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GRADE/S: 67/8TEAM AUTHORS: Sr. Jeremy Aiello
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SUBJECT/COURSE: Exploratory Spanish
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UNIT CONCEPT OR THEMETIMEFRAME (Note: all timeframes are to be understood as approximations, as caldendar-related circumstances may cause variance in actual time)DRIVING QUESTION: (Note that some concepts are followed with the appropriate book page number for easier reference)KEY CONCEPTS/SKILLSCONTENT EXPECTATIONS/STANDARDSLEARNING TARGETSACADEMIC VOCABULARY USED (Note: as the vocabulary lists for each unit are far too large to be placed within the space allotted, reference will be made with respect to where the academic vocabulary regarding each unit can be found, as each student has a packet containing the necessary academic vocabulary for the given units)INTELLECTUAL PRACTICES/GARNER/WEBB/21st CENTURY SKILLS (i.e. Problem Solving through Analysis)STRATEGIES (i.e. Core SIx's Inductive Learning)LESSONS ACTIVITIES (i.e. Think-Pair-Share, authoring a group contract)RESOURCES NEEDEDFORMATIVE ASSESSMENTSSUMMATIVE ASSESSMENTS
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¡Hola! (Preliminary lesson)15-20 days (depending on marking period length)How do we communicate exchanges of basic introductory information in Spanish? greet people and say goodbye
❏ introduce yourself and others
❏ say where you are from
❏ describe the weather
❏ exchange phone numbers
.		Essential understanding and application of key concepts and skills covered in this unit.Memorization and successful application of materials learned as seen in the "content expectations" and "academic vocabulary" portions of the map.Libro, p. 25 (see student packet for details)Problem solving through analysis, association through previously learned materials and consequent assimilation through the blending/acquisition of related skills, rote repetition (audio-verbal listening/response), etc. (NOTE: it needs to be remembered that, as different concepts require a diversity of area focuses, intellectual practices can and will vary based upon the topic covered).Eclectic amalgamation of various learning techniques/processes used.listen and respond, read and respond, written exercises, translation through individual and TPS (think/pair/share) activities and settings, responses gauged in both written and oral media, etc.Avancemos book, selected websites at instructor's discretion, basic materials needed in school (writing utensils, paper, notebooks, etc).Group presentation projects involving application of unit objectives/conceptsUnit test and vocabulary quiz
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Unit 130-40 days (depending on trimester/semester setup)How do we communicate descriptions of ourselves and others as well as explain what we do/don't like to do in Spanish?LESSON 1
❏ talk about activities, pp. 32–33
❏ tell where you are from, p. 38
❏ say what you like and don’t like to do, pp. 32–33
❏ use subject pronouns and ser, p. 37
❏ use de to tell where you are from, p. 38,
❏ use gustar with an infinitive, p. 42

LESSON 2
❏ describe yourself and others, pp. 56–57
❏ identify people and things, p. 61
❏ use ser to describe what someone is like, p. 58
❏ use definite and indefinite articles, p. 61
❏ using noun-adjective agreement, p. 66		Essential understanding and application of key concepts and skills covered in this unit.Memorization and successful application of materials learned as seen in the "content expectations" and "academic vocabulary" portions of the map.Libro, pp. 51 and 75Problem solving through analysis, association through previously learned materials and consequent assimilation through the blending/acquisition of related skills, rote repetition (audio-verbal listening/response), etc. (NOTE: it needs to be remembered that, as different concepts require a diversity of area focuses, intellectual practices can and will vary based upon the topic covered).Eclectic amalgamation of various learning techniques/processes used listen and respond, read and respond, written exercises, translation through individual and TPS (think/pair/share) activities and settings, responses gauged in both written and oral media, etc.Avancemos book, selected websites at instructor's discretion, basic materials needed in school (writing utensils, paper, notebooks, etc).Group project demonstrating mastery of knowledge and application of unit materials.Unit test and vocabulary quiz
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Unit 230-40 days (depending on trimester/semester setup)How do we communicate time and school-related subjects in Spanish?LESSON 1
❏ talk about daily schedules, pp. 86–87
❏ ask and tell time, pp. 86, 90
❏ say what you have and have to do, p. 91,
❏ say what you do and how often, p. 96,
❑ use the verb tener and tener que, p. 91
❏ use expressions of frequency, pp. 87, 93,
❏ use the present tense of -ar verbs, p. 96

LESSON 2
❑ describe classes/classroom objects, pp. 110–111
❑ say where things are located, p. 115
❑ say where you are going, p. 120
❏ talk about how you feel, pp. 111, 115
❏ use the verb estar, p. 115
❏ use the conjugated verb before the subject to ask a question, p. 117
❏ use the verb ir, p. 120
Essential understanding and application of key concepts and skills covered in this unit.Memorization and successful application of materials learned as seen in the "content expectations" and "academic vocabulary" portions of the map.Libro, p. 105, 129Problem solving through analysis, association through previously learned materials and consequent assimilation through the blending/acquisition of related skills, rote repetition (audio-verbal listening/response), etc. (NOTE: it needs to be remembered that, as different concepts require a diversity of area focuses, intellectual practices can and will vary based upon the topic covered).Eclectic amalgamation of various learning techniques/processes used listen and respond, read and respond, written exercises, translation through individual and TPS (think/pair/share) activities and settings, responses gauged in both written and oral media, etc.Avancemos book, selected websites at instructor's discretion, basic materials needed in school (writing utensils, paper, notebooks, etc).Group project demonstrating mastery of knowledge and application of unit materials.Unit test and vocabulary quiz
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