Greeley-Evans School District 6
7th through 12th Grades
Theme: En la escuela, En la clase, y El tiempo Social interactions, classroom directions,
numbers, time, parts of body, alphabet, calendar, weather, seasons
Inquiry Questions: How has the Spanish language and culture influenced our lives?
Spanish 1, Para Empezar
Curriculum Guide
Timeline: Middle School – 2 months, High School – 1 month
Vocabulary: Greetings, introductions, leave-taking, numbers, classroom objects, dates,
asking for help, leave-taking,
Grammar: estar, ser, nouns in sentences, singular definite articles with the proper nouns,
the word “hay”, hacer
Spanish 1: Novice-Low
Standard 1: Communication in Languages Other Than English
Range Level Expectations:

Communicate about very familiar topics (written or oral) using isolated words and high frequency phrases (interpersonal mode)

Comprehend isolated learned words and high- frequency phrases (written or oral) on very familiar topics (interpretive mode)

Present on very familiar topics (written or oral) using isolated words, and high-frequency phrases (presentational mode)
Standard 2: Knowledge and Understanding of Other Cultures
Range Level Expectations:

Identify common practices within the target cultures studied
Standard 3: Connections with Other Disciplines and Information Acquisition
Range Level Expectations:

Identify information that can be gathered from target language resources connected to other content areas

Locate and use basic information from target language resources.
Standard 4: Comparisons to Develop Insight into the Nature of Language and Culture
Range Level Expectations:

Identify similarities and differences of the most basic vocabulary through comparisons of the student’s own language and the language studied

Identify and recognize the nature of culture through comparisons of the target culture(s) and the student’s own culture(s).
Assessments
Performance Tasks
-Students create weather maps/
5 day forecast in a Spanish-speaking
country
-Students create conversations asking
and exchanging personal information
-Students create a short timeline of
their lives based on numbers; 16drive.., 21 drink Kool-Aid, age of
marriage, age to have children, age to
have grandchildren, etc.
-Students talk about days of week;
like, dislike, (not) in school, party,
sad, happy, tired, etc.
-Draw four seasons and include
months, holidays, weather and a
sentence describing season and
present to a partner.
Other Assessments
Realidades- test bank questions
Greeley-Evans School District 6
2015-2016
Evidence Outcomes
Students will be able to…
-Greet people at different times of day
-Introduce themselves to others
-Use Spanish numbers from 1-100
-Use the Spanish alphabet to spell words
-Speak and write about things in the classroom
-Use classroom expressions and respond to classroom directions
-Tell time in Spanish
-Ask questions about new words and phrases
-Recognize the use of estar, ser, and how react to plural commands
-Use nouns in sentences
-Use singular definite articles with the proper nouns
-Use the word “hay” and “Cuantos” in sentences
-Recognize the use of “hacer.”
Students will know and understand…
-seasons are reversed in Northern and Southern Hemispheres
-Appropriate behavior when greeting someone
-Something about the Aztecs and the Aztec calendar; the Maya and glyphs; holidays
-The different uses of Fahrenheit and Celsius
-How to tell time-digital and military time (introduction)
-That the concept of time is different in Hispanic cultures
Page 1 of 11
Spanish 1 Curriculum Guide
Instruction
Key teaching and Learning Experiences that
imbed 21st Century Skills
-Critical Thinking and Reasoning
-Information Literacy
-Collaboration
-Self-Direction
-Invention
Colorado Department of Education
21st Century Skills and Readiness Competencies
in World Languages
Page 21 of 71 (see link in resources)
Resources: Realidades–chapter Para Empezar, maps; Blackboard -methods to teach numbers, colors, time, body parts,
http://www.cde.state.co.us/cdeassess/UAS/AdoptedAcademicStandards/World_Languages_Standards_Adopted_12.10.09.pdf
Greeley-Evans School District 6
2015-2016
Page 2 of 11
Spanish 1 Curriculum Guide
Greeley-Evans School District 6
7th through 12th Grades
Theme: ¿Qué te gusta hacer? Activities you and others like and don’t like to do
Inquiry Questions: What are the activities you like and dislike doing and why?
Spanish 1, Chapter 1A
Curriculum Guide
Timeline: Middle School – 1 ½ months, High School – 3 weeks
Vocabulary: activities & expressions for saying what you like and don’t like to do
Grammar: infinitives, making negative statements
Spanish 1: Novice-Low
Standard 1: Communication in Languages Other Than English
Range Level Expectations:

Communicate about very familiar topics (written or oral) using isolated words and high frequency phrases (interpersonal mode)

Comprehend isolated learned words and high- frequency phrases (written or oral) on very familiar topics (interpretive mode)

Present on very familiar topics (written or oral) using isolated words, and high-frequency phrases (presentational mode)
Standard 2: Knowledge and Understanding of Other Cultures
Range Level Expectations:

Identify common practices within the target cultures studied

Identify common products of the target cultures studied
Standard 3: Connections with Other Disciplines and Information Acquisition
Range Level Expectations:

Identify information that can be gathered from target language resources connected to other content areas

Locate and use basic information from target language resources.
Standard 4: Comparisons to Develop Insight into the Nature of Language and Culture
Range Level Expectations:

Identify similarities and differences of the most basic vocabulary through comparisons of the student’s own language and the language studied

Identify and recognize the nature of culture through comparisons of the target culture(s) and the student’s own culture(s).
Assessments
Performance Tasks
-Give an oral presentation about your activities
-Write a booklet with photos and appropriate captions about
what you like to do
-Write to a pen pal in another class about likes/dislikes
-Create surveys asking likes and dislikes
-Students respond to oral and TPR commands
-Exchange words, phrases, and short messages with people
from different cultures (Skype)
-Utilize KWl on leisure activities in Spanish-speaking
countries and have a class discussion
Other Assessments
-Realidades test bank, chapter 1A
Evidence Outcomes
Students will be able to…
-Talk about preferences in leisure activities
-Read and listen to information about leisure activities
-Listen to and watch a video about leisure activities
-Read information of general interests in Spanish lang.
media
-Talk about new voc. through the recognition of cognates
-Compare Spanish and English pronunciation of cognates
Students will know and understand…
-That outdoor cafes are popular places to relax with friends
-Current events through Spanish language media sources
-Places where teens gather to spend free time; media
sources (Spanish language to English)
-The musical instruments and traditional dances of Latin
America
-Geography, history, customs of Spain
Instruction
Key teaching and Learning Experiences that imbed 21st
Century Skills
-Critical Thinking and Reasoning
-Information Literacy
-Collaboration
-Self-Direction
-Invention
Colorado Department of Education
21st Century Skills and Readiness Competencies in World
Languages
Page 21 of 71 (see link in resources)
Resources: Realidades chapter 1A, maps; http://www.cde.state.co.us/cdeassess/UAS/AdoptedAcademicStandards/World_Languages_Standards_Adopted_12.10.09.pdf
Greeley-Evans School District 6
2015-2016
Page 3 of 11
Spanish 1 Curriculum Guide
Greeley-Evans School District 6
7th through 12th Grades
Theme: Y tú, ¿cómo eres? My friend and I: describing oneself and others
Inquiry Questions: What are the characteristics of a friend?
Spanish 1, Chapter 1B
Curriculum Guide
Timeline: Middle school 1 ½ months, High school 3 weeks
Vocabulary: Adjectives, vocabulary to ask about and describe someone’s personality
Grammar: adjectives, definite and indefinite articles, word order
Spanish 1: Novice-Low
Standard 1: Communication in Languages Other Than English
Range Level Expectations:

Communicate about very familiar topics (written or oral) using isolated words and high frequency phrases (interpersonal mode)

Comprehend isolated learned words and high- frequency phrases (written or oral) on very familiar topics (interpretive mode)

Present on very familiar topics (written or oral) using isolated words, and high-frequency phrases (presentational mode)
Standard 2: Knowledge and Understanding of Other Cultures
Range Level Expectations:

Identify common practices within the target cultures studied

Identify common products of the target cultures studied
Standard 3: Connections with Other Disciplines and Information Acquisition
Range Level Expectations:

Identify information that can be gathered from target language resources connected to other content areas

Locate and use basic information from target language resources.
Standard 4: Comparisons to Develop Insight into the Nature of Language and Culture
Range Level Expectations:

Identify similarities and differences of the most basic vocabulary through comparisons of the student’s own language and the language studied

Identify and recognize the nature of culture through comparisons of the target culture(s) and the student’s own culture(s).
Assessments
Performance Tasks
-Write a composition describing themselves, or write about a
“person” they create as themselves
-Give a speech describing oneself or another person
-Write poem with adjectives describing themselves
(diamante)
-Write to a class pen pal and describe oneself
-Create a Venn diagram comparing oneself with another
student.
Other Assessments
Realidades test bank chapter 1B
Evidence Outcomes
Students will be able to…
-Talk, listen to, and read about personality traits, self and
others
-Talk about activities and familiar objects
-Identify the gender of nouns and agreement
-Use adjectives correctly
-Use definite and indefinite articles correctly
Instruction
Key teaching and Learning Experiences that imbed 21st Century
Skills
-Critical Thinking and Reasoning
-Information Literacy
-Collaboration
-Self-Direction
-Invention
Students will know and understand…
-How friendships are formed and maintained in some
Spanish-speaking countries
-Geography, history, customs of the Caribbean
-Adjectives placement after the nouns
Colorado Department of Education
21st Century Skills and Readiness Competencies in World
Languages
Page 21 of 71 (see link in resources)
Resources: Realidades – chapter 1B; http://www.cde.state.co.us/cdeassess/UAS/AdoptedAcademicStandards/World_Languages_Standards_Adopted_12.10.09.pdf
Greeley-Evans School District 6
2015-2016
Page 4 of 11
Spanish 1 Curriculum Guide
Greeley-Evans School District 6
7th through 12th Grades
Theme: Tu día en la escuela School subjects and schedules
Inquiry Questions: What is the purpose for learning different subjects in school?
Spanish 1, Spanish 2A
Curriculum Guide
Timeline: Middle School - 1 ½ months, High school 3 weeks
Vocabulary: classroom items and furniture, parts of the classroom, prepositions of location
Grammar: subject pronouns, the present tense of -ar verbs, ordinal numbers, contractions
al/del, expressions me gusta
Spanish 1: Novice-Low
Standard 1: Communication in Languages Other Than English
Range Level Expectations:

Communicate about very familiar topics (written or oral) using isolated words and high frequency phrases (interpersonal mode)

Comprehend isolated learned words and high- frequency phrases (written or oral) on very familiar topics (interpretive mode)

Present on very familiar topics (written or oral) using isolated words, and high-frequency phrases (presentational mode)
Standard 2: Knowledge and Understanding of Other Cultures
Range Level Expectations:

Identify common practices within the target cultures studied

Identify common products of the target cultures studied
Standard 3: Connections with Other Disciplines and Information Acquisition
Range Level Expectations:

Identify information that can be gathered from target language resources connected to other content areas

Locate and use basic information from target language resources.
Standard 4: Comparisons to Develop Insight into the Nature of Language and Culture
Range Level Expectations:

Identify similarities and differences of the most basic vocabulary through comparisons of the student’s own language and the language studied

Identify and recognize the nature of culture through comparisons of the target culture(s) and the student’s own culture(s).
Assessments
Performance Tasks
-Discuss your school schedule with a partner
-Write a letter to your guidance counselor listing
reasons you want to drop 2 of your classes on
your schedule
-Write out class schedule and answer questions
about it
-Write a letter talking about themselves, the
classes, the teachers, and likes/dislikes
-Make Mayan numbers using candy and pretzels
and practice simple equations
-Utilize the internet to read about schools in
Spain
Other Assessments
Realidades test bank, chapter 2A
Evidence Outcomes
Students will be able to…
-Read about and understand about homework, classes,
school subjects and schedules
-Understand a video about school schedules
-Understand the use of subject pronouns
-Recognize the present tense of -ar verbs
-Compare Spanish/English pronunciation of consonants
-Learn vocabulary in context
Students will know and understand…
-The focus on English language acquisition in Spanishspeaking countries
-School sporting events and traditions in Mexico; leisure
time; the concept of Sunday “family time” in Mexico
-Geography, customs, history, and traditional dances of
Mexico
-Motivations for foreign language learning
-Migration patterns of Monarch butterflies
-Vocabulary through an understanding of math
-Aztecs, Moctezuma, & Cortes
Instruction
Key teaching and Learning Experiences that imbed 21st Century Skills
-Critical Thinking and Reasoning
-Information Literacy
-Collaboration
-Self-Direction
-Invention
Colorado Department of Education
21st Century Skills and Readiness Competencies in World Languages
Page 21 of 71 (see link in resources)
Resources: Realidades chapter 2A, Aztec-pages 3, 65, 88, 94, 119, 414, 17; DVD- Road to El Dorado, maps of Mexico
http://www.cde.state.co.us/cdeassess/UAS/AdoptedAcademicStandards/World_Languages_Standards_Adopted_12.10.09.pdf
Greeley-Evans School District 6
2015-2016
Page 5 of 11
Spanish 1 Curriculum Guide
Greeley-Evans School District 6
7th through 12th Grades
Theme: Tu sala de clases-Describing a classroom
Inquiry Questions: How do other world school systems differ from ours?
Spanish 1, Spanish 2B
Curriculum Guide
Timeline: Middle School – 1 ½ weeks, High School - 3 weeks
Vocabulary: Classroom items and furniture; parts of the classroom
Grammar: prepositions of location, the verb estar, plurals of nouns and articles
Spanish 1: Novice-Low
Standard 1: Communication in Languages Other Than English
Range Level Expectations:

Communicate about very familiar topics (written or oral) using isolated words and high frequency phrases (interpersonal mode)

Comprehend isolated learned words and high- frequency phrases (written or oral) on very familiar topics (interpretive mode)

Present on very familiar topics (written or oral) using isolated words, and high-frequency phrases (presentational mode)
Standard 2: Knowledge and Understanding of Other Cultures
Range Level Expectations:

Identify common practices within the target cultures studied

Identify common products of the target cultures studied
Standard 3: Connections with Other Disciplines and Information Acquisition
Range Level Expectations:

Identify information that can be gathered from target language resources connected to other content areas

Locate and use basic information from target language resources.
Standard 4: Comparisons to Develop Insight into the Nature of Language and Culture
Range Level Expectations:

Identify similarities and differences of the most basic vocabulary through comparisons of the student’s own language and the language studied

Identify and recognize the nature of culture through comparisons of the target culture(s) and the student’s own culture(s).
Assessments
Performance Tasks
You are assisting a new student, who is visually
impaired; describe your Spanish classroom and
indicate the location of various objects
-Random questioning and answering using
classroom objects/locations
-Play Pictionary with vocabulary
-Listening with white boards
-TPR with prepositions
“Mi horario - la vuelta a la escuela”
Other Assessments
Realidades test bank, chapter 2B
Evidence Outcomes
Students will be able to…
-Talk about personal and classroom items and furniture
-Talk about the locations of objects in a classroom and people in a photo
-Listen to, read about, and understand a video about classroom items
-Recognize and use the irregular verb estar
-Learn vocabulary in context
-Discuss class preference
Instruction
Key teaching and Learning Experiences that imbed 21st
Century Skills
-Critical Thinking and Reasoning
-Information Literacy
-Collaboration
-Self-Direction
-Invention
Students will know and understand…
-Education in Mexico; use of school uniform and team sports
-grading systems, report cards, school systems, school schedules, classroom rapport,
pledge for Hispanic cultures, uniforms, rotating teachers, classroom décor
-Geography, customs, history of Central America, the concept of Mayan
-Functions of the Huipil
Colorado Department of Education
21st Century Skills and Readiness Competencies in World
Languages
Page 21 of 71 (see link in resources)
Resources: Realidades - chapter 2B, maps, Mayas in Realidades - pages 17, 95, 46, 167, 282
http://www.cde.state.co.us/cdeassess/UAS/AdoptedAcademicStandards/World_Languages_Standards_Adopted_12.10.09.pdf
Greeley-Evans School District 6
2015-2016
Page 6 of 11
Spanish 1 Curriculum Guide
Greeley-Evans School District 6
7th through 12th Grades
Theme: ¿Desayuno o almuerzo? – Foods and beverages for breakfast and lunch
Inquiry Questions: How do other cultures influence the foods we eat?
Spanish 1, Spanish 3A
Curriculum Guide
Timeline: Middle school 1 ½ months, High school 3 weeks
Vocabulary: foods & beverages, adverbs of frequency, expressions to show surprise
Grammar: Present tense of -er, -ir verbs, me gusta(n), me encanta(n), èl, Ud., ella
Spanish 1: Novice-Mid
Standard 1: Communication in Languages Other Than English
Range Level Expectations:

Participate in basic conversations (written or oral) on a variety of familiar and predictable topics using isolated words and learned phrases (interpersonal mode)

Comprehend short learned exchanges (written or oral) on learned topics that use learned vocabulary and grammatical structures (interpretive mode)

Present using learned and simple phrases or expressions (written or oral) on very familiar topics (presentational mode)
Standard 2: Knowledge and Understanding of Other Cultures
Range Level Expectations:

Reproduce common practices of the cultures studied

Describe familiar products of the cultures studied
Standard 3: Connections with Other Disciplines and Information Acquisition
Range Level Expectations:

Summarize information gathered from target language resources connected to other content areas

Organize information acquired from authentic resources.
Standard 4: Comparisons to Develop Insight into the Nature of Language and Culture
Range Level Expectations:

Expand knowledge of similarities and differences of basic structural patterns of language through comparisons of the student’s own language and the language studied

Investigate the nature of culture through comparisons of the target culture(s) and the student’s own culture(s) and how the two cultures interact.
Assessments
Performance Tasks
-Students make a collage paper plate of
their favorite foods and discuss the
nutritional value
-Students write a paragraph on what they
like/not like to eat and why
-Students do a survey about what other
students in the class eat for different
mealtimes
-Teacher brings in samples of Latin
American food for students to taste and
write about which ones they
loved/liked/disliked and why. (alternative
assignment p. 138-139)
-Use Internet to find menus in Spanish
Evidence Outcomes
Students will be able to…
-Talk about preferences concerning food and beverages (why and why not) and eating
habits
-Listen to and understand information about food items and meals
-Read, listen to stories, and watch videos about foods, eating habits, and restaurant
situations
-Learn vocabulary in context
Instruction
Key teaching and Learning Experiences that imbed 21st
Century Skills
-Critical Thinking and Reasoning
-Information Literacy
-Collaboration
-Self-Direction
-Invention
Students will know and understand…
-The common meals and mealtime habits of Spanish-speaking countries
-Regional foods/dishes: paella, arepa, asado, ceviche, tamal, empanada, tostones,
gazpacho, chocolate (bebida), horchata, tortillas
-Regional restaurants that sell Latin American food
-The traditional foods of the holidays
-How the environment influences regional foods
-Geography, customs, history of Northern South America
Colorado Department of Education
21st Century Skills and Readiness Competencies in
World Languages
Page 21 of 71 (see link in resources)
Other Assessments
Realidades test bank chapter 3A
Resources: Realidades, chapter 3A, Blackboard- teaching foods http://www.cde.state.co.us/cdeassess/UAS/AdoptedAcademicStandards/World_Languages_Standards_Adopted_12.10.09.pdf
Greeley-Evans School District 6
2015-2016
Page 7 of 11
Spanish 1 Curriculum Guide
Greeley-Evans School District 6
7th through 12th Grades
Theme: Para mantener la salud – Foods and beverages for dinner and food, health and exercise
choices
Inquiry Questions: How do exercise and the foods we eat influence our health?
Spanish 1, Spanish 3B
Curriculum Guide
Timeline: Middle School – 1 ½ months, High School - 3 weeks
Vocabulary: Food, beverages expressions to discuss health and indicate preference,
agreement, disagreement, and quantity; adjectives to describe food
Grammar: plural of adjectives, verb ser
Spanish 1: Novice-Mid
Standard 1: Communication in Languages Other Than English
Range Level Expectations:

Participate in basic conversations (written or oral) on a variety of familiar and predictable topics using isolated words and learned phrases (interpersonal mode)

Comprehend short learned exchanges (written or oral) on learned topics that use learned vocabulary and grammatical structures (interpretive mode)

Present using learned and simple phrases or expressions (written or oral) on very familiar topics (presentational mode)
Standard 2: Knowledge and Understanding of Other Cultures
Range Level Expectations:

Reproduce common practices of the cultures studied

Describe familiar products of the cultures studied
Standard 3: Connections with Other Disciplines and Information Acquisition
Range Level Expectations:

Summarize information gathered from target language resources connected to other content areas

Organize information acquired from authentic resources.
Standard 4: Comparisons to Develop Insight into the Nature of Language and Culture
Range Level Expectations:

Expand knowledge of similarities and differences of basic structural patterns of language through comparisons of the student’s own language and the language studied

Investigate the nature of culture through comparisons of the target culture(s) and the student’s own culture(s) and how the two cultures interact.
Assessments
Performance Tasks
-Create and present a personal health plan
poster in Spanish with 5 suggestions for
better health (including
food/drinks/activities/ illustrations)
-Students will make a daily menu describing
what they eat for
breakfast/lunch/snack/dinner
-Students make a collage paper plate of
their favorite foods and discuss the
nutritional
-Create a simulation of an open-air market
(Blue book p. 148)
-Utilize the food pyramid in Spanish to
create a dietary health plan.
Evidence Outcomes
Students will be able to…
-Read and listen to information about food groups and health habits
-Watch a video about healthy diets and discuss the food groups and the importance of
healthy lifestyle choices
-Use gender/number agreement in use of adjectives
-Use the present tense of the irregular verb
Students will know and understand…
-Geography, customs, history of Southern South America
-Past and present open air markets are
-The communal nature of “mate”
-“La Tomatina” Festival
-Geography of southern Los Angeles
-Diego Rivera and his paintings
Instruction
Key teaching and Learning Experiences that imbed 21st
Century Skills
-Critical Thinking and Reasoning
-Information Literacy
-Collaboration
-Self-Direction
-Invention
Colorado Department of Education
21st Century Skills and Readiness Competencies in
World Languages
Page 21 of 71 (see link in resources)
Other Assessments
Realidades test bank chapter 3B
Resources: Realidades, chapter 3B; http://www.cde.state.co.us/cdeassess/UAS/AdoptedAcademicStandards/World_Languages_Standards_Adopted_12.10.09.pdf
Greeley-Evans School District 6
2015-2016
Page 8 of 11
Spanish 1 Curriculum Guide
Greeley-Evans School District 6
7th through 12th Grades
Theme: ¿Adónde vas? – Leisure and locations in your community
Inquiry Questions: Which places in your community are important and why?
Spanish 1, Spanish 4A
Curriculum Guide
Timeline: Middle School - 1 ½ months, High School - 3 weeks
Vocabulary: Leisure activities; places; expressions to tell where and with whom you go;
expressions to talk about when things are done, weather, seasons
Grammar: verb ir, interrogative words
Spanish 1: Novice-Mid
Standard 1: Communication in Languages Other Than English
Range Level Expectations:

Participate in basic conversations (written or oral) on a variety of familiar and predictable topics using isolated words and learned phrases (interpersonal mode)

Comprehend short learned exchanges (written or oral) on learned topics that use learned vocabulary and grammatical structures (interpretive mode)

Present using learned and simple phrases or expressions (written or oral) on very familiar topics (presentational mode)
Standard 2: Knowledge and Understanding of Other Cultures
Range Level Expectations:

Reproduce common practices of the cultures studied

Describe familiar products of the cultures studied
Standard 3: Connections with Other Disciplines and Information Acquisition
Range Level Expectations:

Summarize information gathered from target language resources connected to other content areas

Organize information acquired from authentic resources.
Standard 4: Comparisons to Develop Insight into the Nature of Language and Culture
Range Level Expectations:

Expand knowledge of similarities and differences of basic structural patterns of language through comparisons of the student’s own language and the language studied

Investigate the nature of culture through comparisons of the target culture(s) and the student’s own culture(s) and how the two cultures interact.
Assessments
Performance Tasks
-With a partner discuss pastimes (what you
like to do in your free time), make plans to
go somewhere on a particular day (ie. go to
movies Friday night).
-Write a response to your friend’s email
who wants to know what you can do
together when he or she arrives next week.
-Prepare a skit in groups of 3-4 talking
about where they are going, why, etc.
-Sentence practice with ir to places in the
community
-Do Internet activities with map locations of
Spanish-speaking capitals
Evidence Outcomes
Students will be able to…
-Talk about, read, listen to and watch a video about leisure activities and locations
-Talk about where one goes on different days
-Learn vocabulary in context
-Talk about weather and seasons
Students will know and understand…
-Leisure enjoyment, past and present in Hispanic countries
-The role of Hispanics in US
-The history of Puerto Rico
-The influences of Spain’s colonial history on the US
-The metric conversion skills
Instruction
Key teaching and Learning Experiences that imbed 21st
Century Skills
-Critical Thinking and Reasoning
-Information Literacy
-Collaboration
-Self-Direction
-Invention
Colorado Department of Education
21st Century Skills and Readiness Competencies in
World Languages
Page 21 of 71 (see link in resources)
Other Assessments
Realidades test bank, chapter 4a
Resources: Realidades, chapter 4A; http://www.cde.state.co.us/cdeassess/UAS/AdoptedAcademicStandards/World_Languages_Standards_Adopted_12.10.09.pdf
Greeley-Evans School District 6
2015-2016
Page 9 of 11
Spanish 1 Curriculum Guide
Greeley-Evans School District 6
7th through 12th Grades
Theme: ¿Quieres ir conmigo? – Activities outside of school and invitations
Inquiry Questions: What do teens do all over the world in their free time?
Spanish 1, Spanish 4B
Curriculum Guide
Timeline: Middle School – 1 ½ months, High School - 3 weeks
Vocabulary: Leisure activities, feelings, expressions for extending, accepting, and declining
invitations; expressions to tell when something happens
Grammar: ir + a + infinitive, verb jugar
Spanish 1: Novice-Mid
Standard 1: Communication in Languages Other Than English
Range Level Expectations:

Participate in basic conversations (written or oral) on a variety of familiar and predictable topics using isolated words and learned phrases (interpersonal mode)

Comprehend short learned exchanges (written or oral) on learned topics that use learned vocabulary and grammatical structures (interpretive mode)

Present using learned and simple phrases or expressions (written or oral) on very familiar topics (presentational mode)
Standard 2: Knowledge and Understanding of Other Cultures
Range Level Expectations:

Reproduce common practices of the cultures studied

Describe familiar products of the cultures studied
Standard 3: Connections with Other Disciplines and Information Acquisition
Range Level Expectations:

Summarize information gathered from target language resources connected to other content areas

Organize information acquired from authentic resources.
Standard 4: Comparisons to Develop Insight into the Nature of Language and Culture
Range Level Expectations:

Expand knowledge of similarities and differences of basic structural patterns of language through comparisons of the student’s own language and the language studied

Investigate the nature of culture through comparisons of the target culture(s) and the student’s own culture(s) and how the two cultures interact.
Assessments
Performance Tasks
-Students will make up a telephone
conversation in pairs. One will invite the
other to a (party, concert, game, dance,
etc.) while the other will apologize and
decline due to something they “are going to
do”
-Write and describe a favorite activity
answering main questions-who, what,
where, why, when, how?
-Venn diagram on cultural reading about
golf p. 212
Other Assessments
Realidades test bank, chapter 4B
Evidence Outcomes
Students will be able to…
-Talk about sports, pastimes, emotions, states of being and family experiences
-Talk about careers using Spanish.
-Extend, accept or decline invitations
-Read about, listen to and watch video about sports and pastimes
-Compare the use of jugar idioms with English
-Learn vocabulary in context
Instruction
Key teaching and Learning Experiences that imbed 21st
Century Skills
-Critical Thinking and Reasoning
-Information Literacy
-Collaboration
-Self-Direction
-Invention
Students will know and understand…
-The specialized, regional crafts and products, how students engage in activities outside
of school
-Hispanics in US
-Metric conversion skills
-Geography and current events
Colorado Department of Education
21st Century Skills and Readiness Competencies in
World Languages
Page 21 of 71 (see link in resources)
Resources: Realidades - chapter 4B, Blackboard-list of websites of famous Hispanics in US, maps
http://www.cde.state.co.us/cdeassess/UAS/AdoptedAcademicStandards/World_Languages_Standards_Adopted_12.10.09.pdf
Greeley-Evans School District 6
2015-2016
Page 10 of 11
Spanish 1 Curriculum Guide
Greeley-Evans School District 6
7th through 12th Grades
Theme: Una fiesta de cumpleaños – Family relationships and celebrations
Inquiry Questions: Why are family traditions important?
Spanish 1, Spanish 5A
Curriculum Guide
Timeline: Middle School – 1 ½ months, High School -3 weeks
Vocabulary: Family and parties
Grammar: verb tener, possessive adjectives
Spanish 1: Novice-Mid
Standard 1: Communication in Languages Other Than English
Range Level Expectations:

Participate in basic conversations (written or oral) on a variety of familiar and predictable topics using isolated words and learned phrases (interpersonal mode)

Comprehend short learned exchanges (written or oral) on learned topics that use learned vocabulary and grammatical structures (interpretive mode)

Present using learned and simple phrases or expressions (written or oral) on very familiar topics (presentational mode)
Standard 2: Knowledge and Understanding of Other Cultures
Range Level Expectations:

Reproduce common practices of the cultures studied

Describe familiar products of the cultures studied
Standard 3: Connections with Other Disciplines and Information Acquisition
Range Level Expectations:

Summarize information gathered from target language resources connected to other content areas

Organize information acquired from authentic resources.
Standard 4: Comparisons to Develop Insight into the Nature of Language and Culture
Range Level Expectations:

Expand knowledge of similarities and differences of basic structural patterns of language through comparisons of the student’s own language and the language studied

Investigate the nature of culture through comparisons of the target culture(s) and the student’s own culture(s) and how the two cultures interact.
Assessments
Performance Tasks
Students will write then present a
description of a famous person using
descriptive adjectives.
-Plan a birthday party and include Spanish
birthday songs
-Interview a family member
-Discuss what a quinceañera is and have
students share their own experiences
-Students will create individual family
descriptions by PPT, video, album, or
poster
Other Assessments
Realidades test bank-chapter 5A
Evidence Outcomes
Students will be able to…
-Talk about families and celebrations
-Talk about favorite activities and preferences
-Talk about royalty and heroes
Students will know and understand…
-Geography, customs, history of Spanish-speaking people of the USA
-Royal family of Spain
-People and customs of Spanish-speaking people of the US
-Importance of the quinceañera in Mexico
-Women’s role changing, weddings-civil & religious, padrinos, expense, age, names
-Birthday celebrations in Mexico
-Family structure, multiple generations, hierarchy (siblings, extended family), living at
home, introduction to religion and chaperone dating
Resources: Chapter 5A, DVD- Sweet 15, Blackboard - information on Quinceañera
http://www.cde.state.co.us/cdeassess/UAS/AdoptedAcademicStandards/World_Languages_Standards_Adopted_12.10.09.pdf
Greeley-Evans School District 6
2015-2016
Page 11 of 11
Spanish 1 Curriculum Guide
Instruction
Key teaching and Learning Experiences that imbed 21st
Century Skills
-Critical Thinking and Reasoning
-Information Literacy
-Collaboration
-Self-Direction
-Invention
Colorado Department of Education
21st Century Skills and Readiness Competencies in
World Languages
Page 21 of 71 (see link in resources)