyze how products reflect practices and perspectives of the cultures studied

Standard 3: Connections with Other Disciplines and Information Acquisition Range Level Expectations: Analyze information gathered from target language resources connected to other content areas Evaluate information and viewpoints present in authentic resources

Standard 4: Comparisons to Develop Insight into the Nature of Language and Culture Range Level Expectations: Analyze the significance of the similarities and differences between the target language and the student’s own language Analyze the significance of the similarities and differences between the target culture(s) and the student’s own culture

Greeley-Evans School District 6 Page 6 of 27 Revised 2015-2016 Spanish Heritage I Curriculum Guide

Assessments Evidence Outcomes Instruction

Performance Tasks - Investigate other stories with cases of unconditional love during a difficult situation such as Romeo and Juliet -Research the history of the Aztec culture -Research the use of hieroglyphics in ancient writings -Compose a 5-verse poem about nature Other Assessments Sendas I test bank , Unidad I, lección 3

Students will be able to -Demonstrate their ability to read informational texts -Identify main ideas and supporting details from authentic print Identify major geographical features, cities and regions of Mexico and Puerto Rico -Compare and contrast of “Los Novios” and “Guanina” -Identify the subject and predicate of a sentence -Properly use capitalization rules in sentences -Demonstrate evidence of self-correction in communication by editing writing for common errors Students will know and understand - culturally acceptable vocabulary - the impact of Hispanic/Latino historical events and cultures such as Aztecs on contemporary culture

Key teaching and Learning Experiences that imbed 21st Century Skills -Critical Thinking and Reasoning -Information Literacy -Collaboration -Self-Direction -Invention Colorado Department of Education 21st Century Skills and Readiness Competencies in World Languages Page 21 of 71 (see link in resources)

Resources: Text pg. 21-38, Transparencies 1.4, 1.5 A, B, C, Teacher’s Guide pg. 6-7, Language workbook pg. 19-22, 173-179, 183-185, Testing Guide pg. ix-xi, 5-6, 89, Spanish-Spanish dictionaries, Spanish language newspapers http://www.cde.state.co.us/cdeassess/UAS/AdoptedAcademicStandards/World_Languages_Standards_Adopted_12.10.09.pdf

Greeley-Evans School District 6 Page 7 of 27 Revised 2015-2016 Spanish Heritage I Curriculum Guide

Greeley-Evans School District 6 9th through 12th Grades Unidad 2 – Lecc. 2 Heritage I Curriculum Guide

Theme: : Once-Sandra Cisneros Traducción de Liliana Valenzuela Unidad: 2: Nuestra vida en comunidad - Tema de geografía-España

Timeline: High School – 3 weeks

Inquiry Questions: ¿Cómo cambiariá su vida a causa de una experiencia vergonzosa?

Vocabulary: repiquetear, embonar, regazo, barda, sarnoso Grammar: El pronombre

Heritage I : Intermediate-mid Standard 1: Communication in Languages Other Than English Range Level Expectations: Initiate, sustain, and conclude conversations (written or oral) in a variety of situations based on familiar and unfamiliar vocabulary and learned grammatical

structures (interpersonal mode) Comprehend spoken or written language in a variety of situations based on familiar and unfamiliar vocabulary and learned grammatical structures

(interpretive mode) Present (written or oral) on a variety of familiar topics, using familiar vocabulary and learned grammatical structures (presentational mode)

Standard 2: Knowledge and Understanding of Other Cultures Range Level Expectations: Analyze how the perspectives of people who speak the target language are reflected in their practices Analyze how products reflect practices and perspectives of the cultures studied

Standard 3: Connections with Other Disciplines and Information Acquisition Range Level Expectations: Analyze information gathered from target language resources connected to other content areas Evaluate information and viewpoints present in authentic resources

Standard 4: Comparisons to Develop Insight into the Nature of Language and Culture Range Level Expectations: Analyze the significance of the similarities and differences between the target language and the student’s own language Analyze the significance of the similarities and differences between the target culture(s) and the student’s own culture

Greeley-Evans School District 6 Page 8 of 27 Revised 2015-2016 Spanish Heritage I Curriculum Guide

Assessments Evidence Outcomes Instruction

Performance Tasks -Create a poster based on your interpretation of quotes from the story -Write a monologue based on the point-of-view of a character -Design a birthday card for Raquel describing her bad experience on her birthday -Write a narrative essay about a personal experience where you were embarrassed at school -Read and analyze supplemental story* Other Assessments Sendas I test bank , Unidad 2, lección 2

Students will be able to -read informational texts -Identify main ideas and supporting details from authentic print -Develop and use literacy skills in Spanish that will support student success in other disciplines by recognizing the literary elements of theme, setting, characters, timeline, conflict, and point of view -Identify and use personal pronouns in a sentence -Identify and use an onomatopoeia -Demonstrate evidence of self-correction in communication Students will know and understand - culturally acceptable vocabulary - life and achievements of Sandra Cisneros and be able to discuss her contributions to her own and other cultures - the difference between the use of b and v in writing

Key teaching and Learning Experiences that imbed 21st Century Skills -Critical Thinking and Reasoning -Information Literacy -Collaboration -Self-Direction -Invention Colorado Department of Education 21st Century Skills and Readiness Competencies in World Languages Page 21 of 71 (see link in resources)

Resources: Text pg. 81-87, Transparencies 2.2 A, B, C, 2.3 , Teacher’s Guide pg. 18-20, 21-26*, Language workbook pg. 45-50, 178-186, Testing Guide ix-xi, 23-25, 91, Spanish-Spanish dictionaries, Spanish language newspapers http://www.cde.state.co.us/cdeassess/UAS/AdoptedAcademicStandards/World_Languages_Standards_Adopted_12.10.09.pdf

Greeley-Evans School District 6 Page 9 of 27 Revised 2015-2016 Spanish Heritage I Curriculum Guide

Greeley-Evans School District 6 9th through 12th Grades Informe de un Paiz Heritage I Curriculum Guide

Theme: : Informe de un País de Latino America Unidad: Supplementary

Timeline: High School – 2 weeks

Inquiry Questions: ¿Cómo compara tu vida en los estados unidos con un país extranjero?

Vocabulary: Grammar: Los artícilos

Heritage I : Intermediate-mid Standard 1: Communication in Languages Other Than English Range Level Expectations: Initiate, sustain, and conclude conversations (written or oral) in a variety of situations based on familiar and unfamiliar vocabulary and learned grammatical

structures (interpersonal mode) Comprehend spoken or written language in a variety of situations based on familiar and unfamiliar vocabulary and learned grammatical structures

(interpretive mode) Present (written or oral) on a variety of familiar topics, using familiar vocabulary and learned grammatical structures (presentational mode)

Standard 2: Knowledge and Understanding of Other Cultures Range Level Expectations: Analyze how the perspectives of people who speak the target language are reflected in their practices Analyze how products reflect practices and perspectives of the cultures studied

Standard 3: Connections with Other Disciplines and Information Acquisition Range Level Expectations: Analyze information gathered from target language resources connected to other content areas Evaluate information and viewpoints present in authentic resources

Standard 4: Comparisons to Develop Insight into the Nature of Language and Culture Range Level Expectations: Analyze the significance of the similarities and differences between the target language and the student’s own language Analyze the significance of the similarities and differences between the target culture(s) and the student’s own culture

Greeley-Evans School District 6 Page 10 of 27 Revised 2015-2016 Spanish Heritage I Curriculum Guide

Assessments Evidence Outcomes Instruction

Performance Tasks -Create a PowerPoint -Group presentations -create posters with pictures or illustrations with a written paper explaining -Socratic seminar on politics -Guest speaker from the country -make and bring in food samples Other Assessments

Students will be able to - Demonstrate evidence of self-correction in communication - use proper register when speaking to a group - demonstrate fluency in speaking and writing - identify geography, economic, native languages, and current events of the country -compare and contrast different aspects of their country and that of the US - identify several famous people from their country Students will know and understand

- Cultural perspective of the customs, traditions and history of the

country

- About several notable famous people of the country

Key teaching and Learning Experiences that imbed 21st Century Skills -Critical Thinking and Reasoning -Information Literacy -Collaboration -Self-Direction -Invention Colorado Department of Education 21st Century Skills and Readiness Competencies in World Languages Page 21 of 71 (see link in resources)

Resources: Internet, Library, Sendas 1, http://www.cde.state.co.us/cdeassess/UAS/AdoptedAcademicStandards/World_Languages_Standards_Adopted_12.10.09.pdf

Greeley-Evans School District 6 Page 11 of 27 Revised 2015-2016 Spanish Heritage I Curriculum Guide

Greeley-Evans School District 6 9th through 12th Grades Unidad 2 lección 4 Heritage I Curriculum Guide

Theme: : Poema con niños-Nicolás Guillén Unidad: 2: Nuestra vida en comunidad - Tema de geografía-España

Timeline: High School – 3 weeks (Last chapter in Semester 1)

Inquiry Questions: ¿Cómo forma un esteriotipo? Vocabulary: aguardar, autoitario, botica, fonda, valla Grammar: El adjetivo

Heritage I : Intermediate-mid Standard 1: Communication in Languages Other Than English Range Level Expectations: Initiate, sustain, and conclude conversations (written or oral) in a variety of situations based on familiar and unfamiliar vocabulary and learned grammatical

structures (interpersonal mode) Comprehend spoken or written language in a variety of situations based on familiar and unfamiliar vocabulary and learned grammatical structures

(interpretive mode) Present (written or oral) on a variety of familiar topics, using familiar vocabulary and learned grammatical structures (presentational mode)

Standard 2: Knowledge and Understanding of Other Cultures Range Level Expectations: Analyze how the perspectives of people who speak the target language are reflected in their practices Analyze how products reflect practices and perspectives of the cultures studied

Standard 3: Connections with Other Disciplines and Information Acquisition Range Level Expectations: Analyze information gathered from target language resources connected to other content areas Evaluate information and viewpoints present in authentic resources

Standard 4: Comparisons to Develop Insight into the Nature of Language and Culture Range Level Expectations: Analyze the significance of the similarities and differences between the target language and the student’s own language Analyze the significance of the similarities and differences between the target culture(s) and the student’s own culture

Assessments Evidence Outcomes Instruction

Performance Tasks -Create a poster illustrating a quote from the story -Write a critical analysis of one group’s poster -Research racial stereotypes seen in newspaper or on television -Investigate the demographics of the United States and the idea of the country being a “melting pot” of cultures

Students will be able to -Demonstrate the ability to read informational texts -Identify main ideas and supporting details from authentic print -Develop literacy skills in Spanish that will support student success in other disciplines by analyzing the literary element of theme -Identify differences in cultural perspectives which lead to generalizations among Hispanic cultures by identifying examples of stereotypes -Identify qualifying and determinative adjectives -Use appropriate vocabulary in appropriate situations -Use the letter “h” correctly within a word -Demonstrate evidence of self-correction in communication by

Key teaching and Learning Experiences that imbed 21st Century Skills -Critical Thinking and Reasoning -Information Literacy -Collaboration -Self-Direction -Invention Colorado Department of Education 21st Century Skills and Readiness Competencies in World Languages Page 21 of 71 (see link in resources)

Greeley-Evans School District 6 Page 12 of 27 Revised 2015-2016 Spanish Heritage I Curriculum Guide

-Interview students at school to research the racial climate at your school Other Assessments Sendas I test bank , Unidad 2, lección 4

editing writing for common errors Students will know and understand - use culturally acceptable vocabulary -life and achievements of Nicolas Guillen and be able to discuss his contributions to his own and other cultures

Resources: Text pg. 105-113, Transparencies 1.2, 2.5 A, B, C, Teacher’s Guide pg. 29-30, Language workbook pg. 55-59, 178-186, Testing Guide pg. ix-xi, 29-30, 92, Spanish-Spanish dictionaries, Spanish language newspapers http://www.cde.state.co.us/cdeassess/UAS/AdoptedAcademicStandards/World_Languages_Standards_Adopted_12.10.09.pdf

Greeley-Evans School District 6 Page 13 of 27 Revised 2015-2016 Spanish Heritage I Curriculum Guide

Greeley-Evans School District 6 9th through 12th Grades Unidad 3 lección 1 Heritage I Curriculum Guide

Theme: : Cajas de cartón-Francisco Jiménez Unidad: 3, La experiencia migrante - Tema de geografía-México

Timeline: High School – 4 weeks (First chapter in Semester 2)

Inquiry Questions: ¿Cómo afecta la mudanza a la vida de un migrante? Vocabulary: bracero, disminuir, magullado, roer, pupitre, comején, instintivamente, muchedumbre, surco Grammar: El verbo, las partes del verbo

Heritage I : Intermediate-mid Standard 1: Communication in Languages Other Than English Range Level Expectations: Initiate, sustain, and conclude conversations (written or oral) in a variety of situations based on familiar and unfamiliar vocabulary and learned grammatical

structures (interpersonal mode) Comprehend spoken or written language in a variety of situations based on familiar and unfamiliar vocabulary and learned grammatical structures

(interpretive mode) Present (written or oral) on a variety of familiar topics, using familiar vocabulary and learned grammatical structures (presentational mode)

Standard 2: Knowledge and Understanding of Other Cultures Range Level Expectations: Analyze how the perspectives of people who speak the target language are reflected in their practices Analyze how products reflect practices and perspectives of the cultures studied

Standard 3: Connections with Other Disciplines and Information Acquisition Range Level Expectations: Analyze information gathered from target language resources connected to other content areas Evaluate information and viewpoints present in authentic resources

Standard 4: Comparisons to Develop Insight into the Nature of Language and Culture Range Level Expectations: Analyze the significance of the similarities and differences between the target language and the student’s own language Analyze the significance of the similarities and differences between the target culture(s) and the student’s own culture

Greeley-Evans School District 6 Page 14 of 27 Revised 2015-2016 Spanish Heritage I Curriculum Guide

Assessments Evidence Outcomes Instruction

Performance Tasks -Create a poster representing the theme of the story -Write an essay predicting the main character’s life in 20 years -Write a poem about a time you had to leave someone or something behind -Read articles in the newspaper about migrant workers -Review the geography of California -Investigate immigrant life here in --North Carolina and other states with high Hispanic immigrant populations -Examine the current debate on immigration laws in the United States -Keep a reflective journal about reactions to the reading -Write about your first day of school at a new school -Write a letter to an incoming student to your school describing -what a typical day is like here -Review the alphabet, vowels, consonants, and how to break words down into syllables -Differentiate between the spelling of words with z and s -Review the rules of accents -Research the use of imagery in this chapter -Write about a time where you had to move to a new city and school -Interview someone who has worked as a migrant farm

Students will be able to -read informational texts -Identify main ideas and supporting details from authentic print -Interpret print materials by making predictions, inferences, and drawing conclusions about the motives, feelings, and the future actions of the main character -Identify the root and the ending of a verb -Identify an infinitive in a sentence -Develop an awareness of the differences and similarities in structural patterns in Spanish and English by separating words into syllables -Demonstrate evidence of self-correction in communication by editing writing for common errors Students will know and understand - use culturally acceptable vocabulary -the changing nature of language and the impact of Spanish and English on each other by analyzing “Spanglish”

Key teaching and Learning Experiences that imbed 21st Century Skills -Critical Thinking and Reasoning -Information Literacy -Collaboration -Self-Direction -Invention Colorado Department of Education 21st Century Skills and Readiness Competencies in World Languages Page 21 of 71 (see link in resources)

Greeley-Evans School District 6 Page 15 of 27 Revised 2015-2016 Spanish Heritage I Curriculum Guide

worker -Describe your ideal summer vacation -Keep a reflective journal about reactions to the reading -Discuss the words of the “Declaration of Independence” along with other important American texts such as the “Pledge of Allegiance” and “The Star Spangled Banner” Other Assessments Sendas I test bank , Unidad 3, lección 1

Resources: Text pg. 138-158 (en Entre Mundos, pg. 75-80), Transparencies 3.1 A, B, C, Teacher’s Guide pg. 37-40, Language workbook pg. 75-78, 178-186, Testing Guide pg. ix-xi, 39-41, 93, Spanish-Spanish dictionaries, Spanish language newspaper, Internet, Sendas Literias I, Language workbook – pg. 111, 116, 122, 126-127 , Sendas Literias I, Language workbook – pg. 141, 145 , The Movie A Day Without Mexicans (R) http://www.cde.state.co.us/cdeassess/UAS/AdoptedAcademicStandards/World_Languages_Standards_Adopted_12.10.09.pdf

Greeley-Evans School District 6 Page 16 of 27 Revised 2015-2016 Spanish Heritage I Curriculum Guide

Greeley-Evans School District 6 9th through 12th Grades Unidad 3 lección 2 Heritage I Curriculum Guide

Theme: : El trabajo en el campo-Rose del Castillo Guilbault Traducción de Ruth Barraza Unidad: 3, La experiencia migrante - Tema de geografía-México

Timeline: High School – 3 weeks

Inquiry Questions: ¿Cuál es es trabajo más duro que te has realizado en tu vida?

Vocabulary: escéptico, cuadrilla, gesticular,escollo, aletargar, emanar, insidioso, enfático Grammar: Resumen

Heritage I : Intermediate-mid Standard 1: Communication in Languages Other Than English Range Level Expectations: Initiate, sustain, and conclude conversations (written or oral) in a variety of situations based on familiar and unfamiliar vocabulary and learned grammatical

structures (interpersonal mode) Comprehend spoken or written language in a variety of situations based on familiar and unfamiliar vocabulary and learned grammatical structures

(interpretive mode) Present (written or oral) on a variety of familiar topics, using familiar vocabulary and learned grammatical structures (presentational mode)

Standard 2: Knowledge and Understanding of Other Cultures Range Level Expectations: Analyze how the perspectives of people who speak the target language are reflected in their practices Analyze how products reflect practices and perspectives of the cultures studied

Standard 3: Connections with Other Disciplines and Information Acquisition Range Level Expectations: Analyze information gathered from target language resources connected to other content areas Evaluate information and viewpoints present in authentic resources

Standard 4: Comparisons to Develop Insight into the Nature of Language and Culture Range Level Expectations: Analyze the significance of the similarities and differences between the target language and the student’s own language Analyze the significance of the similarities and differences between the target culture(s) and the student’s own culture

Greeley-Evans School District 6 Page 17 of 27 Revised 2015-2016 Spanish Heritage I Curriculum Guide

Assessments Evidence Outcomes Instruction

Performance Tasks - Interview a person about a difficult work experience -Write a screenplay of “El trabajo en el campo” that could occur in modern times -Write a dialogue that could occur between characters from a scene of the story -Write a letter from Rosa (“El trabajo en el campo”) to Panchito (“Cajas de carton”) about the importance of working hard Other Assessments Sendas I test bank , Unidad 3, lección 2

Students will be able to -read informational texts -Identify main ideas and supporting details from authentic print -Identify nouns, verbs, and adjectives in a text -Interpret the literary elements of the story such as theme, setting, characters, and conflict -Identify the tense and mode of a verb -Identify the different types of dipthongs -Demonstrate evidence of self-correction in communication by editing writing for common errors Students will know and understand - use culturally acceptable vocabulary -the changing nature of language and the impact of Spanish and English on each other by analyzing “Spanglish”

Key teaching and Learning Experiences that imbed 21st Century Skills -Critical Thinking and Reasoning -Information Literacy -Collaboration -Self-Direction -Invention Colorado Department of Education 21st Century Skills and Readiness Competencies in World Languages Page 21 of 71 (see link in resources)

Resources: Text pg. 159-172, Transparencies 1.2, 3.2 A, B, C, Teacher’s Guide pg. 41-42, Language workbook pg. 79-82, 178-186, Testing Guide pg. ix-xi, 43-44, 93, Spanish-Spanish dictionaries, Spanish language newspaper, Internet http://www.cde.state.co.us/cdeassess/UAS/AdoptedAcademicStandards/World_Languages_Standards_Adopted_12.10.09.pdf

Greeley-Evans School District 6 Page 18 of 27 Revised 2015-2016 Spanish Heritage I Curriculum Guide

Greeley-Evans School District 6 9th through 12th Grades Unidad 3 lección 4 Heritage I Curriculum Guide

Theme: : ¡Al partir!-Gertrudis Gómez de Avellaneda Unidad: 3, La experiencia migrante - Tema de geografía-México

Timeline: High School – 2 weeks

Inquiry Questions: ¿Cómo sentirás si tuvieras que mudarse de su país nativo?

Vocabulary: opaco, izar, impelar, turgente, chusma, hado, halagar Grammar: La conjugación

Heritage I : Intermediate-mid Standard 1: Communication in Languages Other Than English Range Level Expectations: Initiate, sustain, and conclude conversations (written or oral) in a variety of situations based on familiar and unfamiliar vocabulary and learned grammatical

structures (interpersonal mode) Comprehend spoken or written language in a variety of situations based on familiar and unfamiliar vocabulary and learned grammatical structures

(interpretive mode) Present (written or oral) on a variety of familiar topics, using familiar vocabulary and learned grammatical structures (presentational mode)

Standard 2: Knowledge and Understanding of Other Cultures Range Level Expectations: Analyze how the perspectives of people who speak the target language are reflected in their practices Analyze how products reflect practices and perspectives of the cultures studied

Standard 3: Connections with Other Disciplines and Information Acquisition Range Level Expectations: Analyze information gathered from target language resources connected to other content areas Evaluate information and viewpoints present in authentic resources

Standard 4: Comparisons to Develop Insight into the Nature of Language and Culture Range Level Expectations: Analyze the significance of the similarities and differences between the target language and the student’s own language Analyze the significance of the similarities and differences between the target culture(s) and the student’s own culture

Greeley-Evans School District 6 Page 19 of 27 Revised 2015-2016 Spanish Heritage I Curriculum Guide

Assessments Evidence Outcomes Instruction

Performance Tasks -Read a poem or song and identify the elements of a poem -Memorize a poem or song and recite it to the class -Write a postcard based on feelings expressed in the poem -Write a description of the creation of the poem (the muse) -Write a diary entry about the author’s trip from Cuba Other Assessments Sendas I test bank , Unidad 3, lección 4

Students will be able to -read informational texts -Demonstrate the ability to read informational texts -Identify main ideas and supporting details from authentic print -Develop an awareness of the similarities and differences of genres of written texts in Spanish and English by identifying the characteristics of the different a poem such as prose, verses, and stanzas -Conjugate verbs and identify verb conjugations -Differentiate between literary and common language usage -Identify tripthongs -Demonstrate evidence of self-correction in communication by editing writing for common errors Students will know and understand - use culturally acceptable vocabulary

Key teaching and Learning Experiences that imbed 21st Century Skills -Critical Thinking and Reasoning -Information Literacy -Collaboration -Self-Direction -Invention Colorado Department of Education 21st Century Skills and Readiness Competencies in World Languages Page 21 of 71 (see link in resources)

Resources: Text pg. 189-195, Transparencies 3.4 A, B, C, 3.5, 4.6, Teacher’s Guide pg. 45-46, Language workbook pg. 89-92, 178-186, Testing Guide pg. ix-xi, 47-48, 93-94, Spanish-Spanish dictionaries, Spanish language newspapers, Internet http://www.cde.state.co.us/cdeassess/UAS/AdoptedAcademicStandards/World_Languages_Standards_Adopted_12.10.09.pdf

Greeley-Evans School District 6 Page 20 of 27 Revised 2015-2016 Spanish Heritage I Curriculum Guide

Greeley-Evans School District 6 9th through 12th Grades La Misma Luna-(movie) Heritage I Curriculum Guide

Theme: : La Misma Luna (Movie) Timeline: High School – 1 weeks

Inquiry Questions: ¿Cómo afectará su vida si estabas separado de sus padres en su niñez?

Vocabulary: Grammar: Los verbos regulares e irregulares

Heritage I : Intermediate-mid Standard 1: Communication in Languages Other Than English Range Level Expectations: Initiate, sustain, and conclude conversations (written or oral) in a variety of situations based on familiar and unfamiliar vocabulary and learned grammatical

structures (interpersonal mode) Comprehend spoken or written language in a variety of situations based on familiar and unfamiliar vocabulary and learned grammatical structures

(interpretive mode) Present (written or oral) on a variety of familiar topics, using familiar vocabulary and learned grammatical structures (presentational mode)

Standard 2: Knowledge and Understanding of Other Cultures Range Level Expectations: Analyze how the perspectives of people who speak the target language are reflected in their practices Analyze how products reflect practices and perspectives of the cultures studied

Standard 3: Connections with Other Disciplines and Information Acquisition Range Level Expectations: Analyze information gathered from target language resources connected to other content areas Evaluate information and viewpoints present in authentic resources

Standard 4: Comparisons to Develop Insight into the Nature of Language and Culture Range Level Expectations: Analyze the significance of the similarities and differences between the target language and the student’s own language Analyze the significance of the similarities and differences between the target culture(s) and the student’s own culture

Greeley-Evans School District 6 Page 21 of 27 Revised 2015-2016 Spanish Heritage I Curriculum Guide

Assessments Evidence Outcomes Instruction

Performance Tasks - Describe a difficult situation that you have overcome -Draw and label a brochure that welcomes people to the U.S. -Event plan for a trip you would take to a different country -Project which could be a PowerPoint, poster with photos or illustrations and a written paper describing the paper, a 2 page report, or a recorded interview an immigrant. Other Assessments

Students will be able to -read informational texts -Identify main ideas and supporting details from authentic print -Interpret print materials by making predictions, inferences, and drawing conclusions about the motives, feelings, and future actions of the main character -Identify and conjugate regular and irregular verbs -Differentiate between real and false cognates -Differentiate between a dipthong, tripthong, and an hiato -Demonstrate evidence of self-correction in communication by editing writing for common errors Students will know and understand - use culturally acceptable vocabulary

Key teaching and Learning Experiences that imbed 21st Century Skills -Critical Thinking and Reasoning -Information Literacy -Collaboration -Self-Direction -Invention Colorado Department of Education 21st Century Skills and Readiness Competencies in World Languages Page 21 of 71 (see link in resources)

Resources: Text pg. 196-214, Transparencies 3.6 A, B, C, Teacher’s Guide pg. 47-48, Language workbook pg. 93-96, Testing guide pg. ix-xi, 49-50, 94, Spanish-Spanish dictionaries, Spanish language newspapers, Internet http://www.cde.state.co.us/cdeassess/UAS/AdoptedAcademicStandards/World_Languages_Standards_Adopted_12.10.09.pdf

Greeley-Evans School District 6 Page 22 of 27 Revised 2015-2016 Spanish Heritage I Curriculum Guide

Greeley-Evans School District 6 9th through 12th Grades Unidad 4 lección 1 Heritage I Curriculum Guide

Theme: : Como un escolar sencillo-Senel Paz Unidad: 4, Relaciones familiares-Tema de geografía-Cuba

Timeline: High School – 3 weeks

Inquiry Questions: ¿Cómo atraena la Buena suerte?

Vocabulary: guajiro, boina, sindicato, menudo, palanganas, haraganear, guagua, aureola, embullar, carnet, insinuar Grammar: Los tiempos del verbo

Heritage I : Intermediate-mid Standard 1: Communication in Languages Other Than English Range Level Expectations: Initiate, sustain, and conclude conversations (written or oral) in a variety of situations based on familiar and unfamiliar vocabulary and learned grammatical

structures (interpersonal mode) Comprehend spoken or written language in a variety of situations based on familiar and unfamiliar vocabulary and learned grammatical structures

(interpretive mode) Present (written or oral) on a variety of familiar topics, using familiar vocabulary and learned grammatical structures (presentational mode)

Standard 2: Knowledge and Understanding of Other Cultures Range Level Expectations: Analyze how the perspectives of people who speak the target language are reflected in their practices Analyze how products reflect practices and perspectives of the cultures studied

Standard 3: Connections with Other Disciplines and Information Acquisition Range Level Expectations: Analyze information gathered from target language resources connected to other content areas Evaluate information and viewpoints present in authentic resources

Standard 4: Comparisons to Develop Insight into the Nature of Language and Culture Range Level Expectations: Analyze the significance of the similarities and differences between the target language and the student’s own language Analyze the significance of the similarities and differences between the target culture(s) and the student’s own culture

Greeley-Evans School District 6 Page 23 of 27 Revised 2015-2016 Spanish Heritage I Curriculum Guide

Assessments Evidence Outcomes Instruction

Performance Tasks

-Compare and contrast yourself and the narrator -Write an essay comparing and contrasting the popularity of the main character in the story and how would he be in your school -Write a letter from Pedrito to his mother describing his school environment and life -Investigate the geography and history of Cuba and leader Fidel Castro -Write a letter to the Spanish language newspaper to thank them for their donation to the school Other Assessments Sendas I test bank , Unidad4, lección 1

Students will be able to -Demonstrate the ability to read informational texts -Identify main ideas and supporting details from authentic print -Investigate the life and achievements of author Senel Paz -Recognize when to use the present tense -Conjugate regular verbs in the present tense -Demonstrate sensitivity and use appropriate level of formality and language for intended audiences according to status and age by knowing when to use formal vs. non-formal language in professional letter writing -Engage in informational writing by writing a professional letter -Use accents correctly on “las palabras agudas” -Demonstrate evidence of self-correction in communication with others by editing writing for common errors Students will know and understand - use culturally acceptable vocabulary

Key teaching and Learning Experiences that imbed 21st Century Skills -Critical Thinking and Reasoning -Information Literacy -Collaboration -Self-Direction -Invention Colorado Department of Education 21st Century Skills and Readiness Competencies in World Languages Page 21 of 71 (see link in resources)

Resources: Text pg. 226-246, Transparencies 1.2, 4.1 A, B, C, Teacher’s Guide pg. 53-54, Language workbook pg. 2-6, 107-112, 183-185, Testing Guide pg. ix-xi, 55-56, 95, Spanish language newspapers ,Spanish-Spanish dictionaries, Internet http://www.cde.state.co.us/cdeassess/UAS/AdoptedAcademicStandards/World_Languages_Standards_Adopted_12.10.09.pdf

Greeley-Evans School District 6 Page 24 of 27 Revised 2015-2016 Spanish Heritage I Curriculum Guide

Greeley-Evans School District 6 9th through 12th Grades Unidad 4 lección 3 Heritage I Curriculum Guide

Theme: : Mi abuela fumaba puros-Sabine Ulibarrí Unidad: 4, Relaciones familiares-Tema de geografía-Cuba

Timeline: High School – 3 weeks

Inquiry Questions: ¿Cuál es la importancia de tus abuelos en tu vida? Vocabulary: pendenciero, preámbulo, ultrajado, índole, idílico, peripecia Grammar: El presente perfecto y el pluscuamperfecto

Heritage I : Intermediate-mid Standard 1: Communication in Languages Other Than English Range Level Expectations: Initiate, sustain, and conclude conversations (written or oral) in a variety of situations based on familiar and unfamiliar vocabulary and learned grammatical

structures (interpersonal mode) Comprehend spoken or written language in a variety of situations based on familiar and unfamiliar vocabulary and learned grammatical structures

(interpretive mode) Present (written or oral) on a variety of familiar topics, using familiar vocabulary and learned grammatical structures (presentational mode)

Standard 2: Knowledge and Understanding of Other Cultures Range Level Expectations: Analyze how the perspectives of people who speak the target language are reflected in their practices Analyze how products reflect practices and perspectives of the cultures studied

Standard 3: Connections with Other Disciplines and Information Acquisition Range Level Expectations: Analyze information gathered from target language resources connected to other content areas Evaluate information and viewpoints present in authentic resources

Standard 4: Comparisons to Develop Insight into the Nature of Language and Culture Range Level Expectations: Analyze the significance of the similarities and differences between the target language and the student’s own language Analyze the significance of the similarities and differences between the target culture(s) and the student’s own culture

Greeley-Evans School District 6 Page 25 of 27 Revised 2015-2016 Spanish Heritage I Curriculum Guide

Assessments Evidence Outcomes Instruction

Performance Tasks

-Revise a biographical sketch of one of the characters of the story and have a partner proofread it -Write your own biographical sketch about a family member, friend, or celebrity -Create a brochure about the place where you grew up -Investigate the Hispanic presence in the Southwest United States in states such as New Mexico Other Assessments Sendas I test bank , Unidad 4, lección 3

Students will be able to -read informational texts -Identify main ideas and supporting details from authentic print -Identify narrative elements of the story such as setting, theme, main characters, and point of view -Recognize the elements of a biographical sketch -Use and differentiate between the present perfect and past perfect tenses -Demonstrate sensitivity and use appropriate level of formality and language for intended audiences according to status and age by knowing when to use formal vs. non-formal language in using titles such as Señor, Señora, Señorita, Don, and Dona correctly -Use accents correctly on “las palabras esdrújulas y sobreesdrújulas” -Demonstrate evidence of self-correction in communication with others by editing writing for common errors Students will know and understand - use culturally acceptable vocabulary - the life and achievements of author Sabine Ulibarri

Key teaching and Learning Experiences that imbed 21st Century Skills -Critical Thinking and Reasoning -Information Literacy -Collaboration -Self-Direction -Invention Colorado Department of Education 21st Century Skills and Readiness Competencies in World Languages Page 21 of 71 (see link in resources)

Resources: Text pg. 259-280, Transparencies 1.2, 4.4 A, B, C, Teacher’s Guide pg. 56-57, Language workbook pg.119-123, 183-185, Testing Guide pg. ix-xi, 61-62, 95, Spanish language newspapers, Spanish-Spanish dictionaries, Internet http://www.cde.state.co.us/cdeassess/UAS/AdoptedAcademicStandards/World_Languages_Standards_Adopted_12.10.09.pdf

Greeley-Evans School District 6 Page 26 of 27 Revised 2015-2016 Spanish Heritage I Curriculum Guide

Greeley-Evans School District 6 9th through 12th Grades Unidad 4 lección 5 Heritage I Curriculum Guide

Theme: : Tres generaciones-Rosaura Sánchez Unidad: 4, Relaciones familiares-Tema de geografía-Cuba

Timeline: High School – 2 weeks

Inquiry Questions: ¿Cómo cambiará la opinion sobre cualquier tema entre tus abuelos, tus padres y tú?

Vocabulary: refunfuña, acaparar, subyacante, raquítica, recriminación, candente Grammar: Complementos del verbo

Heritage I : Intermediate-mid Standard 1: Communication in Languages Other Than English Range Level Expectations: Initiate, sustain, and conclude conversations (written or oral) in a variety of situations based on familiar and unfamiliar vocabulary and learned grammatical

structures (interpersonal mode) Comprehend spoken or written language in a variety of situations based on familiar and unfamiliar vocabulary and learned grammatical structures

(interpretive mode) Present (written or oral) on a variety of familiar topics, using familiar vocabulary and learned grammatical structures (presentational mode)

Standard 2: Knowledge and Understanding of Other Cultures Range Level Expectations: Analyze how the perspectives of people who speak the target language are reflected in their practices Analyze how products reflect practices and perspectives of the cultures studied

Standard 3: Connections with Other Disciplines and Information Acquisition Range Level Expectations: Analyze information gathered from target language resources connected to other content areas Evaluate information and viewpoints present in authentic resources

Standard 4: Comparisons to Develop Insight into the Nature of Language and Culture Range Level Expectations: Analyze the significance of the similarities and differences between the target language and the student’s own language Analyze the significance of the similarities and differences between the target culture(s) and the student’s own culture

Greeley-Evans School District 6 Page 27 of 27 Revised 2015-2016 Spanish Heritage I Curriculum Guide

Assessments Evidence Outcomes Instruction

Performance Tasks

- Write about a situation where you and an older person (parent, grandparent, etc.) had a different opinion about a situation -Analyze the story from the point of view of different characters* -Create a new dialogue between characters and present it to the class -Write an evaluation of the dialogues other students wrote -Write a biographical sketch of Mari as if she were much older -Analyze the use of “Spanglish” amongst different generations Other Assessments Sendas I test bank , Unidad 4, lección 5

Students will be able to -read informational texts -Identify main ideas and supporting details from authentic print -Analyze the theme of the story -Recognize the impact of Spanish and English on each other by investigating the use of “Spanglish” -Identify and differentiate between the use of direct, indirect and personal pronouns -Develop an awareness of the similarities and differences of familiar genres of written texts such as writing invitations -Review the use of accents -Demonstrate evidence of self-correction in communication with others by editing writing for common errors Students will know and understand - use culturally acceptable vocabulary - the life and achievements of author Rosaura Sanchez

Key teaching and Learning Experiences that imbed 21st Century Skills -Critical Thinking and Reasoning -Information Literacy -Collaboration -Self-Direction -Invention Colorado Department of Education 21st Century Skills and Readiness Competencies in World Languages Page 21 of 71 (see link in resources)

Resources: Text pg. 300-319, Transparencies 4.6, 4.7 A, B, C, Teacher’s Guide pg. 59-69*, Language workbook pg. 129-132, Testing Guide pg. ix-xi, 65-66, 96, Spanish language newspapers, Spanish-Spanish dictionaries, Internet http://www.cde.state.co.us/cdeassess/UAS/AdoptedAcademicStandards/World_Languages_Standards_Adopted_12.10.09.pdf