ANNUAL PLAN FOR SPANISH I, 2011-2012
Unit Title,
Time
Measurement
Topics &
Benchmarks
Thinking Strategies &
Lifelong Learning
Behaviors
OverarchingEssen
tial Questions
Students’
Tasks
Assessments
Unit 1:
1.1.1 List and use the different
subject pronouns and determine
Title:
Un
amigo o
una amiga
when to use formal and informal
ways of address
1.1H.1 Identify parts of speech:
nouns, pronouns, verbs, and
Dates:
6 weeks
SWBAT use the teaming and
collaborative skill as they work in
pairs to practice new words
adjectives and differentiate between
use of definite and indefinite articles
1.1.2 Identify noun genders and use
corresponding definite verb
agreement
SWBAT use the comparing skill to
listen and compare word
pronunciations
SWBAT demonstrate persistence as
they tackle challenging vocabulary in
order to increase comprehension
Greeting People
Describing people and
places
 Nationalities
 Numbers 0 – 100
 Geographical terms in Spanish
 Who was Miguel de
Cervantes Saavedra?
Where is Plaza Simon Bolivar?
There is a grammatical
method for using the proper
greetings for the different times
of the day
1.1H.2 Construct sentences using
appropriate subject or indefinite
articles
1.1.3 Recognize the contractions
a+el=al and de+el=del and use
personal ‘a’
The formal and informal

ways of asking who
someone is; where they
are from;
making introductions,
and identifying people or
things
1.1H.3 Explain rules for contractions
and use of personal ’a’
1.1.4 Recognize that nouns must
agree with their adjective modifier in
number and gender and have correct
placement in the sentence
1.1H.4 Demonstrate number and
gender agreement of nouns and
adjectives, and placement for
intended meaning in the sentence
2.1.1 Punctuate sentences with all
punctuation marks, especially those
particular to Spanish
2.1.3 Use Capitalization rules
particular to Spanish
2.1.4 Spell vocabulary correctly
including accent marks
3.1.1 Express both formal and
informal greetings and introductions
using politeness, names of capitals
and nationalities
3.1.2 Name and list the day of the
week, months of the year, seasons,
weather, time, and numbers up to
100, colors, celebrations, traditions,
and festivities (i.e. Día de los
Muertos, Dias de las

It is not difficult to
count from 0 to 100
There are a lot of cognates
between the English & the
Spanish vocabulary
Complete daily work
assignments including
note taking.
Daily practice of new words
in written form
Demonstrate by speaking
words learned
Complete all homework
assignments




Quiz: Basic
understanding
of written
words
Oral quizzes
Lotería
Unit test
Unit 2:
Title:
Alumnos y
Cursos
1.1.6 Use adverbs of
affirmation, time and place
1.17 Ask questions using
interrogative expressions
1.1.10 Express possession using
“de”
Dates:
6 weeks
1.1.2 Conjugate and use the
verbs ser and estar correctly
2.1.1 Punctuate sentences with
all punctuation marks, especially
those particular to Spanish
2.1.2 Appropriately punctuate
items in a series
2.1.3 Use capitalization rules
particular to Spanish
2.1.4 Spell vocabulary correctly
including accent marks
3.2.5 Use descriptive adjectives
to describe physical appearance,
characteristics, and health
SWBAT use the teaming and
collaborative skill as they work in
pairs to practice new words

Can they
understand school
subjects and
courses?
SWBAT use the comparing skill to

Can they Tell time?
listen and compare word

Can they tell what
pronunciations
time an event takes
place?
SWBAT demonstrate persistence as they tackle
Can they describing
challenging vocabulary in order to increase
a persons’
comprehension
nationalities?

Are they able to
count to 100?

Who are Alejandro
Chavez and
Guadalupe Garza?

Why San Antonio,
Texas is considered
a bilingual city?

What is interesting
about the Alamo,
Coyoacan (a
suburb of Mexico
City?

Who is Frida Kahlo
and where is her
museum?

There are
different ways of
telling time

There are
similarities in
school subjects (I.e.
between
English and Spanish

There are
importance
relationships
between Culture,
Literature, Art, and
Architecture
They can express opinions
about classes in a different
language.
Complete daily work assignments
including note taking.
Daily practice of new words in
written form
Demonstrate by speaking words
learned
Complete all homework
assignments.
Quiz: Basic
understanding of
written words
Oral quizzes

Lotería

Unit test
Unit 3:
Title:
Las
compras
para la
escuela



Dates:
5 weeks

Unit 4:
Title:
: En
la escuela
Dates:
5 weeks
1. 1. 6 – Use adverb
of affirmation, time
and place
1 . 1 .7 – Ask
questions using
interrogative
expressions
1. 1. 8 – Produce
negative
constructions like:
no, nadie nada,
nunca
3.1.2 – Express both
formal and informal
Greetings and
introductions using
politeness, names of
capitols and
nationalities.
1 . 1. 3 – Recognize the
contractions a + el= al and de + el=
del and use personal “a”
• 1. 1. 4 – Recognize that nouns
must agree with their adjective
modifier in number and gender and
have correct placement in the
sentence
• 1. 1 .13 – Identify and use the
three regular verb categories in
present tense verb conjugations: AR,
ER, IR
SWBAT Identify and describe
school supplies.
SWBAT identify and describe
articles of clothing
SWBAT shop for school supplies
and clothing
SWBAT state color and size
preferences
SWBAT speak to people formally 
and informally
SWBAT discuss differences
between schools in the United
States and in Spanish-speaking
countries
Can they describe and ask
for school supplies they
will need?
Are they able to find the
cognates in the new
words?
Can they ask for specific
clothing?
Can they ask for a specific
color and size?
Are they able to count 100
- 1000?
Know:
who is Oscar de la Renta?
What is El Retiro in
Madrid, Spain?
Can they tell the
difference between
indigenous clothing of
Central and South
America?
Complete daily work assignments
including note taking.
SWBAT use the teaming and
collaborative skill as they work in
pairs practicing new words
• SWBAT demonstrate persistence as
they tackle challenging vocabulary
and increase their comprehension
•SWBAT compare and build upon
their listening skills
How to talk about going to
school
Complete daily work assignments
including note taking.
• How to talk about classes
and school events
Daily practiceof new words in
written form
Demonstrate by speaking words
learned
• How to greet people and
ask how they feel
• How to count from 1,000
to 2, 000,000
Daily practiceof new words in
written form
Demonstrate by speaking words
learned
Complete all homework
assignments.
Resource packet will be their
daily homework assignment
Maintaining a “spread sheet” for
new verbs
week, months of the year, seasons,
Complete all homework
assignments.
Resource packet will be their
daily homework assignment
Maintaining a “spread sheet” for
new verbs
weather, time, and numbers up to
Work and complete Fall Project
100, colors, celebrations, traditions,
“Día de los muertos.” Must
include: who, what, when, where,
and why?
3.1.2 Name and list the day of the
and festivities (i.e. Día de los
Muertos, Dias de las
independencies., etc.)
Quizzes
Spanish speaking movie
Chapter Test
Role-playing:
shopping for school
supplies and clothing.
Speaking to a salesperson:
at a paper supply store,
and at a clothing store.
Weekly assessment
quizzes
Quizzes on the ar, er, and
ir verbs
Spanish speaking movie
Chapter Test
Unit I test; includes
chapters 1, 2, 3 and 4.
Research, presentation,
Visual: Calaveras, altares,
flores, y dibujos.
Unit 5:
Title:
En el
café
Dates:
4 weeks
1 .1 .8 – Produce negative
constructions like: no, nadie,
nada, nunca
• 1. 1. 11 – Know meanings
of: más, menos, muy, mucho,
menor, mayor, major, peor
• 1 .1 .13 – Identify and use the
three regular verb categories in
present tense verb conjugations:
ar, er, ir.
SWBAT know the why and how to
use the er and ir verbs in the present
tense
• SWBAT be able to work in teams
and apply collaborative skills
•SWBAT demonstrate their
comprehension and usage of
challenging words
SWBAT
understand that…
• there are differences between
eating habits in the United States
and in the Spanish-speaking
world
•there are different eating times
in the Spanish-speaking world
compared to the United States.
• How to use the er and ir verbs
in the present tense
Communication for
ordering food and
beverages
• Going to and eating at a
café
• Learning the names of the
three meals
• Shopping for foods en el
mercado y supermercado
Complete daily work assignments
including note taking.
Daily practiceof new words in
written form
Demonstrate by speaking words
learned
Complete all homework
assignments.
Resource packet will be their
daily homework assignment
Maintaining a “spread sheet” for
new verbs
Complete and correct
daily handouts
• Quizzes: written and
oral
• Unit test
• Ability to single out
verbs
Unit 6:
Title:
: La
familia y su
casa
Dates:
5 weeks
• 1. 1. 10 – Express possession
using “de” and possessive
adjectives
• 1. 1. 16 - Conjugate irregular
verbs like: ir, tener, saber,
conocer, hacer.
• 1. 1. 17 – Use idiomatic
expressions with: “tener” and
other expressions with helping
verbs.
SWBAT work in teams/pairs to
comprehend and reach
academic/instructional goals.
• SWBAT to work individual in
listening, comprehension and
comparing word pronunciation
•SWBAT demonstrate through
persistence as they tackle challenging
vocabulary, grammar, writing and
reading to increase comprehension
Will students learn:
• How to talk about their
family
• describe their home
• tell what they have to do
• discuss what they are going
to do
• talk about what belongs to
them and others
Know that:
• Family members have a
significant role
• Cultural celebrations like;
baptism and quinceañera are
important.
• The importance of
Godparent
• There is a difference
between the present verb of
tener and
using tener que, to telling
what you have to
• Using Ir a expresses what
you are going to do
• The possessive adjectives:
mi, tu, and su have on two
forms: singular and plural,
such as: mi, mis, tu, tus, de
el/ella/Us.
Complete daily work assignments
including note taking.
• Daily practice of new words in
written form
• Demonstrate by answering
questions when called upon
• Complete all classroom and
homework assignments.
Maintaining a “spread sheet” for
new verbs
Oral quizzes
• class participation
• Writing answers on the
board.
• Unit test
Unit 7:
Title:
Deportes de
equipo
Dates:
5 weeks
1.1. 8- Produce negative
contructions like ni, nadie,
nada, nunca
1.1.13 – Identify and use the
three regular verb categories
in present tense verb
conjugation: ar, er, ir
• 1.1.14 – Conjugate verbs
that use indirect object
pronouns with verbs like
gustar, tocar, parecer, etc.
• 1.1.15 – Conjugate present
tense stem changing verbs
properly and use them in
context.
SWBAT to how to express
themselves when talking about
team sports and other physical
activities
• SWBAT tell what they want to
do or not want to do
•SWBAT to discuss what they are
able to do
• SWBAT express what interest,
bores, or pleases them
Know how to talk about
team sports and other
physical activities
• How to tell what one
wants to do or prefers to do
• How to discuss what one
is able to do
• How to express what
interests, bores, or please
you
Know :
verbos de cambio radical e
> ie en el presente
• verbos de cambio redical
o> ue en el presente
• Interesar, aburrir y
gustar.
• Complete all their
homework assignments
• Continue working on their
verb grid sheet
• Complete all classroom
assignment
• Study for quizzes and test
Completion of
homework assignments
• role playing
• Quizzes
• Chapter test
Unit 8:
Title:
:
La salud y
el médico
Dates:
5 weeks
• 1.1.11 Know meanings of
mas, menos, muy, mucnh,
menor, mayor, mejor, peor
• 1. 1. 16 – Conjugate
irregular verbs like ir, tener,
saber, conocer, hacer
• 1. 1. 12 – Conjugate and
use the verbs ser and estar
correctly
SWBAT work in teams/pairs and
learn how to comprehend and
reach academic/instructional
goals.
• SWBAT to work individual in
listening, comprehension and
comparing word pronunciation
•SWBAT demonstrate through
persistence as they tackle
challenging vocabulary, grammar,
writing and reading to increase
comprehension
• SWBAT understand that many
nouns that end in –ma come from
Greek, and that they are
masculine and take the article el,
e.g., el problema, el sintoma, el
drama
• SWBAT understand that all
nouns that end in –osis are
feminine, e.g., la dosis, la
diagnosis, la prognosis, la
tuberculosis
Will students learn and
know how to:
• describe symptom of a
minor illness
• have prescription filled
at a pharmacy
• tell someone where you
are from
• describe origin and
location
• describe characteristics
or conditions
• discuss what happens to
you or to someone else
Students will understand
that…
• minor illnesses and
symptoms of a cold, flu, or
fever are the same in Latin
American/Spanish
speaking as in the United
States.
• there are other words for
pills/tablets/capsules, e.g.,
las pastillas, las pildoras,
los compremidos, las
tabletas, las capsulas.
• most pharmacies in
Spanish countries do not
require a prescription to
obtain medicine for minor
illnesses.
• Antonio Gassett is a
famous Cuban American
doctor
• Complete all their
homework assignments
• Continue working on their
verb grid sheet
• Complete all classroom
assignment
• Study for quizzes and test
• In Spanish write a script
for role playing:
emergency
room/hospital;
doctor/nurse
• Completion of all
class and homework
• Role play:
doctor/nurse/patient;
having their
prescription filled out
• Quizzes
• Chapter test
Unit 9:
Title:
El verano y
el invierno
Dates:
5 weeks
Unit 10:
Title:
Dates:
Unit 11:
Title:
Dates: