2010-2011 ANNUAL PLAN FOR: SPANISH 1 DESIGNED BY: PATRICIA FERRER
Unit/
Time
QUARTER 1
Weeks: 9
Aug. 23 – Oct. 22
Unit 1
Greeting, Introductions
 Asking someone’s name and how
someone is
 Introducing him/her self and
introducing someone
 Saying where you and someone is
from
 Giving phone numbers, day, date,
time, and emails.
 Culture: Genera geographical
information of Hispanic countries
Unit 2
Descriptions, Likes and Dislikes 
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Describing people
Describing things
Asking someone’s birthday
Talking about what you and
others like
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Culture: Hispanic countries
population and governments
SMdP - PFerrer
Essential Question(s)
 What is the significance of S + Vb
+ C (sentence order)?
 How English and Spanish subject
pronouns are similar or different?
 What is a regular verb
conjugation in Spanish and why is it
important?
 What is a “pronouns conjugation”
is Spanish and how is it different
from regular and irregular verbs
conjugation?
 How Spanish speakers use and
conjugate the Vb to like (GUSTAR)?
 What are the native Spanish
speakers’ countries and where are
they located?
Measurement
Topics /
Benchmarks
Thinking Strategies/
Lifelong Learning Behaviors
Students’ Tasks
Assessment
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 Benchmarks:
9.1.1
9.1.2
9.1.3
9.1.4
9.1.5
 Use limited but precise and
accurate language.
 Compare English and
Spanish grammar rules.
 Classify nouns by gender
 Classify regular and irregular
verbs
 Apply the grammar rules,
and use the vocabulary
 Study vocabulary by making:
- vocabulary flashcards
- flow charts
- verb maps
- graphic organize
 Practice alone, practice with
friends, practice with family ,
but : Practice-PracticePractice
 Patience-Patience-Patience
Students will be able to participate on
conversations that imply asking and
answering questions about greetings,
introductions, descriptions, and what
people like or don’t like.
For instance:
 Word
translation
 Filling the
blanks
 Matching
 Answering
questions
 Write a short
conversation
1.1.1
1.1.2
1.1.3
1.1.4
1.1.6
1.1.7
1.1.12
1.1.13
1.1.14
1.1.15
2.1.1
2.1.2
2.1.3
2.1.4
3.1.1
3.1.2
3.1.5
4.1.1
4.1.2
5.1.1
5.1.2
5.1.3
5.1.4
6.1.1
6.1.2
6.1.3
7.1.1
7.1.2
7.1.3
8.1.1
9.1.1
9.1.2
9.1.3
9.1.4
9.1.5
¿Cómo te/se llamas?
¿Cómo se llama él/ella?
¿Cómo esta/ estas?
¿Qué tal?
¿Quién es él/ella?
¿De dónde es/ eres?
¿Cuál es tu/ su teléfono?
¿Cuál es el teléfono de ______?
¿Qué hora es?
¿Qué fecha es hoy?
¿Qué día es hoy?
¿Cómo se escribe ______?
¿Cuál es tu/su correo electrónico?
¿Cómo es ______?
¿Cómo eres?
¿Cómo son?
¿Eres ____________?
¿Cuándo es tu cumpleaños?
¿Cuántos años tienes/tiene?
¿Quién es _____________?
¿Te gusta (n) __________?
¿Por qué te gusta….?
¿Qué te/le gusta más?
Page 1
Unit/
Time
QUARTER 2
Weeks: 10
Oct. 24 - Jan. 14
Unit 3:
Favorite things to do - Everyday
activities
 Talk about what you and others like
to do
 Talk about what you and others
want to do
 Talking about everyday activities
 Saying about how often you do
things
Unit 4:
School - Making plans
 Talking about what you have and
you need
 Talking about classes
 Talking about plans
 Inviting others to do something
SMdP - PFerrer
Essential Question(s)
 How are English and Spanish
regular verb conjugations different?
 How do native Spanish speakers
conjugate regular and irregular
verbs?
 How Spanish native speakers
communicate about things they like
to do and why?
 How do native Spanish speakers
communicate about things they
have to do.
 How Spanish speakers conjugate
Vbs like “QUERER, IR, TENER, etc.”?
 Who are the most respected
artists in various Spanish speakers
countries?
Measurement
Topics /
Benchmarks
Thinking Strategies/
Lifelong Learning Behaviors
Students’ Tasks
Assessment
 1.1.8
 Benchmarks:
9.1.1
9.1.2
9.1.3
9.1.4
9.1.5
 Use limited but precise and
accurate language.
 Compare English and
Spanish grammar rules.
 Classify nouns by gender
 Classify regular and irregular
verbs
 Apply the grammar rules,
and use the vocabulary
 Study vocabulary by making:
- vocabulary flashcards
- flow charts
- verb maps
- graphic organize
 Practice alone, practice with
friends, practice with family ,
but : Practice-PracticePractice
 Patience-Patience-Patience
Students will be able to participate on
conversations that imply asking and
answering questions about everyday
activities, favorite activities, and
future plans.
For instance:
¿Qué te gusta hacer?
¿Con quién?
¿Qué quieres hacer hoy?
¿Qué haces los fines de semana?
¿Con qué frecuencia _________?
¿Te gusta salir con ___________?
¿Qué te gusta hacer los _______?
¿Qué te gusta hacer cuando ___?
 Word
translation
 Filling the
blanks
 Matching
 Answering
questions
 Write a short
conversation
 1.1.15
 1.1.16
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1.1.19
2.1.1
2.1.2
2.1.3
2.1.4
3.1.4
4.1.3
4.1.4
5.1.1
5.1.2
5.1.3
5.1.4
6.1.1
6.1.2
6.1.3
7.1.1
7.1.2
7.1.3
8.1.2
9.1.1
9.1.2
9.1.3
9.1.4
9.1.5
¿Necesitas un/una___________?
¿Tienes un/una _____________?
¿Qué necesitas?
¿Qué tienes?
¿Cuánto/a?
¿Cuántos/as?
¿Qué clases tienes___________?
¿Cuál es tu materia favorita?
¿A qué hora es ______________?
¿Con qué frecuencia _________?
¿Vas a ir a _________________?
¿Qué vas a hacer ____________?
¿Vienes conmigo a ___________?
Vas a ir, ¿Verdad?
Page 2
Unit/
Time
QUARTER 3
Weeks: 9
Jan. 17 - Mar. 18
Unit 5
Family - Chores
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Describing people
Talking about family relationships
Talking about where people live
Talking about responsibilities
Unit 6
Eating - Requests
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Talking about food and meals
Taking an order
Making polite requests
Offering help and giving instructions
SMdP - PFerrer
Essential Question(s)
 How is the noun-adjective order
similar or different in English and
Spanish?
 How do native Spanish speakers
talk and react about the chores they
need to do?
 How native Spanish speakers
make polite requests and give
directions?
 What are direct and indirect
object pronouns in English and
Spanish and how are they used?
 What is a command? How do you
give a command using Spanish?
 How do native Spanish speakers
conjugate Vbs like “ESTAR, PEDIR,
SERVIR, PREFERIR, PROBAR”?
 What sports are important/
famous in the Spanish speaking
cultures and who are some
examples?
Measurement
Topics /
Benchmarks
Thinking Strategies/
Lifelong Learning Behaviors
Students’ Tasks
Assessment
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 Benchmarks:
9.1.1
9.1.2
9.1.3
9.1.4
9.1.5
 Use limited but precise and
accurate language.
 Compare English and
Spanish grammar rules.
 Classify nouns by gender
 Classify regular and irregular
verbs
 Apply the grammar rules,
and use the vocabulary
 Study vocabulary by making:
- vocabulary flashcards
- flow charts
- verb maps
- graphic organize
 Practice alone, practice with
friends, practice with family ,
but : Practice-PracticePractice
 Patience-Patience-Patience
Students will be able to participate on
conversations that imply asking and
answering questions about what
people do in their houses and who
does every chore. Students will also be
able to order food in a restaurant, and
make comments on food and doing
chores.
 Word
translation
 Filling the
blanks
 Matching
 Answering
questions
 Write a short
conversation
1.1.9
1.1.10
1.1.12
1.1.14
1.1.15
1.1.16
1.1.17
2.1.1
2.1.2
2.1.3
2.1.4
3.1.3
3.1.4
3.1.5
4.1.5
4.1.6
5.1.1
5.1.2
5.1.3
5.1.4
6.1.1
6.1.2
6.1.3
7.1.1
7.1.2
7.1.3
7.1.6
7.1.7
7.1.8
7.1.9
8.1.3
8.1.4
9.1.1
9.1.2
9.1.3
9.1.4
9.1.5
For instance:
¿Cuántos/as?
¿Cuántas personas hay en tu familia?
¿Cómo es tu familia?
¿Cómo es/son __________?
¿Quién es __________?
¿De dónde __________?
¿Qué quiere hacer __________?
¿A qué hora __________?
¿Dónde vives?
¿Cuál es tu dirección?
¿Cómo es tu casa?
¿Qué te parece tener que _____?
¿Qué te toca hacer?
¿Hay…….?
¿Qué tal si pruebas……?
¿Qué tal está/n ……?
¿Qué desea usted?
¿Y para tomar?
¿Desea algo de postre?
¿Algo más?
¿Tú que desayunas?
¿Qué quieres hoy de almuerzo?
¿Qué hay de cena?
¿Necesitas ayuda?
¿Puedo ayudar?
Page 3
Unit/
Time
QUARTER 4
Weeks: 11
Mar. 21 - Jun. 10
Unit 7
Daily routine - Health
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Talking about daily routines
Talking about staying fit and healthy
Talking about how you feel
Giving advice.
Unit 8
Giving opinions/advice
Clothing - Past events
 Asking for and giving opinions
 Asking for and offering help
 Saying where you went and what
you did
 Talking on the phone
SMdP - PFerrer
Essential Question(s)
 What are reflexive verbs and a
reflexive pronouns, and how are
they used in English and Spanish?
 How do native Spanish speakers
communicate about their daily
routines?
 How are verbs conjugated in
Spanish to express past events?
 How do native Spanish speakers
communicate when they talk about
their health and how stay fit?
 How do native Spanish speakers
offer help?
 How are verbs like “SENTIR,
COSTAR QUERER, etc.” conjugated?
 Which holidays are
important/famous in the Spanish
speaking cultures and why?
Measurement
Topics /
Benchmarks
Thinking Strategies/
Lifelong Learning Behaviors
Students’ Tasks
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 Benchmarks:
9.1.1
9.1.2
9.1.3
9.1.4
9.1.5
 Use limited but precise and
accurate language.
 Compare English and
Spanish grammar rules.
 Classify nouns by gender
 Classify regular and irregular
verbs
 Apply the grammar rules,
and use the vocabulary
 Study vocabulary by making:
- vocabulary flashcards
- flow charts
- verb maps
- graphic organize
 Practice alone, practice with
friends, practice with family ,
but : Practice-PracticePractice
 Patience-Patience-Patience
Students will be able to participate on
conversations that imply asking and
answering questions about their own
and others daily routines. Also will be
able to ask and give advice, comment
on clothing and use the past tense
conjugation to express what people
did or didn’t.
1.1.16
1.1.17
1.1.18
2.1.1
2.1.2
2.1.3
2.1.4
3.1.4
3.1.5
4.1.5
4.1.6
5.1.1
5.1.2
5.1.3
5.1.4
6.1.1
6.1.2
6.1.3
6.1.4
6.1.5
6.1.6
6.1.7
7.1.1
7.1.2
7.1.3
7.1.4
7.1.5
7.1.6
7.1.7
7.1.8
7.1.9
7.1.10
8.1.3
8.1.4
9.1.1
9.1.2
9.1.3
9.1.4
9.1.5
For instance:
¿Estás listo?
¿Qué te hace falta hacer?
¿Qué tienes que hacer para
prepararte?
¿Qué vas a hacer primero? ¿Y
después?
¿Cómo te mantienes en forma?
¿Qué haces para relajarte?
¿Qué haces por __la mañana__?
¿Qué te pasa?
¿Qué tienes?
¿Te duele algo?
¿Estas ___enojada___?
¿Por qué no te acuestas más
temprano?
Assessment
 Word
translation
 Filling the
blanks
 Matching
 Answering
questions
 Writing a
short
conversation
¿Qué te parece ___________?
¿Cómo me queda _________?
La bolsa es una ganga, ¿Verdad?
¿Qué ropa llevas para ______?
¿Te gusta mi ______________?
¿Cuánto cuesta ____________?
¿Qué número usa?
¿Qué talla usa?
¿A dónde fuiste ____________?
¿Qué hiciste _______________?
Page 4