WORLD LANGUAGES CURRICULUM MAP
Spanish I
Course Number: 0708340
1
Course Number: 0708340
Spanish 1
Preliminary Lesson, Unit 1, Unit 2
High School Spanish
MEASUREMENT TOPICS AND ESSENTIAL QUESTION(S):
Language Level:
Novice Low – Novice High
st
PACING: 1
9 Weeks (1st quarter)
Standard 1-Interpretive Listening: Is the student able to understand and interpret information, concepts, and ideas orally from culturally
authentic sources on a variety of topics in the target language?
Standard 2-Interpretive Reading: Is the student able to understand and interpret information, concepts, and ideas in writing from culturally
authentic sources on a variety of topics in the target language?
Standard 3-Interpersonal Communication: Is the student able to engage in conversations and exchange information, concepts, and ideas orally
and in writing with a variety of speakers or readers on a variety of topics in a culturally appropriate context in the target language?
Standard 4-Presentational Speaking: Is the student able to present information, concepts, and ideas to an audience of listeners on a variety of
topics in a culturally appropriate context in the target language?
Standard 5-Presentational Writing: Is the student able to present information, concepts, and ideas to an audience of readers on a variety of
topics in a culturally appropriate context in the target language?
Standard 6-Culture: Is the student able to use the target language to gain knowledge and demonstrate understanding of the relationship among
practices, products, and perspectives of cultures other than his/her own?
Standard 7-Connections: Is the student able to acquire, reinforce, and further his/her knowledge of other disciplines through the target
language?
Standard 8-Comparisons: Is the student able to develop insight into the nature of the target language and culture by comparing his/her own
language(s) and cultures to others?
Standard 9-Communities: Is the student able to use the target language both within and beyond the school setting to investigate and improve
his/her world beyond his/her immediate surroundings for personal growth and enrichment?
2
MEASUREMENT
TOPIC
Standard 1:
Interpretive
Listening
Standard 2:
Interpretive
Reading
Standard 3:
Interpersonal
Commmunication
LEARNING TARGETS/SKILLS
BENCHMARKS
Textbook Resource
Correlation
Preliminary Lesson
Unit 1, Lesson 1;
Unit 1, Lesson 2;
Unit 2, Lesson 1;
WL.K12.NH.1.1:
Demonstrate understanding of familiar topics, and frequently used
expressions-supported by a variety of actions.
WL.K12.NH.1.2:
Demonstrate understanding of short conversations in familiar
contexts.
WL.K12.NH.1.3:
Demonstrate understanding of short, simple messages and
announcements on familiar topics.
WL.K12.NH.1.4:
Demonstrate understanding of key points on familiar topics
presented through a variety of media.
WL.K12.NH.1.5:
Demonstrate understanding of simple stories or narratives
WL.K12.NH.1.6: Follow directions or instructions to complete a task
when expressed in short conversations.
WL.K12.NH.2.1:
Determine main idea from simple texts that contain familiar
vocabulary used in context.
WL.K12.NH.2.2:
Identify the elements of story such as setting, theme, and characters.
WL. K12.NH.2.4:
Identify key detailed information needed to fill out forms.
NH 1.1, 1.2,
1.3, 1.4, 1.5,
1.6
NH 2.1, 2.2,
2.4
Preliminary Lesson
Unit 1, Lesson 1;
Unit 1, Lesson 2;
Unit 2, Lesson 1;
WL.K12.NH.3.1:
Engage in short social interactions using phrases and simple
sentences.
WL.K12.NH.3.2: Exchange information about familiar task,
topics and activities, including personal information.
WL.K12.NH.3.3:
Exchange information using simple language about personal
preferences, needs, and feelings.
WL.K12.NH.3.4: Ask and answer a variety of questions about
NH 3.1,3.2,
3.3,3.4, 3.5,
3.7
Preliminary Lesson
Unit 1, Lesson 1;
Unit 1, Lesson 2;
Unit 2, Lesson 1;
3
personal information.
WL.K12.NH.3.5:
Exchange information about meeting someone including where
to go, how to get there, and what to do and why.
WL.K12.NH.3.7:
Describe a problem or a situation with sufficient details in
order to be understood.
Standard 4:
Presentational
Speaking
WL.K12.NH.4.1: Provide basic information on familiar topics using
phrases and simple sentences
WL.K12.NH.4.4:
Present personal information about oneself and others.
WL.K12.NH.4.5:
Retell the main idea of a simple, culturally authentic story in the
target language with prompting and support.
WL.K12.NH.4.6:
NH 4.1, 4.4,
4.5, 4.6
Preliminary Lesson
Unit 1, Lesson 1;
Unit 1, Lesson 2;
Unit 2, Lesson 1;
Culture/Celebrations
Use verbal and non-verbal communication when making
announcements or introductions.
Standard 5:
Presentational
Writing
WL.K12.NH.5.1:
Write descriptions and short messages to request or provide
information on familiar topics using phrases and simple sentences.
WL.K12.NH.5.4:
Write short personal notes using a variety of media.
WL.K12.NH.5.5:
Request information in writing to obtain something needed.
WL.K12.NH.5.6:
Prepare a draft of an itinerary for a personal experience or event
(such as for a trip to a country where the target language is spoken).
NH 5.1, 5.4,
5.5, 5.6
Preliminary Lesson
Unit 1, Lesson 1;
Unit 1, Lesson 2;
Unit 2, Lesson 1;
Standard 6:
Culture
WL.K12.NH.6.1: Use information acquired through the study of the practices,
and perspectives of the target culture(s) to identify some of their characteristics
and compare them to own culture.
WL.K12.NH.6.2:
Identify examples of common beliefs and attitudes and their relationship to
practices in the cultures studied.
WL.K12.NH.6.3:
Recognize different contributions from countries where the target language is
NH 6.1 6.2,
6.3, 6.4
Preliminary Lesson
Unit 1, Lesson 1;
Unit 1, Lesson 2;
Unit 2, Lesson 1;
Culture/Celebrations
4
spoken and how these contributions impact our global society (e.g., food, music,
art, sports, recreation, famous international figures, movies, etc.)
WL.K12.NH.6.4:
Identify cultural artifacts, symbols, and images of the target culture(s).
Standard 7:
Connections
Standard 8:
Comparison
Standard 9:
Communities
WL.K12.NH.7.1:
Use vocabulary acquired in the target language to access new
knowledge from other disciplines.
WL.K12.NH.7.2:
Use maps, graphs, and other graphic organizers to facilitate
comprehension and expression of key vocabulary in the target
language to reinforce existing content area knowledge.
WL.K12.NH.8.1:
Distinguish similarities and differences among the patterns of
behavior of the target language by comparing information acquired
in the target language to further knowledge of own language and
culture.
WL.K12.NH.8.2:
Compare basic sound patterns and grammatical structures between
the target language and own language.
WL.K12.NH.8.3:
Compare and contrast specific cultural traits of the target culture and
compare to own culture (typical dances, food, celebrations, etc.)
NH 7.1, 7.2
Preliminary Lesson
Unit 1, Lesson 1;
Unit 1, Lesson 2;
Unit 2, Lesson 1;
NH 8.1, 8.2,
8.3
Preliminary Lesson
Unit 1, Lesson 1;
Unit 1, Lesson 2;
Unit 2, Lesson 1;
Culture/Celebrations
WL.K12.NH.9.1:
Use key target language vocabulary to communicate with others
within and beyond the school setting.
NH 9.1
Preliminary Lesson
Unit 1, Lesson 1;
Unit 1, Lesson 2;
Unit 2, Lesson 1;
5
MEASUREMENT TOPIC
Standard 1:
Interpretive Listening
Standard 2:
Interpretive Reading
LEARNING TARGETS/SKILLS
WL.K12.NM.1.1:
Demonstrate understanding of basic words,
phrases, and questions about self and personal
experiences, through gestures, drawings, pictures,
and actions.
WL.K12.NM.1.2:
Demonstrate understanding of everyday
expressions dealing with simple and concrete daily
activities, and needs presented in clear, slow, and
repeated speech.
WL.K12.NM.1.3:
Demonstrate understanding of basic words and
phrases in simple messages and announcements in
familiar settings.
WL.K12.NM.1.4:
Demonstrate understanding of simple information
supported by visuals through a variety of media.
WL.K12.NM.1.5:
Demonstrate understanding of simple rhymes,
songs, poems, and read aloud stories.
WL.K12.NM.1.6:
Follow short, simple directions.
WL.K12.NM.2.1:
Demonstrate understanding of written familiar
words, and simple sentences supported by visuals.
WL.K12.NM.2.2:
Demonstrate understanding of short, simple literary
stories.
WL.K12.NM.2.3:
Demonstrate understanding of simple written
announcements with prompting and support.
WL.K12.NM.2.4:
Recognize words and phrases when used in context
on familiar topics.
BENCHMARKS
NM: 1.1, 1.2,
1.3, 1.4, 1.5, 1.6
ACADEMIC LANGUAGE
Preliminary Lesson
Unit 1, Lesson 1;
Unit 1, Lesson 2;
Unit 2, Lesson 1
NM 2.1, 2.2,2.3,
2.4
Preliminary Lesson
Unit 1, Lesson 1;
Unit 1, Lesson 2;
Unit 2, Lesson 1
6
Standard 3:
Interpersonal
Communication
Standard 4:
Presentational
Speaking
WL.K12.NM.3.1:
Introduce self and others using basic culturally
appropriate greetings.
WL.K12.NM.3.2:
Participate in basic conversations using words,
phrases, and memorized expressions.
WL.K12.NM.3.3:
Ask simple questions and provide responses related
to personal references.
WL.K12.NM.3.5:
Understand and use in context common concepts
(such as members, days of the week, etc.) in simple
situations.
WL.K12.NM.3.7:
Ask for and give simple directions to go somewhere
or to complete a task.
WL.K12.NM.3.8:
Differentiate among oral statements, questions and
exclamations in order to determine meaning.
WL.K12.NM.4.1:
Provide basic information about self and immediate
surroundings using words and phrases, and
memorized expressions.
WL.K12.NM.4.2:
Present personal information about self and others.
WL.K12.NM.4.3:
Express likes and dislikes.
WL.K12.NM.4.4:
Provide an account of daily activities.
WL.K12.NM.4.5:
Role-play skits, songs, or poetry in the target
language that deal with familiar topics.
NM 3.1, 3.2,3.3,
3.5, 3.7, 3.8
Preliminary Lesson
Unit 1, Lesson 1;
Unit 1, Lesson 2;
Unit 2, Lesson 1
NM 4.1, 4.2, 4.3,
4.4, 4.5
Preliminary Lesson
Unit 1, Lesson 1;
Unit 1, Lesson 2;
Unit 2, Lesson 1;
Culture/Celebrations
7
Standard 5:
Presentational Writing
Standard 6:
Culture
WL.K12.NM.5.1:
Provide basic information in writing using familiar
topics, often using previously learned expressions
and phrases.
WL.K12.NM.5.2:
Fill out a simple form with basic information.
WL.K12.NM.5.3:
Write simple sentences about self and/or others.
WL.K12.NM.5.4:
Write simple sentences that help in a day-to-day life
communication.
WL.K12.NM.5.5:
Write about previously acquired knowledge and
experiences.
WL.K12.NM.5.6:
Pre-write by drawing pictures to support ideas
related to a task.
WL.K12.NM.5.7:
Pre-write by generating ideas from multiple sources
based upon teacher-directed topics.
WL.K12.NM.6.1:
Recognize basic practices and perspectives of
cultures where the target language is spoken (such
as greetings, holiday celebrations, etc.).
WL.K12.NM.6.2:
Recognize common patterns of behavior (such as
body language, gestures) and cultural practices
and/or traditions associated with the target
culture(s).
WL.K12.NM.6.3:
Participate in age-appropiate and culturally
authentic activities such as celebrations, songs,
games, and dances.
NM 5.1, 5.2, 5.3,
5.4, 5.5, 5.6, 5.7
Preliminary Lesson
Unit 1, Lesson 1;
Unit 1, Lesson 2;
Unit 2, Lesson 1
NM 6.1, 6.2, 6.3
Preliminary Lesson
Unit 1, Lesson 1;
Unit 1, Lesson 2;
Unit 2, Lesson 1
Culture/Celebrations
8
Standard 7:
Connections
Standard 8:
Comparisons
Standard 9:
Communities
WL.K12.NM.7.1
Identify keywords and phrases in the target
language that are based on previous knowledge
acquired in subject area classes.
WL.K12.NM.7.2
Identify (within a familiar context and supported by
visuals), basic information common to the world
language classroom and other disciplines.
WL.K12.NM.8.1
Demonstrate basic knowledge acquired in the
target language in order to compare words that are
similar to those in his/her own language.
WL.K12.NM.8.2
Recognize true and false cognates in the target
language and compare them to own language.
WL.K12.NM.8.3
Identify celebrations typical of the target culture
and one’s own.
WL.K12.NM.9.1
Use key words and phrases in the target language
to participate in different activities in the school
and community settings.
WL.K12.NM.9.2
Participate in simple presentations, activities, and
cultural events in local, global, and/or online
communities.
NM 7.1, 7.2
Preliminary Lesson
Unit 1, Lesson 1;
Unit 1, Lesson 2;
Unit 2, Lesson 1
NM 8.1, 8.2, 8.3
Preliminary Lesson
Unit 1, Lesson 1;
Unit 1, Lesson 2;
Unit 2, Lesson 1;
Culture/Celebrations
NM 9.1, 9.2
Preliminary Lesson
Unit 1, Lesson 1;
Unit 1, Lesson 2;
Unit 2, Lesson 1
9
Themes
Sources/Instruction/Suggested Activities
VOCABULARY
What is vocabulary?
• Alphabet
• Greetings and
introductions
• Countries
• Numbers 1-10
• Days of the Week
• Weather Expressions
• Classroom Vocabulary
• Activities
• Food and Beverages
• Likes and Dislikes
• Descriptive Adjectives
• Nouns
GRAMMAR:
• Subject pronouns and ser
• de to describe
• Using gustar with an
infinitive
• Personal a +
noun/pronoun
• Definite articles
• Indefinite articles
• Descriptive adjectives
• Nouns
• Noun-adjective agreement
VOCABULARY:
• Define the term culture
• Define the term vocabulary
• Define the term grammar
• Spell and recite the Spanish alphabet
• Name the numbers 0-10
• Name the days of the week
• Differentiate between familiar and formal greetings
• Learn vocabulary related to weather expressions
• Learn vocabulary related to activities
• Learn vocabulary related to food and beverages
• Use vocabulary related to likes and dislikes
• Learn adjectives to describe people
• Learn singular and plural nouns
• Learn feminine and masculine nouns
GRAMMAR:
• Give reasons for studying grammar
• Use subject pronouns, ser & ser de
• Use de to describe
• Use gustar with an infinitive
• Use ser to describe what someone is like
• Identify definite and indefinite articles in sentences
• Identify masculine and feminine nouns
• Form plural of nouns
• Compare noun-adjective agreement in English and Spanish
• Apply the rules for noun-adjective agreement in Spanish
Benchmarks
NH
Novice High
WL.K12.NH.1.1;
1.2; 1.3; 1.4;
1.5; 1.6; 2.1;
2.2; 2.4; 3.1;
3.2; 3.3; 3.4;
3.5; 3.7; 3.8;
4.1; 4.4, 4.5;
4.6; 5.1; 5.4;
5.5; 5.6; 6.1;
6.2; 6.3; 6.4;
7.1; 7.2; 8.1;
8.3; 9.1
Benchmarks
NM
Novice Low-Mid
WL.K12.NM.1.1;
1.2; 1.3; 1.4; 1.5;
1.6; 2.1; 2.2; 2.3;
2.4; 3.1; 3.2; 3.3;
3.4; 3.5; 3.7; 3.8;
4.1; 4.2; 4.3; 4.4;
4.6; 5.1; 5.2; 5.3;
5.4; 5.6; 5.7; 6.1;
6.3; 7.1; 7.2; 8.1;
8.2; 9.1; 9.2
WL.K12.NH.1.1;
1.2; 1.3; 1.4;
1.5; 1.6; 2.1;
2.2; 2.4; 3.1;
3.2; 3.3; 3.4;
3.5; 3.6; 3.7;
3.8; 4.1; 4.2;
4.3; 4.4; 4.5;
4.6; 5.1; 5.2;
5.3; 5.4; 5.5;
5.6; 5.7; 6.1;
6.2; 6.3; 6.4;
7.2; 8.1; 8.2;
8.3; 9.1; 9.2
WL.K12.NM.1.1;
1.2; 1.3; 1.4; 1.5;
1.6; 2.1; 2.2; 2.3;
2.4; 3.1; 3.2; 3.3;
3.4; 3.5; 3.7; 3.8;
4.1; 4.2; 4.3; 4.4;
4.6; 5.1; 5.2; 5.3;
5.4; 5.5; 7.1; 7.2;
8.1; 8.2; 9.1; 9.2
10
CULTURE:
• What is Culture?
• Spanish speaking people
in New York City
• Countries/Cities
• Art
• Cuban community in
Miami
• United States
• Colombia
• Activities
• Foods and Beverages
• Hernando de Soto
• Tex-Mex
• Mexico
COMMUNICATION:
• Why study Spanish?
• What is grammar?
• Spanish alphabet
• Greetings and
Introductions
• Classroom Phrases
• Pronunciation of vowels
• Numbers
• Activities
• Likes and dislikes
• Locations
• Verbs
• Describing
CULTURE: Culture--Infused enrichment within lessons
• Give reason why studying Spanish is important
• Define culture
• Describe how artists can give back to their neighborhood
through their work
• Identify Spanish speaking countries
• Explain how the culture of an artist would affect their work
• Use surveys to compare favorite activities of teens
• Describe Hernando de Soto’s exploration of the
southeastern United States
• Identify locations in the United States with Spanish names
• Compare Mexican and Tex-Mex food
• Explain how local environment affects the food that people
eat
• Compare regional variations in foods
• Explain how cultural traditions influence an artist’s work
• Compare and discuss how traditional dishes change from
one country to another
COMMUNICATION:
• Use vocabulary in context
• Greet people, introduce self and others, and say good-bye
• Use familiar and formal greetings
• Learn and recite the Spanish alphabet, learn how to spell
using the Spanish alphabet
• Identify day of the week• Say where he/she is from
• Pronounce numbers 1-10
• Pronounce Spanish vowels correctly
• Describe the weather
• Pronounce the letter h correctly
• Use de to describe where people are from
• Use verb gustar to describe what people like to do
• State preferences about favorite activities
WL.K12.NH.1.5;
2.3; 3.6; 4.2;
4.3; 4.5; 4.6;
5.2; 5.3; 5.6;
6.1; 6.2; 6.3;
6.4; 8.1;8.3; 9.2
WL.K12.NM.1.5;
2.2; 3.1; 3.6; 5.7;
6.1; 6.2; 6.3; 6.4;
8.3; 9.2
WL.K12.NH.1.1;
1.2; 1.3; 1.4;
1.5; 1.6; 2.3;
2.4; 3.1; 3.2;
3.3; 3.4; 3.5;
3.6; 3.7; 3.8;
4.1; 4.2; 4.3;
4.4; 4.5; 4.6;
5.1; 5.2; 5.3;
5.4; 5.5; 5.6;
5.7; 6.1; 7.1;
7.2; 8.1; 9.1; 9.2
WL.K12.NM.1.1;
1.2; 1.3; 1.4; 1.5;
1.6; 2.1; 2.2; 2.3;
2.4; 3.1; 3.2; 3.3;
3.4; 3.5; 3.6; 3.7;
3.8; 4.1; 4.2; 4.3;
4.4; 4.5; 4.6; 5.1;
5.2; 5.3; 5.4; 5.5;
5.6; 5.7; 6.2; 6.3;
8.2; 9.1; 9.2
11
• Definite articles
• Indefinite articles
• Pronunciation of letters ñ
and h
• Use verb forms of ser with de to identify where people are
from
• Use definite and indefinite articles to identify and describe
people
• Use the verb ser and the correct indefinite article to
describe people
• Pronounce the letter ñ correctly
• Write descriptions of people
• Use adjectives for describing
12
ACTIVITIES AND RESOURCES:
ASSESSMENTS:
Suggested Resources:
Textbook: ¡Avancemos! Level 1 – McDougal Littell
Units: Preliminary Lesson, Unit 1-Unit 8, and Las Celebraciones- C1-C24
(Select appropriate celebrations for time of year)
Suggested Assessments:
• FCAT style assessments
• Listening comprehension
• Oral pronunciation tests
• Fill in the blank
• Matching
• Oral Questions and Answers
• Dictation
• Dialogues
• Fill in the blanks can be used for vocabulary as well as
grammar assessments. They can be done in individual
sentences, informal email exercises, formal letters, or
written dialogues.
• Word banks can be used for lower level students and
they can be eliminated for more advanced students.
• Matching questions can also be used for grammar and
vocabulary testing.
• Oral question and answer drills are assessment tools for
both grammar and vocabulary, as well. These can be
performed on an individual basis or as a group activity.
• Oral pronunciation tests work well with new vocabulary
lists. This may be performed by the teacher prompting
students using, “How do you say ____ in ____?” or using
visual clues and asking, “What is this?” in the target
language.
• Dictation is another assessment option for vocabulary. It
is an excellent assessment of a student’s listening skills.
• FCAT style reading comprehension questions assess
grammar and vocabulary comprehension by the student.
Complexity of the questions can be based on the level of
Textbook Companion Website:
http://www.mcdougallittell.com/ml/wl.htm?lvl=4&ID=1007000000032803
www.classzone.com
• Spanish Cognates On-line Dictionary:
http://latinamericalinks.com/spanish_cognates.htm
• Spanish-English On-line Dictionary:
http://www.glosarium.com/list/13/1,A,,xhtml
Links to Educational websites:
WWW.quia.com --quia web, students, Spanish, Avancemos sections
• www.cal.org - Center for Applied Linguistics
• www.ffla.us- Florida Foreign Language Association
• www.actfl.org- American Council on theTeaching of Foreign Languages
• www.scolt.org- Southern Conference of Language Teaching
Language Acquisition Strategies: Deborah Bunker- Oregon State
University
• Use comprehensible language to communicate with students
13
• Tap into students prior knowledge and experience
• Give students daily practice to use acquired language
• Use visuals, realia, manipulatives, and other concrete materials
• Use gestures, facial expressions, and body language
• Speak clearly in less complex sentences with a slightly slower rate of
speech, longer natural pauses, fewer pronouns, proper intonation, and
elevated volume to aid meaning
• Repeat, rephrase, or paraphrase key concepts and directions
• Model and demonstrate procedures & thought processes through
pantomime and role playing
• Provide only essential information when giving directions
• Explain idioms and slang when they occur
• Clarify meaning in context
• Encourage participation
• Focus on making meaning
• Provide a classroom rich in print, literature and language
• Use technology, video, music, and communications activities to increase
exposure
• Address multiple intelligences
• Be non-judgmental and remain objective
• Use a variety of assessment techniques to determine level of students
progress
• Search out community resources and resources within school and
district:--http://osu.orst.edu/dept/eli/eisen-eli/bunker.htm
students in the class.
• Dialogues assess the students’ comprehension of how
the language works, speaking skills, and use of proper
grammar. Dialogues can be teacher guided with
students’ simply translating teacher made lines, or
students can be prompted and given guidelines for
grammar or vocabulary usage which they use to create
an original dialogue.
• Listening comprehension can be presented in a variety of
ways. Students can hear questions and have to choose a
written answer or provide one orally. Students could
listen to a conversation at the end of which they would
have to answer questions based on what they heard.
They could also listen to an advertisement or
book/magazine excerpt and again be required to provide
answers to questions about what they understood.
14
15