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WA/Foreign Language

Latin III

DEFINITION OF CURRICULUM

The curriculum of Westminster Academy® is a dynamic written plan from which instructional decisions are made, implemented, and evaluated in order to advance student achievement and promote a biblical world-view. It is composed of a content area philosophy, strands, program goals, aligned scope and sequence, learner outcomes, and assessment tools, which are designed to meet national, state, and local standards.

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1WA/Foreign Language

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Revised 1/13Revised 4/12

PHILOSOPHY OF THE WORLD LANGUAGE PROGRAM

Westminster Academy®

The World Language program goals are based on the most current State of Florida and National Standards. Our program strives to offer our students an integrated view of World Languages, their history, and culture from a Biblical perspective. In view of the current communication trends and technology, it is increasingly important to understand language comprehensively and encompass the whole of the culture. We also give priority to the integration of the target language with the overall curriculum through the use of pertinent thematic units. We emphasize the importance of applying and utilizing the acquired knowledge and skills of the target language outside of the school community, and as a tool not only for use in future career opportunities, butand as a tool to carry out the Great Commission (Matt. 28:18-20).and bring the light of Christ’s Word to the world.

STRANDS FOR FOREIGN LANGUAGE


The COMMUNICATION strand promotes the ability to use, understand and interpret language.

The CULTURES strand promotes understanding and appreciation of different cultural perspectives.

The CONNECTIONS strand promotes, reinforces, and expands knowledge in connection with other subject areas.

The COMPARISONS strand explores how the target language compares and contrasts with the student’s own language.

The COMMUNITIES (LIFE APPLICATIONS) strand explores the impact of the target language and culture on the student’s daily life.

PROGRAM GOALS - FOREIGN LANGUAGE


COMMUNICATION

1.To engage in conversations, provide and obtain information, express emotions and share opinions

2.To understand and interpret written and spoken language

3.To present information to an audience

CULTURES

4.To use the target language to gain knowledge and demonstrate understanding of the relationship between cultural practices, products, and perspectives.

CONNECTIONS

5.To reinforce and expand knowledge of other content areas through foreign language study

6.To acquire knowledge only available through the target language and culture

COMPARISONS

7.To develop an understanding of the nature of the target language and culture by comparing his/her own language(s) and cultures to others.

COMMUNITIES (LIFE APPLICATIONS)

8. To apply acquired language skills within and beyond the school community for personal growth and enrichment.

9. (Biblical Integration) To equip students with Biblical truth viewed through the target language and culture for carrying out the Great Commandments (Mk 12:30-31) and the Great Commission (Matt. 28:18-20)

LEVELS OF LEARNING

Introduce (I)To teach formally for the first time

Expand (E)To build upon the skill/concept in a sequential manner

Mastery (M)To require demonstration of the use of a skill/concept correctly 80 percent of the time

Mastery Expanded (ME)To require application of previously mastered skills/concepts with materials of increasing difficulty

Mastery Maintained (MM)To provide additional experiences which will utilize previous learning

FOREIGN LANGUAGE

SUBSKILLS/SUBCONCEPTS


Communication

#1:To engage in conversations, provide and obtain information, express emotions and share opinions

.01Give and follow instructions

.02Ask and answer Questions

.03 State personal pPreferences

.04Exchange pPersonal Information

.05Non-verbal & colloquial expression

#2:To understand and interpret written and spoken language

.01Listen with comprehension

.02Read with comprehension

.03Grammar and phonics (parts of speech, tense, gender word order, the alphabet)

.04Comprehend and interpret (main idea, details, central character, plot)

#3:To present information to an audience

.01Present information orally

.02Present information in written form

Cultures

#4:To use the target language to gain knowledge and demonstrate understanding of the relationship between cultural practices, products, and perspectives.

.01Cultural Practices (daily activities, holidays, celebrations, religion and overall theme

of the culture

.02Explore tangible products of the culture (toys, clothing, food)/ realia (menu, tickets, newspapers)

of the culture

.03Explore expressive products of the culture (arts and crafts, music, games, literature, poetry)

Connections

#5:To reinforce and expand knowledge of other content areas through foreign language study

.01Expand vocabulary skills and concepts

.02Oral and written presentations (countries, history)

#6:To acquire knowledge only available through the target language and culture

.01Cultural interaction (folk stories, famous people, history, literature)

.02Explore information/media sources in target language (current events)

Comparisons

#7To develop an understanding of the nature of the target language and culture by comparing his/her own language(s) and cultures to others.

.01 Characteristics of language (syntax, cognates, idioms)

.02 Products of the Culture (tangible & intangible)

Communities (Life Applications)

#8:To apply acquired language skills within and outside of the school community for personal growth and enrichment.

.01Communicate through letters, emails, text messaging

.02 Participate in performances, service work, conferences, and competitions

#9: To equip students with Biblical truth viewed through the target language and culture

for carrying out the Great Commandments (Mk 12:30-31) and the Great Commission

(Matt. 28:18-20)

SUBJECT:FOREIGN LANGUAGE - SPANISH

STRAND:Communication

PROGRAM GOAL:#1 To engage in conversations, provide and obtain information, express emotions, and sharee opinions

PK2

PK3

PK4

K

1

2

3

4

5

6

7

8

I

II

III

IV

.01 Give and follow instructions

I

E

E

E

E

E

E

*E

*E

I/E

E

E

I/E

E

M

ME

.02 Ask and answer questions

I

EI

E

E

E

E

E

*E

*E

I/E

E

E

I/E

E

M

ME


I

EI

E

E

E

E

E

*E

*E

I/E

E

E

I/E

E

M

ME

.04 Exchange pPersonal information

I

I

E

E

E

*E

*E

I/E

E

E

I/E

E

M

ME

.05 Use- nNon-verbal & colloquial expressions

I

E

E

*E

*E

I/E

E

E

I/E

E

M

ME

I = Introduce E = Expand M = Mastery ME = Mastery Expanded MM = Mastery Maintained



PROGRAM GOAL:#2 To understand and interpret written and spoken language

PK2

PK3

PK4

K

1

2

3

4

5

6

7

8

I

II

III

IV

.01 Listen with comprehension

I

E

E

E

E

E

E

*E

*E

I/E

E

E

I/E

E

M

ME

.02 Read with comprehension

I

EI

E

*E

*E

I/E

E

E

I/E

E

M

ME

.03 Grammar and phonics (parts of speech, tense, gender word order, the alphabet)

I

E

EI

*E

*E

I/E

E

E

I/E

E

M

ME

.04 Comprehend and interpret (main idea, details, central character, plot)

I

E

E

I/E

E

M

ME


SUBJECT: FOREIGN LANGUAGE - SPANISH


PROGRAM GOAL #3To present information to an audience of listeners or readers

PK2

PK3

PK4

K

1

2

3

4

5

6

7

8

I

II

III

IV

.01 Present information orally

I

E

E

E

EI

E

*E

*E

I/E

E

E

I/E

E

M

ME

.02 Present information in written form

I

*E

*E

I/E

E

E

I/E

E

M

ME



STRAND:Cultures

PROGRAM GOAL: # 4 To use the target language to gain knowledge and demonstrate understanding of the relationship between cultural practices, products, and perspectives.4 To recognize the relationship between the practices and perspectives of the culture

SPANISH

PK2

PK3

PK4

K

1

2

3

4

5

6

7

8

I

II

III

IV

.01 Cultural Practices (daily activities,

holidays, celebrations, religion and overall theme of the culture)

theme of the culture

I

E

E

E

E

*

*

I/E

E

E

I/E

E

E

M

.02 Explore tangible products (toys, clothing, food)/ realia (menu, tickets, newspapers) of the culture

food)/ realia (menu, tickets, newspapers)

of the culture

I

E

EI

E

E

*E

*E

I/E

E

E

E

E

M

ME

.03 Explore expressive products of the culture (arts and crafts, music, games, literature, poetry) Explore expressive products (arts and crafts,

music, games, literature, poetry)

I

E

E

*E

*E

I/E

E

E

E

E

M

ME


SUBJECT: :FOREIGN LANGUAGE - SPANISH

STRAND: Connections

PROGRAM GOAL:#5To reinforce and expand knowledge of other content areas through foreign language study

PK2

PK3

PK4

K

1

2

3

4

5

6

7

8

I

II

III

IV

.01 Expand vocabulary skills and concepts

I

E

E

EI

E

E

*E

*E

I/E

E

E

I/E

E

M

ME

.02 Oral and written presentations (countries,

history)

I

E

E

*E

*E

I/E

E

E

I/E

E

M

ME



STRAND:Connections

PROGRAM GOAL: #6 To acquire knowledge only available through the target language and culture

PK2

PK3

PK4

K

1

2

3

4

5

6

7

8

I

II

III

IV

.01 Cultural interaction (folk stories, famous people, history, literature)

I

E

EI

E

E

E

*E

*E

I/E

E

E

E

E

M

ME

.02 Explore information/media sources in target language (current events)

I

E

E

E

E

*

*

I/E

E

E

I/E

E

E

M



STRAND: Comparisons

PROGRAM GOAL: #7 To develop an understanding of the nature of the target language and culture by comparing

his/her own language(s) and cultures to others.

PK2

PK3

PK4

K

1

2

3

4

5

6

7

8

I

II

III

IV

..01 Characteristics of language (syntax, cognates, idioms)

I

E

E

*I

*E

I/E

E

E

I/E

E

E

M


I

E

E

*

*

I

E

E

I/E

E

E

M

SUBJECT: Foreign Language-SpanishFOREIGN LANGUAGE SPANISH

STRAND: Communities

PROGRAM GOAL: #8 To apply acquired language skills within and outside of the school community for personal growth and enrichment. To demonstate and understanding of how languages work through comparisons of the target language and student’s native language

Communities#8To demonstrate an understanding of how languages work through comparisons of the target language and student’s native language

PK2

PK3

PK4

K

1

2

3

4

5

6

7

8

I

II

III

IV

.01 Communicate through letters, emails, text messaging

I

E

E

I/E

E

M

ME

.02 Participate in performances, service work, conferences, competitions

I

E

E

I/E

E

M

ME

* Spanish was offered for these levels in prior years, but it is not being offered during the 2012-2013 school year.


SUBJECT:FOREIGN LANGUAGE - LATIN


PROGRAM GOAL:#1To engage in conversations, provide and obtain information, express emotions, and share opinions

PK2

PK3

PK4

K

1

2

3

4

5

6

7

8

I

II

III

.01 Give and follow instructions

I

E

I/E

I/E

I/E

I/E

E

M

.02 Ask and answer Questions

I

E

II

I/E

I/E

I/E

E

M


I

I/E

I/E

I/E

E

M

.04 Exchange pPersonal Information

I

E

I

I/E

I/E

I/E

E

M

.05 Non-verbal & colloquial expression

I

I

I/E

I/E

I/E

E

M




PROGRAM GOAL:#2To understand and interpret written and spoken language

PK2

PK3

PK4

K

1

2

3

4

5

6

7

8

I

II

III


I

E

E

I/E

I/E

I/E

E

M


I

E

E

I/E

I/E

I/E

E

M

.03 Grammar and phonics (parts of speech, tense, gender word order, the alphabet)

I

E

I/E

I/E

I/E

I/E

E

M


I

I/E

I/E

I/E

E

M


SUBJECT: FOREIGN LANGUAGE - LATIN


PROGRAM GOAL#3 To present information to an audience of listeners or readers

PK2

PK3

PK4

K

1

2

3

4

5

6

7

8

I

II

III

.01 Present information orally

I

I/E

I/E

I/E

E

M

.02 Present information in written form

I

I/E

I/E

I/E

E

M



STRAND:Cultures

PROGRAM GOAL:#4 To use the target language to gain knowledge and demonstrate understanding of the relationship

between cultural practices, products, and perspectives.

PK2

PK3

PK4

K

1

2

3

4

5

6

7

8

I

II

III

.01 Cultural Practices (daily activities,

holidays, celebrations, religion and overall

theme of the culture

I

E

E

I/E

I/E

I/E

E

M

.02 Explore tangible products (toys, clothing,

food)/ realia (menu, tickets, newspapers)

of the culture

I

E

E

I/E

I/E

I/E

E

M

.03 Explore expressive products (arts and crafts,

music, games, literature, poetry)

I

E

E

I/E

I/E

I/E

E

M

I = Introduce E = Expand M = Mastery ME = Mastery Expanded MM = Mastery MaintainedSUBJECT: FOREIGN LANGUAGE - LATIN

STRAND:Cultures

PROGRAM GOAL:#5To reinforce and expand knowledge of other content areas through foreign language study

PK2

PK3

PK4

K

1

2

3

4

5

6

7

8

I

II

III


I

E

I/E

E

E

I/E

E

M

.02 Oral and written presentations (countries,

history)

I/E

E

E

I/E

E

M



STRAND: Connections

PROGRAM GOAL:#6 To acquire knowledge only available through the target language and culture

PK2

PK3

PK4

K

1

2

3

4

5

6

7

8

I

II

III

.01 Cultural Interaction (folk stories, famous people, history, literature)

I

E

I

I/E

I/E

I/E

E

M

.02 Information/Media (in target language)

I

E

I

I/E

I/E

I/E

E

M



STRAND: Comparisons

PROGRAM GOAL: #7 To develop an understanding of the nature of the target language and culture by

comparing his/her own language(s) and cultures to others.

PK2

PK3

PK4

K

1

2

3

4

5

6

7

8

I

II

III

..01 Characteristics of language (syntax, cognates, idioms)

I

E

I/E

E

E

I/E

E

M


I

E

I

E

E

I/E

E

M



STRAND: Communities

PROGRAM GOAL:#8 To apply acquired language skills within and outside of the school community for personal growth and

enrichment.

PK2

PK3

PK4

K

1

2

3

4

5

6

7

8

I

II

III


I

I/E

I/E

I/E

E

M

.02 Participate in performances, service work, conferences, competitions

I

I/E

I/E

I/E

E

M



STRAND: Communities (Life Applications)

PROGRAM GOAL: #9 To equip students with Biblical truth viewed through the target language and culture

for carrying out the Great Commandments (Mk 12:30-31) and the Great Commission (Matt. 28:18-20)


24

WA/Foreign LanguageWA/Foreign Language

An Explanation of the Pages Which Follow

FOREIGN LANGUAGE

Each Curriculum Guide has several common features. They are as follows:

(1)Content Area:

(2)Grade Level/Course:

(3)Strand:

(4)Program Goal:

(5)Skill/Concept Number

and Label:

(6)Learner Outcome

003 (K - I)

Bloom’s Taxonomy/

Level of Learning

FOREIGN LANGUAGE CURRICULUM GUIDE

Grade Level/Course:Spanish

Strand:Communication

Program Goal:#1:To engage in conversations, provide and obtain information, express emotions, and share opinions

.01Instructions: gives and follows instructions

001(K-I).Given a direction in Spanish, TLW show comprehension of the direction.

002(K-I).Given a list of English words such as book, poster, and desk, TLW correctly indicate the French for each word (i.e., book=le livre, poster=l=affiche, and desk=le bureau).


Program Goal:#2: To understand and interpret written and spoken language

.01Listens with comprehension

003(K-I).After listening to a verbal and/or visual prompt, TLW repeat the correct response.

004(K-I).Given a visual cue, TLW show the correct meaning.

26



COURSE SUMMARY: Pre-Kindergarten 2/Spanish

The Preschool Spanish program is an exploratory program of the Spanish language. Students are introduced to the language and culture through traditional Spanish songs, rhymes, stories and folktales. Students are engaged through music, movement, visual aids and auditory cues that address each different type of learner. Students explore the Spanish language with hands-on activities and basic conversational vocabulary that encourages the learner to listen and speak in the target language.

Grade level/Course:Pre-Kindergarten 2 / Spanish




1(K-I)Given a direction in Spanish, TLW repeat the correct response to the direction.

.02 Ask and answer questions

2(K-I) Given a greeting such as "How are you?" or “Hola” in Spanish, TLW repeat the correct response in Spanish.

.03 State personal preferences

3(K-I)Given a question such as "Le gusta...?" in Spanish, TLW repeat the correct

response to the question.


Program Goal:#2:To understand and interpret written and spoken language


4(K-I) After receiving a verbal and/or visual prompt TLW repeat the correct response in Spanish.

5(K-I) Given a verbal prompt in Spanish such as a word or command, TLW repeat

the correct response.

6(K-I) Given a “Bible Bee” in Spanish, TLW repeat the given prompt.

7(K-I) Given a Spanish song or rhyme, TLW will repeat the prompt.

25

WA/Foreign Language

PreK 2 Spanish



COURSE SUMMARY: Pre-Kindergarten 3 Spanish






1 (K-E) Given a direction in Spanish, TLW recall meaning of the direction.

2 (K-E) Given a command in Spanish, TLW show the correct response.

3 (K-I) Given a verbal and/or visual response, TLW state the correct response.

.02Ask and answer questions

4 (K-E) Given a question in Spanish such as “How are you?” or “Como se llama?”, TLW state a correct response.


5 (K-I) Given a question about likes and dislikes, TLW state a correct response.

.04 Exchange personal information

6 (K-I) Given a question such as "What is your name?" in Spanish, TLW state the correct response to the question.




7(K-E) After listening to a verbal and/or visual prompt, TLW recall the correct response.

8(K-E) Given a verbal prompt in Spanish such as a word, sentence or story, TLW select the correct response.


Program Goal:#3:To present information to an audience in the target language.

.01Oral

9(K-E) Given a “Bible Bee” in Spanish, TLW recite the given prompt for the class.

10(K-E) Given a command in Spanish, TLW give the command to the class in Spanish.

Strand:Connections

Program Goal:#5:To reinforce and expand knowledge of other content areas through foreign language study

.01Vocabulary and concepts

11(K-I)Given a lesson that reinforces the content of another subject area, such as a Bible story, TLW repeat the vocabulary of the lesson in Spanish.

Strand:Connections

Program Goal:#6:To acquire knowledge only available through the target language and culture.


12(K-I)Given information about the target language or culture such as a poem, game, song, food, celebration or tradition, TLW will repeat the information.

13(K-I) Given a poem, game, song, or rhyme from a Spanish speaking country, TLW recite the prompt in Spanish.

27

WA/Foreign Language

PreK 3 Spanish



COURSE SUMMARY: Pre-Kindergarten 4 Spanish





.01Give and Follow instructions

1 (K-E) Given a direction in Spanish, TLW recall the correct response in the requested language.

2 (K-E) Given a command in Spanish, TLW recognize the command.

3 (K-E) Given a verbal and/or visual prompt, TLW state the correct response.


4(K-E)Given a question in Spanish, such as “Como esta?” or “Como se llama?”, TLW select the correct response.

5(K-I)Given a question in Spanish, such as “Como esta?” or “Como se llama?”, TLW repeat the question to other students.


6(C-I)Given a question about likes and dislikes, TLW select a correct response.


7(K-E) Given a questions, such as “What is your name?” in Spanish, TLW will state the correct answer to the questions in the target language.




8(K-I)Given a verbal prompt in Spanish such as a word, sentence or story, TLW recall the meaning in English.

9(K-E) Given a verbal prompt , TLW state the correct answer in Spanish.



.01Oral

10(K-E) Given a “Bible Bee” in Spanish, TLW repeat the given prompt.

11(K-E) Given a command in Spanish, TLW relate the command to the class in Spanish.

Strand:Cultures

Program Goal:#4:To use the target language to gain knowledge and demonstrate understanding of relationship between cultural practices, products and perspectives.

.01 Identify behavior patterns and cultural practices (daily activities and holidays, celebrations, religion

and overall theme of the culture.

12(K-E)Given a cultural topic about Spanish countries such as Christmas celebrations, TLW repeat the differences between the target culture and his/her own, from a

biblical perspective.

.02 Explore tangible products (toys), clothing, food) and realia (menus, tickets, newspapers) of the culture.

13 (K-E) Given an item from a Spanish country such as clothing, TLW name the similarities and differences to his or her own culture.

.03 Explore the expressive products of the culture (art, crafts, music, poetry, music, games, literature)

14 (K-E) Given a poem, game, song, rhyme or craft form a Spanish country, TLW state the similarities and differences of those perspectives to his or her own culture.

Strand:Cultures

Program Goal:#5:To reinforce and expand knowledge of other content areas through foreign language study.

.01 Expand Vocabulary skills and concepts.

15 (K-E) Given a lesson that reinforces the content of another subject area, such as a Bible story or the farm, TLW recognize the Spanish vocabulary for the lesson.

Strand:Connections



16(K-I) Given a lesson about the target culture such as a poem, game, song, TLW repeat the information.

.02 Explore information / media sources in the target language

17(K-I) Given a poem, game or song from a Spanish original source, TLW repeat the prompt in Spanish.

30

WA/Foreign Language

PreK 4 Spanish



COURSE SUMMARY: Kindergarten/Spanish

Students are introduced to the language and culture through traditional Spanish songs, rhymes, stories and folktales. Students are engaged through music, movement, visual aids and auditory cues that address each different type of learner. Students explore the Spanish language with hands-on activities and basic conversational vocabulary that encourages the learner to listen and speak in the target language.

Grade level/Course: Kindergarten / Spanish

Strand: Communication



1 (Ap-E) Given a direction in Spanish, TLW dramatize the correct response in the requested language.

2 (Ap-E) Given a command in Spanish, TLW use the direction or command correctly.

3 (Ap-E) Given a selection of verbal commands in Spanish, TLW will correctly use one of the given commands verbally.


4(C-E)Given a question in Spanish such as “Cómo está?”, “Cómo se llama?”, “Qué número es?”, or “Qué tiene?”, TLW express the correct response.

5(C-E)Given a question in Spanish, TLW express the question to other students for a response.

6(C-E)Given a verbal and/or visual prompt related to a lesson in the target language, TLW express the correct response.


7(Ap-E)Given a question about likes and dislikes, TLW produce a correct response.

8(C-E)Given a selection of visual prompts related to likes and dislikes, TLW explain his or her preferences.


9(Ap-E) Given a question in Spanish such as “Cuántos años tiene?” or “Cómo se llama?”, TLW apply the correct response.

10(K-I) Given a question such as “Cuál es su número de teléfono?” or “Dónde vive?”, TLW recall the correct response.

.05 Non-verbal and colloquial expressions

11(K-I)Given a lesson on vocabulary, such as fruits, TLW recognize the different words used to identify each item in different Spanish speaking countries.

12(K-I)Given a lesson on non-verbal expressions used in the target culture, TLW repeat the expressions correctly.




13(C-E)Given a verbal and/or visual prompt in Spanish such as a word, color, number, sentence or story, TLW express the correct response in the target language.



.01 Oral

14(K-E) Given a “Bible Bee” in Spanish, TLW memorize the given prompt.

15(Ap-I) Given a command in Spanish, TLW produce the command in Spanish.


Program Goal:#4:To use the target language to gain knowledge and demonstrate understanding of relationship between cultural practices, products and perspectives.

.01 Identify behavior patterns and cultural practices (daily activities and holidays, celebrations, religion

and overall theme of the culture.

16(K-E)Given a cultural topic about Spanish countries such as Christmas celebrations, TLW identify the differences between the target culture and his/her own culture

from a biblical perspective.


17 (K-E) Given an item from a Spanish country such as toys or clothing, TLW identify the similarities and differences to his or her own culture.


18 (K-I) Given a poem, game, song, rhyme or craft form a Spanish country, TLW name the similarities and differences of those perspectives with those of his or her own

culture.

Strand:Connections



19 (K-E)Given a lesson that reinforces the content of another subject area such as “the farm”, TLW recall the vocabulary or information from the lesson in Spanish.

.02 Oral and written presentations

20 (K-I) Given a written prompt in Spanish, TLW write the prompt.

Strand:Connections



21(K-E) Given a lesson about the target culture such as a poem, game, song, TLW recall the prompt in Spanish.


22(K-E) Given a poem, game or song from a Spanish original source, TLW recall the prompt in Spanish.

33

WA/Foreign Language

Kindergarten Spanish



COURSE SUMMARY: First Grade/Spanish

The Lower School Spanish program is an exploratory program of the Spanish language. Students are introduced to the language and culture through traditional Spanish songs, rhymes, stories and folktales. Students are engaged through music, movement, visual aids and auditory cues that address each different type of learner. Students explore the Spanish culture through the study of geography, story telling, music, photographs, crafts, other hands-on activities and they are immersed in the target language as much as possible to encourage language acquisition.

Grade level/Course:First Grade / Spanish




1 (Ap-E) Given a direction in Spanish, TLW choose the correct response in the requested language.

2 (Ap-E) Given a command in Spanish, TLW demonstrate the command.

3 (C-E)Given several commands in Spanish, TLW will express a command verbally.


4(C-E)Given a question in Spanish such as “Cómo está?”, “Cómo se llama?”, “Qué número es?”, or “Qué color es?”, TLW express the correct response.

5(Ap-E)Given a question in Spanish, such as “Cómo está?”, “Cómo se llama?” or

“Le gusta?” TLW use the question with other students.

6(Ap-E)Given a verbal and/or visual prompt, TLW interpret the correct response.


7(Ap-E)Given a question about likes and dislikes, TLW adapt a correct response.

8(C-E)Given a selection of visual prompts related to likes and dislikes, TLW show his or her preferences.


9(Ap-E) Given a question in Spanish such as “Cuántos años tiene?” or “Como se llama?”, TLW produce the correct response.

.05 Cultural information: gestures, types of dress, dwellings, foods, greetings

10(C-E)Given a lesson on cultural traditions, TLW describe the information in English or Spanish.

11 (K-I) Given a lesson on the nuances of the target culture, TLW describe the differences between the target culture and his/her own.



.01 Listens with comprehension

12(C-E) After listening to a verbal and/or visual prompt, TLW give the correct response.


13(K-I) Given a written prompt in Spanish, TLW read the prompt.

.03 Grammar and phonics ( Parts of speech, tense, gender, word order, alphabet)

14(K-I) Given a feminine or masculine word, TLW state the correct gender.

15(K-I) Given a written sentence in Spanish, TLW write the sentence.

16(K-I) Given a sentence format in Spanish, TLW write a sentence in Spanish correctly.



.01Oral

17(K-E) Given a “Bible Bee” in Spanish, TLW recognize the given prompt.

18(Ap-I) Given a command in Spanish, TLW produce the command in Spanish.

19(K-E) Given a sample sentence from a lesson in Spanish, TLW correctly rewrite the sentence in the target language.

Strand:Cultures

Program Goal:#4:To use the target language to gain knowledge and demonstrate understanding of the relationship between cultural practices, products and perspectives.

.01 Identify behavior patterns and cultural practices (daily activities and holidays, celebrations, religion and overall theme of the culture.

20 (K-E) Given a lesson on a cultural practice or product, TLW identify the practice or product as a part of that culture.

21(C-E)Given a cultural topic about Spanish countries such as Christmas celebrations,

TLW describe the differences between the target culture and his/her own culture from a biblical perspective.


22 (C-E) Given an item from a Spanish country such as a toy or clothing, TLW describe the similarities and differences to his or her own culture, in English or Spanish.


23 (C-E) Given a poem, game, song, rhyme or craft form a Spanish country, TLW discuss the similarities and differences of those perspectives with those of his or her own

culture.

Strand:Cultures



24 (C-E)Given a lesson that reinforces the content of another subject area such as “the ocean”, TLW identify the vocabulary or information from the lesson in Spanish.


25 (K-I) Given a written prompt related to a lesson in Spanish, TLW rewrite the prompt for the class.

.03 26(K-I) Given a sentence format in Spanish , TLW select appropriate vocabulary to complete the sentence for the class.

Strand:Connections



27(C-E) Given a lesson about the target culture such as geography, a poem, game or song, TLW describe the information given.


28(K-E) Given a poem, game or song from a Spanish original source, TLW memorize the prompt in Spanish.

Strand:Comparisons

Program Goal:#7:To develop an understanding of the nature of the target language and culture by comparing his/her own language(s) and culture(s) to others.

.01Characteristics of language (Syntax, cognates, idioms)

29 (K-I) Given a lesson on specific elements of the target culture, TLW will state the differences and similarities between the target language culture and their own.

.02Tangible products (toys, dress, art food)

30 (K-I)Given a lesson on a product of the target language culture, TLW identify the difference between that culture and his/her own.

Strand:Communities (Life Application)

Program Goal:#8:To apply acquired language skills within and outside of the school community for personal growth and enrichment.

.02 Participates in performances, service work, conferences, competitions (folk stories, famous people, history, literature)

37

WA/Foreign Language

1st Grade Spanish

31(K-I) Given a rhyme, poem or song in Spanish such as a Christmas carol, TLW repeat the rhyme, poem or song in Spanish for a target audience.



COURSE SUMMARY: Second Grade/Spanish


Grade level/Course:Second Grade / Spanish




1 (Ap-E) Given a direction in Spanish, TLW apply the correct response in the requested language.

2 (Ap-E)Given a command in Spanish, TLW dramatize the command.

3 (Ap-E)Given several commands in Spanish, TLW will use a command verbally.


4(C-E)Given a question in Spanish such as “Cómo está?”, “Cómo se llama?”, “Qué número es?”, or “Qué color es?”, TLW use a correct response.


“Le gusta?” TLW use the question with other students.

6(Ap-E)Given a verbal and/or visual prompt, TLW apply the correct response.



8(Ap-E)Given a selection of visual prompts related to likes and dislikes, TLW choose his or her preferences.


9(Ap-E) Given a question in Spanish such as “Cuántos años tiene?” or “Como se llama?”, TLW use the correct response.


10(K-E)Given a lesson on vocabulary, such as fruits, TLW recall the different words used to identify each item in different Spanish speaking countries.

11(K-E)Given a lesson on non-verbal expressions used in the target culture, TLW recall the expressions correctly.




12(Ap-E) After listening to a verbal and/or visual prompt, TLW apply the correct response.


13(C-E) Given a written prompt in Spanish, TLW rewrite the prompt correctly.


14(K-E) Given a feminine or masculine word or article, TLW recall the correct gender.

15(K-E) Given a written sentence in Spanish, TLW reproduce the sentence.

16(K-E) Given a sentence format in Spanish, TLW duplicate a sentence in Spanish

correctly.



.01Oral

17(K-E) Given a “Bible Bee” in Spanish, TLW recall the given prompt.

18(Ap-E) Given a command in Spanish, TLW use the command in Spanish.

19(C-E) Given a sample sentence from a lesson in Spanish, TLW correctly express the sentence in writing in the target language.

Strand:Cultures

Program Goal:#4:To use the target language to gain knowledge and demonstrate understanding of the relationship between cultural practices, products and perspectives


20 (C-E) Given a lesson on a cultural practice or product, TLW identify the practice or product as a part of that culture.

21(C-E)Given a cultural topic about Spanish speaking countries such as geographical location or Christmas celebrations, TLW describe the differences between the

target culture and his/her own culture from a biblical perspective.


22 (C-E) Given an item from a Spanish country such as a toy or clothing, TLW describe the similarities and differences to his or her own culture, in English or Spanish.



culture.

Strand:Connections



24 (Ap-E)Given a lesson that reinforces the content of another subject area such as “zoo animals”, TLW use the vocabulary or information from the lesson in Spanish.


25 (C-E) Given a topic, TLW discuss the topic using familiar Spanish phrases.

26 (Ap-E) Given a sentence format in Spanish, TLW apply appropriate vocabulary to complete the sentence for the class.

Strand:Connections



27(C-E) Given a lesson about the target culture such as a poem, game, song, TLW describe the information given.

28(K-I) Given a lesson on the geography and/or history of the target culture, TLW recall the location or historical information presented.


29(K-E) Given a music, poetry, historical/geographical facts, games or songs from a Spanish original source, TLW memorize the information in Spanish.

30(K-I)Given a lesson on a craft of the culture studied, such as a piñata, TLW duplicate the craft.

Strand:Comparisons


.01Characteristics of language (Syntax, cognates, idioms)

31(K-E)Given a lesson on specific elements of the target culture, TLW will recall the differences and similarities between the target language culture and their own.

.02Tangible products (toys, dress, art food)

32 (K-E) Given a lesson on a product of the target language culture, TLW identify the difference between the culture studied and his/her own.

Strand:Communities (Life Application)


.02 Participates in performances, service work, conferences, competitions (folk stories, famous people, history, literature)

33(K-E) Given a rhyme, poem or song in Spanish such as a Christmas carol, TLW recall the rhyme, poem or song in Spanish for a target audience.

41

WA/Foreign Language

2nd Grade Spanish



COURSE SUMMARY: Third Grade/Spanish


Grade level/Course:Third Grade / Spanish




1 (Ap-E) Given a direction in Spanish, TLW apply the correct response in the requested language.

2 (Ap-E)Given a command in Spanish, TLW dramatize the command.

3 (Ap-E)Given several commands in Spanish, TLW will use a command verbally.


4(C-E)Given a question in Spanish such as “Cómo está?”, “Cómo se llama?”, “Qué número es?”, or “Qué hora es?”, TLW use a correct response.


“Qué hora es?” TLW use the question with other students.

6(Ap-E)Given a verbal and/or visual prompt, TLW apply the correct response.



8(Ap-E)Given a selection of visual prompts related to likes and dislikes, TLW choose his or her preferences.


9(Ap-E) Given a question in Spanish such as “Cuántos años tiene?” or “Como se llama?”, TLW use the correct response.


10(K-E)Given a lesson on vocabulary, such as fruits, TLW recall the different words used to identify each item in different Spanish speaking countries.

11(K-E)Given a lesson on non-verbal expressions used in the target culture, TLW recall the expressions correctly.




12(Ap-E) After listening to a verbal and/or visual prompt, TLW apply the correct response.

13(Ap-E)After listening to a verbal and/or visual prompt such as a cue for telling time, TLW construct the correct response.


14(C-E) Given a visual or written cue such as a restaurant menu, TLW translate the

meaning correctly.


15(K-I)After a lesson on the Spanish alphabet, TLW recall the sounds of each letter.

16(C-E)Given a sentence format in Spanish, TLW rewrite a complete sentence.


Program Goal:#3:To present information to an audience of listeners or readers

.01Oral

17(K-E) Given a “Bible Bee” or command in Spanish, TLW recall the given prompt.

18(Ap-E) Given a command in Spanish, TLW use the command in Spanish.

19(Ap-E) Given a sample sentence from a lesson in Spanish, TLW correctly construct a written or spoken sentence in writing in the target language.

Strand:Cultures

Program Goal:#4:To use the target language to gain knowledge and demonstrate understanding of the relationship between cultural practices, products and perspectives


20 (C-E) Given a lesson on a cultural practice or product, TLW identify the practice or product as a part of that culture.

21(C-E)Given a cultural topic about Spanish speaking countries such as geographical location or Easter, TLW describe the differences between the

target culture and his/her own culture from a biblical perspective.

.02 Explore tangible products (toys), clothing, food, and realia (menus, tickets, newspapers) of the culture.

22 (Ap-E) Given an item from a Spanish country such as food, TLW demonstrate

the similarities and differences to his or her own culture through a project.



culture.

Strand:Connections



24 (Ap-E)Given a lesson in Spanish that reinforces the content of another subject area such as “animals in the rainforest”, TLW illustrate the vocabulary from the lesson.


25 (C-E) Given a topic such as “rainforest animals”, TLW discuss the topic using familiar Spanish phrases.

26(Ap-E) Given a sentence format in Spanish, TLW apply appropriate vocabulary to complete the sentence for the class.

Strand:Connections



27(C-E) Given a lesson about the target culture such as different foods, TLW describe the information given.

28(K-E) Given a lesson on the geography and/or history of the target culture, TLW identify the location or historical information presented.


29(K-E) Given a music, poetry, historical/geographical facts, games or songs from a Spanish original source, TLW recite the information in Spanish.

30(K-E)Given a lesson on a craft of the culture studied, such as a piñata, TLW duplicate the craft.

Strand:Comparisons


.01 Characteristics of language (Syntax, cognates, idioms)

31 (K-E) Given a lesson on specific grammatical elements of the target language such as the alphabet sounds or cognates, TLW will state the differences and similarities between the target culture and their own.

.02Tangible products (tangible and intangible)

32 (K-E) Given a lesson on a product of the target language culture such as different foods, music or poetry, TLW identify the difference between the culture studied and

45

WA/Foreign Language

3rd Grade Spanish



COURSE SUMMARY: 6th Grade/Spanish

This course creates an awareness of language as a vehicle for communication, and presents functional vocabulary, phrases, and grammar skills. It instills an appreciation of other people and cultures, and provides motivation to continue learning another language.

Grade level/Course:MS Spanish 6th Grade




1 (K-I) Given instruction in the target language, TLW demonstrate comprehension by carrying out the instruction


2(K-I) Given a question such as “How are you?”, TLW accurately respond with an appropriate answer

.03State Personal Preferences

3(K-I) Given a question such as “What do you like?”, TLW locate from choices his/her preference

.04Exchange personal information

4(K-I) Given a request for personal information, TLW correctly state the information

.05Non-verbal and colloquial expressions: gestures, greetings

5(K-I) Given an audio, video, picture or artifact, TLW correctly select associated information




6(K-I) Given a word or phrase in the target language, TLW correctly select its meaning


7(K-I) Given a word, sentence, or passage, TLW correctly select the meaning of the given material

.038 Given a grammatical concept, such as number/gender agreement, TLW correctly identify its proper usage

.04 9 Given a short passage or selection, such as one from the textbook, TLW correctly select the characters and main idea




10(K-I)Given a topic from a current vocabulary list, TLW correctly state the required information


11 (K-I)Given a topic using vocabulary from the current textbook chapter, TLW correctly state the requested information in written form

Strand:Cultures

Program Goal:#4:To use the target language to gain knowledge and demonstrate understanding of the relationship between cultural practices, products, and perspectives

.01Cultural practices

12(K-I) Given a description of cultural practices such as holidays or religious ceremonies, TLW correctly state the reason for the practices

.02Explore tangible products of the culture (toys, clothing, food)

13(K-I) Given a tangible product of the target culture, such as a food item labeled in the TL, TLW accurately describe the product


14(K-I) Given an expressive product of the target culture, such as a Huichol yarn painting, TLW identify its significance to the target culture

Strand:Connections


.01Expand vocabulary and concepts

15(K-I)Given a concept, such as simple math skills, TLW correctly demonstrate the skill using the target language

.02 Oral and written presentations (countries, history)

16 (K-I) Given information about a Spanish speaking country, TLW accurately describe facts about the country

Strand:Connections

Program Goal:#6:To acquire knowledge only available through the target language and culture

.01Cultural interaction

17(K-I)Given information about a famous Hispanic American, TLW accurately convey ideas about the person to his/her classmates

.02 Explore information/media sources in target language

18 (K-I) Given media, such as a newspaper in the target language, TLW accurately express information or ideas from the chosen media

Strand:Comparisons

Program Goal:#7:To develop an understanding of the nature of the target language and culture by comparing his/her own language(s) and cultures to others

.01 Characteristics of language

19(K-I)Given a vocabulary word in the target language, such as “hospital”, TLW recognize a cognate

.02 Products of the culture

20 (K-I) Given information about traditions in Hispanic cultural celebrations, TLW recognize differences between his/her own culture

Strand:Communities

Program Goal:#8:To apply acquired language skills within and outside of the school community for personal growth and enrichment


21 (K-I) Given information such as how to address a letter, TLW correctly compose an address to a fellow classmate


22 (K-I) Given lyrics to a song, such as a Christmas song, TLW correctly perform the song for others

49

WA/Foreign Language

6th Grade Spanish



COURSE SUMMARY: 7th grade-Spanish

Each student is expected to practice the four basic elements of language learning. Listening, speaking, reading, and writing each play a part in daily learning. An emphasis is placed on communicating effectively in the target language; therefore much role-playing and participation in small skits take place. In addition to studying the language, the student will also explore the cultural aspects of the regions where the language is spoken.

Grade level/Course:MS Spanish 7th Grade




1 (K-1) Given instruction in the target language ,TLW demonstrate comprehension by recalling the appropriate response


2(K-1) Given a question such as “How are you?” ,TLW accurately select an appropriate answer

.03State personal preferences

3(K-1) Given a question such as “What do you like?”, TLW identify his/her preference


4(K-1) Given a request for personal information/data,

TLW correctly state the information

.05Non-verbal and colloquial expressions

5(K-1)

Given an audio, video, picture or artifact, TLW correctly repeat associated information




6(K-1) Given a word or phrase in the target language, TLW correctly identify its meaning


7(K-1) Given a word, sentence, or passage, TLW correctly identify the meaning of the given material

.03Grammar and phonics (parts of speech tense, gender, word order, alphabet)

8(K-1)Given a grammatical concept, such as number/gender agreement, TLW correctly choose its proper usage


9(K-1) Given a short passage or selection, such as one from the textbook, TLW correctly identify the characters and main idea




10(K-1) Given a topic from a current vocabulary list, TLW correctly name the required information


11 (K-1) Given a topic using vocabulary from the current textbook chapter, TLW correctly name the requested information in written form

Strand:Cultures



12(K-1) Given a description of cultural practices such as holidays or religious ceremonies, TLW correctly name the reason for the practices


13(K-1) Given a tangible product of the culture, TLW correctly state attributes about the product


14(K-1) Given an expressive product of the target culture, such as a Huichol yarn painting, TLW identify its significance to the target culture

Strand:Connections



15(K-1)Given a concept, such as simple math skills, TLW correctly recall the skill using the target language


16 (K-1) Given information about a Spanish speaking country, TLW accurately tell facts about the country

Strand:Connections


.01Cultural Interaction

17(K-1)Given information about a famous Hispanic American, TLW accurately convey ideas about the person to his/her classmates


18 (K-1) Given media, such as a newspaper in the target language, TLW accurately convey information or ideas from the chosen media

Strand:Comparisons



19(K-1)Given a vocabulary word in the target language, such as “hospital”, TLW recall a cognate


20 (K-1) Given information about traditions in Hispanic cultural celebrations, TLW state differences between his/her own culture

Strand:Communities



21 (K-1) Given information such as how to address a letter, TLW correctly recall an address for a fellow classmate


22 (K-1) Given lyrics to a song, such as a Christmas song, TLW correctly repeat song lyrics for others

53

WA/Foreign Language

7th Grade Spanish



COURSE SUMMARY: 8th grade/Spanish I

This course is designed to help students have a basic foundation of the Spanish language. Some students will be brand new to language study, while others may already possess some language skills. Students will be able to achieve success in class in either situation. Students will communicate through speaking, listening, reading and writing, and will explore the elements of basic grammar. Students will learn geographical facts about the Hispanic world, as well as cultural practices specific to these areas. All of our study will, of course, reflect on God’s creation, and be filtered through His purpose and plan for our daily lives.

Grade level/Course:8th Grade/Spanish I




1 (K-1) Given instruction in the target language, TLW demonstrate comprehension by carrying out the instruction


2(K-1) Given a question such as “How are you?”, TLW accurately respond with an appropriate answer


3(K-1) Given a question such as “What do you like?”, TLW identify his/her preference


4(K-1) Given a request for personal information/data, TLW correctly state the information


5(K-1) Given an audio, video, picture or artifact, TLW correctly recall associated information




6(K-1)

Given a word or phrase in the target language, TLW correctly choose its meaning.


7(K-I)Given a word, sentence, or passage, TLW correctly show the meaning of tthe given material.

.03Grammar and phonics (parts of speech, tense, gender, word order, alphabet)

8(K-I)Given a grammatical concept, such as number/ gender agreement, TLW

correctly identifies its proper usage.

.04Comprehend and interpret (main idea, details, central character, plot)

9(K-I)Given a short passage or selection such as one from the textbook, TLW

currently identifies the character and main idea.




10(K-1)Given a topic from a current vocabulary list, TLW correctly verbalize the required information


11 (K-1) Given a topic using vocabulary from the current textbook chapter, TLW correctly state the requested information in written form

Strand:Cultures



12(K-1) Given a description of cultural practices such as holidays or religious ceremonies, TLW correctly identify the reason for the practices


13(K-1) Given a tangible product of the target culture, such as a food item labeled in the TL, TLW accurately describe the product


14(K-1) Given an expressive product of the target culture, such as a Huichol yarn painting, TLW identify its significance to the target culture

Strand:Connections



15(K-1)Given a concept, such as simple math skills, TLW correctly demonstrate the skill using the target language


16 (K-1) Given information about a Spanish speaking country, TLW accurately describe facts about the country

Strand:Connections



17(K-1) Given information about a famous Hispanic American, TLW accurately convey ideas about the person to his/her classmates


18 (K-1) Given media, such as a newspaper in the target language, TLW accurately express information or ideas from the chosen media

Strand:Comparisons



19(K-1)Given a vocabulary word in the target language, such as “hospital”, TLW recognize a cognate


20 (K-1) Given information about traditions in Hispanic cultural celebrations, TLW recognize differences between his/her own culture

Strand:Communities



21 (K-1) Given information such as how to address a letter, TLW correctly compose an address to a fellow classmate


22 (K-1) Given lyrics to a song, such as a Christmas song, TLW correctly perform the song for others

57

WA/Foreign Language

8th Grade Spanish



COURSE SUMMARY: Spanish II

This course is designed to help students reinforce the grammar and conversational skills learned in Spanish I. Students will also expand their knowledge of the language by learning other forms of verb conjugation, and new vocabulary and expressions. Students will have ample opportunities to apply what they have learned, as a special emphasis will be put into oral communication.

Grade level/Course:Spanish II




1 (C-E) Given instruction on the use of informal commands TLW accurately trace addresses in a map


2(Ap-E) Given a set of interrogative words, TLW accurately develop an interview for a famous person

.03State Personal Preferences

3(C-E) Given a list of extracurricular activities TLW correctly express interest and displeasure


4(C-E) Given the structure and uses of reflexive verbs, TLW accurately describe their daily routine

.05Non-verbal and colloquial expressions: gestures, greetings

5(Ap-E) Given a prompt such as greetings and farewells,

TLW correctly apply formal and informal expressions




6(C-E) Given a list of occupations, TLW accurately associate them with job descriptions


7(C-E) Given a paragraph describing a student from Spain, TLW accurately give basic information on the student and her family


8(Ap-E) Given the uses of two verbs that have one meaning in English such as saber and conocer, TLW correctly select the verb for the given situation


9(C-E) Given a story such as “El ratón del pueblo y el ratón de la ciudad”, TLW accurately recognize the main characters




10(C-E)Given the conjugation and uses of the imperfect tense, TLW correctly describe a past activity such as a childhood experience


11 (Ap-E)Given the vocabulary and expressions for accidents and injuries, TLW accurately make a story in which the main character has a series of unfortunate events

Strand:Cultures



12(C-E) Given information on the social practices of the target culture such as the passing of age celebration of “La Quinceañera”, TLW accurately interpret the meaning of the rituals


13(Ap-E) Given a recipe in Spanish, TLW accurately prepare a Latin American dish


14(Ap-E) Given information on the Cuna Indians and how their culture and history is represented in the production of “molas”, TLW accurately produce a replica of a “mola”

Strand:Connections



15(Ap-E)Given instruction on the use of direct object pronouns TLW accurately relate to how they are used in the English language


16 (C-E) Given information on the Great American Empires, TLW correctly group similarities and differences

Strand:Connections



17(Ap-E)Given the biography of famous Latin American athletes, TLW correctly determine their contributions to the American society


18 (Ap-E) Given a prompt such as products information in a Spanish newspaper, advertisement TLW correctly determine prices, colors and sizes

Strand:Comparisons



19(C-E)Given a list of words, TLW correctly recognize false cognates


20 (C-E) Given information on the Hispanic Celebration of “Three Kings Day” TLW describe the details in a “Día de Reyes”card made for a friend

Strand:Communities



21 (Ap-E) Given instruction on how to write informal correspondence TLW correctly write an email for an imaginary pen pal


22 (Ap-E) Given the story of “Gracias, the Thanksgiving Turkey”,

TLW prepare a skit and presentation for the elementary students

61

WA/Foreign Language

Spanish II



COURSE SUMMARY: Spanish III

This course is designed to help students reinforce the grammar and conversational skills learned in Spanish II. Levels of proficiency will vary among students, therefore it is imperative that they encourage and respect each other. For those students that are fully bilingual, areas of language weakness will be identified. For those needing to improve their conversational skills, additional language immersion activities will be assigned.

Grade level/Course:Spanish III




1 (Ap-M) Given instruction on the use of nosotros commands TLW accurately plan an itinerary for a weekend trip with friends


2(Ap-M) Given the uses of the subjunctive and expressions of recommendation and advice, TLW accurately develop a “dear Abby” newspaper column


3(Ap-M) Given a topic of personal interest such as friendship TLW accurately conclude what they expect to find on true friend


4(Ap-M) Given expressions for hopes and wishes, TLW

accurately report their plans upon graduation


5(Ap-M) Given a situation such as shopping in the market place, TLW accurately apply in a skit the cultural practice of bargaining know as “regatear”




6(Ap-M) Having listened to a phone conversation among two friends, TLW correctly conclude the reasons for their argument


7(An-M) Having read a letter such as the letter of an exchange student to her family, TLW accurately analyze the student’s feeling about the experience


8(Ap-M) Given a grammar concept such as the uses of the preterite and the imperfect, TLW accurately report their worst summer vacation experience


9(An-M) Having read a selection from the short story “El árbol de oro”, TLW accurately determine the main idea




10(An-M) Given instruction on the use of superlatives and comparatives, TLW accurately analyze fine art such as the work of Mexican muralists


11 (Ap-M) Given a topic such as favorite meals, TLW accurately write a poem using figurative language

Strand:Cultures



12(An-E) Having watched a video on the celebration of holidays such as the celebration of Christmas in Latin American countries, TLW accurately compare traditions among these countries


13(An-M) Given a menu in the target language, TLW accurately determine the nutritional value of the meals


14(Ap-M) Given information on the Mexican tradition of “papel picado”, and how Mexicans express their culture and history in the practice of this tradition, TLW accurately make a replica of papel picado

Strand:Connections



15(An-M)Given instruction on the use of demonstrative pronouns TLW correctly distinguish items in a picture of a store


16 (Ap-M) Having done research on Latin American festivals, TLW accurately determine details for a class presentation

Strand:Connections



17(Ap-M)Having read folk stories from Latin American countries, TLW accurately conclude reoccurring themes such as the explanation for natural disasters


18 (Ap-E) Given a prompt such as current events on a Spanish newspaper, TLW accurately report the events

Strand:Comparisons

Program Goal:#7:To develop an understanding of the nature of the target language and culture by comparing his/her own language(s) and cultures to others.


19(C-E)Given the suffix “mente”, TLW correctly convert adjectives into adverbs


20 (Ap-E) Given information on the Mexican tradition of “Las Posadas” TLW make a skit showing the different roles represented in the tradition

Strand:Communities



21 (Ap-M) Given instruction on how to write informal letters TLW accurately write a letter for an imaginary exchange family


22 (Ap-M) Given a prompt such as Odes in Spanish, TLW participate in a competition among other classmates

65

WA/Foreign Language

Spanish III



COURSE SUMMARY: Spanish IV

Class time will be dedicated to communicating in Spanish using the structures and vocabulary learned in previous Spanish classes. Students need to make a conscientious effort to speak Spanish at all times during class. The format of this class is based on the premise that the best way to learn a foreign language is through repeated, meaningful exposure to the language, and to have opportunities to interact and communicate with others in the target language.

Grade level/Course:Spanish IV




1 (S-ME) Given directions on the use of informal commands TLW correctly create a cooking show


2(S-ME) Given a topic such as favorite childhood activities, TLW accurately formulate a survey to be used on a cl

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