Atlas - Spanish Curriculum 1
Page 1 of 1
Green Brook Township School District
Spanish Curriculum 1
Grade 1, Foreign Language, District Elementary Curriculum
Sep
Unit:
Oct
Nov
Dec
Jan
Feb
Mar
Apr
May
Jun
1
2
3
4
5
6
7
8
9
10 11
12 13 14 15 16 17 18 19 20 21
22 23 24 25 26 27 28 29 30
31 32 33 34 35 36 37 38 39
1
2
3
4
5
6
7
8
9
10 11
12 13 14 15 16 17 18 19 20 21
22 23 24 25 26 27 28 29 30
31 32 33 34 35 36 37 38 39
Numbers 1-50
Calendar
Spain
Body Parts
Weather
Last Updated: Monday, October 8, 2012, 9:03PM
Atlas Version 8.0
© Rubicon International 2013. All rights reserved
http://greenbrook.rubiconatlas.org/Atlas/Browse/View/UnitCalendar?CurriculumMapID=1105&
8/31/2013
Atlas - Numbers 1-50
Page 1 of 4
Green Brook Township School District
Spanish Curriculum 1 > Numbers 1-50
Grade 1, Foreign Language, District Elementary Curriculum
Unit: Numbers 1-50 (Week 1, 8 Weeks)
New Jersey Core Curriculum Standards
2009 CCCS: Standard 7: World Languages, Novice-Mid, A. Interpretive Mode
7.1 World Languages: All students will be able to use a world language in addition to English to engage in meaningful conversation, to understand and
interpret spoken and written language, and to present information, concepts, and ideas, while also gaining an understanding of the perspectives of other
cultures. Through language study, they will make connections with other content areas, compare the language and culture studied with their own, and
participate in home and global communities.
Linguistic:
The Novice-Mid language learner understands and communicates at the word level and can independently identify and recognize memorized words and
phrases that bring meaning to text.
7.1.NM.A.2 Demonstrate comprehension of simple, oral and written directions, commands, and requests through appropriate physical response.
7.1.NM.A.5 Demonstrate comprehension of brief oral and written messages using age- and level-appropriate, culturally authentic materials on
familiar topics.
2009 CCCS: Standard 7: World Languages, Novice-Mid, B. Interpersonal Mode
Linguistic:
The Novice-Mid language learner understands and communicates at the word level and can use memorized words and phrases independently to:
-Respond to learned questions.
-Ask memorized questions.
-State needs and preferences.
-Describe people, places, and things.
7.1.NM.B.4 Ask and respond to simple questions, make requests, and express preferences using memorized words and phrases.
7.1.NM.B.5 Exchange information using words, phrases, and short sentences practiced in class on familiar topics or on topics studied in other
content areas.
2009 CCCS: Standard 7: World Languages, Novice-Mid, C. Presentational Mode
http://greenbrook.rubiconatlas.org/Atlas/Browse/UnitMap/View/Default?SourceSiteID=& UnitID=4183& YearID=2014& Curric... 8/31/2013
Atlas - Numbers 1-50
Page 2 of 4
Linguistic:
The Novice-Mid language learner understands and communicates at the word level and can use memorized words and phrases independently to:
-Make lists.
-State needs and preferences.
-Describe people, places, and things.
7.1.NM.C.2 Imitate, recite, and/or dramatize simple poetry, rhymes, songs, and skits.
7.1.NM.C.3 Copy/write words, phrases, or simple guided texts on familiar topics.
Description of Unit
Essential Questions
In this unit, students review the numbers 1-20 and learn the numbers 2150 in Spanish. Students will utilize number vocabulary to respond
to questions on quantities of objects and costs of objects. Students will also
learn how to write addition and subtraction equations in Spanish.
How can Spanish number vocabulary help you with English numbers?
How might the unit vocabulary be used when traveling to a Spanishspeaking country?
How can speaking a second language help you to be successful in various
professions?
Knowledge
Skills
Students will know that:
Students will be able to:
the numbers 20-50 repeat numbers 1-9: treinta y uno (31), treinta y
dos (32), treinta y tres (33)
to ask how many items there are, one uses
Cuántos/Cuántas (depending on the item's gender), names the item,
and concludes with hay (there is/there are)
to respond to the question of how many, one begins with hay (there
is/there are). states the number amount, and concludes with the
item's name
orally recognize and express Spanish numbers 1-50
respond and answer basic questions relative to the number and
cost of items
orally express addition and subtraction equations in Spanish
solve equations by circling the correct Spanish response
http://greenbrook.rubiconatlas.org/Atlas/Browse/UnitMap/View/Default?SourceSiteID=& UnitID=4183& YearID=2014& Curric... 8/31/2013
Atlas - Numbers 1-50
Page 3 of 4
to ask how much something costs, one
uses Cuánto cuesta (How much does it cost), followed by the name
of the item
to respond to the question of cost, one begins with Cuesta (It costs),
states the amount, and concludes with the currency
Assessments
Pre-assessment
Diagnostic: Other written assessments
Students match the number with the correct Spanish word and solve the mathematical equations written in Spanish.
Store Skit
Formative: Dramatization
Students create a skit in which they greet each other, ask how much various items cost, purchase an item, and say goodbye.
Numbers 1-50, Unit Test
Summative: Other written assessments
Students match the number with the correct Spanish word and solve mathematical equations in Spanish. Students answer basic questions using number
vocabulary.
Activities
play a number review game, "Caramba", counting by 10's or 5's up to
50.
create a mathematical practice test in Spanish, exchange with
a classmate to take each other's test, and correct the test they
created.
learn a traditional Spanish song to review Spanish numbers and
math facts
create flashcards to review vocabulary
*see link
Activities to Differentiate Instruction
play number review games on the computer
participate in Smart Board activities
watch a video on numbers 1-50
review using Internet Flashcards
*see links
Spanish Numbers Flashcards
Spanish Number Review Game
Spanish Number Videos
Smart Board Activities
http://greenbrook.rubiconatlas.org/Atlas/Browse/UnitMap/View/Default?SourceSiteID=& UnitID=4183& YearID=2014& Curric... 8/31/2013
Atlas - Numbers 1-50
Page 4 of 4
Spanish Song (numbers)
Integrated/Cross-Disciplinary Instruction
Traditional Song (Music)
Spanish Mathematical Equations (Math)
Skit (Performing Arts)
*see link
Spanish Song (numbers)
Resources
Worksheets
Numbers Video
Numbers Song
Smart Board Activities
Power Point
Dime Workbook
Spanish Vocabulary Workbook
*see links
Spanish Song (Numbers)
Spanish Numbers Review Game
Spanish Numbers Worksheets
More Worksheets
Worksheets
Spanish Numbers Video
Power Point- Numbers
Smart Board Activities- Numbers
<< Previous Year
Last Updated: Monday, October 8, 2012, 8:45PM
Atlas Version 8.0
© Rubicon International 2013. All rights reserved
http://greenbrook.rubiconatlas.org/Atlas/Browse/UnitMap/View/Default?SourceSiteID=& UnitID=4183& YearID=2014& Curric... 8/31/2013
Atlas - Calendar
Page 1 of 4
Green Brook Township School District
Spanish Curriculum 1 > Calendar
Grade 1, Foreign Language, District Elementary Curriculum
Unit: Calendar (Week 9, 8 Weeks)
New Jersey Core Curriculum Standards
2009 CCCS: Standard 7: World Languages, Novice-Mid, A. Interpretive Mode
7.1 World Languages: All students will be able to use a world language in addition to English to engage in meaningful conversation, to understand and
interpret spoken and written language, and to present information, concepts, and ideas, while also gaining an understanding of the perspectives of other
cultures. Through language study, they will make connections with other content areas, compare the language and culture studied with their own, and
participate in home and global communities.
Linguistic:
The Novice-Mid language learner understands and communicates at the word level and can independently identify and recognize memorized words and
phrases that bring meaning to text.
7.1.NM.A.1 Recognize familiar spoken or written words and phrases contained in culturally authentic materials using electronic information sources
related to targeted themes.
7.1.NM.A.2 Demonstrate comprehension of simple, oral and written directions, commands, and requests through appropriate physical response.
2009 CCCS: Standard 7: World Languages, Novice-Mid, B. Interpersonal Mode
Linguistic:
The Novice-Mid language learner understands and communicates at the word level and can use memorized words and phrases independently to:
-Respond to learned questions.
-Ask memorized questions.
-State needs and preferences.
-Describe people, places, and things.
7.1.NM.B.2 Give and follow simple oral and written directions, commands, and requests when participating in age-appropriate classroom and
cultural activities.
7.1.NM.B.4 Ask and respond to simple questions, make requests, and express preferences using memorized words and phrases.
7.1.NM.B.5 Exchange information using words, phrases, and short sentences practiced in class on familiar topics or on topics studied in other
content areas.
http://greenbrook.rubiconatlas.org/Atlas/Browse/UnitMap/View/Default?SourceSiteID=& UnitID=4186& YearID=2014& Curric... 8/31/2013
Atlas - Calendar
Page 2 of 4
2009 CCCS: Standard 7: World Languages, Novice-Mid, C. Presentational Mode
Linguistic:
The Novice-Mid language learner understands and communicates at the word level and can use memorized words and phrases independently to:
-Make lists.
-State needs and preferences.
-Describe people, places, and things.
7.1.NM.C.3 Copy/write words, phrases, or simple guided texts on familiar topics.
Description of Unit
Essential Questions
In this unit, students will learn vocabulary to express the date and the days
of the week in Spanish. They will ask and respond
to questions using calendar vocabulary. Students will apply the vocabulary
to respond to questions about their birthdays and other events.
How does expressing the date in Spanish differ from expressing the date
in English?
How has Roman mythology influenced the Spanish vocabulary for the days
of the week?
Knowledge
Skills
Students will know that:
Students will be able to:
to express the date, one begins with el, states the number de,and
then states the month
when writing the date numerically in Spanish, the order is day,
month, year
to ask the date, use the question: ¿Qué día es hoy?
hoy means today, mañana means tomorrow, and ayer means yesterday
to ask the day of the week, use the question: ¿Qué día es hoy?
to ask the name of the day that
is tomorrow or was yesterday, change hoy to ayer or mañana
countries near the equator have a warm climate
write and orally express the date in Spanish
recognize and express the days of the week, written and orally
orally answer and respond to questions about calendar vocabulary
orally express their birthdays and other important dates in Spanish
http://greenbrook.rubiconatlas.org/Atlas/Browse/UnitMap/View/Default?SourceSiteID=& UnitID=4186& YearID=2014& Curric... 8/31/2013
Atlas - Calendar
Page 3 of 4
Assessments
Pre-assessment
Diagnostic: Other oral assessments
Students respond to questions about the date and days of the week in Spanish.
Birthday Month Project
Formative: Personal Project
Students construct a calendar of their birthday month, labeling the days of the week and the name of the month in Spanish. They also write the date of
their birthday and other important events that take place that month.
Calendar Unit Test
Summative: Other written assessments
Students write stated dates in Spanish. Using a calendar, they answer multiple-choice questions about various dates.
Activities
conduct interviews with a partner to determine names, birthdays, and
addresses and present each other's information to the class.
learn a song using "Days of the Week" vocabulary
create a chart about the days of the week and their Roman origins
play a Jeopardy review game, using the categories: the
date, Roman mythology and days of the week
*see link
Days of the Week (Song)
Integrated/Cross-Disciplinary Instruction
Birthday Month Project (Art)
Days of the Week - Roman Origin (Social Studies)
Activities to Differentiate Instruction
play review games on the computer
use web flashcards to help memorize vocabulary
conduct a PowerPoint review for vocabulary and grammar
watch a video about expressing the date in Spanish
*see links
Calendar Review Games
Calendar Flashcards
Spanish Calendar Video
Power Point
Resources
Worksheets
Review Web Games
http://greenbrook.rubiconatlas.org/Atlas/Browse/UnitMap/View/Default?SourceSiteID=& UnitID=4186& YearID=2014& Curric... 8/31/2013
Atlas - Calendar
Days of the Week Song (Music)
*see link
Days of the Week Song
Page 4 of 4
Web Flashcards
Smart Board Activities
Days of the Week Song
Spanish Review Video
Dime workbook
Spanish Vocabulary Workbook
Exploring Spanish (Green Book)
*see links
Days of the Week Song
Calendar Review Games
Calendar Flashcards
Spanish Calendar Video
Days and Months Word Search
Power Point
<< Previous Year
Last Updated: Monday, October 8, 2012, 8:48PM
Atlas Version 8.0
© Rubicon International 2013. All rights reserved
http://greenbrook.rubiconatlas.org/Atlas/Browse/UnitMap/View/Default?SourceSiteID=& UnitID=4186& YearID=2014& Curric... 8/31/2013
Atlas - Spain
Page 1 of 4
Green Brook Township School District
Spanish Curriculum 1 > Spain
Grade 1, Foreign Language, District Elementary Curriculum
Unit: Spain (Week 17, 8 Weeks)
New Jersey Core Curriculum Standards
2009 CCCS: Standard 7: World Languages, Novice-Mid, A. Interpretive Mode
7.1 World Languages: All students will be able to use a world language in addition to English to engage in meaningful conversation, to understand and
interpret spoken and written language, and to present information, concepts, and ideas, while also gaining an understanding of the perspectives of other
cultures. Through language study, they will make connections with other content areas, compare the language and culture studied with their own, and
participate in home and global communities.
Linguistic:
The Novice-Mid language learner understands and communicates at the word level and can independently identify and recognize memorized words and
phrases that bring meaning to text.
7.1.NM.A.3 Recognize a few common gestures and cultural practices associated with the target culture(s).
7.1.NM.A.4 Identify familiar people, places, and objects based on simple oral and/or written descriptions.
2009 CCCS: Standard 7: World Languages, Novice-Mid, B. Interpersonal Mode
Linguistic:
The Novice-Mid language learner understands and communicates at the word level and can use memorized words and phrases independently to:
-Respond to learned questions.
-Ask memorized questions.
-State needs and preferences.
-Describe people, places, and things.
7.1.NM.B.3 Imitate appropriate gestures and intonation of the target culture(s)/language during greetings, leave-takings, and daily interactions.
2009 CCCS: Standard 7: World Languages, Novice-Mid, C. Presentational Mode
Linguistic:
The Novice-Mid language learner understands and communicates at the word level and can use memorized words and phrases independently to:
-Make lists.
http://greenbrook.rubiconatlas.org/Atlas/Browse/UnitMap/View/Default?SourceSiteID=& UnitID=4182& YearID=2014& Curric... 8/31/2013
Atlas - Spain
Page 2 of 4
-State needs and preferences.
-Describe people, places, and things.
7.1.NM.C.4 Present information from age- and level-appropriate, culturally authentic materials orally or in writing.
7.1.NM.C.5 Name and label tangible cultural products and imitate cultural practices from the target culture(s).
Description of Unit
Essential Questions
In this unit, students will study the country of Spain. They will learn about
the country's geographical regions, languages, and culture as expressed in
its music and cuisine. They will also learn about Spanish customs and
holidays, such as la siesta and la feria.
What does la siesta tell us about Spain's culture and beliefs?
Knowledge
Skills
Students will know that:
Students will be able to:
Spain is located on the Mediterranean Sea on the continent of
Europe
Spain is divided into 17 regions
the languages spoken in Spain include: Castilian Spanish, Catalan,
Basque, Valencian and Galician
Spain is famous for Flamenco music and seafood dishes, such
as Paella
the people of Spain take a nap, known as la siesta, during the day
the people of Spain typically have an afternoon snack called a
merienda
popular sports in Spain are soccer and bullfighting
in southern Spain, there is a week-long celebration called La Feria
during La Feria, people celebrate Spanish culture by dressing in
traditional clothing, by playing
Flamenco music, by eating traditional foods, and by dancing
Why is it helpful to learn about other cultures and languages?
locate Spain on a map
locate and describe two different regions in Spain
describe a typical Spanish day
describe La Feria
name two popular Spanish sports
recognize the names of the different languages spoken in Spain
http://greenbrook.rubiconatlas.org/Atlas/Browse/UnitMap/View/Default?SourceSiteID=& UnitID=4182& YearID=2014& Curric... 8/31/2013
Atlas - Spain
Page 3 of 4
Assessments
Pre-assessment
Diagnostic: Other visual assessments
Students identify the Spanish cultural items projected on the Smart Board and locate Spain on a world map.
Spanish Culture Project
Formative: Personal Project
Students work with a partner to present information on Spanish food, music, dancing or a city in Spain.
Spanish Unit Test
Summative: Other written assessments
Students answer multiple-choice questions about unit content.
Activities
Construct the Spanish flag
Color and label the different regions of Spain on a map
Listen to Spanish music and identify the different instruments that are
typically heard
Create a Spanish soccer jersey using a plain white or red shirt
and fabric markers
Create a Spanish Flamenco performance using castanets and
guitars
Take an imaginary trip through Spain using pictures projected onto
the Smart Board
Activities to Differentiate Instruction
Spanish review games on the computer
Smart Board activities
Spain Video
Select Spanish cultural items from a bag and talk about each
item's significance to Spanish culture
*see links
Traditional Spanish Games
Rags to Riches- Review Game
Smart Board Activities
* see link
Spanish Map and Flag
Integrated/Cross-Disciplinary Instruction
Resources
http://greenbrook.rubiconatlas.org/Atlas/Browse/UnitMap/View/Default?SourceSiteID=& UnitID=4182& YearID=2014& Curric... 8/31/2013
Atlas - Spain
Spanish Flag (Art)
Flamenco Music and Instruments (Music)
Maps and Culture (Social Studies)
*see link
Page 4 of 4
Worksheets
Web Review Games
Smart Board Activities
Photos
Websites
Flamenco Music
*see links
Spanish Printable Worksheets
Rags to Riches- Review Game
La Feria- Website
Smart Board Activities
Spain Photos
Spain Information Website
<< Previous Year
Last Updated: Monday, October 8, 2012, 8:52PM
Atlas Version 8.0
© Rubicon International 2013. All rights reserved
http://greenbrook.rubiconatlas.org/Atlas/Browse/UnitMap/View/Default?SourceSiteID=& UnitID=4182& YearID=2014& Curric... 8/31/2013
Atlas - Body Parts
Page 1 of 4
Green Brook Township School District
Spanish Curriculum 1 > Body Parts
Grade 1, Foreign Language, District Elementary Curriculum
Unit: Body Parts (Week 25, 8 Weeks)
New Jersey Core Curriculum Standards
2009 CCCS: Standard 7: World Languages, Novice-Mid, A. Interpretive Mode
7.1 World Languages: All students will be able to use a world language in addition to English to engage in meaningful conversation, to understand and
interpret spoken and written language, and to present information, concepts, and ideas, while also gaining an understanding of the perspectives of other
cultures. Through language study, they will make connections with other content areas, compare the language and culture studied with their own, and
participate in home and global communities.
Linguistic:
The Novice-Mid language learner understands and communicates at the word level and can independently identify and recognize memorized words and
phrases that bring meaning to text.
7.1.NM.A.1 Recognize familiar spoken or written words and phrases contained in culturally authentic materials using electronic information sources
related to targeted themes.
7.1.NM.A.2 Demonstrate comprehension of simple, oral and written directions, commands, and requests through appropriate physical response.
7.1.NM.A.5 Demonstrate comprehension of brief oral and written messages using age- and level-appropriate, culturally authentic materials on
familiar topics.
2009 CCCS: Standard 7: World Languages, Novice-Mid, B. Interpersonal Mode
Linguistic:
The Novice-Mid language learner understands and communicates at the word level and can use memorized words and phrases independently to:
-Respond to learned questions.
-Ask memorized questions.
-State needs and preferences.
-Describe people, places, and things.
7.1.NM.B.2 Give and follow simple oral and written directions, commands, and requests when participating in age-appropriate classroom and
cultural activities.
7.1.NM.B.5 Exchange information using words, phrases, and short sentences practiced in class on familiar topics or on topics studied in other
content areas.
http://greenbrook.rubiconatlas.org/Atlas/Browse/UnitMap/View/Default?SourceSiteID=& UnitID=4184& YearID=2014& Curric... 8/31/2013
Atlas - Body Parts
Page 2 of 4
2009 CCCS: Standard 7: World Languages, Novice-Mid, C. Presentational Mode
Linguistic:
The Novice-Mid language learner understands and communicates at the word level and can use memorized words and phrases independently to:
-Make lists.
-State needs and preferences.
-Describe people, places, and things.
7.1.NM.C.2 Imitate, recite, and/or dramatize simple poetry, rhymes, songs, and skits.
7.1.NM.C.3 Copy/write words, phrases, or simple guided texts on familiar topics.
Description of Unit
Essential Questions
In this unit, students learn to recognize and express the vocabulary
for various body parts and utilize it to explain physical symptoms (i.e. Me
duele la cabeza = My head hurts). Students will also become familiar with
masculine and feminine nouns.
Why is it important to know the Spanish vocabulary for parts of the body?
Knowledge
Skills
Students will know that:
Students will be able to:
to complain about a body part that hurts, one uses
the expression Me duele followed by the name of the body part
when a noun ends in o, it is usually masculine
when a noun ends in a, it is usually feminine
some nouns do not follow the rules for masculine and feminine, and
must be memorized
el is "the" masculine
la is "the" feminine
los is "the"masculine/plural
las is "the"feminine/plural
How does the gender of a noun affect the words that are used with it?
recognize and express body parts vocabulary, written and orally
explain a body part that bothers them
recognize masculine and feminine singular nouns
recognize masculine and feminine plural nouns
Assessments
Pre-assessment
Diagnostic: Other written assessments
http://greenbrook.rubiconatlas.org/Atlas/Browse/UnitMap/View/Default?SourceSiteID=& UnitID=4184& YearID=2014& Curric... 8/31/2013
Atlas - Body Parts
Page 3 of 4
Using a word bank, students label the main parts of a human body.
Body Parts Project
Formative: Personal Project
Students draw and label a self-portrait using body parts vocabulary.
Body Parts Unit Test
Summative: Other written assessments
Students match the English body parts vocabulary with the correct Spanish translation and express the ailment demonstrated by the person shown on
the test. Students also determine if the nouns listed are masculine or feminine.
Activities
play "Simon Says" to review body parts vocabulary and following
directions
sing and play "Head, Shoulders, Knees and Toes"
read a Spanish story that incorporates body parts vocabulary
play a Bingo review game
Activities to Differentiate Instruction
review games on the computer
Smart Board Activities
Spanish flashcards to review vocabulary
video on body parts vocabulary
*see links
*see link
Cabeza, Hombros, Piernas, Pies (Song)
Integrated/Cross-Disciplinary Instruction
Body Parts Project (Art)
Story Interpretation (Language Arts)
Cabeza, Hombros, Piernas, Pies Song (Music)
*see link
Cabeza, Hombros, Piernas, Pies (Song)
Body Parts Video
Body Parts Review Game
Smart Board Activities- El Cuerpo
Resources
Worksheets
Review Websites
Smart Board Activities
Song
Body Parts Video
Dime Workbook
Spanish Vocabulary Workbook
Exploring Spanish Workbook (Green Book)
http://greenbrook.rubiconatlas.org/Atlas/Browse/UnitMap/View/Default?SourceSiteID=& UnitID=4184& YearID=2014& Curric... 8/31/2013
Atlas - Body Parts
Page 4 of 4
*see links
Cabeza, Hombros, Piernas, Pies (Song)
Body Parts Video
Body Parts Review Game
Spanish Web Review Game
Spanish Body Parts Worksheet
Smart Board Activities- El Cuerpo
<< Previous Year
Last Updated: Monday, October 8, 2012, 8:55PM
Atlas Version 8.0
© Rubicon International 2013. All rights reserved
http://greenbrook.rubiconatlas.org/Atlas/Browse/UnitMap/View/Default?SourceSiteID=& UnitID=4184& YearID=2014& Curric... 8/31/2013
Atlas - Weather
Page 1 of 4
Green Brook Township School District
Spanish Curriculum 1 > Weather
Grade 1, Foreign Language, District Elementary Curriculum
Unit: Weather (Week 33, 7 Weeks)
New Jersey Core Curriculum Standards
2009 CCCS: Standard 7: World Languages, Novice-Mid, A. Interpretive Mode
7.1 World Languages: All students will be able to use a world language in addition to English to engage in meaningful conversation, to understand and
interpret spoken and written language, and to present information, concepts, and ideas, while also gaining an understanding of the perspectives of other
cultures. Through language study, they will make connections with other content areas, compare the language and culture studied with their own, and
participate in home and global communities.
Linguistic:
The Novice-Mid language learner understands and communicates at the word level and can independently identify and recognize memorized words and
phrases that bring meaning to text.
7.1.NM.A.1 Recognize familiar spoken or written words and phrases contained in culturally authentic materials using electronic information sources
related to targeted themes.
7.1.NM.A.5 Demonstrate comprehension of brief oral and written messages using age- and level-appropriate, culturally authentic materials on familiar
topics.
2009 CCCS: Standard 7: World Languages, Novice-Mid, B. Interpersonal Mode
Linguistic:
The Novice-Mid language learner understands and communicates at the word level and can use memorized words and phrases independently to:
-Respond to learned questions.
-Ask memorized questions.
-State needs and preferences.
-Describe people, places, and things.
7.1.NM.B.4 Ask and respond to simple questions, make requests, and express preferences using memorized words and phrases.
7.1.NM.B.5 Exchange information using words, phrases, and short sentences practiced in class on familiar topics or on topics studied in other content
areas.
2009 CCCS: Standard 7: World Languages, Novice-Mid, C. Presentational Mode
http://greenbrook.rubiconatlas.org/Atlas/Browse/UnitMap/View/Default?SourceSiteID=& UnitID=4185& YearID=2014& Curric... 8/31/2013
Atlas - Weather
Page 2 of 4
Linguistic:
The Novice-Mid language learner understands and communicates at the word level and can use memorized words and phrases independently to:
-Make lists.
-State needs and preferences.
-Describe people, places, and things.
7.1.NM.C.2 Imitate, recite, and/or dramatize simple poetry, rhymes, songs, and skits.
7.1.NM.C.3 Copy/write words, phrases, or simple guided texts on familiar topics.
7.1.NM.C.4 Present information from age- and level-appropriate, culturally authentic materials orally or in writing.
Description of Unit
Essential Questions
In this unit, students learn vocabulary to describe various weather
How can the climate of a country influence that country's lifestyle?
conditions and to name the four seasons. Students develop an awareness of
the different types of weather around the world.
How do the seasons in the southern hemisphere influence holidays, the
school year and life in general?
How does Spanish weather vocabulary compare with English weather vocabulary?
Knowledge
Skills
Students will know that:
Students will be able to:
the seasons in the northern hemisphere and southern hemisphere are
opposites
to ask about the weather, use the question ¿Qué tiempo hace?
with calor, frío, fresco, buen tiempo, mal tiempo, one
uses hace and with núblado, nevando y soleado, one uses está
countries close to the equator have a warm climate
describe the weather, orally and written
recognize weather vocabulary, orally and written
express and recognize the seasons, orally and written
ask and respond to weather questions orally
orally describe the climate in different Spanish-speaking countries
http://greenbrook.rubiconatlas.org/Atlas/Browse/UnitMap/View/Default?SourceSiteID=& UnitID=4185& YearID=2014& Curric... 8/31/2013
Atlas - Weather
Page 3 of 4
Assessments
Pre-assessment
Diagnostic: Other visual assessments
Students name the different types of weather projected on the board and name Spanish-speaking countries where they may find those types of weather.
Weather Report
Formative: Oral Report
Working with a partner, share a five-day weather forecast for a Spanish-speaking country.
Weather Unit Test
Summative: Other written assessments
Students write the correct Spanish word for the weather presented. Students also respond to basic questions about the weather. Students name the type of
weather that two different Spanish-speaking countries may experience.
Activities
work with a partner to ask and answer each other about the weather
and the seasons
illustrate the weather found in a Spanish-speaking country during a
particular season
taking turns in pairs, draw and name the weather that is illustrated
play a Bingo vocabulary review game
Activities to Differentiate Instruction
play weather review games on the computer
participate in Smart Board activities
watch a video about weather vocabulary
review vocabulary using web flashcards
*see links
Weather Video
Weather Video (more detailed)
Weather Game
Web Flashcards
Integrated/Cross-Disciplinary Instruction
Resources
http://greenbrook.rubiconatlas.org/Atlas/Browse/UnitMap/View/Default?SourceSiteID=& UnitID=4185& YearID=2014& Curric... 8/31/2013
Atlas - Weather
Weather Picture (Art)
Northern and Southern Hemisphere and the Seasons (Science)
Page 4 of 4
Weather Worksheets
Smart Board Activities
Weather Video
Weather Review Games
Web Flashcards
Dime Book
Spanish Vocabulary Workbook
*see links
Weather Video
Weather Video (more detailed)
Weather Game
Weather Game II
Spanish Flashcards
Personalize Worksheets
Weather Worksheets
Smart Board Activities
<< Previous Year
Last Updated: Monday, October 8, 2012, 9:03PM
Atlas Version 8.0
© Rubicon International 2013. All rights reserved
http://greenbrook.rubiconatlas.org/Atlas/Browse/UnitMap/View/Default?SourceSiteID=& UnitID=4185& YearID=2014& Curric... 8/31/2013