SPANISH 1

World Language

Course Description

All levels of World Language (WL) will follow the NYS Syllabus of Modern Languages for Communication and the Proposed NYS Standards. Understanding other cultures and using the language to communicate are our goals as we develop skills in the 3 areas of Interpretive, Interpersonal and Presentational communication. Level 1 introduces us to basic vocabulary and phrases in various topics. We will also explore the many different ways of life in the target culture in order to compare them to our own products, practices and perspectives. We will continuously review material as we study new vocabulary and skills.

Ms. Abu-Sbaih

Email Ms. Abu-Sbaih

Ms. Halladay

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Unit 1: Nuevos Amigos en mi Escuela

In this unit, students will be exploring what they have in common with students from other countries and what they can learn from other target cultures. They will be learning how to give personal information about themselves and others.

UNIT 1: NUEVOS AMIGOS EN MI ESCUELA

NOVICE LOW - NOVICE HIGH

ESSENTIAL QUESTIONS
- What do I have in common with students who speak other languages?
- What can I learn from friends who are different than I?
INTERPRETIVE TARGETS
- I can understand simple information (nationalities and names) about students and teachers when I hear it.
- I can recognize names of some classes at school.
- I can understand when someone talks about how they are doing.
INTERPERSONAL TARGETS
- I can start and end a conversation with greetings and goodbyes.
- I can answer simple questions about myself.
- I can ask someone's name, find out how they are doing and find out what they like about school.
- I can introduce someone.
PRESENTATIONAL TARGETS
- I can tell my name or nickname.
- I can tell my nationality.
- I can tell how I'm feeling.
- I can fill out a form with my basic information.
- I can give my opinion about some classes or activities at school.
CULTURAL PRODUCTS, PRACTICES AND PERSPECTIVES
- I can investigate common first and last names from Spanish-speaking countries.
- I can identify Spanish-speaking countries on the map.
- I can find out how many different nationalities are represented at my school.
- I can have a conversation in Spanish with a new friend at school.
- I can engage in conversations with native speakers (or others) in order to compare products, practices and perspectives about cultural and linguistic identities.

Unit 2: Disfrutando los snacks

In this unit, students will explore different types of snacks and snacking customs and practices from the target culture and beyond.

UNIT 2: DISFRUTANDO LOS SNACKS

NOVICE MID - NOVICE HIGH

ESSENTIAL QUESTIONS
- How do snacking habits compare around the world?
- What snacks are popular in different Spanish speaking countries?
INTERPRETIVE TARGETS
- I can understand snack descriptions
- I can read nutrition labels and other general information about snacks.
INTERPERSONAL TARGETS
- I can talk about my snack preferences.
- I can buy a snack using the target language.
PRESENTATIONAL TARGETS
- I can describe snacks including type and flavor.
- I can give my opinion about snacks.
- I can compare snacks including price, simple nutritional information and my preferences.
CULTURAL PRODUCTS, PRACTICES AND PERSPECTIVES
- I can investigate snacks that are popular in other countries.
- I can investigate snacking habits (where to buy, how often, etc.)
- I can engage in conversations with native speakers (or others) in order to compare products, practices and perspectives about snack foods and snacking habits in the target culture.

Unit 3: Investigando Familias

The main focus of this unit is talking about families and the activities they do together. It starts with an intro to family members and then leads to the traditional activities practices by families of Hispanic/Latino cultures. By the end, learners can make comparisons to their own lives and families.

UNIT 3: INVESTIGANDO FAMILIAS Y ACTIVIDADES

NOVICE MID - INTERMEDIATE LOW

ESSENTIAL QUESTIONS
- How are families the same around the world?
- How do families spend time together?
INTERPRETIVE TARGETS
- I can understand basic info and descriptions about families.
- I can understand what someone does with their family.
INTERPERSONAL TARGETS
- I can ask and answer questions about my family members.
- I can ask and answer questions about family activities.
- I can discuss my opinion about family activities.
PRESENTATIONAL TARGETS
- I can describe my family.
- I can describe and give my opinion about famiy activities.
- I can compare my family to another culture.
- I can tell why someone is special to me.
CULTURAL PRODUCTS, PRACTICES AND PERSPECTIVES
- I can identify famous and historical families from the target culture.
- I can recognize the cultural differences in names.
- I can identify traditional games and activities connected to families.
- I can participate in traditional games and activities.
- I can engage in conversations with native speakers (or others) in order to compare products, practices and perspectives about families and family traditions.

Unit 4: ESCUCHANDO CANCIONES VIRALES

In this unit, students will explore music and musicians from the target culture. They will participate in a nationwide MARCH MUSIC MADNESS where they will be listening and giving their opinions about songs in the target language and will vote in a nationwide competition for song of the year.

UNIT 4: ESCUCHANDO CANCIONES VIRALES

NOVICE MID - INTERMEDIATE LOW

ESSENTIAL QUESTIONS
- What are some viral songs in the target country?
- What is the meaning behind those songs?
INTERPRETIVE TARGETS
- I can understand simple descriptions and opinions about viral songs, music videos, artist and groups.
- I can understand some main ideas from songs and music videos.
INTERPERSONAL TARGETS
- I can ask and answer questions about viral songs and artists.
- I can discuss my opinions about songs and artists.
PRESENTATIONAL TARGETS
- I can give my opinion about songs and artists.
- I can give simple descriptions about songs, (genre, tempo, artist, etc.).
- I can give simple details about artists (name, genre, nationality, etc.)
CULTURAL PRODUCTS, PRACTICES AND PERSPECTIVES
- I can investigate viral songs from other countries.
- I can recognize different genres and artists from other countries.
- I can identify the practices and products in a music video.
- I can interact in conversations about artists and songs.
- I can engage in conversations with native speakers (or others) in order to compare products, practices and perspectives about music.

*Additional mini units will be incorporated throughout the year based on cultural products, practices and perspectives. A cumulative final project will count for PROFICIENCY CHECKPOINT A credit and must be completed and passed in order to earn credit towards an Advanced Regents Diploma. and to go on to Spanish 2.

Checkpoint A Rubric for Assessing Standards

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