El Monte Union High School District
November 2011
Course Outline
High School
Title: Spanish 1XP
This course meets
graduation requirements:
Transitional*_______(Eng. Dept. Only)
Sheltered (SDAIE)*____Bilingual*___
AP**
Honors**
Department:
Foreign Language
Grade Level (s):
9-12
Semester
Year
District
Department/Cluster Approval
________________
( )
( )
(X)
( )
( )
( )
( )
( )
Date
___________
English
Fine Arts
Foreign Language
Health & Safety
Math
Physical Education
Science
Social Science
X
Year of State Framework Adoption_____
*Instructional materials appropriate for English Language Learners are required.
**For AP/Honors course attach a page describing how this course is above and beyond a regular course. Also,
explain why this course is the equivalent of a college level class.
1. Prerequisite(s):
Students must be native speakers of Spanish and must have received an appropriate score on a Spanish
Challenge Exam.
2. Short description of course which may also be used in the registration manual:
Spanish 1X is a first year course for native Spanish speakers who have an oral/ aural command of Spanish, but
need to refine and further develop reading and writing skills. A special emphasis will be given to academic
vocabulary, culture, and in helping students improve their ability to communicate effectively in a variety of
formal and informal situations.
3. Describe how this course integrates the schools ESLRs (Expected School-wide Learning Results):
ESLRs will be integrated to instruction according to site.
1
4. Describe the additional efforts/teaching techniques/methodology to be used to meet the needs of English
Language Learners:
Various teaching methods, which stress comprehensible input for English Language Learners will be used in
class. Some examples are: group work, oral reports, jigsaws, use of visual aids, models, graphs and strategies
supported by Strategic Teaching and Reading Project (STRP) incorporating the use of prior knowledge, text
structure, word meaning, and inferencing, with meta cognition integrated throughout the process.
5. Describe the interdepartmental articulation process for this course:
The Foreign Language Department incorporates and reinforces skills which students learn in other
departments, including geography, health, history, art, music, literature, and culinary arts. Additionally,
students are encouraged to make linguistic connections between Spanish and English to improve their general
literacy. The four language skills of listening, speaking, reading, and writing are practiced and reinforced.
6. Describe how this course will integrate academic and vocational concepts, possibly through connecting
activities. Describe how this course will address work-based learning/school to career concepts:
Students are made aware of the tremendous potential bilingualism has to offer in the region and times we live.
The areas of business, translation/interpretation, teaching and writing, computer related skills, among others,
are presented as viable career paths. Students prepare for the workplace by learning to research, making
presentations, writing, and speaking clearly and correctly.
7. Materials of Instruction (Note that materials of instruction for English language learners are required
and should be listed below.)
A. Textbook(s) and Core Reading(s): One of the following texts will be used:
Buen Viaje Level 2
Glencoe /
McGraw Hill
2003
Sendas Literarias 1 Album
Heinle &
Heinle
1995
El Monte
Nuevas Vistas,Curso de
Introduccion
Holt
2006
Mountain
View
Nuevas Vistas,Curso de
Introduccion
Holt
2006
Rosemead
Nuevas Vistas,Curso de
Introduccion
Holt
2006
Nuevas Vistas, Curso Uno
Holt
2006
Arroyo
South El
Monte
2
B. Supplemental Materials and Resources:
 Any resources provided by the publishers of the text used at the site
 Videos, CDs, Computer software, internet, maps, transparencies
C. Tools, Equipment, Technology, Manipulatives, Audio-Visual:




Audio equipment to record and listen
Headphones
Projectors
Document projectors
3
8.

Objectives of Course: the objective of this course are set by the Standards for Foreign Language Learning
(see below)
Standards for Foreign Language Learning
COMMUNICATION
Communicate in Languages Other Than English
 Standard 1.1: Students engage in conversations, provide and obtain
information, express feelings and emotions, and exchange opinions
 Standard 1.2: Students understand and interpret written and spoken language
on a variety of topics
 Standard 1.3: Students present information, concepts, and ideas to an
audience of listeners or readers on a variety of topics.
CULTURES
Gain Knowledge and Understanding of Other Cultures
 Standard 2.1: Students demonstrate an understanding of the relationship
between the practices and perspectives of the culture studied
 Standard 2.2: Students demonstrate an understanding of the relationship
between the products and perspectives of the culture studied
CONNECTIONS
Connect with Other Disciplines and Acquire Information
 Standard 3.1: Students reinforce and further their knowledge of other
disciplines through the foreign language
 Standard 3.2: Students acquire information and recognize the distinctive
viewpoints that are only available through the foreign language and its cultures
COMPARISONS
Develop Insight into the Nature of Language and Culture
 Standard 4.1: Students demonstrate understanding of the nature of language
through comparisons of the language studied and their own
 Standard 4.2: Students demonstrate understanding of the concept of culture
through comparisons of the cultures studied and their own.
COMMUNITIES
Participate in Multilingual Communities at Home & Around the World
 Standard 5.1: Students use the language both within and beyond the school
setting
 Standard 5.2: Students show evidence of becoming life-long learners by using
the language for personal enjoyment and enrichment.
4

Unit detail including projects and activities including duration of units (pacing plan)
See attached curricular map for pacing.

Indicate references to state framework(s)/standards (If state standard is not applicable then national
standard should be used)
Standards are taken from the National Standards (see curricular map: pacing guide)

Student performance standards
Standards for Foreign Language Learning (see above - #8 first bullet)

Evaluation/assessment/rubrics (suggested)
TASK
Assessments (Tests, Quizzes, Final, other…)
Participation/Class work
Homework
Writing
Other (projects, notebooks, notes, reports...)

PERCENTAGE
30-40
10-20
10-20
10-20
10-20
Include minimal attainment for student to pass course
90-100
80-89
70-79
60-69
Below 60
A
B
C
D
F
5
Spanish 1XP
Weeks 1-6
S1
Communication
Communicate in
Languages Other
than English
Std. 1.1
Std. 1.2
Std. 1.3
Culture
Connect With Other
Disciplines and
Acquire Information
Std. 3.1
Std. 3.2
Comparison
Develop Insight into
the Nature of
Language and
Culture
Std. 4.1
Std. 4.2
Communities
Participate in
Multilingual
Communities at
Home & Around the
World
Std. 5.1, Std. 5.2
Weeks 13-18
S1
Weeks 1-6
S2
Weeks 7-12
S2
Weeks 13-18
S2
-Nouns and definite and
indefinite articles
-Adjectives
-Personal Pronouns
-Numbers, the time, the
date, and the alphabet
-Syllable divisions
-Verbs
-Adverbs
-Present Tense: Indicative
-The verbs: Ser and Estar
-Accents, diacritical marks
and stressed vowels
-Present Progressive
conjugations of regular
and irregular verbs
-Accents, diacritical
marks and stressed
vowels
-Words with write
-Accents, “agudas”
-The imperfect and the
preterite
-Reflexive verbs
-Direct and indirect pronouns
Words with written accents
“graves”
Letter h
Sound /y/
Letters b, v, m, n
Letters c, z, s
Sound /s/
Letters c, q, k
Sound /k/
Letters j, g
Sound /x/
-Geography of Spanish
speaking countries
-Discussions of major
Spanish speaking groups in
the USA
-Music of Spanish
speaking countries
-History of Spanish
speaking countries
-The architecture of Spanish
speaking countries
-Art appreciation of
Spanish speaking
countries
-Study and analyze
celebrations in the USA
and other countries
(Social Studies)
-Write a letter using
the preterite or the
imperfect
(Language Arts)
-Literary elements: the novel,
short stories, poetry, etc.
(Literature)
-Continuation of Literary
elements: the novel, short
stories, poetry, etc.
(Literature)
-Anglicisms, modisms
and regionalisms
-Comparing the
history of 1 or more
Spanish speaking
countries
-Discussions of architectural
influences of 1 or more
Spanish speaking countries
-Comparing art of 1 or
more Spanish speaking
countries
Gain knowledge and
Understanding of
Other Cultures
Std. 2.1
Std. 2.2
Connections
Weeks 7-12
S1
-Currency of Spanish
speaking countries and
their exchange value,
roman numerals
(Mathematics and
Economics)
-Capital and lower case
letters - rules

-Write an autobiography in 
the indicative present tense
using the verbs Ser and Estar
(Language Arts)

-Cognates (false cognates)
-Influences of Spanish
speaking groups have on the
language
Investigative project
Possible themes for the project:
-A famous figure from a Spanish speaking country,
-Interview of immigrant,
-Study of a Spanish speaking city,
-Jobs that require speaking in Spanish
-Prepositions
-Words with written
accents “esdrújulas y
sobreesdrújulas”
-Conditional and future
tenses (if time permits)
-Review of verb tenses
covered
Letters r, rr
Sound /r/, /rr/
Investigative project
Possible themes for the project:
-A famous figure from a Spanish speaking country,
-Interview of immigrant,
-Study of a Spanish speaking city,
-Jobs that require speaking in Spanish
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Español 1XP
Semanas 1-6
S1
Comunicaciones
Communication
Communicate in
Languages Other
than English
Std. 1.1
Std. 1.2
Std. 1.3

Los sustantivos y
artículos (definidos
e indefinidos)

Los Adjetivos

Los Pronombres
personales

Los números, la
hora, las fechas y el
alfabeto

División
de sílabas
Letra y sonido
(/h/y/ll)
Cultura
Culture
Gain knowledge and
Understanding of
Other Cultures
Std. 2.1
Std. 2.1
Conexiones
Connect With Other
Disciplines adn
Acquire Information
Std. 3.1
Std. 3.2
Comparaciones
Develop Insight into
the Nature of
Language and
Culture
Std. 4.1
Std. 4.2
Comunidades
Participate in
Miltilingual
Communities at
Home & Around the
World
Std. 5.1
Std. 5.2
Semanas 7-12
S1

El verbo

Los adverbios

El presente
(modo indicativo:
progresivo, sus
conjugaciones,
verbos regulares e
irregulares)

Ser y Estar

Acentos
diacríticos y tónicos
Letra y sonido
(/b/v/m/n)
Semanas 13-18
S1

El imperfecto y
el pretérito

Los pronombres
directos e indirectos

Acentos
diacríticos y tónicos
Letra y sonido
(/s/c/z/)
Semanas 1-6
S2

Acentos:
palabras agudas
Letra y sonido
(/c/q/k/)
Semanas7-12
S2

Verbos reflexivos

Acentos: palabras
graves
Letra y sonido
(/x/)
Semanas13-18
S2

Preposiciones

Acentos:
palabras esdrújulas
y sobreesdrújulas

El condicional
y el futuro (si el
tiempo permite)

Repaso de los
tiempos verbales
Letra y sonido
(/r/rr/)

Geografía de
países
hispanohablantes

Grupos de
hispanohablantes en
los EEUU

Estudiar la
música de países
hispanohablantes
(comparación de
1 o más países)

Estudiar datos
históricos de países
hispanohablantes
(Comparación de 1
o más países)

Estudiar la
arquitectura de países
hispanohablantes
(Comparación de 2-3
países)

Estudiar el arte
de países
hispanohablantes
(Comparación de 23 países)
Lecturas variadas

Monedas
nacionales y sus
equivalentes, los
números romanos
(matemáticas)
Lecturas variadas

Escribir un
episodio
autobiográfico en el
presente del
indicativo usando:
Ser o Estar

Cognados
(Cognados falsos)
Lecturas variadas

Analizar y
estudiar las
celebraciones de
EEUU u otros
países (religión,
fiestas, etc.)
Regionalismos y
anglicismos
Lecturas variadas

Escribir una
carta
utilizando el
preterito o el
imperfecto
Lecturas variadas

Elementos
literarios: la
novela, el cuento,
etc.
Lecturas variadas
Mayúsculas y
minúsculas

Hacer un trabajo de investigación por
semestre (Proyecto: ej. país latino) Temas para
escoger/Proyecto: ej.
-Latino famoso,
-Entrevista con un inmigrante,
-investigación de una ciudad hispanohablante,
-trabajos que requieren el idioma Español

Temas para escoger/Proyecto: ej.
-Latino famoso,
-Entrevista con un inmigrante,
-investigación de una ciudad hispanohablante,
-trabajos que requieren el idioma Español
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