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Spanish level 1B Curriculum & Pacing Guide REVISED Fall 2011
Spanish level 1B Curriculum & Pacing Guide
REVISED Fall 2011
INTRODUCTION
Key Original Committee Members 2010
Catherine Buch
Jeffrey Fettig
Cheryl Rivera
Michelle Snyder
Mercedes Wirsing
Added Revision Committee Members 2011 Nicole Toth
Angela Geisler
Textbooks:
No official adoption of a textbook. The World Lan-
guage Department will have class sets of the ¡En
Español! series on
hand only as a sup-
plemental resource.
Please refer to sup-
plemental resource
guide.
¡En Español!, Holt McDougal, ©2000
The BPS Curriculum is based on the State’s GLCEs
and those key concepts that have been determined as
important to the success of our students. The following
pages include a brief summary of this year’s skills/
content.
Table of Contents
BPS World Language Philosophy
BPS World Language Levels Guide
Review of Year
Unit 1: Las responsabilidades
Unit 2: ¡Nos divertimos!
Unit 3: Mi rutina diaria
Unit 4: La escuela y la tecnología
Unit 5: ¿Qué hice yo?
BPS World Language Philosophy
It is the charge of the World Language Department at Birmingham Public Schools to develop the communicative competence and
proficiency level of the second language learner. Our goal is to prepare our students for an increasingly ―flat‖ world by way of the
Michigan Standards for Foreign Language Learning set forth by the American Council on the Teaching of Foreign Language and
implemented through the five integrated goals of the aforementioned standards (communication, cultures, connections, comparisons
and communities). Please see standards and benchmarks at the following site:
http://www.michigan.gov/documents/mde/WLSB_206824_7.pdf
As we look at these standards, it is clear that the development of language proficiency remains central to the mission of foreign lan-
guage education in our schools. Due to the overwhelmingly broad nature of language we have taken great care to ensure that our cur-
ricular articulation is interdisciplinary, seamless and continuous and focuses on the constant recycling of key concepts while avoiding
redundancy and stagnation.
While the following curriculum outlines key concepts and vocabulary that must be covered by the classroom teacher, the individual
classroom teacher should endeavor to:
Incorporate authentic material from a variety of Spanish-speaking world resources. Current textbooks should be used as sup-
plemental materials rather than as pacing guides.
Consistently recycle key concepts and structures where appropriate
Use a variety of strategies, techniques, best practices and materials that reach a wide-array of learning styles when teaching
and assessing student learning
Align technology with 21st century learning
As stated in the Michigan Standards for Foreign Language Learning, language is functional. The development of listening, speaking,
reading, and writing skills is essential for students to function in social as well as academic situations. It is our district’s philosophy
that communication drives grammar rather than grammar driving communication.
BPS World Language Levels Guide
The following is an overview of the BPS World Language Spanish levels and the curricula associated with them. The pacing for
each course is dependent on the variant grade levels and building schedules. It is up to the individual teacher to create the appropri-
ate pacing for a given course in order to best serve the students and prepare them to successfully complete the end-course assessment.
Students having successfully completed middle school Spanish Grade 8 will enter Grade 9 at level 3A. Each trimester (12 weeks) at
the high school level is an A or B portion of a course. The following is an overview of the articulation of a Grade 9 student entering
level 3A in high school.
Grade Level Curriculum
Grade 3 Spanish Grade 3
Grade 4 Spanish Grade 4
Grade 5 Spanish Grade 5
Grade 6 Spanish Level 1A
Grade 7 Spanish Level 1B
Grade 8 Spanish Levels 2A and 2B
Grades 9-12 (new students) Spanish Levels 1A-4B
Grade Level Curriculum
Grade 9 Spanish Levels 3A and 3B
Grade 10 Spanish Levels 4A and 4B (Honors)
Grade 11 Spanish Advanced Placement OR
Hispanic Perspectives (Honors)
Grade 12 Spanish Advanced Placement OR
Hispanic Perspectives (Honors)
Review of Year
Name of Unit Theme(s)/
Focus Country or Region
Interdisciplinary
Connections
Structures
Unit 1
Las responsabilidades
Chores/obligations
The United States
Social Studies
English Language
Verbs of obligation
Tener expressions
Recycle: Possessive adjectives (short
form) and Ser/Estar
Stem-changing o-ue verbs
Unit 2
¡Nos divertimos!
Dining/Entertainment
Mexico and the Caribbean
Art
Music
English Language
Direct Object Pronouns
Indirect Object Pronouns
Stem-changing e-i verbs
Recycle: Stem-changing o-ue, e– ie
verbs
Unit 3
Mi rutina diaria
Daily routine
Body Parts
Central America
Health
English Language
Reflexive verbs
Adverbs of frequency
Transitions words
Recycle: Pronoun placement and
verbs like Gustar
Unit 4
La escuela y la tecnología
School
Technology
South America
Social Studies – Current
Events
Business - Technology
English Language
Present Progressive
Recycle: Stem-changing verbs, pro-
noun placement and telling time
Unit 5
¿Qué hice yo?
Sports
Leisure Activities
Europe and Africa
Social Studies
Physical Education
Health
English Language
Preterit tense verbs – regular
Irregular preterit ir, ser and jugar
Time expressions in the past
Recycle: All structures as needed
Las responsabilidades (Reference Spanish 1A Curriculum: Unit 3)
Unit 1:
Focus questions: What are some chores for which one is responsible in the home?
How does one contribute to the community in which one lives (civic responsibility)? How does this
manifest itself in the Spanish-speaking world?
How do Spanish speakers express states of being, and how do these uses compare with English expressions?
Country/Region of focus: The United States
Interdisciplinary connections: Social Studies; English Language
Structures:
Verbs of obligation (tener+ que + inf, deber, necesitar, hay que, etc.)
Tener expressions (tener hambre, tener frío, tener ganas, etc.)
Stem-changing verbs o-ue
Recycle/Expand
home vocabulary (from 1A Unit 3)
short form possessives (from 1A Unit 3)
ser and estar (in contrast with tener, which sometimes means to be)
Stem-changing verbs e-ie (from 1A Unit 5)
Time Span: 7th Grade—approximately 4 weeks per unit
9th Grade—approximately 2 weeks per unit
Assessment: Unit assessment is created individually by classroom teacher to correspond to grade level/development of students.
Las responsabilidades cont. Unit 1:
Los sustantivos Los verbos Los adjetivos Frases útiles Otro
Los quehaceres La señora de la limpieza
El lavaplatos
El lavarropas
La secadora
La ropa
La escoba
El (la) ciudadano (a)
El (la) voluntario (a)
La comunidad
La persona sin hogar
La caridad
Los ancianos
Meter
Lavar
Secar
Doblar
Planchar
Colgar
Reciclar
Votar
Donar
Cuidar
Almorzar
Contar
Costar
Encontrar
Recordar
Dormir
Volver
Poder
Limpio (a)
Sucio (a)
Ordenado (a)
Desordenado (a)
Arreglado (a)
Seco (a)
Mojado (a)
Hacer la cama
Pasar la aspiradora
Poner la mesa
Quitar la mesa
Quitar el polvo
Sacar la basura/el reci-
claje
Lavar los platos
Guardar los platos
Caminar al perro
Quitar la nieve
Barrer el piso
Limpiar la habitación
Trabajar de voluntario
(a)
Pagar los impuestos
Seguir las leyes
Tener + que + infinitivo
Deber
Necesitar
Hay que + infinitivo
Tener hambre
Tener sed
Tener frío
Tener calor
Tener ganas de..
Tener éxito
Tener prisa
Tener miedo
Tener + # + años
Tener celos
Tener razón
Tener cuidado
Tener vergüenza
Tener sueño
Tener paciencia
Vocabulary
Las responsabilidades cont. Unit 1:
GLCEs (Grade Level Content Expectations)
&
Key Concepts
Resources
(1.1.N.SL.g)Ask questions about the attributes of places and things in their immediate en-
vironment and answer using a list of traits
(1.1.N.SL.i)Ask for and obtain information in everyday situations in the target language
about time, place, price, size, relating to restaurants, stores, transportation, and services
(1.1.N.SL.j)Share likes and dislikes in the target language with a classmate
(1.1.N.RW.b)Exchange information by asking and answering basic questions in writing
about the weather, health/physical conditions, self, family, and friends
(1.1.N.RW.h)Exchange information in writing in the target language on familiar topics
such as personal interests, memorable experiences, school activities, and family life
(1.2.N.L.b)Understand interpersonal communication on topics of personal interest such as
preferences, family life, friends, leisure and school activities, and everyday occurrences
(1.3.N.S.b)Present brief personal descriptions on familiar topics in target language such as
self, friends, family, home, and school
(2.1.N.F.a)Describe family structures and the role of friends within a community or culture
in which the language is spoken
(2.1.N.F.c)Describe how daily needs are met within a community or culture in which the
language is spoken (housing, shopping, food preparation, transportation, health care, ac-
cess to public services)
(4.1.N.a)Identify basic differences and similarities in vocabulary between one’s own lan-
guage and the target language (cognates and borrowed words)
TBD-IN PROGRESS
Las responsabilidades cont. Unit 1:
GLCEs (Grade Level Content Expectations)
&
Key Concepts continued...
Resources
(4.1.N.b)Identify basic differences and similarities in grammatical structures between one’s
own language and the target language
(4.1.N.d) Identify basic differences and similarities in phonological features (such as pro-
nunciation, intonation, and tone) between one’s own language and the target language
(2.2.N.G.a)Identify countries, their capital and major cities in which the language is spoken
(5.2.N.a)Willingly use the target language within the classroom setting
(5.2.N.b)Use authentic target language print materials and electronic media to explore top-
ics of personal interest and enjoyment
TBD-IN PROGRESS
¡Nos divertimos! (Reference Spanish 1A Curriculum: Units 2, 4 & 5)
Unit 2:
Focus questions:
How do leisure activities compare in the Spanish-speaking and English-speaking worlds?
How does one order in a Spanish-speaking restaurant?
How does one express preferences regarding entertainment?
Countries/Region of focus: Mexico and the Caribbean (Puerto Rico, Dominican Republic, Cuba)
Interdisciplinary connections: Art; Music; English Language
Structures:
Direct object pronouns
Indirect object pronouns
Stem-changing verbs e-i
Recycle/Expand
Food vocabulary (from 1A Unit 5),
Colors (from 1A Unit 4)
Short form possessives (from 1A Unit 4)
Flip verbs (eg. interesar, fascinar. from 1A Unit 2)
Stem-changing verbs e-ie (from 1A Unit 5) and o-ue (from 1b Unit 1)
Time Span: 7th Grade—approximately 4 weeks per unit
9th Grade—approximately 2 weeks per unit
Assessment: Unit assessment is created individually by classroom teacher to correspond to grade level/development of students.
¡Nos divertimos! cont. Unit 2:
Vocabulary
Los sustantivos Los verbos Los adjetivos Frases útiles Otro
El restaurante
El café
El menú (del día)
El (la) mesero (a)
La cuenta
Los cubiertos El tenedor
La cuchara
El cuchillo
La servilleta
El vaso
La mesa
La silla
El mantel
Platos La tapa
El aperitivo
El plato principal
El museo
El obra de arte
El teatro
El obra de teatro
El cine
La película
Recomendar
Pagar
Pedir
Servir
Repetir
Asistir a
Pasear
Mirar
Disfrutar
Salir
Dar
Caro (a)
Barato (a)
Antiguo (a)
Histórico (a)
Típico (a)
Tradicional
Moderno (a)
Cómico (a)
Triste
Romántico (a)
Dramático (a)
Espantoso (a)
Dejar la propina
¡Qué rico (a)!
¡Qué picante!
¡Qué delicioso (a)¡
¡Buen provecho!
¡Nos divertimos! cont. Unit 2:
GLCEs (Grade Level Content Expectations)
&
Key Concepts
Resources
(1.1.N.SL.d) Request, offer, invite, and reply appropriately using memorized phrases
(1.1.N.SL.i)Ask for and obtain information in everyday situations in the target language
about time, place, price, size, relating to restaurants, stores, transportation, and services
(1.1.N.SL.j) Share likes and dislikes in the target language with a classmate
(1.1.N.RW.i) Inquire in writing, to obtain information in the target language about time,
place, price, and size relating to restaurants, stores, transportation, and services
(2.2.N.G.c) Identify the neighboring countries and geographic features surrounding a coun-
try in which the language is spoken
(4.1.N.b) Identify basic differences and similarities in grammatical structures between
one’s own language and the target
(5.2.N.b) Use authentic target language print materials and electronic media to explore top-
ics of personal interest and enjoyment
TBD-IN PROGRESS
Mi rutina diaria (Reference Spanish 1A Curriculum: Units 2, 4 & 5)
Unit 3:
Focus questions: How does one describe one’s daily routine?
How does one express health conditions /current state of well-being?
Countries/Region of focus: Central America (Guatemala, Honduras, El Salvador, Nicaragua, Costa Rica, Panamá)
Interdisciplinary connections: Health; English Language
Structures:
Reflexive verbs
Adverbs of frequency (todos los días, a veces, nunca, etc.)
Transition words (después, luego, primero, etc.)
Recycle/Expand
Clothing vocabulary (from 1A Unit 4)
Flip verbs (doler 1A Unit 2)
Stem-changing verbs (doler from 1A Unit 5)
Body parts (from Elementary Curriculum/teacher’s choice as needed)
Time Span: 7th Grade—approximately 4 weeks per unit
9th Grade—approximately 2 weeks per unit
Assessment: Unit assessment is created individually by classroom teacher to correspond to grade level/development of students.
Mi rutina diaria cont. Unit 3:
Vocabulary
Los sustantivos Los verbos Los adjetivos Frases útiles Otro
el cepillo de dientes
el cepillo
el peine
el jabón
el maquillaje
el despertador
la ducha
el baño
la toalla
los aretes
el collar
la pulsera
el anillo
el reloj
las gafas
la bolsa
el billetera
Quedar
Doler
Llevar
Levantarse
Despertarse
Vestirse
Ponerse la ropa
Quitarse la ropa
Afeitarse
Maquillarse
Cepillarse los dientes
Lavarse el pelo
Cepillarse el pelo
Ducharse
Bañarse
Secarse
Irse
Acostarse
Dormirse
Sentarse
Sentirse
Divertirse
Cansado (a)
Doloroso (a)
Hacer juego con
Una vez
Dos, tres veces
A veces
Todos los días
Siempre
Nunca
Rara vez
De vez en cuando
Frecuentemente
Primero
Luego
Después
Por fin
Mi rutina diaria cont. Unit 3:
GLCEs (Grade Level Content Expectations)
&
Key Concepts
Resources
(1.3.N.W.b) Prepare illustrated stories (big books, posters, dioramas, cartoons) about ac-
tivities or events in student’s personal life, and share these with an audience
(1.3.N.W.c) Write brief personal descriptions on familiar topics in the target language such
as self, friends, family, home, and school
(1.1.N.RW.f)Ask questions in writing about feelings, emotions and health of friends, fam-ily, classmates, and answer in writing using a list of traits
(1.1.N.RW.h)Exchange information in writing in the target language on familiar topics
such as personal interests, memorable experiences, school activities, and family life
(1.2.N.L.b)Understand interpersonal communication on topics of personal interest such as
preferences, family life, friends, leisure and school activities, and everyday occurrences
(1.2.N.L.c)Understand main idea of a visual media or live presentation (film/DVD, TV
shows and commercials, theatre and musical production)
(1.2.N.L.d)Understand main idea of an audio presentation (CD, lecture, radio, podcast,
songs/music)
(1.2.N.R.b)Understand main idea of simple accessible written materials in the target lan-
guage such as, textbook passages, age-appropriate magazine and newspaper articles/ads,
websites/internet, poetry or stories
TBD-IN PROGRESS
Mi rutina diaria cont. Unit 3:
GLCEs (Grade Level Content Expectations)
&
Key Concepts continued...
Resources
(1.2.N.R.c)Understand written interpersonal communication on topics of personal interest
such as preferences, family life, friends, leisure and school activities, and everyday occur-
rences (email, letters, messages, notes, and text messages)
(1.3.N.S.b)Present brief personal descriptions on familiar topics in target language such as
self, friends, family, home, and school
(1.3.N.W.a)Illustrate and present materials in the target language such as an advertisement,
poster, or menu
(1.3.N.W.b)Prepare illustrated stories (big books, posters, dioramas, cartoons) about activi-
ties or events in student’s personal life, and share these with an audience
(1.3.N.W.c)Write brief personal descriptions on familiar topics in the target language such
as self, friends, family, home, and school
(2.1.N.F.b)Describe daily routines within a community or culture in which the language is
spoken (concept of time, typical activities appropriate to various periods during the day)
(2.2.N.G.a)Identify countries, their capital and major cities in which the language is spoken
(2.2.N.G.b)Identify major geographic features (rivers, mountains, deserts, forests) of a
country in which the language is spoken
(2.2.N.G.c)Identify the neighboring countries and geographic features surrounding a coun-
try in which the language is spoken
TBD-IN PROGRESS
Mi rutina diaria cont. Unit 3:
GLCEs (Grade Level Content Expectations)
&
Key Concepts continued...
Resources
(2.2.N.F.a)Describe the products needed to carry out daily routines and meet basic needs
within a community, region, or culture in which the language is spoken (housing, stores,
foods, transportation, health care, public services)
(2.2.N.F.b)Identify products that were native to a community, region, or country in which
the language is spoken
(3.2.N.a) Use audio, visual, and/or print materials available only in the target language to
recognize that a topic or situation may be viewed differently in one’s own culture than in
the target culture
(4.1.N.a)Identify basic differences and similarities in vocabulary between one’s own lan-
guage and the target language (cognates and borrowed words)
(4.1.N.b)Identify basic differences and similarities in grammatical structures between one’s
own language and the target
(4.1.N.c) Identify basic differences and similarities in register/honorifics between one’s
own language and the target language
(4.1.N.d) Identify basic differences and similarities in phonological features (such as pro-
nunciation, intonation, and tone) between one’s own language and the target language
(5.2.N.b)Use authentic target language print materials and electronic media to explore top-
ics of personal interest and enjoyment
TBD-IN PROGRESS
La escuela y la tecnología (Reference Spanish 1A Curriculum: Unit 5)
Unit 4:
Focus questions:
How does one describe one’s daily academic schedule/responsibilities?
What are some current uses, both academic and personal, of technology?
What are some ways to express current actions/activities in Spanish?
Countries/Region of focus: South America (Venezuela, Colombia, Ecuador, Peru, Bolivia, Chile, Paraguay, Uruguay, Argentina)
Interdisciplinary connections: Social Studies—current events; English Language; Business--technology
Structures:
Present progressive
Recycle/Expand
Telling time (from 1A Unit 5)
Stem-changing verbs—teacher will need to indicate that the participle for –ir stem-changing verbs will only take the first letter of
the present tense stem change (from 1A Unit 5)
Time Span: 7th Grade—approximately 4 weeks per unit
9th Grade—approximately 2 weeks per unit
Assessment: Unit assessment is created individually by classroom teacher to correspond to grade level/development of students.
La escuela y la tecnología cont. (Reference Spanish 1A Curriculum: Unit 5)
Unit 4:
Vocabulary
Los sustantivos Los verbos Los adjetivos Frases útiles Otro
Las clases Las matemáticas
Las ciencias
Los estudios sociales
El inglés
La educación física
El español
El arte
La música
La escuela primaria
La escuela media
La escuela secundaria
La tecnología La computadora
El sitio Web
El mensaje de texto
El correo electrónico
El enlace
La búsqueda
El nombre de usuario
Continued on next page...
Encender
Apagar
Mandar
Descargar
Guardar
Borrar
Imprimir
Funcionar
Corto (a)
Largo (a)
Despacio
Rápido
Útil
¿A qué hora?
Navegar el Internet (la
red)
Hacer clic
punto com
Estar + el gerundio
La escuela y la tecnología cont. (Reference Spanish 1A Curriculum: Unit 5)
Unit 4:
Vocabulary continued...
Los sustantivos Los verbos Los adjetivos Frases útiles Otro
La tecnología cont, La contraseña
La pantalla
El teclado
La carpeta
El archivo
El documento
La dirección
El ícono
El arroba
El celular
La llamada
La cámara digital
GLCEs (Grade Level Content Expectations)
&
Key Concepts
Resources
(1.1.N.SL.h)Exchange information in the target language on familiar topics such as per-
sonal interests, memorable experiences, school activities, and family life
(1.1.N.RW.a)Use the target language in email messages, text messages, blogs, webpages,
letters, and notes to greet, take leave, or make introductions
TBD-IN PROGRESS
La escuela y la tecnología cont. (Reference Spanish 1A Curriculum: Unit 5)
Unit 4:
GLCEs (Grade Level Content Expectations)
&
Key Concepts continued...
Resources
(1.1.N.RW.c)Recognize and use appropriate register/honorifics in limited, simple social
correspondence
(1.1.N.RW.g)Ask questions in writing about the attributes of places and things in their im-
mediate environment, and answer in writing using a list of traits
(1.1.N.RW.h)Exchange information in writing in the target language on familiar topics
such as personal interests, memorable experiences, school activities, and family life
(1.1.N.RW.j)Share likes and dislikes in the target language with a classmate in writing, us-
ing email messages, notes, and letters
(1.2.N.L.b)Understand interpersonal communication on topics of personal interest such as
preferences, family life, friends, leisure and school activities, and everyday occurrences
(1.2.N.L.c)Understand main idea of a visual media or live presentation (film/DVD, TV
shows and commercials, theatre and musical production)
(1.2.N.L.d)
Understand main idea of an audio presentation (CD, lecture, radio, podcast, songs/music)
(1.2.N.R.b)Understand main idea of simple accessible written materials in the target lan-
guage such as, textbook passages, age-appropriate magazine and newspaper articles/ads,
websites/internet, poetry or stories
(1.2.N.R.c)Understand written interpersonal communication on topics of personal interest
such as preferences, family life, friends, leisure and school activities, and everyday occur-
rences (email, letters, messages, notes, and text messages)
TBD-IN PROGRESS
La escuela y la tecnología cont. (Reference Spanish 1A Curriculum: Unit 5)
Unit 4:
GLCEs (Grade Level Content Expectations)
&
Key Concepts continued...
Resources
(1.3.N.S.b)Present brief personal descriptions on familiar topics in target language such as
self, friends, family, home, and school
(1.3.N.W.c)Write brief personal descriptions on familiar topics in the target language such
as self, friends, family, home, and school
(2.1.N.H.b)Name the governmental system(s) and key political figures in a country in
which the language is spoken
(2.1.N.E.a)Identify levels of instruction, courses, and typical daily school schedules and
activities in a community or culture in which the language is spoken
(2.2.N.G.a)Identify countries, their capital and major cities in which the language is spoken
(2.2.N.G.b)Identify major geographic features (rivers, mountains, deserts, forests) of a
country in which the language is spoken
(2.2.N.G.c)Identify the neighboring countries and geographic features surrounding a coun-
try in which the language is spoken
(2.2.N.F.b)Identify products that were native to a community, region, or country in which
the language is spoken
(2.2.N.E.a)Identify facilities, supplies, and materials needed for schooling and activities in
a community or culture in which the language is spoken
TBD-IN PROGRESS
La escuela y la tecnología cont. (Reference Spanish 1A Curriculum: Unit 5)
Unit 4:
GLCEs (Grade Level Content Expectations)
&
Key Concepts continued...
Resources
(3.1.N.a) Reinforce previously learned content knowledge through the target language
(3.2.N.a)Use audio, visual, and/or print materials available only in the target language to
recognize that a topic or situation may be viewed differently in one’s own culture than in
the target culture
(4.1.N.a)Identify basic differences and similarities in vocabulary between one’s own lan-
guage and the target language (cognates and borrowed words)
(4.1.N.b)Identify basic differences and similarities in grammatical structures between one’s
own language and the target
(4.1.N.c)Identify basic differences and similarities in register/honorifics between one’s
own language and the target language
(4.1.N.d) Identify basic differences and similarities in phonological features (such as pro-
nunciation, intonation, and tone) between one’s own language and the target language
(4.2.N.a) Identify basic target culture practices and compare them to one’s own
(5.1.N.a)Exchange information in the target language with people locally and around the
world through avenues such as pen and key pals, email, and electronic presentations
(5.1.N.b)Provide services to others in the school district through activities in the target lan-
guage such as skits and/or musical presentations, or by reading to others in the target lan-
guage
(5.2.N.a)Willingly use the target language within the classroom setting
TBD-IN PROGRESS
¿Qué hice yo? Unit 5:
Focus questions:
How does one relate past events and experiences?
How does one express one’s favorite pastimes?
How do sports and leisure activities compare between the U.S. and Spanish-speaking countries?
Country/Region of focus: Europe (Spain), Africa (Ecuatorial Guinea)
Interdisciplinary connections: Social Studies; English Language; Physical Education; Health
Structures:
Regular preterite tense
Ir, ser and jugar in the preterite
Time Span: 7th Grade—approximately 4 weeks per unit
9th Grade—approximately 2 weeks per unit
Assessment: Unit assessment is created individually by classroom teacher to correspond to grade level/development of students.
Vocabulary
Los sustantivos Los verbos Los adjetivos Frases útiles Otro
Los deportes La cancha
El campo
El fútbol
El básquetbol
La natación Continued on next page...
Ganar
Perder
Ir
Ser
Jugar
Empatado
Divertido
Emocionado
Peligroso
¡Qué chido!
¡Qué chevere!
¿Qué onda?
¿Cómo lo pasaste?
Ayer
Anoche
Anteayer
La semana pasada
El año pasado
El mes pasado
El fin de semana pasado
¿Qué hice yo? cont.
Unit 5:
Vocabulary continued...
Los sustantivos Los verbos Los adjetivos Frases útiles Otro
Los deportes cont... El voleibol
El atletismo
El béisbol
El tenis
El fútbol americano
El partido
El equipo
El jugador
La pelota
La bola
El aficionado
El entrenador
El pasatiempo
El tiempo libre
Ir de compras
Patinar
Salir con amigos
Relajar
Escuchar música
Bajar música
Ir al cine
Montar bicicleta
Ir a la playa
Jugar videojuegos
Alquilar un video/
DVD
Chatear/charlar
TBD-IN PROGRESS
¿Qué hice yo? cont. Unit 5:
GLCEs (Grade Level Content Expectations)
&
Key Concepts
Resources
(1.1.N.SL.h) Exchange information in the target language on familiar topics such as per-
sonal interests, memorable experiences, school activities, and family life
(1.1.N.RW.h) Exchange information in writing in the target language on familiar topics
such as personal interests, memorable experiences, school activities, and family life
(1.2.N.L.b) Understand interpersonal communication on topics of personal interest such
as preferences, family life, friends, leisure and school activities, and everyday occur-
rences
(1.2.N.L.c)Understand main idea of a visual media or live presentation (film/DVD, TV
shows and commercials, theatre and musical production)
(1.2.N.L.d)Understand main idea of an audio presentation (CD, lecture, radio, podcast,
songs/music)
(1.2.N.R.b)Understand main idea of simple accessible written materials in the target lan-
guage such as, textbook passages, age-appropriate magazine and newspaper articles/ads,
websites/internet, poetry or stories
(1.2.N.R.c)Understand written interpersonal communication on topics of personal inter-
est such as preferences, family life, friends, leisure and school activities, and everyday
occurrences (email, letters, messages, notes, and text messages)
TBD-IN PROGRESS
¿Qué hice yo? cont. Unit 5:
GLCEs (Grade Level Content Expectations)
&
Key Concepts continued...
Resources
(1.3.N.S.b)Present brief personal descriptions on familiar topics in target language such
as self, friends, family, home, and school
(1.3.N.W.c)Write brief personal descriptions on familiar topics in the target language
such as self, friends, family, home, and school
(2.2.N.G.b) Identify major geographic features (rivers, mountains, deserts, forests) of a
country in which the language is spoken
(2.2.N.G.c)Identify the neighboring countries and geographic features surrounding a
country in which the language is spoken
(2.2.N.G.d)Describe the climate and typical seasonal weather patterns in various parts of
a country in which the language is spoken
(2.2.N.F.b)Identify products that were native to a community, region, or country in which
the language is spoken
(2.2.N.F.c)Describe the products needed for leisure activities commonly practiced within
a community, region, or culture in which the language is spoken
(2.2.N.E.c)Recognize the currency of a country in which the language is spoken
(4.1.N.a)Identify basic differences and similarities in vocabulary between one’s own lan-
guage and the target language (cognates and borrowed words)
TBD-IN PROGRESS
¿Qué hice yo? cont. Unit 5:
GLCEs (Grade Level Content Expectations)
&
Key Concepts continued...
Resources
(4.1.N.b)Identify basic differences and similarities in grammatical structures between
one’s own language and the target
(4.1.N.c) Identify basic differences and similarities in register/honorifics between one’s
own language and the target language
(4.1.N.d) Identify basic differences and similarities in phonological features (such as pro-
nunciation, intonation, and tone) between one’s own language and the target language
(5.2.N.a)Willingly use the target language within the classroom setting
(5.2.N.b)Use authentic target language print materials and electronic media to explore
topics of personal interest and enjoyment
TBD-IN PROGRESS
