Course Description
Open to: 8, 9, 10, 11, 12 One Year Course
Prerequisite: None
Content: Students will be introduced to the Spanish language and culture. Listening,
speaking, reading, and writing skills will be incorporated on a beginning level.
Pronunciation and conversational expressions will be stressed.
Adopted Materials
Title: Realidades I
Authors: Boyles, Met, Sayers, Eubanks Wargin, et al
Publisher: Pearson Prentice Hall
Year: 2004
Use foreign language workbooks, audio/video tapes and other teacher resource
materials which accompany the adopted texts as appropriate.
Appendix -
Performance Objective Appendix in pdf format.
Vocabulary and structures for which students are responsible. The students
will be tested on the structures and vocabulary under the "For Proficiency" columns.
Grades
The grade that a student receives in this course will
be a reflection of how the student has performed in
two areas: the assimilation and the acquisition of
performance skills. The course grade will be calculated
from scores obtained on unit tests, projects and activities
(reading, writing, listening and oral language production),
homework, and a semester final. Progress reports should
provide the student and parents with information (average
grades or percentages) in three main areas: unit tests,
projects/activities, and homework completed.
The final is also the End of Course Exam (EOC), which
will count as 10% of the student's final grade and
will determine whether or not the student has met the
State Standards in Humanities for this particular course.
It will consist of a portfolio that includes written
and verbal student responses and a written exam evaluating
listening, grammatical and reading proficiencies.
Special Notes
The District World Language Department requires the
use of the Realidades 1 and 2 textbook ancillaries
to help facilitate student exposure to multiple sources
and authentic realia. To supplement the textbook, an
appendix of vocabulary and grammar structures is provided.
The District World Language Department also recommends
the use of the target language as much as possible
for classroom instruction and activities.
Copyright
Resources
Course Scope for Semester 1
| Unit 1 |
Bienvenidos a la clase y al mundo
hispano |
5 Weeks |
| Unit 2 |
¿Cómo soy yo? |
6 Weeks |
| Unit 3 |
Mis clases y mi horario |
5 Weeks |
| Unit 4 |
Los días festivos |
2 Weeks |
Course Scope for Semester 2
| Unit 5 |
¡Hay que comer! |
6 Weeks |
| Unit 6 |
Los pasatiempos y los deportes |
5 Weeks |
| Unit 7 |
Mi familia y la casa |
5 Weeks |
| Unit 8 |
Los días festivos |
2 Weeks |
Assessment
Correlation acronyms key
|
Unit
1 |
Bienvenidos a la clase
y al mundo hispano |
Semester 1, 5 weeks |
|
Instructional Objective
0421.01 Identify countries of the Spanish-speaking
world. |
Standard Reference
N3.1,
WL1.3.2.1, 1.3.2.2 |
|
No.
|
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Memorize and identify the names of all Spanish-speaking
countries on a map. |
Realidades, (R1), pp. xvi-xxix,
Appendix |
EOC, TMA (Teacher-Made Assessment) |
|
02 |
Given a blank map, locate Spanish-speaking countries. |
R1, pp. xvi-xxix |
TMA |
|
03 |
Recognize major geographical features of the
Spanish-speaking world. |
R1, pp. xvi-xxix |
TMA |
|
Instructional Objective
0421.02 Use greetings, farewells, and introductions
in classroom conversations. |
Standard Reference
N1.1, 1.2, 1.3, 2.1, 4.1
WL1.1.1.1, 1.1.1.2, 1.1.1.3, 1.1.1.4, 1.1.1.5, 1.1.1.6, 1.1.2.1, 1.1.2.2,
1.1.2.3, 1.1.3.1, 1.1.3.2, 1.1.3.3, 1.1.3.4, 1.1.4.1, 1.1.4.2, 1.1.4.3,
1.1.4.4, 1.2.1.1, 1.2.1.2, 1.2.1.3, 1.2.1.4, 1.2.2.2, 1.2.2.4, 1.3.3.1,
1.3.3.2, 1.3.3.3 |
|
No.
|
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Greet someone and respond appropriately to a
greeting. |
R1, pp. 2, 4, 22, 483, Appendix |
EOC, TMA |
|
02 |
Say good-bye to someone. |
R1, pp. 4, 22, 483, Appendix |
EOC, TMA |
|
03 |
Discuss the importance of greetings and the
appropriate gestures involved. |
WWW |
EOC, TMA |
|
04 |
Differentiate between the familiar "you" and
formal "you" when greeting a person. |
R1, pp. 5, 22, Appendix |
EOC, TMA |
|
05 |
Identify oneself to another person. |
R1, pp. 2, 483, Appendix |
EOC, TMA |
|
06 |
Ask another’s name. |
R1, pp. 2, 22, Appendix |
EOC, TMA |
|
07 |
Respond appropriately to an introduction. |
R1, pp. 2, 22, 483, Appendix |
EOC, TMA |
|
08 |
Write a brief dialogue using greetings, farewells
and introductions. |
R1, Ch. Para empezar, Appendix |
TMA |
|
Instructional Objective
0421.03 Recognize classroom expressions and
directions. |
Standard Reference
N1.1, 1.2, 1.3,
WL1.1.1.1, 1.1.1.2, 1.1.1.3, 1.1.1.4, 1.1.2.1, 1.1.3.1, 1.1.3.2, 1.1.3.3,
1.1.3.4 |
|
No.
|
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Respond appropriately to basic classroom expressions
and directions. |
R1, p. 6, Appendix |
EOC, TMA |
|
Instructional Objective
0421.04 Recognize and list numbers 0-100. |
Standard Reference
N1.1, 1.2, 1.3, 2.1, 4.1, 4.2,
WL1.1.1.1, 1.1.1.2, 1.1.2.1, 1.1.3.2, 1.1.3.3, 1.1.3.4, 1.2.1.2, 1.3.3.1 |
|
No.
|
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Count from 0 to 100 in Spanish. |
R1, p. 7, Appendix |
TMA |
|
02 |
Match the Spanish number word with its numeric
equivalent. |
R1, p. 7, Appendix |
EOC, TMA |
|
03 |
Write the numeric equivalent after hearing the
Spanish number. |
R1, p. 7, Appendix |
EOC, TMA |
|
04 |
Say telephone numbers using the formula X-XX-XX-XX
(as used in some Spanish-speaking countries). |
R1. p. 7, WWW |
TMA |
|
05 |
Listen to authentic media and identify numbers. |
WWW |
TMA |
|
Instructional Objective
0421.05 Demonstrate the use of calendar vocabulary. |
Standard Reference
N1.1, 1.2, 1.3, 4.1,
WL1.1.1.1, 1.1.1.2, 1.1.1.3, 1.1.1.4, 1.1.2.1, 1.1.3.1, 1.1.3.2, 1.1.3.3,
1.1.3.4, 1.1.4.1, 1.1.4.2, 1.1.4.3, 1.1.4.4, 1.2.1.1, 1.2.1.2, 1.2.1.4,
1.2.2.4, 1.3.1.2 |
|
No.
|
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Recite the days of the week according to the
Hispanic calendar. |
R1, pp. 14, 178, Appendix |
EOC, TMA |
|
02 |
Recite the months of the year. |
R1, p. 14, Appendix |
EOC, TMA |
|
03 |
Memorize the formula for giving dates el +(number)+ de +(month). |
R1, p. 15, Appendix |
EOC, TMA |
|
04 |
Respond in written and oral forms to the questions: ¿Qué día
es hoy? ¿Cuál es la fecha de hoy? |
R1, pp. 15-16, 22, Appendix |
EOC, TMA |
|
05 |
Write and share the birthdays of people you
know using the numbers 1-31 and the months of
the year. |
R1, pp. 7, 14-15, Appendix |
TMA |
|
Instructional Objective
0421.06 Tell time in Spanish. |
Standard Reference
N1.1, 1.2, 1.3, 4.1,
WL1.1.1.1, 1.1.1.2, 1.1.1.3, 1.1.1.4, 1.1.1.5, 1.1.2.1, 1.1.3.1, 1.1.3.2,
1.1.3.3, 1.1.3.4, 1.1.4.1, 1.1.4.2, 1.1.4.3, 1.1.4.4 |
|
No.
|
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Ask and tell what time it is in both written
and oral forms. |
R1, pp. 8, 22, Appendix |
EOC, TMA |
|
Instructional Objective
0421.07 Recognize and use the Spanish alphabet. |
Standard Reference
N1.1, 1.2, 1.3, 4.1,
WL1.1.1.1, 1.1.1.2, 1.1.1.3, 1.1.1.4, 1.1.2.1, 1.1.3.1, 1.1.3.2, 1.1.3.3,
1.1.3.4, 1.1.4.1, 1.3.1.2, 1.2.1.4 |
|
No.
|
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Recite the Spanish alphabet. |
R1, p. 12 |
TMA |
|
02 |
Listen to and write letters of the Spanish alphabet
as they are spoken. |
R1, p. 12 |
EOC, TMA |
|
03 |
Spell a variety of Spanish words using the Spanish
alphabet, i.e. the days of the week, months of
the year, numbers, Spanish-speaking countries. |
R1, pp. 12, 14-15, xvi-xxix, Appendix |
TMA |
|
Instructional Objective
0421.08 Recognize examples of Spanish/English
cognates. |
Standard Reference
N1.1, 1.2, 1.3, 4.1,
WL1.1.1.1, 1.1.1.2, 1.1.1.3, 1.1.1.4, 1.1.2.1, 1.1.3.1, 1.1.3.2, 1.1.3.3,
1.1.3.4, 1.1.4.1, 1.2.1.2, 1.2.1.4, 1.2.1.5, 1.2.2.1, 1.3.1.2 |
|
No.
|
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Identify cognates from written and oral Spanish. |
R1, pp. 34, 57, 205 |
EOC, TMA |
|
02 |
Apply the Spanish alphabet to pronounce and
spell cognates. |
R1, p. 12 |
TMA |
|
03 |
Build a base vocabulary using cognates. |
R1, pp. 34, 57, 205 |
TMA |
|
04 |
Form plural words by adding either –s or –es. |
R1. pp. 110, 156, 476 |
EOC, TMA |
|
Instructional Objective
0421.09 Describe the weather. |
Standard Reference
N1.1, 1.2, 1.3, 2.1, 3.1, 4.1,
WL1.1.1.1, 1.1.1.2, 1.1.1.3, 1.1.1.4, 1.1.1.5, 1.1.2.1, 1.1.3.1, 1.1.3.2,
1.1.3.3, 1.1.3.4, 1.1.4.1, 1.1.4.2, 1.1.4.3, 1.1.4.4, 1.2.1.1, 1.2.1.2,
1.2.1.3, 1.2.1.4, 1.2.1.5, 1.2.2.1, 1.2.2.2, 1.2.2.3, 1.2.2.4, 1.3.2.2 |
|
No.
|
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Memorize weather expressions that use hacer,
llover, and nevar. |
R1, pp. 18, 23, Appendix |
EOC, TMA |
|
02 |
Respond to the question ¿Qué tiempo
hace? |
R1, pp. 18-19, 21, 23, Appendix |
EOC, TMA |
|
03 |
Identify the four seasons in Spanish. |
R1, pp. 18, 23, Appendix |
EOC, TMA |
|
04 |
Associate the months with their corresponding
seasons in both the northern and southern hemispheres. |
R1, pp. 14, 18, 20-21, 23, Appendix |
EOC, TMA |
|
05 |
List the types of weather conditions that are
associated with each season in both the northern
and southern hemispheres. |
R1, pp. 18, 20-21, 23, Appendix |
EOC, TMA |
|
Instructional Objective
0421.10 Ask and tell likes and dislikes of
activities. |
Standard Reference
N1.1, 1.2, 1.3, 4.1,
WL1.1.1.1, 1.1.1.2, 1.1.1.3, 1.1.1.4, 1.1.1.6, 1.1.2.1, 1.1.2.2, 1.1.2.3,
1.1.3.1, 1.1.3.2, 1.1.3.3, 1.1.3.4, 1.1.4.1, 1.1.4.2, 1.1.4.3, 1.1.4.4,
1.2.1.1, 1.2.1.2, 1.2.1.3, 1.2.1.4, 1.2.1.5, 1.2.2.1, 1.2.2.2, 1.2.2.3,
1.2.2.4, 1.3.3.3 |
|
No.
|
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Memorize a variety of -ar, -er, -ir infinitives
and vocabulary to describe activities. |
R1, pp. 26-29, 46, 472, Appendix |
EOC, TMA |
|
02 |
Use singular indirect object pronouns with the
verb gustar. |
R1, pp. 26-30, 229, 410, Appendix |
EOC, TMA |
|
03 |
Use the Spanish idiom gustar +infinitive
to express preferred activities. |
R1, pp. 26-30, 46, Appendix |
EOC, TMA |
|
04 |
Use a + person to emphasize
or clarify indirect objects. |
R1, pp. 38, 46, 229, Appendix |
EOC, TMA |
|
05 |
Ask others what they like to do. |
R1, pp. 26-27, 46, Appendix |
EOC, TMA |
|
06 |
Apply the word no to a Spanish
affirmative statement to make it negative. |
R1, pp. 36, 46, Appendix |
EOC, TMA |
|
07 |
Use the days of the week to talk about one’s
activities. (el lunes…, los
martes…) |
R1, p. 178, Appendix |
EOC, TMA |
|
Instructional Objective
0421.11 Use adjectives to describe personality
traits. |
Standard Reference
N1.1, 1.2, 1.3, 2.1, 4.1,
WL1.1.1.1, 1.1.1.2, 1.1.1.3, 1.1.1.4, 1.1.1.5, 1.1.1.6, 1.1.2.1, 1.1.2.2,
1.1.2.3, 1.1.3.1, 1.1.3.2, 1.1.3.3, 1.1.3.4, 1.1.4.1, 1.1.4.2, 1.1.4.3,
1.1.4.4, 1.2.1.1, 1.2.1.2, 1.2.1.3, 1.2.1.4, 1.2.1.5, 1.2.2.1, 1.2.2.2,
1.2.2.3, 1.2.2.4 |
|
No.
|
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Memorize and use the 10 subject pronouns. |
R1, pp. 50-53, 70, 82, 96, 475, Appendix |
EOC, TMA |
|
02 |
Conjugate and use the verb ser in
all six forms. |
R1, pp. 50-53, 70, 158, 168, 258, 481,
Appendix |
EOC, TMA |
|
03 |
Memorize personality trait vocabulary. |
R1, pp. 50-55, 70, Appendix |
EOC, TMA |
|
04 |
Discuss the use of adjectives in Spanish, including
the rules for gender and number agreement as
well as adjective placement. |
R1, pp. 55, 62, 476, Appendix |
EOC, TMA |
|
05 |
Review plural formation of words by adding either –s or –es. |
R1, pp. 110, 156, 476, Appendix |
EOC, TMA |
|
06 |
Ask about and describe people’s personality
traits. |
R1, pp. 50-55, 70, Appendix |
EOC, TMA |
|
07 |
Describe what people like to do and connect
it to a personality trait. |
R1, pp. 26-30, 46, 50-55, 70, Appendix |
EOC, TMA |
|
Instructional Objective
0421.12 Use terms for physical characteristics
to describe people. |
Standard Reference
N1.1, 1.2, 1.3, 2.1, 4.1,
WL1.1.1.1, 1.1.1.2, 1.1.1.3, 1.1.1.4, 1.1.1.5, 1.1.1.6, 1.1.2.1, 1.1.2.2,
1.1.2.3, 1.1.3.1, 1.1.3.2, 1.1.3.3, 1.1.3.4, 1.1.4.1, 1.1.4.2, 1.1.4.3,
1.1.4.4, 1.2.1.1, 1.2.1.2, 1.2.1.3, 1.2.1.4, 1.2.1.5, 1.2.2.1, 1.2.2.2,
1.2.2.3, 1.2.2.4 |
|
No.
|
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Memorize vocabulary for physical characteristics. |
R1, pp. 248, 268, Appendix |
EOC, TMA |
|
02 |
Use ser and physical characteristics
to describe people. |
R1, pp. 158, 168, 248, 268, 481, Appendix |
EOC, TMA |
|
03 |
Conjugate and use the verb tener in
all six forms to describe hair and eye color. |
R1, pp. 228, 244, 248, 268, 473, 481,
Appendix |
EOC, TMA |
|
04 |
Use adjectives and the verbs ser and tener to
describe students in the class, taking into account
the adjective agreement rules. |
R1, pp. 158, 228, 248, 268, 473, Appendix |
EOC, TMA |
|
Instructional Objective
0421.13 Discuss one’s age. |
Standard Reference
N1.1, 1.2, 1.3, 2.1, 4.1,
WL1.1.1.1, 1.1.1.2, 1.1.1.3, 1.1.1.4, 1.1.1.6, 1.1.2.1, 1.1.2.3, 1.1.3.1,
1.1.3.2, 1.1.3.3, 1.1.3.4, 1.1.4.1, 1.1.4.2, 1.1.4.3, 1.1.4.4, 1.2.1.1,
1.2.1.2, 1.2.1.3, 1.2.1.4, 1.2.1.5, 1.2.2.1, 1.2.2.2, 1.2.2.3, 1.2.2.4 |
|
No.
|
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Memorize the idiom tener +
number + años to tell
one’s age. |
R1, pp. 222-225, 228, 244, Appendix |
EOC, TMA |
|
02 |
Use tener to ask others their
age and tell one’s age. |
R1, pp. 222-225, 228, 244, Appendix |
EOC, TMA |
|
03 |
Discuss the ages of people. |
R1, pp. 222-225, 228, 244, Appendix |
EOC, TMA |
|
Instructional Objective
0421.14 Demonstrate the ability to ask and
tell where people are from. |
Standard Reference
N1.1, 1.2, 1.3, 4.1,
WL1.1.1.1, 1.1.1.2, 1.1.1.3, 1.1.1.4, 1.1.1.6, 1.1.2.1, 1.1.2.3, 1.1.3.1,
1.1.3.2, 1.1.3.3, 1.1.3.4, 1.1.4.1, 1.1.4.2, 1.1.4.3, 1.1.4.4, 1.2.1.1,
1.2.1.2, 1.2.1.3, 1.2.1.4, 1.2.2.2, 1.2.2.3, 1.2.2.4, 1.3.3.3 |
|
No.
|
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Ask where people are from and respond to the
question. |
R1, pp. 175, 194, Appendix |
EOC, TMA |
|
Back to Top |
|
Unit
3 |
Mis clases y mi horario |
Semester 1, 5 weeks |
|
Instructional Objective
0421.15 Name and identify common classroom
objects. |
Standard Reference
N1.1, 1.2, 1.3, 2.1, 4.1,
WL1.1.1.1, 1.1.1.2, 1.1.1.3, 1.1.1.4, 1.1.1.5, 1.1.1.6, 1.1.2.1, 1.1.3.1,
1.1.3.2, 1.1.3.3, 1.1.3.4, 1.1.4.1, 1.1.4.2, 1.1.4.3, 1.1.4.4, 1.2.1.1,
1.2.1.2, 1.2.1.3, 1.2.1.4, 1.2.1.5, 1.2.2.1, 1.2.2.2, 1.2.2.3, 1.2.2.4,
1.3.1.2 |
|
No.
|
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Memorize classroom and school related vocabulary. |
R1, pp. 10, 22, 74-77, 96, 100-103,
120, Appendix |
EOC, TMA |
|
02 |
Identify the gender of classroom objects by
using the appropriate definite article el or la. |
R1, pp. 60, 70, 96, 120, 475, Appendix |
EOC, TMA |
|
03 |
Identify the gender of classroom objects by
using the appropriate indefinite article un or una. |
R1, pp. 60, 70, 475, Appendix |
EOC, TMA |
|
04 |
Discuss the plural rules for definite and indefinite
articles and their corresponding nouns. |
R1, p. 110, Appendix |
EOC, TMA |
|
05 |
Use designated classroom object nouns to demonstrate
the difference between definite and indefinite
articles. |
R1, pp. 10, 96, 110, 120, Appendix |
EOC, TMA |
|
06 |
Memorize colors and use singular and plural,
masculine and feminine endings for agreement. |
R1, pp. 64, 273, 283, 294, Appendix |
EOC, TMA |
|
07 |
Describe the color(s) of classroom objects and
any other objects possible, using appropriate
gender and number. |
R1, pp. 22, 96, 112, 120, 273, 294,
Appendix |
EOC, TMA |
|
08 |
Use the idiom hay (there is
or there are) to identify the number of classroom
objects in a given example. |
R1, pp. 112, 120, Appendix |
EOC, TMA |
|
09 |
Review tener to state what
object(s) one has. |
R1, pp. 10-11, 228 |
EOC, TMA |
|
10 |
Recognize prepositions of location, está and están to
identify where classroom objects are located. |
R1, pp. 101, 105, 109, 120, 351, Appendix |
TMA |
|
Instructional Objective
0421.16 Compare class schedules and subjects. |
Standard Reference
N1.1, 1.2, 1.3, 2.1, 3.2, 4.1, 4.2,
WL1.1.1.1, 1.1.1.2, 1.1.1.3, 1.1.1.4, 1.1.1.5, 1.1.1.6, 1.1.2.1, 1.1.2.2,
1.1.2.3, 1.1.3.1, 1.1.3.2, 1.1.3.3, 1.1.3.4, 1.1.4.1, 1.1.4.2, 1.1.4.3,
1.1.4.4, 1.2.1.1, 1.2.1.2, 1.2.1.3, 1.2.1.4, 1.2.1.5, 1.2.2.1, 1.2.2.2,
1.2.2.3, 1.2.2.4, 1.3.3.1, 1.3.3.3 |
|
No.
|
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Memorize vocabulary related to school schedules. |
R1, pp. 74-77, 96, Appendix |
EOC, TMA |
|
02 |
Survey other students about the classes they
have. |
R1, pp. 74, 80, 96, Appendix |
TMA |
|
03 |
Use ordinal numbers to discuss the details of
individual class schedules. |
R1, pp. 74-75, 96, Appendix |
EOC, TMA |
|
04 |
Describe characteristics of your classes. |
R1, pp. 79, 96, Appendix |
EOC, TMA |
|
05 |
Compare and contrast American schools with those
in Spanish-speaking countries. |
R1, pp. 78, 80, 92, 106, 113, 116,
214, TE73, 75, 79, 85 |
TMA |
|
Instructional Objective
0421.17 Discuss what students do during the
day. |
Standard Reference
N1.1, 1.2, 1.3, 4.1,
WL1.1.1.1, 1.1.1.2, 1.1.1.3, 1.1.1.4, 1.1.1.6, 1.1.2.1, 1.1.2.2, 1.1.2.3,
1.1.3.1, 1.1.3.2, 1.1.3.3, 1.1.3.4, 1.1.4.1, 1.1.4.2, 1.1.4.3, 1.1.4.4,
1.2.1.1, 1.2.1.2, 1.2.1.3, 1.2.1.4, 1.2.1.5, 1.2.2.1, 1.2.2.2, 1.2.2.3,
1.2.2.4 |
|
No.
|
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Conjugate and use regular –ar verbs
in all six forms. |
R1, pp. 84, 86-87, 96, Appendix |
EOC, TMA |
|
02 |
Use a variety of –ar verbs
to describe what people do during the day. |
R1, pp. 84, 86-87, 96, Appendix |
TMA |
|
03 |
Ask and tell at what time one does activities. |
R1, p. 204, Appendix |
EOC, TMA |
|
Instructional Objective
0421.18 Describe how people are feeling. |
Standard Reference
N1.1, 1.2, 1.3,
WL1.1.1.1, 1.1.1.2, 1.1.1.3, 1.1.1.4, 1.1.1.5, 1.1.1.6, 1.1.2.1, 1.1.2.2,
1.1.2.3, 1.1.3.1, 1.1.3.2, 1.1.3.3, 1.1.3.4, 1.1.4.1, 1.1.4.2, 1.1.4.3,
1.1.4.4, 1.2.1.1, 1.2.1.2, 1.2.1.3, 1.2.1.4, 1.2.1.5, 1.2.2.1, 1.2.2.2,
1.2.2.3, 1.2.2.4 |
|
No.
|
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Conjugate and use the verb estar in
all six forms. |
R1, pp. 107, 120, Appendix |
EOC, TMA |
|
02 |
Memorize the words used to express feelings. |
R1, pp. 203, 218, Appendix |
EOC, TMA |
|
03 |
Review adjective agreement and use estar and
adjectives of feelings to tell how people are
feeling. |
R1, pp. 203, 218, Appendix |
EOC, TMA |
|
04 |
Describe how people feel at different times
of the day and or week. |
R1, pp. 107, 120, 198-199, 203, Appendix |
EOC, TMA |
|
05 |
Describe how people feel when they do different
activities. |
R1, pp. 107, 120, 203, 218, Appendix |
EOC, TMA |
|
Back to Top |
|
Unit
4 |
Los días festivos |
Semester 1, 2 weeks |
|
Instructional Objective
0421.19 Investigate the importance of holiday
celebrations in the Spanish-speaking world. |
Standard Reference
N1.2, 2.1, 2.2, 3.1, 3.2, 4.2, 5.1,
5.2,
WL1.1.1.1, 1.3.1.1 |
|
No.
|
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Investigate el Día de los Muertos (Nov.
1-2) |
Realidades 2, (R2) p. 220,
WWW, Appendix |
EOC, TMA |
|
02 |
Investigate any of the following cultural celebrations
at the appropriate time of year.
el Día de la Independencia de
México (Sep. 16)
el Día de la Raza (Oct. 12)
la Virgen de Guadalupe (Dec. 12)
la Navidad |
R1, pp. 131, 205, 290, R2,
pp. 218, 228-230, WWW |
TMA |
|
03 |
Discuss opportunities in the community to experience
an authentic cultural activity. |
WWW |
TMA |
|
Instructional Objective
0421.20 Discuss food and beverage choices
for breakfast, lunch, and dinner. |
Standard Reference
N1.1, 1.2, 1.3, 2.1, 2.2, 3.1, 3.2,
4.1, 4.2,
WL1.1.1.1, 1.1.1.2, 1.1.1.3, 1.1.1.4, 1.1.1.5, 1.1.2.1, 1.1.2.2, 1.1.2.3,
1.1.3.1, 1.1.3.2, 1.1.3.3, 1.1.3.4, 1.1.4.1, 1.1.4.2, 1.1.4.3, 1.1.4.4,
1.2.1.1, 1.2.1.2, 1.2.1.3, 1.2.1.4, 1.2.1.5, 1.2.2.1, 1.2.2.2, 1.2.2.3,
1.2.2.4, 1.3.1.2 |
|
No.
|
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Memorize food and beverage vocabulary. |
R1, pp. 124-127, 129-131, 138, 144,
148, 168, TE 129, 149, 151, 153, Appendix |
EOC, TMA |
|
02 |
Categorize foods and beverages into breakfast,
lunch and dinner. |
R1, pp. 144, 168, Appendix |
TMA |
|
03 |
Memorize the three plural indirect object pronouns
and how to use them with the verb gustar. |
R1, pp. 135, 229, 410, Appendix |
EOC, TMA |
|
04 |
Use gusta(n) to discuss what
foods people like and dislike. |
R1, pp. 135, 144, 229, Appendix |
EOC, TMA |
|
05 |
Discuss food preferences using gustar + más and gustar + menos. |
R1, pp. 126, 136, Appendix |
TMA |
|
Instructional Objective
0421.21 Express opinions regarding diet and
health. |
Standard Reference
N1.1, 1.2, 1.3, 2.1, 2.2, 3.1, 3.2,
4.1, 4.2,
WL1.1.1.1, 1.1.1.2, 1.1.1.3, 1.1.1.4, 1.1.1.5, 1.1.1.6, 1.1.2.1, 1.1.2.2,
1.1.2.3, 1.1.3.1, 1.1.3.2, 1.1.3.3, 1.1.3.4, 1.1.4.1, 1.1.4.2, 1.1.4.3,
1.1.4.4, 1.2.1.1, 1.2.1.2, 1.2.1.3, 1.2.1.4, 1.2.1.5, 1.2.2.1, 1.2.2.2,
1.2.2.3, 1.2.2.4 |
|
No.
|
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Describe food using ser and
adjectives. |
R1, pp. 156, 158, Appendix |
EOC, TMA |
|
02 |
Conjugate and use regular –er and –ir verbs
in all six forms. |
R1, p. 132, Appendix |
EOC, TMA |
|
03 |
Memorize adverbs of frequency. |
R1, p. 194, Appendix |
EOC, TMA |
|
04 |
Describe one’s diet using comer, beber and
adverbs of frequency. |
R1, pp. 132, 162, Appendix |
TMA |
|
05 |
Introduce the singular forms of preferir
(e - ie) and querer (e - ie) to
express opinions. |
R1, pp. 150, 153, 168, 198-199, 218,
330, 342, Appendix |
EOC, TMA |
|
06 |
Discuss healthy and unhealthy lifestyles with
regard to food and exercise. |
R1, pp. 148, 155, 162, 164, 165, 260,
Appendix |
TMA |
|
Instructional Objective
0421.22 Discuss cultural perspectives on meals. |
Standard Reference
N1.1, 1.2, 1.3, 2.1, 2.2, 3.1, 3.2,
4.1, 4.2, 5.1, 5.2,
WL1.1.1.1, 1.1.1.2, 1.1.1.3, 1.1.1.4, 1.1.1.5, 1.1.1.6, 1.1.2.1, 1.1.2.2,
1.1.3.1, 1.1.3.2, 1.1.3.3, 1.1.3.4, 1.1.4.1, 1.1.4.2, 1.1.4.3, 1.1.4.4,
1.2.1.1, 1.2.1.2, 1.2.1.3, 1.2.2.3, 1.2.2.4, 1.3.3.1, 1.3.3.2 |
|
No.
|
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Compare typical meals and available food products
and produce in Spanish-speaking countries. |
R1, pp. 131, 134, 138, 140, 152, 259,
TE 125, 127, 131, 137, 139, 157 |
TMA |
|
02 |
Discuss places in the community where students
can find authentic foods from Spanish-speaking
countries. |
WWW |
TMA |
|
03 |
Describe one’s typical meal schedule using time
expressions in Spanish. |
R1, p. 162, Appendix |
TMA |
|
04 |
Compare the daily meal schedule in the U.S.
with that in a Spanish-speaking country. |
R1, pp. 264, TE 123, 127, 133, WWW |
TMA |
|
05 |
Using the Internet, research and describe two
typical food items or main courses that are commonly
eaten in a Spanish-speaking country. |
WWW |
TMA |
|
Back to Top |
|
Unit
6 |
Los pasatiempos y los
deportes |
Semester 2, 5 weeks |
|
Instructional Objective
0421.23 Describe where teenagers go and what
they do in their free time in the U.S.A. and
Spanish-speaking world. |
Standard Reference
N1.1, 1.2, 1.3, 2.1, 3.2, 4.1, 4.2,
WL1.1.1.1, 1.1.1.2, 1.1.1.3, 1.1.1.4, 1.1.1.5, 1.1.1.6, 1.1.2.1, 1.1.2.2,
1.1.2.3, 1.1.3.1, 1.1.3.2, 1.1.3.3, 1.1.3.4, 1.1.4.1, 1.1.4.2, 1.1.4.3,
1.1.4.4, 1.2.1.1, 1.2.1.2, 1.2.1.3, 1.2.1.4, 1.2.1.5, 1.2.2.1, 1.2.2.2,
1.2.2.3, 1.2.2.4, 1.3.3.1 |
|
No.
|
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Memorize names for places in the school and
community. |
R1, pp. 172-173, 194, 374- 375, 396,
Appendix |
EOC, TMA |
|
02 |
Memorize and use the six forms of the verb ir. |
R1, p. 180, Appendix |
EOC, TMA |
|
03 |
Use the structure ir + a +
place, (a + el = al)
to tell where one goes in a school day and for
what purpose. |
R1, pp. 177, 180-181, 194, 206, Appendix |
EOC, TMA |
|
04 |
Memorize vocabulary used to describe leisure
time activities in the U.S.A. and the Spanish-speaking
world. |
R1, pp. 172- 175, 194, 374-375, Appendix |
EOC, TMA |
|
05 |
Conjugate and use the "irregular yo form
verbs" hacer, ver and salir in
all six forms. |
R1, pp. 132, 149, 168, 481, Appendix |
EOC, TMA |
|
06 |
Memorize interrogative words / phrases. |
R1, pp. 184, 194, Appendix |
EOC, TMA |
|
07 |
Ask others what they do in their free time using
interrogatives. |
R1, pp. 184, 207, Appendix |
EOC, TMA |
|
08 |
Talk about one’s activities using the days of
the week, time expressions and / or adverbs of
frequency. |
R1, pp. 172-175, 176-179, 188-189,
198-201, 204, 206, Appendix |
EOC, TMA |
|
09 |
Describe what people in the Spanish-speaking
world do for fun using a variety of -ar, -er, -ir verbs. |
R1, pp. 177, 180-181, 185, 190, 214,
WWW |
EOC, TMA |
|
Instructional Objective
0421.24 Discuss and identify the preferred
sports in the U.S.A. compared to the Spanish-speaking
world. |
Standard Reference
N1.1, 1.2, 1.3, 2.1, 3.2, 4.1, 4.2,
WL1.1.1.1, 1.1.1.2, 1.1.1.3, 1.1.1.4, 1.1.1.5, 1.1.1.6, 1.1.2.1, 1.1.2.2,
1.1.2.3, 1.1.3.1, 1.1.3.2, 1.1.3.3, 1.1.3.4, 1.1.4.1, 1.1.4.2, 1.1.4.3,
1.1.4.4, 1.2.1.1, 1.2.1.2, 1.2.1.3, 1.2.1.4, 1.2.1.5, 1.2.2.1, 1.2.2.2,
1.2.2.3, 1.2.2.4, 1.3.3.1 |
|
No.
|
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Memorize vocabulary to describe sports. |
R1, pp. 198-199, 208, 218, Appendix |
EOC, TMA |
|
02 |
Conjugate and use the stem-changing verb jugar
(u - ue) in all six forms. |
R1, p. 208, Appendix |
EOC, TMA |
|
03 |
Investigate popular sports activities in the
Spanish-speaking world. |
R1, pp. 212-214, WWW |
TMA |
|
04 |
Discuss the relative popularity of various sports
in the U.S.A. compared to those in the Spanish-speaking
world. |
R1, p. 214, WWW |
TMA |
|
05 |
Describe sports preferences using más, menos, mejor, peor and favorito. |
R1, pp. 278-280, Appendix |
EOC, TMA |
|
Instructional Objective
0421.25 Discuss what one has to do and what
one plans to do. |
Standard Reference
N1.1, 1.2, 1.3, 4.1,
WL1.1.1.1, 1.1.1.2, 1.1.1.3, 1.1.1.4, 1.1.1.6, 1.1.2.1, 1.1.2.2, 1.1.2.3,
1.1.3.1, 1.1.3.2, 1.1.3.3, 1.1.3.4, 1.1.4.1, 1.1.4.2, 1.1.4.3, 1.1.4.4,
1.2.1.1, 1.2.1.2, 1.2.1.3, 1.2.1.4, 1.2.1.5, 1.2.2.1, 1.2.2.2, 1.2.2.3,
1.2.2.4 |
|
No.
|
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Use the structure ir + a +
infinitive to express what students and others
are going to do. |
R1, pp. 206-207, Appendix |
EOC, TMA |
|
02 |
Use the idiom tener + que +
infinitive to express what students and others
have to do. |
R1, pp. 199, 228-229, 244, Appendix |
EOC, TMA |
|
03 |
Conjugate and use the stem-changing (o
- ue) verbs poder and dormir in
all six forms. |
R1, pp. 199, 228-229, 244, Appendix |
EOC, TMA |
|
04 |
Make, accept and decline invitations using ir + a +infinitive, tener + que +infinitive, poder +infinitive,and querer +infinitive. |
R1, pp. 198-199, 206, 218, 284, Appendix |
EOC, TMA |
|
Back to Top |
|
Unit
7 |
Mi familia y la casa |
Semester 2, 5 weeks |
|
Instructional Objective
0421.26 Identify the relationships between
family members. |
Standard Reference
N1.1, 1.2, 1.3, 2.1, 3.2, 4.1, 4.2
WL1.1.1.1, 1.1.1.2, 1.1.1.3, 1.1.1.4, 1.1.1.5, 1.1.1.6, 1.1.2.1, 1.1.2.2,
1.1.2.3, 1.1.3.1, 1.1.3.2, 1.1.3.3, 1.1.3.4, 1.1.4.1, 1.1.4.2, 1.1.4.3,
1.1.4.4, 1.2.1.1, 1.2.1.2, 1.2.1.3, 1.2.1.4, 1.2.1.5, 1.2.2.1, 1.2.2.2,
1.2.2.3, 1.2.2.4, 1.3.3.1 |
|
No.
|
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Memorize the terms used to name family members. |
R1, pp. 222, 224-225, 227, 244, Appendix |
EOC, TMA |
|
02 |
Use the structure de +pronounora
person’s name to indicate possession / family. |
R1, pp. 111, 232, Appendix |
EOC, TMA |
|
03 |
Memorize possessive adjectives in Spanish. |
R1, pp. 232, 244, Appendix |
EOC, TMA |
|
04 |
Choose correct possessive adjectives to describe
the relationship between family members and their
possessions. |
R1, pp. 232, 244, Appendix |
EOC, TMA |
|
05 |
Describe family members including their ages,
their personalities and what they like to do. |
R1, pp. 222, 227, 229, 244, Appendix |
TMA |
|
06 |
Compare family members explaining who is older
and who is younger using menor and mayor. |
R1, pp. 222, 224-225, 244, 278, Appendix |
TMA |
|
07 |
Describe and compare people in the family using más, menos, mayor, menor, mejor, peor,+ que. |
R1, pp. 222, 224-225, 227, 241, 244,
278, Appendix |
EOC, TMA |
|
08 |
Investigate the use of double surnames and nicknames
in the Hispanic culture. |
R1, p. 239 |
EOC, TMA |
|
09 |
Compare and contrast the family structure and
interaction, including family members who typically
live together in the U.S.A. and Spanish-speaking
world. |
R1, pp. TE 221 |
TMA |
|
Instructional Objective
0421.27 Tell what people are doing in each
room of a house. |
Standard Reference
N1.1, 1.2, 1.3, 2.1 3.2, 4.1, 4.2,
WL1.1.1.1, 1.1.1.2, 1.1.1.3, 1.1.1.4, 1.1.1.5, 1.1.1.6, 1.1.2.1, 1.1.2.2,
1.1.2.3, 1.1.3.1, 1.1.3.2, 1.1.3.3, 1.1.3.4, 1.1.4.1, 1.1.4.2, 1.1.4.3,
1.1.4.4, 1.2.1.1, 1.2.1.2, 1.2.1.3, 1.2.1.4, 1.2.1.5, 1.2.2.1, 1.2.2.2,
1.2.2.3, 1.2.2.4, 1.3.3.1 |
|
No.
|
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Memorize the common rooms of the house and recognize
common items in the bedroom. |
R1, pp. 272-273, 276, 294, 298, 318,
Appendix |
EOC, TMA |
|
02 |
Identify rooms in a house. |
R1, pp. 298, 303, Appendix |
EOC, TMA |
|
03 |
Use prepositions of location to say or ask where
people and things are located. |
R1, pp. 101, 105, 109, 120, 351, Appendix |
EOC, TMA |
|
04 |
Compare and contrast home styles and features
in the U.S.A. and Spanish-speaking world, i.e.
apartments, interior patios, colors. |
R1, pp. TE 272, 303, TE 307, 314 |
TMA |
|
05 |
Form present participles of regular -ar, -er, -ir verbs. |
R1, pp. 308, 318, Appendix |
EOC, TMA |
|
06 |
Use the six forms of estar in
the present indicative as an auxiliary to form
the present progressive tense. |
R1, pp. 308, 478, Appendix |
EOC, TMA |
|
07 |
Describe where people are in a house, and what
they are doing, i.e. chores or activities. |
R1, pp. 299, 308-309, 318, 478, Appendix |
EOC, TMA |
|
08 |
Read authentic cultural information about home
features i.e. Spanish real estate listings, and
answer basic questions. |
WWW |
EOC, TMA |
|
Instructional Objective
0421.28 Discuss activities and summer plans. |
Standard Reference
N1.1, 1.2, 1.3, 4.1,
WL1.1.1.1, 1.1.1.2, 1.1.1.3, 1.1.1.4, 1.1.1.6, 1.1.2.1, 1.1.2.2, 1.1.2.3,
1.1.3.1, 1.1.3.2, 1.1.3.3, 1.1.3.4, 1.1.4.1, 1.1.4.2, 1.1.4.3, 1.1.4.4,
1.2.1.1, 1.2.1.2, 1.2.1.3, 1.2.1.4, 1.2.1.5, 1.2.2.1, 1.2.2.2, 1.2.2.3,
1.2.2.4 |
|
No.
|
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Conjugate and use all six forms of stem-changing e
- ie verbs. |
R1, pp. 330, 342, 479, Appendix |
EOC, TMA |
|
02 |
Practice using all six forms of o -
ue and u - ue stem-changing
verbs. |
R1, pp. 208, 218, 256, 268, 284, 294,
479, Appendix |
EOC, TMA |
|
03 |
Express one’s summer plans using a variety of
stem-changing verbs (+ infinitive as needed). |
R1, pp. 330, 342, 378, 396, 483, Appendix |
EOC, TMA |
|
04 |
Compare one’s activities with those of family
and friends. |
R1, p. 278, Appendix |
EOC, TMA |
|
Back to Top |
|
Unit
8 |
Los días festivos |
Semester 2, 2 weeks |
|
Instructional Objective
0421.29 Investigate the importance of cultural
celebrations in the Spanish-speaking world. |
Standard Reference
N1.2, 2.1, 2.2, 3.1, 3.2, 4.2, 5.1,
5.2,
WL1.1.1.1, 1.3.1.1 |
|
No.
|
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Investigate la quinceañera celebration. |
R1, pp. 238-239, WWW, Appendix |
EOC, TMA |
|
02 |
Investigate at least one of the following cultural
celebrations at the appropriate time of year
for each quarter of the school year.
la Semana Santa
el Cinco de Mayo (May 5)
Other cultural celebrations |
R1, p. TE 15, WWW |
TMA |
|
03 |
Discuss opportunities in the community to experience
an authentic cultural activity. |
WWW |
TMA |
Back to Top
|
|
|
|
|
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