cherrycreekacademy.orgcherrycreekacademy.org/UserFiles/Servers/Server_57421… · Web view2013-2014 CCA SPANISH PROGRAM ¡ BIENVENIDOS A . LA CLASE DE ESPA. Ñ. OL! ¡Hola! ¡Bienvenidos

2013-2014 CCA SPANISH PROGRAM

¡BIENVENIDOS A LA CLASE DE ESPAÑOL!

¡Hola! ¡Bienvenidos a la clase de español! Here at CCA, in our Spanish classes (Grades Three – Eight), we focus on communication and actively using the language as we develop the competencies delineated in the National Standards for Foreign Language Learning (COMMUNICATION, CULTURES, CONNECTIONS, COMPARISONS, AND COMMUNITES). We also utilize curriculum and teaching methodologies that will also develop students’ growth in meeting the Colorado Model Content Standards for Foreign Language (LISTENING, SPEAKING, READING, WRITING AND CULTURAL LITERACY). We use predominantly Spanish in the classroom and implement a variety of exercises, activities and games that engage different learning styles and that appeal to the students.

In Third Grade, students meet once per week. We focus on developing students’ interest in the language and confidence in learning a new language through interactive, engaging theme-based lessons.

In Fourth Grade, students continue to meet once per week. They build upon what they have learned in Third Grade, and begin preparing to merge into the “Realidades 1” curriculum that we use in 5th through 8th Grades.

CCA middle school students (5th – 8th Grade) build upon the vocabulary and grammatical foundation that they have developed in grades Three and Four. They continue on their quest to becoming confident, effective, bilingual communicators. We use the very comprehensive curriculum, “Realidades 1”, which is written based upon the National Standards for Foreign Language Learning. “Realidades 1”, which is used in various high schools, focuses on communication and on helping students to meet our goal of developing the Standards’ competencies. The curriculum is designed for all students and learning styles and presents language learning in a comprehensible way via meaningful context. We do a lot of interactive activities together to facilitate feeling comfortable using Spanish. Our goal is for our Middle School Students to complete “Realidades 1” by the end of Eighth Grade and to be able to move comfortably into Spanish 2 or above in high school!

Below, please review the National Standards and how “Realidades 1” meets these standards:

*STANDARDS FOR FOREIGN LANGUAGE LEARNING:

GOAL 1: COMMUNICATE IN LANGUAGES OTHER THAN ENGLISH

Standard 1.1: Students engage in conversation, provide and obtain information, express feelings, and emotions, and exchange opinions.

Standard 1.2: Students understand and interpret written and spoken language on a variety of topics.

Standard 1.3: Students present information, concepts and ideas to an audience of listeners or readers on a variety of topics

GOAL 2: GAIN KNOWLEDGE AND UNDERSTANDING OF OTHER CULTURES

Standard 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Standard 2.2: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

GOAL 3: CONNECT WITH OTHER DISCIPLINES AND ACQUIRE INFORMATION

Standard 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language.

Standard 3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures.

GOAL 4: GAIN INSIGHT INTO THE NATURE OF LANGUAGE AND CULTURE

Standard 4.1: Students demonstrate understanding of the nature of language through comparisons of the language studied and their own.

Standard 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

GOAL 5: PARTICIPATE IN MULTILINGUAL COMMUNITIES AT HOME AND AROUND THE WORLD

Standard 5.1: Students use the language both within and beyond the school setting.

Standard 5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.

*Realidades: Teacher’s Edition Level 1, Pearson Education, Inc., publishing as Pearson Prentice Hall, Upper Saddle River, New Jersey 07458 2004. PP. T6 – T7

*ACHIEVING THE STANDARDS FOR FOREIGN LANGUAGE LEARNING VIA “ REALIDADES ”:

GOAL 1: COMMUNICATION

1.1 (Interpersonal):

paired activities group activities classmate interviews

1.2 (Interpretive):

Audio Program (input checks, dictations, listening comprehension and test preparation) Writing, Audio and Video Workbook (video also develops listening via language, grammar and

storyline segments)

1.3 (Presentational)

Various Chapter-end oral and written presentation tasks

GOAL 2: CULTURE

2.1 (Practices and Perspectives and 2.2 (Products and Perspectives):

Cultural theme exploration via realia, art, photographs, popular sayings, tongue twisters, rhymes and songs, hands-on projects, readings and authentic literature

“Fondo Cultural” readings include a Standards-based critical thinking question

GOAL 3: CONNECTIONS

3.1 (Cross-curricular Connections):

“Manos a la Obra” section helps students to make connections to numerous disciplines

3.2 (Connections to the Target Culture):

Art, realia, pronunciation activities, and readings expose students to perspectives within the target culture

GOAL 4: COMPARISONS

4.1 (Language Comparisons):

Grammar explanations, “GramActiva” video and “Exploración del lenguage” sections enable students to make linguistic comparisons.

4.2 (Cultural Comparisons)

“Fondo Cultural” sections present information about cultural products or practices and includes a question that encourages students to think critically and make cultural comparisons.

GOAL 5: COMMUNITIES

5.1 (Outside the Classroom):

“El español en la comunidad” and “El español en el mundo del trabajo” sections enable students to see how Spanish is used beyond the classroom, in their communities, and in the work world.

5.2 (Lifelong Learners):

Real language, real culture, real tasks, video programs and other technology motivate students and encourage them to continue to explore the language and culture.

* Realidades: Teacher’s Edition Level 1, Pearson Education, Inc., publishing as Pearson Prentice Hall, Upper Saddle River, New Jersey 07458 2004. PP. T6 – T7

Please refer to the “Realidades Meeting the Standards Chapter by Chapter” to see specific details for each theme!

*“REALIDADES ” CHAPTER SEQUENCING AND PEDAGOGICAL SUPPORT:

CHAPTER SECTION PEDAGOGICAL SUPPORT

A primera vista

(1 – 3 Days of class time)

Provides comprehensible language input for the chapter’s new vocabulary and grammar within an authentic context. Input includes words, dialogues, narration, visuals, audio, and video. Students’ language production focuses on comprehension and limited production.

Manos a la obra

( 5 – 7 Days of class time)

Provides productive language practice with a variety of concrete, transitional, and open-ended activities. The activities develop all four language skills and focus on relevant language tasks. Many activities build off of authentic documents, realia, and photographs.

¡Adelante!

(3-4 Days of class time)

Provides culminating theme-based activities that have students apply what they have learned. The section features a culturally-based reading, performance-based speaking or writing tasks, cultural activities, and the storyline mystery video ¿Eres tú, Maria?

Repaso del capítulo

(1 Day of class time)

Provides complete support for the end-of-chapter assessment. One page summarizes what students need to know (vocabulary and grammar). The second page outlines the proficiency and culture sections of the test by describing the task, providing a practice task, and referring students to chapter activities for review.

* Realidades: Teacher’s Edition Level 1, Pearson Education, Inc., publishing as Pearson Prentice Hall, Upper Saddle River, New Jersey 07458 2004. PP. T9

For more detailed information about the Colorado Foreign Language Standards, please visit:

http://www.cde.state.co.us/cdeassess/documents/OSA/standards/f_lang.htm#standards

For more detailed information about the National Standards for Foreign Language Education, please visit:http://www.actfl.org/i4a/pages/index.cfm?pageid=3392

For more information about “Realidades 1”, including supplementary resources and practice that your student can do online, please visit:www.phschool.com Enter Web Code: jce-0010

On the following pages, you will find a snapshot (“Refrigerator Curriculum” to post on your fridge) of what vocabulary and themes we will be covering at each grade level.

If you have any questions or comments about our program, please feel free to contact me!

¡Hasta Pronto!

Shana Alaniz(Señora Alaniz)[email protected](303) 779 – 8988 (EXT 229)

2013 – 2014 CCA SPANISH REFRIGERATOR CURRICULUM3rd GRADE

mailto:[email protected]

http://www.phschool.com/

http://www.actfl.org/i4a/pages/index.cfm?pageid=3392

http://www.cde.state.co.us/cdeassess/documents/OSA/standards/f_lang.htm#standards

In our Cherry Creek Academy Spanish Program, we teach using curriculum and methodologies which will best help students to meet the National Standards for Foreign Language Learning (COMMUNICATION, CULTURES, CONNECTIONS, COMPARISONS AND COMMUNITIES) as well as to meet the Colorado Model Content Standards for Foreign Language (LISTENING, SPEAKING, READING, WRITING AND CULTURAL LITERACY).

3rd Graders meet one time per week for 30 minutes. Our goal is to introduce students to the language in a fun, engaging, non-threatening manner.

The following includes, but is not limited to what we cover in Third Grade:

Alphabet Numbers 0 – 100 Days of the week Months of the year Colors Basic Greetings Communicating name and feelings Parts of the body Basic Classroom vocabulary Subject Pronouns: I, you, he, she Articles: el, la, los, las Sentence structure = Subject + Verb Interrogatives: Who? What? When? Where? Why? How? 10 + commonly-used Spanish verbs

Students will be able to hold a basic conversation involving their name, age, family, and feelings.

Students will be able to correctly communicate the date, including the day of the week, the month and the year.

Students will be able to state their birthday, including month and date.

Students will be able to count from 0 – 50.

Students will be able to name basic colors, shapes, and animals in Spanish.

Students will be able to communicate basic weather terms.

Students will be able to share a couple of activities they like and do not like to do.

Students will be able to demonstrate a basic understanding of article-noun-adjective agreement.

Students will be able to demonstrate a basic understanding of parts of the sentence placement.

Students will be able to demonstrate an understanding of and an ability to use common interrogatives.

2013 – 2014 CCA SPANISH REFRIGERATOR CURRICULUM4TH GRADE

In our Cherry Creek Academy Spanish Program, we teach using curriculum and methodologies which will best help students to meet the National Standards for Foreign Language Learning (COMMUNICATION, CULTURES, CONNECTIONS, COMPARISONS AND COMMUNITIES) as well as to meet the Colorado Model Content Standards for Foreign Language (LISTENING, SPEAKING, READING, WRITING AND CULTURAL LITERACY).

4th Graders meet one time per week for 30 minutes. Students build upon what they learned in Third Grade and also begin preparing to begin the more structured, more academically-challenging Middle School Program (5th – 8th Grade)

The following includes, but is not limited to what we cover in Fourth Grade:

Review of the Third Grade curriculum (see the 2013 – 2014 CCA SPANISH REFRIGERATOR CURRICULUM THIRD GRADE)

Question structure = Verb + Subject Subject Pronouns: I, you, he, she, we, you guys, they Articles: el, la, los, las, un, unos, una, unas Interrogatives: 3rd + How much/many? , From Where? To Where? 20 + commonly – used Spanish verbs

In addition to demonstrating a good working knowledge of the material covered in 3rd Grade:

Students will be able to communicate basic information about the four seasons.

Students will be able to communicate basic information about their houses, including the different rooms and their contents.

Students will be able to communicate basic information about foods and what they eat and drink during different meals.

Students will be able to count from 0 – 100.

Students will be able to talk about school, including basic vocabulary, subjects they study, and which subjects they like or dislike.

Students will be able to communicate basic information about places in the community and where they are located, using prepositions of location.

Students will be able to share a couple of activities they like and do not like to do.

Students will be able to demonstrate a greater understanding of article-noun-adjective agreement.

Students will be able to demonstrate a greater understanding of parts of the sentence placement.

Students will be able to write basic sentences and questions in Spanish.

Students will be able to demonstrate a great understanding of and a more advanced ability to use common interrogatives.

2013 – 2014 CCA SCHOOL SPANISH REFRIGERATOR CURRICULUM5TH GRADE

In our Cherry Creek Academy Middle School Spanish Program, we teach using curriculum and methodologies which will best help students to meet the National Standards for Foreign Language

Learning (COMMUNICATION, CULTURES, CONNECTIONS, COMPARISONS AND COMMUNITIES) as well as to meet the Colorado Model Content Standards for Foreign Language (LISTENING, SPEAKING, READING, WRITING AND CULTURAL LITERACY).

5th Graders begin using the Realidades 1 curriculum. We meet once per week for 55 minutes.We start the year with a general review via Para empezar (To Begin) and then begin with Chapter 1A.Our goal is to successfully complete Para empezar (To Begin) through Chapter 2B. If time permits, and students are progressing successfully, we will continue in the book beyond Chapter 2B.

This is a breakdown by chapter of what we cover:

Para empezar:Vocabulary: greetings, introductions, leave-takings; numbers; time; body parts; classroom; date; asking for help; weather; seasonsGrammar: general review (definite and indefinite articles, gender, general verb conjugation, noun – adjective agreement)

1A: Mis amigos y yo: ¿Qué te gusta hacer? Vocabulary: activities and expressions for saying what you like and don’t like to doGrammar: infinitives; making negative statements

1B: Mis amigos y yo: Y t ú, ¿Cómo eres? Vocabulary: adjectives and vocabulary to ask about and describe someone’s personalityGrammar: adjectives; definite and indefinite articles; word order

2A: La escuela: Tu d í a en la escuela Vocabulary: classroom items and furniture; parts of the classroom; prepositions of locationGrammar: subject pronouns; the present tense of –ar verbs

2B: La escuela: Tu sala de clasesVocabulary: classroom items and furniture; parts of the classroom; prepositions of locationGrammar: the verb estar, plurals of nouns and articles

Students will be able to understand level-appropriate Spanish in its spoken and written forms.

Students will be able to begin asking and answering level-appropriate Spanish questions with another individual.

Students will be able to write simple sentences in Spanish with some spelling and grammar errors.

Students will continue to build upon Spanish vocabulary and grammar themes.

2013 – 2014 CCA SPANISH REFRIGERATOR CURRICULUM6TH GRADE



6th Graders continue using the Realidades 1 curriculum. We meet once per week for 55 minutes. We start the year with a general review: Para empezar (To Begin) and then begin with Chapter 2B. Our goal is to successfully complete Chapter 2B through Chapter 4A. If time permits, and students are progressing successfully, we will continue in the book beyond Chapter 4A.



3A: La comida: ¿ Desayuno o almuerzo? Vocabulary: foods, beverages; adverbs of frequency; expressions to show surpriseGrammar: present tense of –er and –ir verbs; me gusta(n) me encanta(n)

3B: La comida: Para mantener la saludVocabulary: food, beverages; expressions to discuss health; expressions to discuss preferences, agreement, disagreement, and quantity; adjectives to describe foodGrammar: the plural of adjectives; the verb ser

4A: Los pasatiempos: ¿ Ad ó nde vas? Vocabulary: leisure activities; places; expressions to tell where and with whom you go; expressions to talk about when things are doneGrammar: the verb ir; interrogative words


Students will be able to ask and answer level-appropriate Spanish questions with another individual.

Students will be able to write simple sentences in Spanish with some spelling and grammar errors.


2013-2014 CCA SPANISH REFRIGERATOR CURRICULUM7TH GRADE



7th Graders continue using the Realidades 1 curriculum. We meet for four 55-minute classes per week. We start the year with a general review (material covered in “Para Empezar” – 2A) and then begin with Chapter 2B. Our goal is to successfully complete Chapters 2B through 6A.



3A: La comida: ¿ Desayuno o almuerzo? Vocabulary: foods, beverages; adverbs of frequency; expressions to show surpriseGrammar: present tense of –er and –ir verbs; me gusta(n) me encanta(n)

3B: La comida: Para mantener la saludVocabulary: food, beverages; expressions to discuss health; expressions to discuss preferences, agreement, disagreement, and quantity; adjectives to describe foodGrammar: the plural of adjectives; the verb ser

4A: Los pasatiempos: ¿ Ad ó nde vas? Vocabulary: leisure activities; places; expressions to tell where and with whom you go; expressions to talk about when things are doneGrammar: the verb ir; interrogative words

4B: Los pasatiempos: ¿ Quieres ir conmigo? Vocabulary: leisure activities; feelings; expressions for extending, accepting, and declining invitations; expressions to tell when something happensGrammar: ir + a + infinitive; the verb jugar

5A: Fiesta en familia: Una fiesta de cumplea ñ os Vocabulary: family and partiesGrammar: the verb tener; possessive adjectives

5B: Fiesta en familia: ¡ Vamos a un restaurante! Vocabulary: describing people and ordering a mealGrammar: the verb venir; the verbs ser and estar

6A: La casa: En mi dormitorioVocabulary: bedroom items; electronic equipment; colors; adjectives to describe thingsGrammar: comparisons and superlatives; stem-changing verbs: poder and dormir


Students will be able to hold simple conversations using level-appropriate Spanish with another individual.

Students will be able to write more complex sentences in Spanish with some spelling and grammar errors.

Students will be able to write one to three paragraphs in Spanish with some spelling and grammar errors.


2013-2014 CCA SPANISH REFRIGERATOR CURRICULUM8th Grade



8th Graders continue using the Realidades 1 curriculum. We meet for four 55-minute classes per week. We start the year with a general review (material covered in Chapters 4B – 6A)and then begin with Chapter 6B. Our goal is to successfully complete Chapters 6B through Chapter 9B (finish the book!) Students should be well prepared to enter Spanish 2 or above in high school, depending on their performance this year!


6B: La casa: ¿ C ómo es tu casa? Vocabulary: rooms in a house and household choresGrammar: affirmative tú commands; the present progressive tense

7A: De compras: ¿Cuánto cuesta?Vocabulary: clothing; shopping; numbers 200 – 1,000Grammar: stem-changing verbs: pensar, querer, and preferir; demonstrative adjectives

7B: De compras: ¡Qué regalo!Vocabulary: places to shop; gifts; accessories; buying and sellingGrammar: preterite of –ar, -car, and –gar verbs; direct object pronouns lo, la, los, las

8A: Experiencias: De vacacionesVocabulary: vacation places; activities; modes of transportationGrammar: preterite of –er and –ir verbs; preterite of ir; the personal “a”

8B: Experiencias: Ayudando en la comunidadVocabulary: recycling and volunteer work; places in a community Grammar: the verb decir; indirect object pronouns; preterite of hacer and dar

9A: Medios de comunicaci ón: El cine y la televisi ó n Vocabulary: television shows; movie genres; giving opinionsGrammar: acabar de + infinitive; gustar and similar verbs

9B: Medios de comunicaci ón: La tecnolog í a Vocabulary: computers; communication; computer-related activitiesGrammar: the verbs pedir and servir; saber and conocer


Students will be able to confidently hold more complex conversations using level-appropriate Spanish with another individual.

Students will be able to write more complex sentences in Spanish with few spelling and grammar errors.

Students will be able to write a five – paragraph essay in Spanish with few spelling and grammar errors.


REALIDADES MEETING THE STANDARDSCHAPTER BY CHAPTER:

CHAPTER: PARA EMPEZAR

To achieve the goals of the Standards, students will:

COMMUNICATION:1.1 Interpersonal

Greet and introduce themselves to others Use correct leave-taking phrases Ask how others are Provide others with the correct numbers of or for things Ask and provide others the correct time Talk about classroom people and objects Ask for and provide others the date or day of the week Talk about the weather

1.2 Interpretive Read and listen to information about appropriate greetings, introductions, and leave-takings Read and listen to information about how to ask about how someone is Read and listen to information about classroom directions and commands Read and listen to information about numbers Read and listen to information about telling time Read and listen to information about parts of the body Read and listen to information about classroom people and objects Read and listen to information about the alphabet Read and listen to information about the calendar Read and listen to information about weather and seasons

1.3 Presentational Present information about appropriate greetings, introductions, and leave-takings Write the correct numbers of or for things Present information about people and things Present information about the Spanish alphabet Present information about dates and days of the week Present information about seasons and the weather

CULTURE:2.1 Practices and Perspectives

Talk about los sanfermines

CONNECTIONS:3.1 Cross-curricular

Discuss the hieroglyphics of the Maya Discuss the Aztec calendar Discuss geography and climatology in the southern hemisphere Reinforce math and metric conversion skills

COMPARISONS:4.1 Language

Explain the difference between tu and usted Discuss that nouns are either masculine or feminine Discuss some rules of punctuation and accent marks

4.3 Culture Compare customs of greetings and introductions Compare festivals in which animals play a role


CHAPTER: 1A


COMMUNICATION:

1.1 Interpersonal Talk about preferences in leisure activities

1.2 Interpretive Read and listen to information about leisure activities and likes; read a picture-based story Listen to and watch a video about leisure activities Read about: leisure and recreational activities; traditional dances; snowboarding Listen to and understand information about infinitives Read information of general interest in Spanish language media

1.3 Presentational Present information on preferences in leisure activities


Discuss outdoor cafes as popular places to relax with friends2.2 Products and Perspectives

Discuss Pablo Picasso; Jaime Antonio Gonzalez Colson; a dance of the Dominican Republic, the merengue; musical instruments used in the Dominican Republic; traditional dances; the mambo; periods in Spain’s history that affected its architecture


Discuss: important artists and their work: Picasso, Colson; musical instruments used in the Dominican Republic; traditional dances; current events from Spanish language media; historical foundations of Spanish language and architecture


Talk about new vocabulary through the recognition of cognates Compare: Spanish and English infinitives; construction of negatives between English and Spanish;

expressing agreement or disagreement in English and Spanish; the Spanish vowels a,e, and i to their English counterparts

4.2 Culture Compare: places where teens gather to spend free time; the selection of news stories in Spanish

language media sources to those in media sources in English; Latin dances to those in the United States

COMMUNITIES:5.2 Lifelong Learner

Utilize the language to experience news and entertainment available through print and electronic Spanish language media


CHAPTER: 1B



Talk about personality traits Talk about themselves and each other Talk about activities and personality traits Talk about familiar objects

1.2 Interpretive Listen to information about personality traits Read information about personality traits Read a picture-based story Listen to and watch a video about personality traits Listen to and identify the gender of nouns Read a personality quiz based on color association

1.3 Presentational Present descriptions of traits of themselves and others Use poetry to express and describe themselves


Explain how friendships are formed and maintained in some Spanish-speaking countries Explain how Spanish in the Caribbean is influenced by the infusion of multiple European and African

tongues

2.2 Products and Perspectives Discuss Frida Kahlo and her painting Discuss how the huipil reveals facts about its wearer Explain how music in the Caribbean is influenced by the musical styles from around the world


Discuss important artists and their work: Kahlo Talk about and write a type of poem known as the diamante


Talk about vocabulary through the recognition of cognates Discuss building vocabulary through the use of root words Explain gender-agreement rules with use of adjectives Compare cognates that begin with the letters es plus consonant Explain the use of definite and indefinite articles Talk about the pronunciation of the letters o and u Talk about the placement of adjectives

4.2 Culture Compare Internet-based chat habits of teenagers Talk about and compare the influence of Simon Bolivar to other leaders Compare clothing choices that reflect personality Compare words used to identify friends and acquaintances

COMMUNITIES:5.1 Beyond the School

Reflect and discuss careers for which bilingualism is an asset

5.2 Lifelong Learner Communicate by e-mail in Spanish


CHAPTER: 2A



Talk about: homework and classes; preferences in school subjects; preferences in activities; people and schedules at school

1.2 Interpretive Listen to information: on school subjects, schedules, supplies; about the present tense of –ar verbs;

about activities during recreo Read: a picture-based story; information about school subjects, schedules, supplies; information about

a language school in Costa Rica Listen to and watch a video about school schedules Listen to the use of subject pronouns

1.3 Presentational Present information about: work, home, and school activities; school subjects, schedules, supplies Present school cheers like those in Spanish-speaking countries


Explain the focus on English language acquisition in Spanish-speaking countries Talk about: school sporting event celebration sand traditions; leisure time during school hours Explain the concept of Sunday “family time” in Mexico

2.3 Products and Perspectives Discuss Fernando Botero and his painting Read and talk about school cheers Discuss traditional dances of Mexico


Discuss Fernando Botero; migration patterns of monarch butterflies Build vocabulary through an understanding of mathematics Explain influences of Roman Empire history on Spain; similarities between Mayan numbering system and

Roman numerals; the impact Spanish exploration had on the Maya


Talk about new vocabulary through the recognition of cognates; the present tense of –ar verbs Compare personalized school-related vocabulary Explain the use of subject pronouns; the pronunciation of the letter c

4.2 Culture Compare: motivations for foreign language learning; leisure periods during the school day; the use of

the 24-hour clock to the 12-hour clock; school cheers and sporting event celebrations


Discuss why English-speakers in the community are interested in learning Spanish


CHAPTER: 2B



Talk about personal and classroom items and furniture

1.2 Interpretive Listen to information about: classroom items and furniture; the use of location words Read: a picture-based story; information about classroom items and furniture; a dialogue requiring

understanding of the irregular verb estar; a dialogue requiring understanding of articles; a journalistic article about UNICEF; a note about a student’s request for information

Listen to and watch a video about a classroom prank Compare a photo to oral descriptions of a Spanish club

1.3 Presentational Present information about classroom items and furniture Retell portions of a story they have heard Present a dialogue requiring understanding of articles Compose: a paragraph about their classroom; a letter to a pen pal Write a fictional e-mail to a friend about classes


Discuss women’s access to education in seventeenth century Mexico; the widespread use of school uniforms; how physical education classes and team sports are conducted

Explain that school demands a high percentage of students’ time; Costa Rican efforts to protect endangered species; the communicative functions of the huipil

2.2 Products and Perspectives Explain the structure educational systems Talk about the huipil


Discuss the seventeenth-century Mexican intellectual, Sor Juana Ines de la Cruz; currency of Spanish-Speaking countires

Read a journalistic article about UNICEF


Talk about vocabulary through the recognition of cognates; the verbal and nonverbal expression, ¡Ojo!; about the irregular verb estar; the pronunciation of the letter g

Explain number agreement with nouns and articles

4.2 Culture Compare: the use of school uniforms; influence of women writers on perspectives; the design of

physical education class; commitments to and behavior in school Consider the hypothetical result of United States expansion south to Panama in the nineteenth century


Consider the need for Spanish-speakers in different types of jobs in the educational field


CHAPTER: 3A



Talk about: preferences concerning foods and beverages; eating habits during different meals; favorite activities; churros y chocolate

1.2 Interpretive Listen to and understand information about food items Listen to information about breakfast and lunch Read: a picture-based story; recipes for meals and beverages n Spanish; information about eating

habits during different meals; a restaurant menu; about fruits and vegetables of Spanish-speaking countries

Listen to and watch a video about breakfast foods Read and be able to respond to a magazine food quiz

1.3 Presentational Present information about: foods and beverages; eating habits during meals; the origins of food items;

a restaurant menu; food and drink preferences


Interpret the value of fresh fruit from a historical, socioeconomic perspective Explain breakfast habits in Spanish-speaking countries Talk about the ingredients of enchiladas

2.2 Products and Perspectives Discuss Bartolome Murillo and his painting; churros y chocolate Interpret that many Latin American meals result from the Columbian Exchange of produce items; the

connection between produce exports and economics in Latin American countries


Discuss Bartolome Murillo; the ingredients of enchiladas; the nutritional values of tropical fruits; geological features of South America; Machu Picchu; the Galapagos Islands and tortoise

Make churros y chocolate


Talk about new vocabulary through the recognition of cognates; the usage of me gustan and me encantan Explain that nouns can modify other nouns Explain the present tense of –er and –ir verbs Explain the pronunciation of the letters h and j

4.2 CultureExplain the Columbian Exchange of produce itemsCompare: typical breakfast habits; churros y chocolate to popular food and drink combinations in the United States; the creation of environmentally protected areas


Discover the local availability of foods from Spanish-speaking countries

5.2 Lifelong Learner Realize the value of being able to read a restaurant menu


CHAPTER: 3B



Talk about food groups and healthy diet

Talk about food preferences and meals Talk about healthy lifestyle choices Talk about the personality traits of various people

1.2 Interpretive Read and listen to information about food groups Read and listen to information about healthy habits. Listen to ways to describe food Read a picture-based story Listen to and watch a video about healthy diet

1.3 Presentational Present information about foods and beverages Present information about healthy lifestyle choices Present information about personality traits of people


Explain past and present open-air markets Talk about the communal nature of mate Talk about La Tomatina festival

2.2 Products and Perspectives Talk about Diego Rivera and his painting Talk about mate


Discuss Diego Rivera Discuss nutrition Reinforce math and graphing abilities skills


Talk about new vocabulary through the recognition of cognates Explain gender agreement in use of adjectives Explain the pronunciation of the letters l and ll Explain number agreement in use of adjectives Explain the present tense of the irregular verb ser

4.2 Culture Compare mate to its counterpart in the United States Compare La Tomatina to festivals in the united States Compare places people shop for produce


Understand the value of Spanish-speaking ability in a career such as culinary arts


CHAPTER: 4A



Talk about leisure activities and locations Talk about where they go on different days of the week

1.2 Interpretive Read and listen to information about leisure activities Read a picture-based story; a letter telling how an exchange student spends her time; an advertisement

for a cinema; about Old San Juan, Puerto Rico; a mall advertisement about scheduled activities Listen to and watch a video about leisure activities Listen to information about Plaza Morazan

1.3 Presentational Present information about leisure activities and locations; about Tegucigalpa; a cinema; the history of

Puerto Rico Reply to an e-mail message Perform a short skit about a student’s first day of school


Explain leisure enjoyment in the eighteenth-century Spanish aristocracy Talk about: the use of the town square in Tegucigalpa; school-based exercise; movie-going habits;

restoration of historic districts in Puerto Rico

2.2 Products and Perspectives Discuss Francisco de Goya and his painting; Jose Antonio Velasquez and his painting; Andean music and

instruments; about Spanish architecture in the United States


Discuss Francisco de Goya; the history of Puerto Rico; the influence of Spain’s colonial history on the United States

Reinforce math and graphing abilities skills

3.3 Target Culture Recite the Mexican folk song, “La Bamba” Practice songs to games played by children


Talk about new vocabulary through the recognition of cognates; the correct placement of stress and accents; origins of the Spanish days of the week

Explain the verb ir; the use of interrogatives

4.2 Culture Compare: social gathering places to Plaza Morazan; school-based sports and exercise activities; movie-

going habits of teens; restoration of historic districts; the influence of musical instruments; songs sung during children’s games


Identify opportunities to explore local Spanish-speaking communities


CHAPTER: 4B



Talk about: sports and pastimes; emotions and states of being; when certain events and activities occur; cellular phone usage; experiences of family immigration

Extend, accept or decline invitations

1.2 Interpretive

Read and listen to information about sports and pastimes Listen to information about how people are feeling Read: a picture-based story; about emotions and states of being; an advertisement for a sports training

school; an advertisement for a campground; about golfers Sergio Garcia and Lorena Ochoa Reyes Listen to and watch a video about sports and pastimes

1.3 Presentational Present information about: sports and pastimes; emotions and states of being; when certain activities

occur; a sports training school; Sergio Garcia and Lorena Ochoa Reyes Write about cellular phone usage Present an account of an interview about immigration


Talk about he festival, La Noche de los rabanos; how students traditionally engage in activities outside of school

2.2 Products and Perspectives Talk about the elaborate radis-sculpting of La Noche de los rabanos


Reinforce math and metric conversion skills Apply knowledge of geography and current events

3.2 Target Culture Read an advertisement for a sports training school


Talk about new vocabulary through the recognition of cognates; the use of ir in conjunction with a and an infinitive; the pronunciation of the letter d

Explain that words are borrowed across languages Compare the use of jugar idioms with English

4.2 Culture Compare: specialized, regional crafts and products; how students engage in activities outside of school


Consider local opportunities for Spanish-speakers in the health care professions Interview a Spanish-speaker about the immigrant experience

5.2 Lifelong Learner Read about golfers Sergio Garcia and Lorena Ochoa Reyes Explain the current influence of Spanish-speakers in areas like politics, music, poetry, and science


CHAPTER: 5A



Talk about families and celebrations Talk about classes and school materials Talk about favorite activities and preferences Talk about the royal family of Spain Talk about personal heroes

1.2 Interpretive Read and listen to information about family celebrations Read a picture-based story Listen to and watch a video about a birthday party Read about the royal families of Carlos IV, Juan Carlos I Read about the family of Carlos IV Read a child’s birthday card Read about a quinceanera Watch and listen to a video mystery Read a public service announcement

1.3 Presentational Present information about families and celebrations Write about how family members are related


Explain Hispanic names and naming conventions Describe celebration traditions like the piñata

2.2 Products and Perspectives Discuss Carmen Lomas Garza and her painting Discuss papel picado Discuss the royal family of Spain Discuss Francisco de Goya and his painting Discuss the family of Carlos IV Discuss Diego Rivera and his portrayal of indigenous people through painting


Discuss important artists and their work; Garza, Goya Discuss the royal family of Spain

3.2 Target Culture Read a version of the fairy tale “La Cenicienta”


Talk about new vocabulary through the recognition of cognates Compare the uses of tener idioms with English Compare the use of possessive adjectives Explain the use of diminutives in Spanish

4.2 Culture Compare family celebrations Compare crafts Compare the role of families Compare pictorial representations of families


Identify Hispanic surnames in a local phonebook

5.2 Lifelong Learner View a video mystery series


CHAPTER: 5B



Talk about family members and others descriptively Talk about table settings, meal customs in Spanish-speaking cultures Talk about foods and beverages

1.2 Interpretive Read and listen to descriptions of family members

Read and listen to information about restaurants, table settings, meal customs in Spanish-speaking cultures

Read a picture-based story Listen to and watch a video about restaurant service Read a restaurant review Read a recipe for arroz con leche Read a letter about a trip to Santa Fe

1.3 Presentational Present descriptions of people Write analogies to compare people and things Present information about food and beverages Present a skit between a server and customers Present information about Santa Fe


Interpret that extended families tend to be close-knit in Spanish-speaking countries Interpret etiquette for summoning a server Interpret typical restaurant offerings in Spanish-speaking countires Describe the mealtime custom of sobremesa in Spanish-speaking countries Describe the communal function plazas

2.2 Products and Perspectives Discuss Simon Silva and his painting Discuss the communal function of plazas


Discuss important artists and their work: Dali Follow a recipe for arroz con leche Reinforce math and metric conversion skills Discuss historical facts about Santa Fe


Explain the use of adjectives ending in –isimo Talk about new vocabulary through the recognition of cognates Explain the use of the verb venir Explain the pronunciation of the letters b and v Explain the differences between the verbs ser and estar

4.2 Culture Compare relationships with extended families Compare techniques for getting a server’s attention Compare menu selections Compare local historical sites with those of Santa Fe


Discuss the need for Spanish-speaking employees at the U.S. Department of Agriculture



CHAPTER: 6A



Talk about: bedroom and home furnishings and arrangement; lifestyle and entertainment preferences; the distribution of home electronics; colors and color association; flag colors and symbolism; the importance of sleep

1.2 Interpretive Listen to: descriptions of bedrooms and bedroom furnishings; information about Spanish color words;

information about students’ personal preferences; the verbs poder and dormir in conversation

Read a picture-based story Listen to and watch a video about bedroom neatness

1.3 Presentational Present information abou: ways to describe things; entertainment preferences; items in the home Present a description of a bedroom using illustrations


Discuss the Latin Grammy awards; la siesta; the luminarias of Santa Fe

2.2 Products and Perspectives Discuss Salvador Dali and his painting; the Latin Grammy awards; Spanish-style architecture Discuss a well-known riddle from Mexico; colors and symbols of Spanish-speaking countries’ flags; a

Spanish trabalenguas


Discuss Salvador Dali Reinforce math skills Discuss interpretations of colors in psychology


Explain: comparisons in Spanish; superlatives in Spanish; the stem-changing verbs poder and dormir; the pronunciation of the letters r and rr

Talk about new vocabulary through the recognition of cognates; building vocabulary through the use of root words

4.2 Culture Compare: distribution of home electronics; symbolism of Mexico’s flag to United States’ flags; the pros and

cons of importing la siesta to the United States; the use of light to celebrate events Identify: the influence of Spanish architecture in the United States; pros and cons of the technological

global community

COMMUNITIES:5.2 Lifelong Learner

Identify Latin recording artists whose music they enjoy View a video mystery series Visit the Web site of a prominent newspaper in Spain


CHAPTER: 6B



Talk about the locations of rooms in a house Talk about furniture found in homes Talk about household chores Give advice to another person

1.2 Interpretive Read and listen to information about rooms in a house Read and listen to information about household chores

Read a picture-based story Listen to and watch a video about household chores Read an advertisement for an English language school Read a letter asking for personal advice Read a real estate advertisement Read about housing statistics in Venezuela Listen to and watch a video about household chores

1.3 Presentational Present information about household chores Present information about rooms in a house Write a letter giving advice Present information about housing in Venezuela


Describe how architecture design promotes privacy in Spanish-speaking countries

2.2 Products and Perspectives Describe la arpillera patchwork appliqué in Chile Describe patios in Spain and the Americas Explain the use of home features such as patios


Reinforce graphing and math skills


Talk about new vocabulary through the recognition of cognates Explain the use of tu commands Compare nouns formed from verbs as their roots Explain the progressive tense Explain the pronunciation of n and ñ

4.2 Culture Compare crafts from different regions Compare idioms for names of house sections Compare types of patios Compare versions of “Cinderella” tales

COMMUNITIES:

5.1 Beyond the School Identify local increase in Spanish-language advertising



CHAPTER: 7A



Talk about shopping and clothes Talk about preferences and plans Talk about traditional clothing of Panama Discuss the plot of a video mystery series

1.2 Interpretive Read and listen to information about shopping and clothes Read a picture-based story Listen to an watch a video about shopping and clothes

Read about preferences and plans Read an advertisement for a variety store Read about traditional clothing of Panama View a video mystery series

1.3 Presentational Present information about shopping and clothes Write about Botero’s painging “En Familia” Present information about mone and currency Present information about preferences and plans


Explain etiquette of dress at social functions Describe the growing influence of Latin American fashion designers Describe traditional Panamanian festivals Describe Carnaval in Latin American Countries

2.2 Products and Perspectives Discuss Joan Miro and his painting Discuss the garibaldina Discuss Fernando Botero, his painting and sculpture Discuss currency in Spanish-speaking countries Discuss traditional Panamanian festival costumes Discuss the fabric artwork style mola


Discuss important artists and their work: Miro, Botero, Herrera Reinforce mathematics skills Discuss fashion designer Carolina Herrera Reinforce knowledge of geography

3.2 Target Culture Read a poem of Puerto Rico, “En la puerta del cielo”


Explain the pronunciation of the letter z Discuss verbs pensar, querer, and preferir Discuss demonstrative adjectives Discuss a non-verbal expression for “That’s expensive!”

4.2 Culture Compare changing fashions Compare artwork and symbolism of currency Compare celebrations in the United States to Carnaval Compare personalized decorative clothing

COMMUNITIES:

5.1 Beyond the School Identify local stores that sell products from Spanish-speaking countries



CHAPTER: 7B



Talk about shopping and gifts Talk about stores and malls Talk about leisure activities, work, and chores Talk about historical events and dates Talk about things using direct object pronouns Talk about United States Hispanic commercial centers

1.2 Interpretive Read and listen to information about stores and malls Read and listen to information about shopping and gifts

Read a picture-based story Listen to and watch a video about shopping and gifts Read a jewelry store advertisement Listen to information about work and chores Read about historical events and dates Read about Hispanic commercial centers in the United States View a video mystery series

1.3 Presentational Present information about shopping and gifts Present information about historical events and dates Present information about stores and malls Present information about activities, work, and chores


Explain contrast of specialty shops and malls Discuss the Zapotec Guelaguetza festival Explain using tutear to invite informal address

2.2 Products and Perspectives Discuss ñanduti weavings of Paraguay Discuss El Museo del Oro Discuss Madrid’s flea market, El Rastro Discuss las artesanias of Spanish-speaking countries Discuss that the Euro is the currency of Spain


Read about Hispanic communities and commercial centers in United States cities Discuss historical events and dates


Talk about vocabulary through the recognition of cognates Discuss nouns that end in –eria Explain forming the preterite tense of –ar verbs Discuss the preterite of verbs Discuss the preterite of verbs ending in –car and –gar Discuss the pronunciation of gue, gui, que and qui Discuss about direct object pronouns

4.2 Culture Compare selections of shopping destinations Compare museums and artifacts Compare local flea markets to El Rastro Compare gift-giving festivals Compare attitudes about shopping mall experiences

COMMUNITIES:

5.1 Beyond the SchoolDiscuss opportunities for Spanish-speaking international buyers



CHAPTER: 8A



Talk about: travel and vacation activities; a scuba diving school; leisure activities, work, and chores; historical events and dates; leisure activities; local attractions of their community

1.2 Interpretive Read and listen to information about: travel and vacations; past events; El Yunque, Puerto Rico Read a picture-based story Listen to and watch a video about Sarapiqui, Costa Rica Read: about the rio Parana; an advertisement for a scuba diving school; a version of “Goldilocks and the

Three Bears”; a traditional rhyme; journal entries about a trip to Peru View a video mystery series

1.3 Presentational Present information about: a trip to Sarapiqui; El Yunque, Puerto Rico; local attractions; history and

geography of Peru Write about a scuba diving school Recite a traditional rhyme


Discuss Peru’s Independence Day celebrations Explain Spain’s method of writing addresses

2.2 Products and Perspectives Discuss: El Greco and his painting; Mexico’s transportation system; Machu Picchu, Nazca Lines and Titicaca;

history and geography of Peru; the ojos de Dios weaving of Mexico


Discuss important artists and their work: El Greco; the history and geography of Peru Read about the Patagonia region of Argentina Reinforce geography skills


Talk about vocabulary through the recognition of cognates; the preterite of –er and –ir verbs Explain: the irregular preterite form of the verb ir; -ar verbs Talk about: the personal a; nouns that end in –io and –eo; dipthongs

4.2 Culture Compare ojos de Dios to traditional handicrafts of the United States

COMMUNITIES:

5.1 Beyond the School Talk about services available to Spanish-speakers at local tourist attractions



CHAPTER: 8B



Talk about: volunteer work; community service; recycling and conservation; gifts and gift-giving; past activities in which people engaged; prestigious awards people have received

1.2 Interpretive Read an listen to information about: volunteer work; community service; recycling Read: a picture-based story; about protected areas of Costa Rica; a public service announcement about

recycling; about Habitat for Humanity in Guatemala Listen to and watch a video about recycling and volunteer work Listen to information about tinglar tortoise protection View a video mystery series

1.3 Presentational Present information about: recycling; volunteer work; community service; tinglar tortoise protection Write about: past activities in which people engaged; prestigious awards people have received


Discuss: recycling in Spain; la Asociacion de concercacionista Monteverde in Costa Rica; la Hermandad de la Caridad in Seville

Explain student volunteerism in Spanish-speaking countries

2.2 Products and Perspectives Describe Mexico’s glass art made from recyclables


Read about protected areas of Costa Rica Reinforce math skills Discuss recycling and environmental issues; Americorps


Talk about: vocabulary through the recognition of cognates; noun endings –dad, -tad, -cion, and –sion; the present tense of the verb decir; the pronunciation of gue, gui, que, and qui; the preterite of the verbs hacer and dar; the pronunciation of the letter x

Explain indirect object pronouns

4.2 Culture Compare: Spain’s recycling program to local programs; reuse of recyclable materials in other products;

involvement in volunteerism projects; local programs in place to help the needy

COMMUNITIES:

5.1 Beyond the School Identify: ways to apply Spanish to volunteerism; opportunities for Spanish-speakers in the non-profit

sector



CHAPTER: 9A



Talk about movies and television Talk about opinions about the media Talk about likes and dislikes

1.2 Interpretive Read and listen to information about movies and television Read an listen to opinions about the media Read a picture-based story Listen to and watch a video about television choices View a video mystery series

1.3 Presentational Present information about movies and television

Present information about opinions about the media Write about household chores


Talk about the popularity of “Sabado gigante”

2.2 Products and Perspectives Discuss Spanish-born film director Luis Buñel Discuss Salvador Dali and his painting Discuss the popularity and style of telenovelas Discuss the variety show “Sabado Gigante”


Discuss important artists and their work: Buñel, Dali Reinforce math skills


Talk about vocabulary through the recognition of cognates Talk about the use of Acabar de + infinitive for recent events Explain the influence of Greek, Latin, and Arabic on the Spanish language Explain gustar and similar verbs Discuss linking words Discuss and compare communicative gestures

4.2 Culture Compare avant garde film makers Compare las telenovelas to soap operas Compare “Sabado gigante” to other long-running shows

COMMUNITIES:

5.1 Beyond the School Identify local Spanish language television programming



CHAPTER: 9B



Talk about computers and technology Talk about asking for and describing things Talk about ordering at restaurants Talk about what activities different people can do Talk about knowledge of people and places

1.2 Interpretive Read and listen to information and opinions about computers and technology Read and listen to information about communication Read a picture-based story Listen to and watch a video about communications technology Read a survey about computer use, skills, and attitudes View a video mystery series

1.3 Presentational Present information about computers and the Internet Present information about communication Present information about technology Write about ordering at restaurants Write descriptions of objects Present information about knowledge of people and places Perform a scene from a video mystery series


Discuss La Real Academia de la Lengua Explain how technology is altering user’s adherence to pure Spanish Learn about the rise in use of cybercafes

2.2 Products and Perspectives Discuss Picasso and his painting


Discuss important artists and their work: Picasso Read about las cuevas de Altmira Talk about the evolution of communications technology


Talk about vocabulary through the recognition of cognates Explain how to use –mente to form an adverb Talk about the verbs pedir and server Explain how and when to use saber and conocer Pronounce words by dividing them into syllables Discuss la invasion del ciberspanglish

4.2 Culture Compare frequency of Internet usage Compare public access to computers and the Internet

COMMUNITIES:

5.1 Beyond the School Identify ways Spanish-speaking ability is valuable in the communications industry

5.2 Lifelong Learner Investigate use of Spanish-language Internet for study and pleasure View a video mystery series

Documents

cherrycreekacademy.orgcherrycreekacademy.org/UserFiles/Servers/Server_57421… · Web view2013-2014 CCA SPANISH PROGRAM ¡ BIENVENIDOS A . LA CLASE DE ESPA. Ñ. OL! ¡Hola! ¡Bienvenidos