___________ Grade: Course Title: Spanish 5Unit/ Topic: ____________ Duration: September

Big Ideas/ Enduring Understanding   Essential Questions    

The student will practice the skill of circumlocution. The student will identify and practice school/education

related vocabulary. The student will identify the meanings of idiomatic

expressions through context clues. The student will review the tenses of the indicative

mode previously used in Spanish 1-4. 

How do you explain something to a native speaker who knows no English and you don’t know the exact word in Spanish?

How would you talk to a Spanish speaker about what you do in school, what you are doing to gain entrance to college, and some of the things that you hope to do in the coming year in college?

How would you explain expressions like “What’s up in your neck of the woods?” to a person who does not know any English?

How do you express yourself in the present, the past, the future, etc. in Spanish?

   

Standards Content Skills/ Competency Assessment  

Communication 1.1, 1.3

Communication 1.1, 1.3

Communication 1.2, 1.3Comparisons 4.1

Communication 1.1, 1.2,

Circumlocution

School/Education related vocabulary

Modismos (idiomatic expressions) related to school

Review of indicative mode

Explain meanings of English words in Spanish.

Identify new vocabulary.

Identify meanings of modismos through contest clues

Translate sentences using new vocabulary and idiomatic

Compose a paragraph explaining what type of student he/she is. (graded by rubric.

Quiz – modismos (matching)

Create and present a dialog with another student dealing with school using new vocabulary and modismos. (Presented orally and graded by rubric)

 

expressions.

Express ideas in the indicative mode.

___________ Grade: Course Title: Spanish 5Unit/ Topic: ____________ Duration: October

Big Ideas/ Enduring Understanding   Essential Questions    

The student will identify words through context clues.The student will identify grammatical structures based on prior knowledge.The student will practice proper Spanish pronunciation by reciting a poem using correct pronunciation.The student will present a story to the class using the target language, and integrating grammatical structures used in previous years of study.The students will summarize the material presented and relate an event in the past The student will express and opinion through written

If you don’t have a dictionary, how do you figure out the meanings of words in things you are reading?How does proper pronunciation affect comprehension?How do you summarize and relate an event that took place and relate that event to other people in the target language?

communication.

   

      Standards Content Skills/ Competency Assessment  Communication 1.2,Comparisons 4.1

Communication 1.2, 1.3, 3.1, 3.2

Communication 1.1, 1.2, 1.3

Communication 1.2,

Communication 1.1, 1.2, 1.3

Reading – ¿Cómo ves a ti mismo?

Poem – Recuerdo infantil

Readings – Los cinco amigos

Review of preterite versus imperfect tenses

Continue review of indicative mode (perfect tenses, future and conditional tenses)

Identify meaning of words through context clues.Identify grammatical structures

Recite a poem using correct pronunciation

Create a presentationRecognize important information presented orallySummarize material

Relate an event in the past in target language

Analyze statements and express opinions in target language

Record on an IPOD the poem (graded by rubric)

Group presentation assessment (graded by rubric)

Quiz to assess comprehension and note-taking skills (short answer)

Quiz to assess preterite versus imperfect (change verbs in the paragraph to the appropriate form and tense and short answer)

Paragraph written in the target language expressing an opinion (graded by rubric)

 

___________ Grade: Course Title: Spanish 5Unit/ Topic: ____________ Duration: November

Big Ideas/ Enduring Understanding   Essential Questions    The student will be able to relate an event in the past by using the preterite, imperfect, pluperfect, and conditional tenses.The student will use the future, present perfect, future perfect, and conditional perfect tenses in written and oral form.The student will review adjective noun agreement through adjectives of personality.The student will use indirect object pronouns with verbs like gustar. The student will read a story, hypothesize about characters and events in the story, and summarize the events.  

How do you express ideas such as would, had done and would have done while relating and event in the past?How do you express ideas such as will have done, and has/have done?How do we know whether a noun is masculine or feminine? What are some of the rules?How do you decide what are the most important facts when making a summary?      

Standards Content Skills/ Competency Assessment  Communication 1.1, 1.2Comparisons 4.1

Communication 1.1,1.2Comparisons 4.1

Communication 1.1,1.2Comparisons 4.1

Communication 1.1,1.2

Communication 1.1,1.2Comparisons 4.1

Communication 1.1, 1.3Cultures 2.1Connections 3.2

Communication

Continue review of preterite versus imperfect

Continue review of perfect tenses

Continue review of future and conditional tenses

Review adjectives of personality and adjective/noun agreement

Review verbs like gustar and indirect object pronouns

Reading – La mirada

Autobiography

Relate an event in the past.

Apply preterite and imperfect tenses.

Relate an event in the pastInterpret and apply perfect tenses

Relate an event in the futureInterpret future and conditional tensesApply adjective/noun agreement

Apply indirect object pronouns and verbs like gustar

Analyze impression of person in the target language

Compare and contrast a story in an American newspaper with La mirada

Summarize the events in the story

Hypothesize possible events in a story.

Create an autobiography in the

Finish a story in the target language (graded by rubric)

Quiz – complete sentences using the appropriate form of the future tense and short answer.

Complete a story map to summarize story (graded by rubric)

Compose a story written as a newspaper article about La mirada (graded by rubric)

Type 1 writing – La Mirada

Poster (graded by rubric)Oral presentation (graded by rubric)

 

1.2, 1.3target language (oral)

.

___________ Grade: Course Title: Spanish 5Unit/ Topic: ____________ Duration: December

Big Ideas/ Enduring Understanding   Essential Questions     The student will express opinions, evaluate, and

criticize using negative and indefinite words and expressions.

The student will apply his/her knowledge of aforementioned expressions while reading a story.

Students will learn about holiday culture though singing villancicos

  

What words do we use when we are not being specific about the quantity? How do we express in Spanish the opposite of these words? How would you evaluate yourself using these expressions? How do our December and early January holidays differ in the way we

celebrate them to Spanish speaking countries?

Standards Content Skills/ Competency Assessment  

Communication 1.1, 1.2Comparisons 4.1

Negative and indefinite expressions

Express opinions using evaluative expressions

Quiz – negative and indefinite expressions (fill-in-the-blank and short answer)

 

Communication 1.1, 1.3Cultures 2.1Connections 3.2

Cultures 2.1Connections 3.2

Reading – Signos de puntuación

Culture – holiday songs

Evaluate and criticize using the target language

Identify vocabulary in context

Identify negative and indefinite expressions in context

Compose a paragraph about themselves using negative expressions

Read sections of story aloud to practice pronunciation and proper expression

Recognize the differences between our holiday songs and the Spanish ones.

Paragraph of self-evaluation using the negative expressions (graded by rubric)

Read section of the story aloud (graded by rubric)

Translate a section of the story aloud (graded by rubric)

___________ Grade: Course Title: Spanish 5Unit/ Topic: ____________ Duration: January

Big Ideas/ Enduring Understanding   Essential Questions     The student will access prior knowledge of the

subjunctive mood to express ideas and opinions. The student will use the subjunctive mood to express

ideas and opinions about the past. The student will express ideas that are contrary to fact

using the subjunctive and conditional tenses, and compare and contrast their use to the present tense.

The student will compare if clauses to as if clauses The student will compare and contrast dating customs

in 21st century United States to 19th century Spain through reading and discussion.

 

What is WEIRDO? When do we use the subjunctive mood? How can we express the same ideas in the past? How does the use of the subjunctive change when we add if to a

sentence? How do present day dating customs compare to those in the 19th century in

Spain? How do they differ?     

Standards Content Skills/ Competency Assessment  Cultures 2.1Connections 3.2

Communication 1.1, 1.2, 1.3Connections 3.2Comparisons 4.1

Culture – Three Kings Day

Review of the uses and forms of the present subjunctive (WEIRDO)

Imperfect subjunctive – forms and uses with WEIRDO expressions

Compose a letter

Express ideas in the new mode/tense

Quiz – imperfect subjunctive (fill-in-the-blank, and complete the sentence)Type 1 writing (if clauses)

 

Communication 1.1, 1.2, 1.3Connections 3.2

Communication 1.1, 1.2, 1.3Connections 3.2

Communication 1.1, 1.2, 1.3Connections 3.2

Communication 1.1, 1.2, 1.3Connections 3.2

Communication 1.2, 1.3Cultures 2.1Connections 3.2Comparisons 4.2

If clauses (contrary to fact) with imperfect subjunctive and indicative

Subjunctive after como si

Pluperfect subjunctive

Culture – dating customs in 19th century Spain

Hypothesize using if clauses

Compare and contrast our customs of today with those of Spain in the past

___________ Grade: Course Title: Spanish 5Unit/ Topic: ____________ Duration: February

Big Ideas/ Enduring Understanding   Essential Questions     The student will identify new vocabulary in a story. The student will hypothesize about what is going to

happen in the story. The student will hypothesize about people and events

in a painting.

How are the words we have learned used in the story? What do you think will happen? How would you describe the scene, and what do you think has happened to

the people in the story?  

Standards Content Skills/ Competency Assessment   Communication 1.1, 1.2, 1.3Cultures 2.1, 2.2

Reading – El amante corto de vista Identify new vocabulary in the story

Hypothesize about what is going

Vocabulary quiz – parte A (matching)

Vocabulary quiz – parte B (matching)

 

Connections 3.2

Communication 1.1, 1.2,Comparisons 4.1

Review of subjunctiveSubjunctive after a relative pronoun

to happen in each part of the story

Hypothesize about people and events in a painting

Quiz – parts A and B (put the events in order)

Letter – explain events in parts A and B from the viewpoint of the main character and offer a solution to the problem created in the story (graded by rubric)

Type 1 writing (what will happen in parts D and E)

Quiz – parts D and E (true and false)

Type 1 writing (how will story end?)

Test – El amante corto de vista (true and false and essay in Spanish)

___________ Grade: Course Title: Spanish 5Unit/ Topic: ____________

Duration: March

Big Ideas/ Enduring Understanding   Essential Questions     The student will interpret sentences using the imperfect

and pluperfect subjunctive. The student will use the subjunctive with expressions of

denial. The student will be introduced to A SPACE and THE C

D and how these acronyms affect what they know about the subjunctive mode.

The students will create a dialog based on a Picasso painting.

 

How do we express ideas such as there is no one who, I deny that, etc in Spanish?

What do A SPACE and THE CD have to de with the subjunctive? What do you know about Picasso? 

    

Standards Content Skills/ Competency Assessment  Communication 1.1, 1.2,Comparisons 4.1

Communication 1.1, 1.2,Comparisons 4.1

Communication 1.1, 1.2,Comparisons 4.1

Communication 1.1, 1.3Connections 3.1

Continue review of subjunctive.

Subjunctive with statements of denial

Subjunctive with A SPACE and THE CD (adverbial clauses)

Culture - Picasso

Interpret sentences in English using new grammatical structure.

Distinguish between the subjunctive and indicative modes

Apply the new grammatical structure

Create a dialog related to situation in a Picasso painting

Quiz – subjunctive versus indicative (multiple choice and complete the sentence)

Group dialog based on characters in a painting (graded by rubric)

 

___________ Grade: Course Title: Spanish 5Unit/ Topic: ____________ Duration: April

Big Ideas/ Enduring Understanding   Essential Questions     The student will compare and contrast the typical

Hispanic family to the typical American family. The student will identify new vocabulary in readings. The student will analyze and compare the cultural

concept of “el qué dirán”. The students will identify the main ideas in each

paragraph of the readings. The students will identify the examples of “el qué dirán”

in the play. The students will hypothesize about characters and

events in a play.  

How is the typical Hispanic family different and how is it the same as the typical American family?

What clues can you use to figure out the meanings of words that you don’t understand?

How is “el qué dirán” used in the play and how important is it in American society?

Based on what you know about the characters in Act I of the play, what do you think will happen in Act II?

   

Standards Content Skills/ Competency Assessment  

Communication 1.1, 1.2, 1.3Cultures 2.1, 2.2Connections 3.2

Communication 1.1, 1.2, 1.3Cultures 2.1, 2.2Connections 3.2

Communication 1.1, 1.2, 1.3Cultures 2.1, 2.2Connections 3.2

Communication 1.1, 1.2, 1.3Cultures 2.1, 2.2Connections 3.2

Reading – La familia hispánica (culture)

Reading – El qué dirán (culture)

Reading – Federico García Lorca

Play – La casa de Bernarda Alba (act I)

Compare and contrast cultural situations

Explain main idea of paragraphs read

Identify important facts

Explain what is read in Spanish, in English

Summarize events

Interpret Character’s motivations

Hypothesize about future events

Draw a picture of the setting for act 1 following stage directions

Type 2 writing – act 1, p. 1

Type 2 writing – act 1, pp. 2 and 3

Type 2 writing – act 1, pp. 4 and 5

 

______________ Grade: Course Title: Spanish 5Unit/Topic: _______________Duration: May

Big Ideas/Enduring Understanding Essential Questions The student will interpret the meaning of new

vocabulary within the context of a section of a play. The student will summarize in English the events of

What clues do we use to figure out the meanings of new words? How should we use the dictionary to figure out meanings? Is it necessary to figure out the meaning of this word to understand the

the section of the play that he/she read. The student will identify grammatical structures used

within the context of the play.

content of the sentence? How do you decide what are the most important facts when you

summarize a play. How are the grammatical structures used within the content of the play?

Standards Content Skills/Competency AssessmentCommunication 1.1, 1.2, 1.3Cultures 2.1, 2.2Connections 3.2

Communication 1.1, 1.2,Comparisons 4.1

Communication 1.1, 1.2,Comparisons 4.1Communication 1.1, 1.2,Comparisons 4.1

Play – La casa de Bernarda Alba, act 2

Movie – La casa de Bernarda Alba

Review direct, indirect, and reflexive pronouns

Double object pronouns

Pronouns after a preposition

Begin final project (Children’s book)

Summarize events read in Spanish, in English

Interpret the motivations of characters in the target language

Hypothesize about future events in the target language

Identify grammatical structures in context

Apply all the different pronouns appropriately

Type 1 writings) What will happen in play?)

Exam – La casa de Bernarda Alba (short answer and essay)

___________ Grade: Course Title: SpanishUnit/ Topic: ____________ Duration: June

Big Ideas/ Enduring Understanding   Essential Questions     The student will outline the story. The student will describe the main characters. The student will incorporate the cultural aspects

of Spain, Argentina, Costa Rica, Mexico, or Puerto Rico into the story.

The student will incorporate multiple grammatical structures learned during five years of study of Spanish into the story.

The student will incorporate some vocabulary learned during the year into the story.      

Where will I locate my story? How will I describe my characters? How will I incorporate the grammatical structures? How will I incorporate the vocabulary? How will I plan the story line? How will I illustrate my story?

              Standards Content Skills/ Competency Assessment   Communication 1.1, 1.2, 1.3Cultures 2.1Connections 3.2Comparisons 4.1

Finish children’s book (final project) Compose the story

Plan to include all required grammatical structures

Apply vocabulary and grammatical structures

Combine the required culture to the story

Create pictures to illustrate each page of the story

Children’s book (graded by rubric)

Final Exam (multiple choice, listening comprehension, reading comprehension)