Spanish 1

River Valley School District Curriculum Template
Course name: Spanish 1		Credit(s) or Grade Level: 1 cr High School
Academic Standards Wisconsin Standards for World Languages Interpretive INTERPRETIVE Performance Rubric Spanish 1.pdf Interpersonal INTERPERSONAL Performance targets Spanish 1.pdf Presentational PRESENTATIONAL Performance targets Spanish 1.pdf		Prerequisite(s): NA
Course Description In Spanish I students will be introduced to the basics of Spanish with an emphasis on using simple language to communicate to the best of their abilities. Students will be pushed to develop their language skills in respect to the three modes of communication: interpersonal, interpretive, and presentational. Students will spend class time focused on the acquisition of high frequency structures. Students will use these structures in class discussions, stories and cultural explorations, and will be expected to recognize these structures when they are heard, read and in time, be able to produce the target structures in speech and writing. Before the year ends, students will read a short novel. In the interest of acquiring the Spanish language, and aligning with standards put forth by the American Council on the Teaching of Foreign Languages,class will be conducted in Spanish. SOMOS 1 Curriculum Map.pdf Unit Benchmarks/Goals Interpretive I can identify the general topic and some basic information in both very familiar and everyday contexts by recognizing practiced or memorized words, phrases, and simple sentences in texts that are spoken, written, or signed. Interpersonal I can communicate in spontaneous spoken, written, or signed conversations on both very familiar and everyday topics, using a variety of practiced or memorized words, phrases, simple sentences, and questions. Presentational I can present information on both very familiar and everyday topics using a variety of practiced or memorized words, phrases, and simple sentences through spoken, written, or signed language. Cultural In my own and other cultures I can make comparisons between products and practices to help me understand perspectives. I can interact at a survival level in some familiar everyday contexts.

Units:	Duration:	Essential Learning/Outcomes:
Unit 1: Dice dice says este es/esta es this is un muchacho/una muchacha a boy/girl se llama s/he calls himself/herself	1 week	Students can introduce themselves and someone else in Spanish What information do I want to know about someone else when I first meet them?
Unit 1b: ¡Qué Asco! Señor Wooly gusta/gustan foods	1 week	Students can identify what they like Students can identify what they dislike Students can talk about food and food combinations
Unit 2: Camina y corre camina walks corre runs ve sees	~2 weeks	Students can use core vocabulary to talk about walking, running and seeing Students learn about a cultural event “El Encierro de Toros”
Unit 2b: Los colores	2-3 days	Students learn the colors in Spanish and can identify the color of familiar items
Unit 2c: Billy la bufanda Señor Wooly places body parts fue went tiene has	1 week	Students can talk about places and body parts after working with the vocabulary in this song
Unit 2d: Llevar + Clothing llevar to wear	2-3 days	Students can use the verb llevar to wear to talk about clothing that themselves and other are wearing Students can talk about the color(s) of the clothing
Cultural Unit Día de los Muertos Day of the Dead	1 week	Students learn about the cultural holiday of Day of the Dead Students make connections to the culture Students watch the Disney movie Coco to see cultural elements of the holiday
Unit 3: Cierra la puerta abre la puerta opens the door nunca cierra never closes son las ocho it’s 8 o’clock	2 weeks	Who are authority figures in my life? How do I typically respond to requests from authority figures? How would I describe my character? How would others describe my character?
Verb Unit	1 week	Students learn about -ar, -er, and -ir verbs Students can identify verbs and their definitions Students can sort verbs into three categories Students can use verbs to communicate what they are doing and what others are doing
Cultural Unit Día de los Inocentes Day of the Innocents	1-2 days	Students learn about a winter tradition in Spain Students can compare and contrast the Day of the Innocents to April Fools Day Students can complete interpretive, interpersonal, and presentational activities related to demonstrate understanding of the holiday
No Lo Tengo Señor Wooly	1~ week	Students can talk about classes that I have and what I need in each class Students can use the verbs tener to have and necesitar to need Students can use the 4 forms of it in Spanish (lo, la, los, and las) Students can use classroom vocabulary
Question Words	2 days	Students are familiar with interrogative words in Spanish Students can use interrogative words to ask questions in the target language
“De” for possession	2 days	Students understand the word de of Students can use the word de of to show possession in Spanish
Estar (Emotions and Location)	~1 week	Students can use the verb estar to be Students can conjugate the verb estar Students can complete communicative activities in the target language using the verb estar to talk about emotions and locations
¿Puedo ir al baño? Señor Wooly	~1 week	Students can ask to use the restroom in Spanish Students are familiar with and can conjugate the verb poder to be able to Students can complete reading, writing, listening and speaking activities using concepts from the Señor Wooly song, “Puedo ir al baño.”
Capibara con Botas	3 weeks	Students learn about capybaras, Ecuador, and culture associated with the book we are reading Students read the book “El Capibara con Botas” Students can identify main characters of the book “El Capibara con Botas” Students answer comprehension questions in complete Spanish sentences about in the book “El Capibara con Botas” Students can write a short summary in complete Spanish sentences about the book “El Capibara con Botas” Students can describe in Spanish what is happening from a scene in the book Students can produce short Spanish sentences to talk about the book Students can complete interpretive, interpersonal, and presentational activities related to demonstrate understanding of the book
Guapo Señor Wooly	~1 week	Students understand the verb ser Students understand physical feature vocabulary Students can describe the physical features of a person Students can conjugate the verb ser Students can differentiate when to use the verb ser and estar
Cultural Unit Cinco de mayo Cinco de Mayo	1-2 days	Students learn about the history of Cinco de mayo Students can identify stereotypes of the cultural holiday Students can complete interpretive, interpersonal, and presentational activities related to demonstrate their understanding of the holiday
Familia	1-2 weeks	Students can describe the physical features of a family member Students can describe the personality of a family member Students can describe my own physical features and personality traits Students can conjugate the verb ser and tener
La invitación Señor Wooly	~1 week	Students understand the words conmigo with me and contigo with you Students can invite others to do activities together Students can complete reading, writing, listening and speaking activities associated with the Señor Wooly song “La Invitación”