| UNITS OF INSTRUCTION are taught in sequence. Time varies per unit. Standards listed are aligned to state and PAUSD content standards. | ||||
| Click here for a detailed description of standards: 1 COMMUNICATION 2 CULTURES 3 CONNECTIONS 4 COMPARISONS 5 COMMUNITIES |
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| Major Units of Instruction Topics may or may not be taught in this sequence) Communication Outcomes |
PAUSD Standard Focus & ESLRS | Sample Strategies in Listening (L), Speaking (S), Reading (R), and Writing (W) | Culture | Connections with Core |
| Lección Preliminar: Students preparing to study Spanish using ¡Dime! Naming classroom objects and school supplies. Learning to work in cooperative groups. |
Communication Cultures |
L: Aurally identifying school materials R: Recognizing cognates S: Telling a classmate items from a backpack W: Writing school items seen in a picture |
Influence of Hispanic cultures in the U.S. | |
| Unit One: The first week of classes Exchanging greetings; identifying people; introductions; naming countries and capitals; telling where people are from; describing personality traits and physical characteristics; expressing negative ideas. |
Communication Cultures |
L: Locating Spanish-speaking countries on a map R: Using cognates S: Telling your partner the personality traits of the ideal teacher W: Brainstorming |
Forms of address (tú and usted); greetings; maps of the Americas; countries and nationalities | |
| Unit Two: Typical school days and after-school activities Exchanging information about class schedules; asking for and telling time; exchanging phone numbers; describing people, places, and things; giving locations; exchanging information about after-school activities, future activities and obligations. |
Communication Cultures Connections |
L: Identifying people as being addressed either formally or informally R: Skimming S: In groups, talking about what you do on a typical Saturday during each of the four seasons W: Paragraph writing |
Shopping in Mexico; Mexican teenagers and free time; popularity of city parks (Chapultepec); Mexican young people and their weekend activities. | |
| Unit Three: Teenagers’ activities in the US and Mexico Giving information about destination; expressing likes and dislikes; making polite requests; discussing weekend activities; talking about the weather; describing everyday activities; inquiring about everyday activities. |
Communication Cultures |
L: Identifying people as being addressed either formally or informally R: Skimming S: In groups, talking about what you do on a typical Saturday during each of the four seasons W: Paragraph writing |
Shopping in Mexico; Mexican teenagers and free time; popularity of city parks (Chapultepec); Mexican young people and their weekend activities. | |
| Unit Four: Extended family members celebrating birthdays and a wedding Identifying, describing, and asking about family; asking about birthdays and age; identifying relatives by remarriage; asking about people you know or want to meet; expressing and asking about professional goals; asking questions; describing how people feel; describing what’s happening at the moment. |
Communication Cultures |
L: Identifying a drawing, that corresponds to feelings R: Identifying main idea S: Describing your family while your partner draws a family tree W: Organizing information |
The importance of family; Hispanic first names, last names and nicknames; finding telephone numbers and using a Mexico City phonebook; Hispanic population and influence in the U.S. | |
| Unit Five: Getting around and shopping in Madrid Describing location; asking for and giving directions; ordering people to do something; exchanging money; expressing preferences; making a purchase; describing clothing; naming and ordering snacks; taking an order at a café. |
Communication Cultures Communities |
L: Listening to directions to places in a city and marking the route
on a map R: Reading aloud S: Telling your partner what students in your class know to do in a talent show W: Making an outline |
Nightlife in Madrid; highlights of Madrid; el paseo; shopping in a department store; numbering of floors in a building; department store directory; a clothing catalogue; café and restaurant foods in Spain; reader’s theatre La Sopa Castellana. | |
| Unit Six: Touring Guadalajara and the surrounding area Describing what you others did during the day; extending, accepting, and declining an invitation; describing a trip; describing a series of events in the past; discussing Indian cultures of Mexico. |
Communication Cultures Comparisons Communities |
L: Listening to statements and marking if the speaker participated
or not in the activities he or she describes R: Identifying the main idea S: Interviewing classmates about where they go and what they buy when they are hungry or thirsty W: Writing a free-form poem |
Classical v. folkdance; el Ballet Folklórico; mariachi music; shopping and bargaining in a traditional Mexican market; Mexican muralist Orozco; Tenochtitlán; an Aztec legend Popocatépetl e Iztaccíhuatl. | |
| Unit Seven: Enjoying various sports in Miami and coping with sports
injuries Exchanging information about sports; pointing out specific people and things; giving information about people’s physical condition; giving, following, and understanding orders; describing what happened in the past; giving the location of things. |
Communication Cultures Communities |
L: Drawing a creature describe by a science fiction author R: Skimming S: Asking your teacher questions about last summer W: Retelling an event |
Popular sports in Latin America; an Hispanic All-star baseball team; understanding dialectical differences; a study on the effect of loud music; a view of contemporary Miami. | |
| Unit Eight: A weekend outing to Segovia Describing daily routines; describing how things are done; naming foods, rooms in a house; expressing extremes; making comparisons; describing what is happening at the moment; telling what you usually do; describing something that happened. |
Communication Cultures Communities |
L: Listening to a conversation in a supermarket and marking the items
that are purchased R: Reading for detailed information S: Writing captions telling which activity students did for the school yearbook W: Retelling a story |
Confusion caused by lexical differences; el acueducto de Segovia, the Roman influence in Spain; variations in names of food; mealtimes in Hispanic countries; el Alcázar de Segovia; crosscultural variations in the concept of time; gazpacho andaluz, tortilla española. | |
posted by Leslie Goldman 6-4-2007