Spanish I HonorsCollierville Schools

UNIT 1

Essential Question for the Unit: Who am I and what is my school life like?

Weeks: 1-9 - Para Empezar – Chapter 2Standards: 1.1: Interpersonal Communication 1.2: Interpretive Communication1.3: Presentational Communication 2.1: Relating Cultural Practices to Perspectives

Performance Assessment 1 (Para Empezar): 1.1, 1.2, 1.3Performance Target: Novice Mid

Performance Assessment 2 (1A): 1.1, 1.2, 1.3, 2.1Performance Target: Novice Mid

Performance Assessment 3 (1B): 1.1, 1.2, 1.3Performance Target: Novice Mid

Performance Assessment 4 (2A): 1.1, 1.2, 1.3Performance Target: Novice Mid

Performance Assessment 5 (2B): 1.1, 1.2, 1.3Performance Target: Novice Mid

Learning Target Check for Learning Language Chunks

Auténtico Para empezar

I can greet and say goodbye to people. (1.2)

Students categorize greetings and goodbyes from print and audio sources.

Hello Good morning, afternoon, night See you later, soon, tomorrow

I can make introductions and ask how others are. (1.1)

Students speak in pairs using greetings, introductions, and courtesy phrases.

My name is His/Her name is

I can compare customs of greetings and introductions. (4.2)

Nice to meet you How are you? I am …

I can distinguish between informal and formal language: tú and usted. (4.1)

Students match an appropriate greeting or introduction to a variety of people (brother, teacher, friend’s mother, principal, new student) using informal/formal language.

How are you? ¿Cómo estás? ¿Cómo está Ud.?

And you? ¿Y tú? ¿Y Ud.?

I can respond to classroom directions. (1.2)

Respond appropriately when hearing commands during class.

Sit down, stand up, listen, repeat, write, take out paper, etc.

I can use numbers 0-100. (1.1, 1.2, 1.3)

Exchange phone numbers Say the correct number of things Provide the missing number in a

sequence BINGO

Numbers 0-100

I can ask and tell time. (1.1, 1.2) Match times with the appropriate clock

Students tell the time using given time pieces.

BINGO

What time is it? ¿Qué hora es? It is …

Es la … / Son las … in the morning, afternoon, night

de la mañana, tarde, noche

I can identify parts of the body. (1.2) Simon says Create a collage of body parts from

various people using the Pages application. Then, label the body parts in Spanish.

Body parts

I can talk about supplies used in the classroom. (1.2)

I can identify the gender of nouns

Respond appropriately when asked to hold up or get out classroom objects.

School supplies

(classroom objects) based on the ending.

I can identify language features that are unique to target language. (4.1)

I can use the Spanish alphabet to spell and listen to personal information. (1.1, 1.2, 1.3)

Introduce themselves and also spell their names to a partner.

Write the letters of a word as they hear them spelled outloud.

Connect the dots (letters) with a partner to create a picture. The partner will pronounce the letters in a specific order to form the outline of the shape.

BINGO

Alphabet pronunciation

I can ask for and provide others the date or day of the week (1.1, 1.2, 1.3)

With a partner, use a calendar to ask and tell the day of week.

Read text to identify the day/date for events

What day is today/tomorrow? Days of the week, months of the year Numbers 0-31 Calendar differences for American

and Hispanic calendars Sentence structure and word order of

giving datesI can identify the seasons and describe the weather. (1.1, 1.2, 1.3)

Match pictures of weather conditions to descriptions you hear.

With a partner, ask how the weather is in various cities. Then, respond using given information for each location.

Tell/Write a description of the weather where you live. Include differences for the seasons.

Weather conditions Seasons of the year terms related to

temperature/degrees (grados)

I can compare the weather in the Northern and Southern hemispheres. (3.1)

Identify the differences in weather conditions for various locations in each hemisphere.

Celsius vs. Fahrenheit Seasonal differences

Auténtico Chapter 1

I can express my likes and dislikes using words, phrases, and memorized expressions. (1.1, 1.2, 1.3)

I can write and talk about activities that others like and don’t like.

I can compare how I spend free time to teenagers in other Spanish-speaking countries. (4.2)

Identify activities that you like and don’t like to do

Express and exchange personal opinions with a partner about activities you do.

Read and analyze the results from surveys about free-time activities. Compare your activity choices with those of teens in other countries. (Literacy Skills workbook topic 1)

Infinitives (verbs) verb gustar (to be pleasing/like) making sentences negative indirect object pronouns

I can identify cognates - words that look alike and have similar meanings in English and Spanish. (4.1)

Read passages in Spanish to find examples.

Listen to Spanish cognates and determine the English equivalent.

Spanish suffixes(-mente, -ito, -dad, -ción, etc.)

I can describe myself and others using personality and appearance. (1.1, 1.2)

Students write a description of one boy and one girl from the class. Then, they identify the correct person by listening to a description of the person.

Match pictures of people to the description heard.

Descriptive adjectives

I can use definite articles with specific nouns and indefinite articles with non-specific nouns. (4.1)

I can make nouns plural.

Complete sentences with either a definite or indefinite article depending on the context of the sentence.

Gender of nouns Descriptive adjectives

I can change adjectives to agree with nouns in gender and number. (4.1)

I can place adjectives correctly in a sentence.

Complete a Venn diagram (Roberto y Yolanda) with given adjectives. Decide which adjectives describe him and which describe her. The overlapping area is used for adjectives that could describe both.

Gender of nouns Descriptive adjectives

Auténtico Chapter 2

I can describe the school day, classes, and supplies. (1.1, 1.2, 1.3, 4.1, 4.2)

Prepare a schedule of classes including: subject, teacher’s name, meeting time, description of some classes, which class is your favorite

Discuss and compare classes and opinions about school

Compare classes taken in English and Spanish-speaking countries

Answer comprehension questions for video “Las clases hoy”

Additional vocab pg. 472 Pre-AP/Honors

Names of classes Title abbreviations Time Adjectives

I can replace nouns with subject pronouns. (1.2, 1.3, 4.1)

Point to people in the classroom who represent the pronoun you hear.

Decide which subject pronoun should be used to talk about various people.

Tell whether tú, Ud., or Uds. should be used with different people.

I, You, He, She, We, You all, They

I can conjugate -ar verbs in present tense. Describe the activities you and others do during the school day or in certain classes.

Infinitives Subject and verb agreement Verb endings

I can analyze how the 24-hour clock (military time) is used in Spanish-speaking countries. (4.2)

Reading activity with comprehension (Auténtico pgs. 90-91)

Days of the week Classes Cognates

I can ask and tell where classroom objects are located in a classroom using the verb estar and prepositions.

I can discuss the location of people. (1.1, 1.2)

I can compare schools and uniforms in Spanish-speaking countries with those of my school. (4.2)

Using a picture of a classroom (pg. 101), tell where objects are located.

Video “Enseñar en Guatemala”

Classroom objects Verb estar Prepositional phrases

UNIT 2

Essential Question for the Unit: What do I do in my free time? (What do I eat? Where do I go? What are some activities I do?)

Weeks: 10-18 – Auténtco Chapters 3-4

Standards: 1.1: Interpersonal Communication 1.2: Interpretive Communication1.3: Presentational Communication2.1: Relating Cultural Practices to Perspectives3.1: Making Connections 4.2: Cultural Comparisons

Performance Assessment 1 (3A): 1.1, 1.2, 1.3, 2.2, 3.1Performance Target: Novice Mid

Performance Assessment 2 (3B): 1.1, 1.2, 1.3, 2.1Performance Target: Novice Mid

Performance Assessment 3 (4A): 1.1, 1.2, 1.3, 4.2Performance Target: Novice Mid

Performance Assessment 4 (4B): 1.1, 1.2, 1.3, 2.1Performance Target: Novice Mid

Honors - Performance Assessment: Presentational WritingPerformance Target: NM-HChap. 3Students create a Web page describing a day at a health resort. The webpage includes a schedule of the day’s activities and descriptions of breakfast, lunch, and dinner with photos or drawings of each meal and one of the activities. Students present the web pages to the class as if they were sales representatives from the resort. (pg. 122-b)Chap. 4Students create a weekend entertainment guide for digital or print delivery, featuring the times and locations of six different events and an illustration of each event. They, they present their guide to the class.

Performance Assessment: Interpersonal SpeakingPerformance Target: NM-HStudents study painting by Bartolomé Murillos and use three adjectives to describe it. Describe the impression that Murillo gives the boys.

Learning Target Check for Learning Language Chunks

Auténtico Chapter 3A

I can listen to and read descriptions of meals and menus. (1.2)

Vocabulario en contexto (pp. 124-125) Audio and questions Interactive whiteboard grammar

activities Pre-AP/Honors: extra vocabulary pg.

472

foods and beverages for breakfast and lunch

I can exchange information about food preferences. (1.3, 1.1)

What do you eat/drink? pg. 129 me gusta(n), me encanta(n) expressions of agreement

/disagreement adverbs of frequency present tense of -er/-ir verbs

I can identify cultural practices viewed in an authentic video about food. (1.2, 2.2, 1.3, 2.1)

Video and questions: Quesadillas en las calles de México (pgs. 142-143)

additional vocab for food

I can trace the history of some foods originally native to the Americas and Europe. (1.1, 1.3, 2.1, 2.2, 3.1)

Churros y chocolate (pp. 140-141) Digital instant check and

communication activities Guided workbook Core workbook Students study painting by Bartolomé

Murillos and use three adjectives to describe it. Describe the impression that Murillo gives the boys. (p. 122)

Explore Sevilla, Spain, the home of Murillo and examine the connections between the city and the artist.

Auténtico Chapter 3BI can listen to and read descriptions of a healthy and unhealthy lifestyle. (1.2, 3.1, 4.1)

Vocabulary in context (pp. 148-149) Digital audio and questions Guided workbook core workbook

food groups expressions to show surprise

I can talk and write about food, health, and exercise choices. (1.1, 1.2, 1.3)

What do you do to maintain your health? (pg. 155)

healthy activities

I can exchange information while expressing my opinions about food choices and health. (1.1)

What do you prefer? (pg. 153) Digital communication activities

ways to describe foods plural of adjectives the verb ser

I can read an authentic text about healthy foods and identify cultural practices. (1.2, 1.3, 3.1)

Alimentación saludable (pg. 166-167)

I can understand cultural perspectives on medicines and health care. (1.3)

What do you do to maintain your health? (pg. 164)

Pre-AP/Honors: Create a healthy living poster and write a brief persuasive paragraph explaining your recommendations.

I can compare traditional foods, markets, and festivals in the Spanish speaking world with those in the United States. (2.2, 3.1, 1.3, 4.1)

Students study “La Gran Tenochtitalán” by Mexican artist Diego Rivera. They describe their impressions that they think Rivera is giving about life in the pre-Columbian civilizations.

Explore downtown Mexico City and locate the Zócalo and the Palacio Nacional (pg. 146)

El mate (pg. 152) La Tomatina Festival (pg. 156)

Auténtico Chapter 4A

I can listen to and read about leisure activities and schedules. (1.2)

Vocabulary in context (pgs. 172-173) Pre-AP/Honors: additional vocab (pg.

472)

Leisure activities

I can talk about places to go and activities to do during free time. (1.1, 1.2, 1.3, 2.1, 4.2)

Students will present information about leisure activities and locations. (Act. 4-6 pgs. 176-177)

“La plaza” por Pedro Lázaro (pg. 177) Pre-AP/Honors: What social meeting

place in your community is similar to a plaza? (pg.177)

places in the community

I can exchange information about weekend plans. (1.1, 1.2, 1.3, 3.1)

When we are no in school – Act. 9 pg. 179 A winter in Chile - Act. 11

the verb ir asking questions expressions to say with whom you go

I can identify cultural practices in an authentic video about community. (1.2, 1.3)

Pequeña Oaxaca (pgs. 192-193)

I can compare leisure activities in the Spanish-speaking world and the United States. (1.2, 1.3,2.2, 4.1, 4.2)

Students will study “El quitasol” by Spanish painter Francisco de Goya and explain why people who live in cities often go to the country to relax.

They will discover places of interest in Madrid, Spain and make a list of their favorite activities (pg. 170)

¡Vamos a la Plaza de sol!, pgs. 188-189

Auténtico Capítulo 4B

I can listen to and read invitations and responses.(1.2)

Vocabulary in context (pgs. 198-199) Interpretive listening activity (pg. 200) Pre-AP/Honors: extra vocabulary pg.

472

extending, accepting and declining invitations

telling time

I can discuss and write an invitation and an activity plan. (1.1)

Act. 11, Una invitación para el sábado (pg.204)

Ir a + infinitive

I can identify cultural perspectives in an authentic video about sports and free-time activities. (1.2)

Deporte, cultura e innovación (pgs. 216-217) Pre-AP/Honors: additional activities

in Authentic Resources Workbook, Cap. 4B

sports and activities outside of school

I can compare and contrast the careers of two athletes. (1.2, 1.3, 5.2, 4.1)

Sergio y Paoloa - Dos deportistas dotados (pgs. 212-213)

the verb jugar

UNIT 3

Essential Question for the Unit: What is my home like?

Weeks: 19-27 Auténtico Chapters 5-6

Standards: 1.1: Interpersonal Communication 1.2: Interpretive Communication1.3: Presentational Communication

Performance Assessment 1 (5A): 1.1, 1.2, 1.3, 2.1Performance Target: Novice Mid-High

Performance Assessment 2 (5B): 1.1, 1.2, 1.3, 2.1

2.1: Relating Cultural Practices to Perspectives Performance Target: Novice Mid-High

Performance Assessment 3 (6A): 1.1, 1.2, 1.3, 2.1Performance Target: Novice Mid-High

Performance Assessment 4 (6B): 1.1, 1.2, 1.3Performance Target: Novice Mid-High

Learning Target Check for Learning Language Chunks

Auténtico Chapter 5AI can describe my family members, their ages, and their likes and dislikes.(1.2, 1.4, 1.5)

Using the Pages app, make a collage of family members including pictures, labels of how the person is related to the student, and a few sentences about the person.

Oral Presentation: Using the family collage and pictures, describe

three of your family members. Tell their name, relationship to you, age, and favorite activities. Pre-AP Integration (Honors)

Additional vocab pg. 472 Pre-AP/Honors

Family vocab older, younger

I can compare cultural practices and traditions of a teen’s special birthday. (1.2, 2.1, 4.2)

Video “Los quince años” La quinceañera Quinceañera invitation pg. 238

Students look at the invitation for a minute and then close it. Students correct teacher-made false statements about the invitation. Interpretive: Print & Audio

Pre-AP Integration (Honors)

I can compare crafts used during celebrations (2.1, 2.2, 4.2)

Papel picado culture reading pg. 226, pg. 240 Piñata

I can talk about what people have and have to do (1.1, 1.3, 3.1)

I can identify and describe the members of the Spanish royal family.(1.2)

Interview a classmate using questions about everday life: How old are you? Do you have siblings? Pets? Activities you have to do?

Write a report of your interview

Culture reading – royal family of Spanish (pg. 230) using the verb tener

The verb tener Tener + que + infinitive Numbers – expressing age Family vocab

I can identify to whom something belongs using possessive adjectives (1.3, 1.5)

Change possessive adjectives to agree with nouns

Write a description of your family using possessive adjectives to tell how people are related to each other.

Possessive adjectives Family vocab

I can explain the Hispanic system of surnames (2.1)

Research surname traditions in Spain1. What are the general rules for

double surnames?2. What would your name be if you

lived in Spain?3. When women marry in Spain, how

do they write their new name?4. Referring to a person’s name, how

would you address them?

Culture activity pg. 239

Common Spanish names/surnames

I can interpret authentic resources about the life of a family in a remote point in the Southern Hemisphere(1.2, 1.3, 4.1, 5.2)

Authentic Resources Workbook: Cap 5A - Pre-AP Integration

I can interpret authentic resources about the life of a family in a remote point in the Southern Hemisphere(1.2, 1.3, 4.1, 5.2)

Auténtico Chapter 5BI can describe others based on physical characteristics. (1.1, 1.2, 1.3)

Display pictures of a variety of people. Students write a descriptive sentence about each person.

Students show a picture of different family members and describe their physical characteristics. (Use media album in Schoology to share with classmates.)

Listen to descriptions of different people. Using given pictures, identify the name of the person being described. Act. 4 pg. 252

Find five pictures of people in your school (students, staff, guidance, etc). Write captions describing each picture.

Additional vocab pg. 473 Pre-AP/Honors

hair color old, young man, woman

I can talk about foods/beverages, table settings, and eating out in a restaurant.

I can interpret etiquette for summoning a server in a Spanish-speaking country and compare those techniques to those used in home country. (2.1, 4.2)

I can read and understand a conversation in a restaurant between the server and customers . (1.1, 1.2)

Label objects used to set the table. Students work in small groups to set a

table, purposely leaving out some items. Students take turns telling which item is missing.

Culture pg. 253 – Getting the server’s attention in Costa Rica and Colombia

Act. 8 pg. 254

Adjectives to describe food I need (Me falta)

please, thank you, excuse me Using Ud. when talking to servers

Food and restaurant ter Polite expressions

I can explain the use of adjectives ending Language Exploration pg. 255 Frequently used adjectives

in -ísimo.I can explain the use of the verb venir - to say someone is coming to a place or an event. (1.2, 1.3)

Complete a note with the appropriate forms of venir to tell how and when family members come to a party. (Act. 11 pg. 256)

Forms of venir

I can explain the pronunciation of the letters b and v. (4.1)

Practice pronouncing words with each letter and in different locations in the word. (pg. 257)

I can explain the differences between the verbs ser and estar. (1.2, 1.3, 4.1)

Students bring in pictures of their family or friends and describe them using ser and estar (acronyms DOCTOR and PLACE).

Complete a conversation with the correct form of ser or estar.

(Act. 16 pg. 259)

Forms of ser and estar Rules that correspond with acronyms

DOCTOR and PLACE

I can describe the mealtime custom of sobremesa. (2.1)

Cultural comparison “A la hora de comer” pg. 264

Breakfast, lunch, dinner

Auténtico Chapter 6A

I can read, listen to, and talk about bedroom items, colors, and electronic equipment. (1.1, 1.2, 1. 3)

Using the “Vocabulario en contexto” on pg. 272, students will work in a small group to create sentences that describe a bedroom. Provide a word bank with words that would fit logically in only one blank. Trade sentences with another group.

Compare the colors on the outside of homes in the U.S. with those in Central and South America.

Listen to Celia describe her room. Draw her room and place the items mentioned in the correct places. (Act. 5 pg. 276)

Draw and describe your own room. Oral Presentation – La personalidad

Bedroom items Colors Verbs ser, estar, tener

de un dormitorio pg. 291 (Pre-AP/Honors)

Additional vocab pg. 473 Pre-AP/Honors

I can make comparisons and use superatives. (1.1, 1.2, 4.1)

Students write comparisons of different types of music.

Students write five comparative sentences about classmates, students, or teachers in the school. Some of the sentences should be false. Read sentences to class and determine if they are true or false. (Pre-AP)

Students name the best or worst in a category (classes, musicians, or sports). Create a T-chart and with adjectives and superlatives with their opinions.

Act. 14 pg. 280

Better than, worse than, same as, older than, younger than

Types of music

I can identify Latin musicians. (5.2) Students brainstorm Latin recording artists whose music they enjoy. Play selections of their music in class.

I can identify and exchange information about colors. (1.1, 2.2)

I can compare the symbolism of Mexico’s flag to the United States’ flag. (4.2)

Identify the colors of the flags of the Spanish-speaking countries. (Act. 18 pg. 282)

Culture reading pg. 282

Colors Additional vocab: sun, stars, shield

I can explain and use the stem-changing verbs poder and dormir. (1.1 1.2, 4.1)

Choose the correct form of dormir to tell how many hours different people sleep. (Act. 22 pg. 284)

Write five questions asking about the rules of the house and what activities are allowed/able to done (Las Reglas pg. 285)

Forms of dormir and poder Interrogative words

I can pronounce the sounds of r and rr. (4.1)

Pronunciación pg. 285 Rules of pronounciation

I can talk about and recognize cognates; root words (4.1)

Presentación del lengue pg. 286 El desastre en mi dormitorio pg. 288 –

Identify cognates in the reading. Explore differences in technology use in the Spanish-speaking world.

Write a letter/message to Rosario with advice (Pre-AP/Honors)

Definition of a cognate Common roots of words

I can compare the American and Hispanic culture (4.2)

Discuss the advantages and disadvantages of a siesta.

Auténtico Chapter 6BI can read, listen to, and understand information about rooms in a house, furniture, and chores. (1.1)

Ask and tell which rooms to put household items.

Talk about chores and where they should be done in a house. (Act. 6-7 pg. 303)

Additional vocab pg. 473 (Pre-AP/Honors)

Students write a paragraph describing their dream home (location, amenities, etc). Exchange paragraphs with a partner and share thoughts and ideas. (Pre-AP/Honors)

Rooms in a house Furniture Chores

I can tell friends, family members, or young people to do something using an affirmative tú command. (1.1, 1.2, 1.3, 4.1)

Give commands/recommendations to a friend who is wanting to speak better Spanish. (Act. 12 pg. 305)

Simon says Work with a partner. Your friend has

a problem and you give recommendations to help with the problem. Take turns.

Rules for regular/irregular commands Common infinitives (verbs)

I can tell what people are doing (right now) using the present progressive tense.

Students write five sentences telling what various people in the class are

Common infinitives (verbs) Forms of the verb estar

(1.2, 1.3, 4.1) doing (at that moment). Act. 16 pg. 308

Students listen and interpret the excuses given by some kids who don’t want to do chores given by their mother. Tell what they are doing at the moment that prevents them from doing the chore. Act. 17 pg. 308

Students find pictures online of people doing chores or other activities. Give each person a name and underneath each picture use the present progressive to say what he or she is doing. Use Pages or Keynote.

Rules for forming present participle in present progressive, including irregulars.

UNIT 4

Essential Question for the Unit: What is my community like?Where do we go and what do we do?

Weeks: 28-36 – Chapters 7-9

Standards: 1.1: Interpersonal Communication 1.2: Interpretive Communication1.3: Presentational Communication4.2: Cultural Comparisons

Performance Assessment 1 (7A): 1.1, 1.2, 1.3Performance Target: Novice Mid-High

Performance Assessment 2 (7B): 1.1, 1.2, 1.3, 4.2Performance Target: Novice Mid-High

Performance Assessment 3 (8A): 1.1, 1.2, 1.3Performance Target: Novice Mid-High

Performance Assessment 4 (8B): 1.1, 1.2, 1.3Performance Target: Novice Mid-High

Performance Assessment 5 (9A): 1.1, 1.2, 1.3

Performance Target: Novice Mid-High

Performance Assessment 6 (9B): 1.1, 1.2, 1.3, 2.1Performance Target: Novice Mid-High

Honors Performance Assessment: Presentational Writing: Chap. 7 Students create two pages from an online catalog featuring magazine photos of three clothing items and three gift items, each accompanied by a brief description. Students present their catalog to the class, describing each item in complete sentences.(pg. 320-b) Chap. 8 - Students create illustrated journal or blog entries for an imaginary one-week volunteer vacation they took. They then present their journals to the class, describing how they traveled, where they went, and what they did. (pg. 372-b)

Chap. 9 - Students create time capsules that show someone in the future what life is like today. (pg. 424-b)

Learning Target Check for Learning Language Chunks

Auténtico Chapter 7A

I can listen to conversations and read about clothes and shopping. (1.2)

Vocab in context pgs. 322-323 Shopping Clothing Prices and numbers

I can talk and write about shopping and gifts. (1.1, 1.3, 2.2, 3.1)

Act. 6-8

I can exchange information while purchasing an item of clothing. (1.1, 1.3)

What are you going to buy pg. 320 In the clothing store pg. 332 Shop online at El Corte Inglés Students study “El joven de la

garibaldina roja” by Joan Miró and discuss how fashions change across

Stem-changing verbs Verbs pensar, querer, preferir Demonstrative adjectives

time or from culture to culture. Give three examples. (p. 320)

I can identify cultural practices in an authentic video about shopping. (1.2)

Un probador virtual (pgs. 340-341) Digital instant check Guided WB Core WB

I can compare the significance of crafts and clothing in Panama and the United States. (1.2, 1.3)

Tradiciones de la ropa panameña (pgs. 336-337)

Auténtico Chapter 7B

I can listen to and read descriptions of gifts and gift stores. (1.2)

Vocabulary in context (pgs. 346-347) Stores and shopping online Gifts and clothing accessories Expressions to describe past events

I can talk and write about items I’ve bought and their prices. (1.3)

Presentación escrita: un regalo para mi…(pg.367)

The preterite of -ar verbs The preterite of verbs ending in -car and -gar

I can exchange information while comparing gifts and prices. (1.1, 1.3)

¡Qué barato! (pg. 352) ¡No compraron nada! (p. 360)

Direct objects pronouns

I can identify cultural practices in an authentic video about shopping and stores. (1.2)

Madrid de compras (pp. 368-369) Digital instant check Guided workbook Core workbook

I can compare cultural perspectives about shopping malls in Chile and the United States. (4.2)

Why are you going to the mall? (pg. 366)

I can explain the role of markets and specialty stores in Spanish-speaking countries. (4.1)

Nouns that end in -ería (pg. 353)

Auténtico Chapter 8A

I can listen to and read descriptions of trips and vacations. (1.2, 4.1)

Vocabulary in context (pgs. 374-375)

vacation destiinations and activities modes of transportation attractions, parks, and animals

Pre-AP/Honors: Tema 8 extra vocabulary, p. 473

I can talk and write about favorite and imaginary trips. (1.1, 1.3)

Presentation: Mi viaje (pg. 393) expressions to talk about a trip or vacation

I can exchange information while describing my best vacation. (4.1, 1.1, 1.3)

Act. 11 and 12 The preterite of -er and -ir verbs The preterite of the verb ir • The personal a

I can identify cultural practices in an authentic video about vacations and tourism. (1.2)

La monumental Cartagena de Indias (pgs. 394-395) Pre-AP/Honors: additional activities

in Authentic Resources Workbook, Ch. 8A

I can identify places of geographical and historical importance in Spanish-speaking countries and compare them to places in the US. (2.2, 3.1)

Students will study “La hora del baño, Valencia” by Joaquín Sorolla y Bastida” and tell what they would highlight if they were painting their town or city.

Visit Valencia, Spain, home of the artist Sorolla, and compare the beach area of the city to other beach communities. (p.372)

Auténtico Chapter 8B

I can listen to and read about community service. (5.1)

Students read about volunteer organizations such as the Peace Corp. (pgs. 398-399)

I can talk and write about volunteer activities and recycling. (1.1, 1.2, 1.3, 4.1)

Students read, discuss and write about an announcement regarding conservation. (Act. 12, p. 409)

Written presentation: ¿Puedes ayudarnos? (p. 419) Analyze a poster from a local organization. Determine key parts of a successful poster. Students create posters that are visually attractive and persuasive.

recycling

I can exchange information about Students write and speak in groups Places in the community –

volunteering. (1.1, 1.2, 1.3, 3.1) about how we can participate more in volunteer activities. (Act. 11, pg. 409)

volunteer work

I can identify key details in an authentic video about volunteer work. (1.2)

Students watch and discuss an authentic video about volunteer opportuntiies. (pp. 420-421)

I can compare perspectives about volunteer activities in Spanish-speaking countries to my community. (1.2, 1.3, 3.1)

Students will read about Habitat for Humanity International and compare it with its local affiliations. P. 416

The present tense of the verb decir Indirect object pronouns The preterite of the verbs hacer and

darI can compare environmental efforts in Spain, Costa Rica, and other Spanish-speaking countries to programs in my communities. (1.3, 1.2)

Students read and discuss “Perspectivas del mundo hispano,” pgs. 418-419

Pre-AP/Honors - Students write a brief persuasive essay defending community service.

Auténtico Chapter 9A Movie and TV

I can listen to and read different opinions about television. (1.2)

Vocabulary in context (pgs. 426-427) Act. 1-2, students listen to and read

about the favorite programs of friends. (pg. 427)

Pre-AP/Honors: Tema 7 extra vocabulary, pg. 473

television programs

I can talk and write about television programs and movies. (2.2, 4.2)

Students explain the concept of surrealism and study “Retrato de Luis Buñuel” by Spanish artist, Salvador Dalí. After learning that he was a Spanish-born film director and his films were often controversial due to strong imagery and difficult topics, they will discuss some young film directors today whose films are

Movies

considered ‘cutting edge.’ (pg. 425)I can exchange information while sharing opinions about television and film. (1.1, 1.2, 1.3)

Oral presentation:•¿Qué harán esta semana?•¿Qué hay en la tele?, pg. 439 Game, pg. 438

words and expressions to give opinions

Acabar de + infinitive Gustar and similar verbs

I can identify cultural practices in an authentic text about a television show. (1.2, 1.3)

Students read and discuss “Antes muerta que Lichita,” (pgs.444-445).

Pre-AP/Honors - additional activities in Authentic Resources Workbook, Ch. 9A

I can understand and use common gestures and compare them to ones I use. (4.1, 1.2, 1.3)

La cultura en vivo: Comunicación sin palabras (pg. 442)

Pre-AP/Honors- make video or audio recording reviewing a movie or tv show (p. 443)

I can compare television programs in Spanish-speaking countries and in the US. (1.1, 1.2, 1.3, 3.1)

Act. 11 La tele en tu vida, pg. 433

Pre-AP/ Honors-Act. 9: students draft email to a friend inviting them to watch a movie and describe how good/bad it is, pg. 433.

Auténtico Chapter 9B Technology

I can listen to and read conversations about computers. (1.2)

Act. 1-2, pgs. 450-451 Vocabulary in context

communication computer related activities

Pre-AP/Honors - Additional vocab Tema 9, p. 473

I can exchange information about internet use and the benefits of computers. (2.2, 3.1)

Written presentation: La computadora en mi vida, pg. 467 Students will study “Reading the Letter” by Spanish artist, Pablo Picasso. Afterwards, they will discuss how they

internet and digital products The present tense of pedir and servir

communicate with friends and how equal access to technology can change communication worldwide.

I can identify the impact of the internet on the Spanish language. (1.2, 1.3, 2.1, 3.1, 4.1)

Reading: Students read about and discuss the impact of the internet on the Spanish language. pg. 464

Students will study “Las cuevas de Altamira” and discuss why they think people drew pictures on cave walls. What other forms of unique communication can they think of? (pg. 454)

Verbs saber and conocer

I can compare computer use in Spanish-speaking countries with my own use of technology. (1.3)

La computadora en mi vida- students write an email about computer use. (pg. 467)

Pre-AP/Honors- students write an email from their parents’ perspective about computer use.