2025 - 2026 Spanish I

Outline

Hillcrest High SCHOOL

Mrs. Burgos, Mayra

864-355-3495

COURSE TITLE: Spanish I

DESCRIPTION OF COURSE

This course focuses on meaningful communication and language as it is used in real-world situations that students are most likely to encounter. Students will first begin to develop aural and oral skills, then read and write what they can say—familiar words, commands, phrases, short sentences, and basic questions. They will learn to use predictable language in familiar settings. They will begin to develop cultural awareness and the ability to recognize the products, practices, and perspectives of the culture they study. Students will also develop insights into their own language through linguistic and cultural comparisons with the foreign language and culture they study and use the language to expand their knowledge in all content areas.

COURSE OUTLINE

I. Let's Get Started! (Week 1, 2 Weeks)

a. Standards

Standards for Foreign Language Learning Communication:

*SCCCR Standard for World Language Proficiency (2019)Novice Low Interpretive Informational Text (NL.I-IT)I can identify memorized or familiar words when they are supported by gestures or visuals in informational text.Novice Low Interpretive Fictional Text (NL.I-FT)I can identify memorized or familiar words when they are supported by gestures or visuals in fictional texts. Novice Low Interpretive Conversations & Discussions (NL.I-CD)I can understand memorized or familiar words when they are supported by gestures or visuals in conversations.Novice Low Interpersonal Exchange Information (NL.IP-EI)I can provide information by answering a few simple questions on very familiar topics using practiced or memorized words or phrases, with the help of gestures or visuals.Novice Low Interpersonal Needs & Situations (NL.IP-NS)I can express some basic needs, using practices or memorized words and phrases with the help of gestures or visuals.Novice Low Interpersonal Preferences & Opinions (NL.IP-PO)I can express basic preferences or feelings using practiced or memorized words or phrases with the help of gestures or visuals.Novice Low Presentational Narrative (NL.P-N)I can introduce myself using practiced or memorized words and phrases with the help of gestures or visuals.Novice Low Presentational Persuasive (NL.P-P)I can express my likes and dislikes using practiced or memorized words and phrases with the help of gestures or visuals. Novice Low Presentational Informative (NL.P-I)I can name very familiar people, places, and objects using practiced or memorized words and phrases with the help of gestures and visuals.Novice Intercultural Investigate Products (N.IC.IV-PRO)In my own and other cultures I can identify some typical products related to familiar everyday life.Novice Intercultural Investigate Practices (N.IC.IV-PRA)In my own and other cultures I can identify some typical practices related to familiar everyday life. Novice Intercultural Interact Language (N.IC.IA-L) I can communicate with others from the target culture in familiar everyday situations using memorized language and showing basic cultural awareness.Novice Intercultural Interact Behavior (N.IC.IA-B)I can use appropriate rehearsed behaviors and recognize some obviously inappropriate behaviors in familiar everyday situations.

b. Essential Questions:

- What is language proficiency?

- What procedures do I need to learn to function effectively and participate fully in class?

- What cues do I listen to and look for before I respond?

- How do I figure out meaning when words are not understood?

- How is the target language like and unlike English?

c. Understand - Concepts:

- Units are based on proficiency targets that describe what learners can do at each level of proficiency.

- From the first day of class, the target language is used as the primary means of communication in the language class.

- There are similarities and differences between the target language and students' own language.

- Cognates enhance comprehension of spoken and written language.

- Effective communication requires cooperation, active listening, clear instructions, respect for one another clarifying questions, and proper feedback

d. Know - Language Content:

A. Interpretive Listening:

-recognize a few words and phrases when listening

B. Interpretive Reading: understand a few memorized, practiced words/phrases

C. Interpersonal (Face-to-Face)

- communicate with some very familiar words/phrases that have been practiced and memorized

D. Presentational Speaking:

- present about myself and very familiar topics using single words and phrases that have been practiced and memorized

E. Presentational Writing:

-Use a few words and phrases on very familiar topics that have been memorized and practiced

F. Intercultural Competence:

- imitate some basic behaviors in the target culture

-copy some familiar words and phrases

e. Do - I can:

A. Recognize common greetings, introductions and leave taking expressions when I hear them.

A. React and respond in the target language in culturally appropriate ways to classroom routines, teacher instructions and peer requests.

A. Recognize simple questions.

A, B. C, D, E. Identify a few cognates that help me understand the meaning .

B. Understand some basic personal information found in short readings

C. Introduce myself to a classmate and introduce a classmate to others.

C. Respond to and initiate greetings and farewells appropriately.

C. Use sentence and question frames/starters I have learned to ask and answer simple questions and ask for clarification when needed.

C. Use a few cognates in the target language.

C. Ask and answer simple questions and seek clarification when needed.

C, D, E. Use language chunks I have learned to get a few personal and academic needs met.

F. Imitate basic behaviors associated with greetings, introductions and leave taking.

II. My Friends and I (Week 3, 6 Weeks)

a. Standards

Standards for Foreign Language Learning Communication:

What makes me who I am?

c. Understand - Concept:

-Personal identity- including self, physical characteristics and personality descriptions-develop through experiences that occur within one’s family, one’s community, and the culture at large.

Linguistic EQs & Understandings attached.

d. Know - Language Content:

A. Interpretive Listening

-memorized and familiar words and phrases that bring meaning to text

B. Interpretive Reading

-memorized and familiar words and phrases that bring meaning to text

C. Interpersonal (Face to Face)

-memorized and familiar words and phrases, with some attempts to create, to: ask memorized questions; state needs and preferences; describe people, places and things

D. Presentational Speaking

-rehearsed, practiced,

memorized words and phrases to: make lists; states needs and preferences; describe people, places and things

E. Presentational Writing

-edited, revised

- memorized words and phrases to: make lists; states needs and preferences; describe people, places and things

F. Intercultural Competence

-insight into the cultural perspectives and the ability to behave appropriately in a variety of cultural contexts

e. Do - I can...

A. Listen for basic information about myself and others when someone describes me and others.

B. Identify personal information in a novice-level text.

B. Retell highlights from a culturally authentic children's story that includes physical characteristics and personality traits.

B. Summarize a novice-level article that includes age, physical characteristics and personality traits.

C. Introduce myself and others.

C. Ask memorized questions related to age, physical characteristics and personality traits.

C. Answer simple questions related to age, physical characteristics and personality traits.

C. Provide personal information related to age, physical characteristics and personality traits.

C. Describe myself or someone else.

C. Adjust intonation (raise or lower pitch) as appropriate for asking a question.

D, E. Describe myself, including age, physical and personality traits.

D, E. Describe someone else, including age, physical and personality traits.

D,E. Describe myself and others including details about physical characteristics and my personality traits.

D, E. Summarize an article that includes age, physical characteristics and personality traits.

E. Write about self and others, including age, physical characteristics. and personality traits.

F. Describe myself and others in a culturally acceptable manner.

III. My School Life (Week 9, 6 Weeks)

a. Standards

Standards for Foreign Language Learning Communication:

b. Essential Question

How is school an important part of my life?

c. Understand - Concepts:

-School shapes one’s future as an individual, worker, and productive citizen of the United States and a contributing member of the global society.

-School systems reflect their cultures.

-Language Learning Essential Questions and Understandings (attached)

d. Know - Language Content:

A. Interpretive Listening

-memorized and familiar words and phrases that bring meaning to text.

B. Interpretive Reading

-memorized and familiar words and phrases that bring meaning to text.

C. Interpersonal (Face to Face)

-memorized and familiar words and phrases, with some attempts to create, to: ask memorized questions; state needs and preferences; describe people, places and things.

D. Presentational Speaking

-rehearsed, practiced,

memorized words and phrases to: make lists; states needs and preferences; describe people, places and things.

E. Presentational Writing

-edited, revised

- memorized words and phrases to: make lists; states needs and preferences; describe people, places and things

F. Intercultural:

-socially appropriate language and behavior

e. Do - I can...

A. Recognize familiar school vocabulary as found in culturally authentic video clips from the target culture.

A. Demonstrate understanding of commands related to school routine.

B. Identify information in short readings that describe classes and teachers.

B. Identify information about supplies needed for class.

B. Identify information about a target language school.

B. Identify information related to class schedules and school activities as found in culturally authentic electronic information sources and other written texts.

C. Ask memorized questions related to school life by interacting with classmates and members of the target culture using digital tools and face-to-face communication.

C. Answer simple questions related to school life by interacting with classmates and members of the target culture using digital tools and face-to-face communication.

C. Inquire about preferences related to school.

C. Respond to questions about preferences related to school.

C, Talk with another person about my school day.

C, D, E. Say what classes and teachers I have and when I have them.

C, D, E. Say what materials I have and need for each class.

C, D, E. Talk about my class schedule.

C, D, E. Give a description of my classes and teachers.

C, D, E, F. Compare my school day with those of others in target language schools.

IV. Let's Eat! (Week 15, 6 Weeks)

a. Standards

Standards for Foreign Language Learning Communication:

b. Essential Question

What role does food play in my life and in the lives of people in the target cultures?

c. Understand - Concepts:

- Attitudes about food and healthy eating habits vary across cultures. (Topics that assist in the development of this understanding should include, but are not limited to: foods, shopping, eating at home or in restaurants, and wellness practices).

-Many products and practices related to home and community are shared across cultures; others are culture-specific.

-Language Learning Essential Questions and Understandings (attached)

d. Know – Language Content

A.Interpretive Listening

-memorized and familiar words and phrases that bring meaning to text.

B. Interpretive Reading

-memorized and familiar words and phrases that bring meaning to text.

C. Interpersonal (Face to Face)

-memorized and familiar words and phrases, with some attempts to create, to: ask memorized questions; state needs and preferences; describe people, places and things.

D. Presentational Speaking

-rehearsed, practiced,

memorized words and phrases to: make lists; states needs and preferences; describe people, places and things.

E. Presentational Writing

-edited, revised

- memorized words and phrases to: make lists; states needs and preferences; describe people, places and things

F. Intercultural:

-socially appropriate language and behavior

e. Do - I can...

A, B. Identify main idea of an authentic text dealing with food products and practices.

A, B. Demonstrate comprehension of a series of oral and written directions as related to food products and practices.

C. Ask memorized questions related to food preferences, products, and practices.

Answer simple questions related to food preferences, products, and practices.

C. Engage in an unrehearsed conversation to order a meal.

D. Present information related to food preferences, products, and practices in the target culture based on information found in age- and level-appropriate, culturally authentic materials.

F. Recognize and use common gestures and cultural practices associated with food.

V. Home Sweet Home (Week 21, 6 Weeks)

a. Standards

Standards for Foreign Language Learning Communication:

b. Essential Question

What constitutes a home in native and target cultures?

c. Understand - Concepts:

- The definitions of family and home differ from culture to culture.

- What is perceived as “basic needs” varies among and within cultures.

-Many products and practices related to home are shared across cultures; others are culture-specific.

-Personal identity is developed through experiences that occur within one’s home and family.

d. Know - Linguistic Content:

A. Interpretive Listening

-memorized and familiar words and phrases that bring meaning to text.

B. Interpretive Reading

-memorized and familiar words and phrases that bring meaning to text.

C. Interpersonal (Face to Face)

-memorized and familiar words and phrases, with some attempts to create, to: ask memorized questions; state needs and preferences; describe people, places and things.

D. Presentational Speaking

-rehearsed, practiced,

memorized words and phrases to: make lists; states needs and preferences; describe people, places and things.

E. Presentational Writing

-edited, revised

- memorized words and phrases to: make lists; states needs and preferences; describe people, places and things

F. Intercultural:

-socially appropriate language and behavior

e. Do - I can...

A, B. Identify household chores found in authentic materials from an electronic information source and other sources.

A, B. Identify furniture and items in the home as found in videos of home tours from authentic electronic sources, advertisements for homes on the market, and/or written articles on homes and chores.

A, B. Retell highlights from an authentic video or simple written text that includes description of the home and its contents.

C.Ask memorized questions related to homes (rooms, descriptions of one's home, items in a home, furniture, and chores) using digital tools.

C. Respond to simple questions related to homes (rooms, descriptions of one's home, items in a home, furniture, and chores) using digital tools.

C. Use memorized language to express preferences related to the division of household chores.

D, E. Compare homes in the target and home cultures.

D, E. Compare common household chores in the home culture with common chores in the target culture.

D, E. Create a tour of a home from the target culture.

D, E. Create multimedia rich visual representation of one’s home or a home representative of the home culture.

D, E, F. Identify culturally specific household items and chores.

VI. My Community (Week 27, 6 Weeks)

a. Standards

Standards for Foreign Language Learning Communication:

b. Essential Question

How is contemporary life influenced by my community?

How is my lifestyle influenced by my community?

How does a community influence the life of native and target people groups?

c. Understand - Concepts:

- Personal identity is developed through experiences that occur within one’s family, one’s community, and the culture at large.

Linguistic EQs & Understandings attached.

d. Know (Content/ Concept) - Language Content:

A. Interpretive Listening

-words, phrases, and simple sentences related to everyday life. -pieces of information

- sometimes understand the main topic of what is being said

B. Interpretive Reading

-familiar words, phrases, and sentences within short and simple texts related to everyday life

-sometimes understand the main idea of what I have read.

C. Interpersonal (Face to Face)

-exchange information about familiar topics using phrases and simple sentences, sometimes supported by memorized language.

-usually handle short social interactions in everyday situations by asking and answering simple questions

D. Presentational Speaking

- present basic information on familiar topics using language have practiced using phrases and simple sentences.

-memorized words and phrases to: make lists; states needs and preferences; describe people, places and things.

E. Presentational Writing

-edited, revised

-write short messages and notes on familiar topics related to everyday life

F. Intercultural:

-socially appropriate language and behavior

e. Do (Skills/Procedure) - I can:

A. Understand the main idea and the details when I hear people talking about places in a city and when and where events happen.

A. Listen to short video or audio clips advertising a community function (e.g. concert, film festival, art show, auction, parade, community service event) to identify the time, location, and purpose of the event.

A. Select events appropriate for me and my classmates based on our interests, availability, and purpose by listening to short video or audio clips advertising a community function (e.g. concert, film festival, art show, auction, parade, community service event).

A.I can follow the walking or driving steps needed to get from one place to another based on oral directions connected to an online map.

B. Read an advertisement about a community function (e.g. concert, film festival, art show, auction, parade, community service event) to identify the time, location, and purpose of the event.

B. Select events appropriate for me and my classmates based on our interests, availability, and purpose by reading a short text advertising a community function (e.g. concert, film festival, art show, auction, parade, community service event).

B. Follow the walking or driving steps needed to get from one place to another based on written directions connected to an online map.

B. Match a series of written directions to the appropriate online maps.

A, B. Identify customs and traditions of target cultures, as found in culturally authentic video/audio/written texts.

A, B. Identify professions as found in culturally authentic video/audio/written texts related to celebrations.

C. Use digital tools and face-to-face communication to:

- Ask my classmates and members of the target culture simple questions related to time, location and purpose of a community event (e.g. concert, film festival, art show, auction, parade, community service event).

- Respond to questions from my classmates and members of the target culture related to time, location and purpose of a community event (e.g. concert, film festival, art show, auction, parade, community service event).

- Use appropriate reaction words when my classmates and members of the target culture answer a question (e.g. me too, not me, that’s interesting, really?, that’s nice).

- Ask for clarification when I don’t understand something (e.g. please repeat, I don’t understand, did you say…?).

C.Ask someone about his/her city and compare my city to his/hers.

D, E. Use simple sentences to create a multimedia-rich presentation using written and oral text that includes information related to community events and community service opportunities (e.g. time, location, and purpose of the event).

D, E. Describe places in a city.

D, E. Tell where one wants to go and why.

D, E. Give recommendations about where to go in South Carolina and what to do there.

D, E, F. Create a map of one's town in the target language and compare it to a target community.

D, E, F. Describe what one can do in different places in a city.

D, E, F Express my opinion on places to go in South Carolina.

VII. Going Green

(Week 33, 6 Weeks)

a. Standards

Standards for Foreign Language Learning Communication:

b. Unit Essential Questions:

-How do animals and habitats in my culture compare with those of the target cultures?

-What affects animals and their habitats at home and in the target countries?

c. Understand - Concepts:

-Attitudes about the environment and environmental practices in the home and community vary across cultures.

-Many products and practices related to home and community are shared across cultures; others are culture-specific

- Environmental practices vary from culture to culture.

Linguistic EQs & Understandings attached.

d. Know (Content/ Concept) - Language Content:

A. Interpretive Listening

-main idea in short, simple messages and presentations on familiar topics.

- main idea of simple conversations overheard

B. Interpretive Reading

- main idea of short and simple texts when the topic is familiar

C. Interpersonal (Face to Face)

-exchange information about familiar topics using phrases and simple sentences, sometimes supported by memorized language. I can usually handle short social interactions in everyday situations by asking and answering simple questions

D. Presentational Speaking

-rehearsed, practiced,

- present basic information on familiar topics using language I have practiced using phrases and simple sentences

E. Presentational Writing

-edited, revised

- write short messages and notes on familiar topics related to everyday life

F. Intercultural:

-socially appropriate language and behavior

e. Do (Skills/Procedure) - I can:

A, B. Identify environmental practices and products of the target culture as found in authentic materials from electronic information sources and other sources.

A, B. Identify animal information as found in authentic materials from electronic information sources and other sources.

A, B. Recognize descriptions of animals and draw a pictures of animals based on an oral or written description.

A, B. Recognize descriptions of animals and match pictures to the descriptions.

A, B. Recognize descriptions of animal habitats and draw pictures based on the description.

A, B. Match descriptions of animal habitats to pictures of the habitats.

A, B. Follow the migratory path of animals that contain simple directions.

A, B. Match migratory paths of animals to a picture depiction of the migratory path.

C. Give and follow commands related to environmental practices.

C. Ask memorized questions related environmental threats of the home and target cultures using digital tools and face-to-face communication.

C. Respond to simple questions related to extinction prevention products (number, color, location, and signage) of the home and target cultures using digital tools and face-to-face communication.

C. Ask memorized questions related to practices regarding use of conservation practices of the home and target cultures using digital tools and face-to-face communication.

C. Respond to memorized questions related to practices regarding conservation practices of the home and target cultures using digital tools and face-to-face communication.

D. E. Use words, phrases, and simple sentences to create a multimedia presentation using information I have learned from what I have read and listened to regarding animal migration including:

1. Physical characteristics of migratory animals

2. Description of their habitats

3. Migratory paths

D, E, F. Compare conservation products and practices in home and target cultures.

D, E, F.Compare environmental products and practices in home and target cultures.

TEXT AND RESOURCES

Text: ¡Avancemos! Level 1, McDougal Littel, with accompanying print, audio and visual resources.

Resources: Various culturally and linguistically relevant texts, music, and videos. Teachers Discovery Bingos covering vocabulary

Media: Teacher’s Discovery Standard Deviants Videos covering vocabulary and grammar. Discovery Channel Globe Trekker and Travelers Countries’ Videos

ROLES OF THE AREAS OF INTERACTION IN YOUR COURSE

Approaches to Learning: developing effective language learning skills, recognizing parallels, similarities and differences between languages, communication skills of speaking, listening and reading for understanding

Environments: investigating a variety of environments as related to the language B, comparing and contrasting environmental issues in different countries

Community and Service: exploring the concepts of identity, culture and community as they relate to the target language; promoting involvement at the local level responding to community needs

Health and Social Education: reading texts concerning health and social issues in language B

Human Ingenuity: gaining exposure to individuals such as authors, artists, composers and inventors represented in the language B cultures

METHODOLOGY

Instruction is standards based and learner centered, and will include the use of direct instruction, group and partner work, random questioning strategies, and graphic organizers. A variety of learning activities, carried our primarily in the language B, will be used to facilitate student learning and competency in the areas of speaking, reading, writing and listening. These may include story-telling, role-play, singing, reading, presentations, partner interviews, and listening to the language in recordings and video.

METHODS OF ASSESSMENT (including the use of MYP criteria)

Students will be assessed both informally and formally in the four communicative skills of language: speaking, listening, reading and writing.

Formative: Will include informal observation, homework and notebook checks, quizzes, and oral participation in class

Summative : Will include unit tests, major projects, and presentations

GRADING POLICY AND GRADING PROCEDURES/WEIGHTING AND HOMEWORK POLICY

Report Card Grades: Grades will be calculated as the percentage of total points possible based upon a combination of oral class participation, skills practice through class work and homework, projects, quizzes and tests, following the grade weighting policy for High School modern languages, which consist of Minor Task which make 40% of the grade distributed as follow: Minor Interpretive Task (10%), Minor Interpersonal Task (20%), Minor Presentational Task (10%); and Major Task which make the other 60% of the grade, distributed according to the following guide lines: Major Interpretive Task (20%), Major Interpersonal Task (20%), Major Presentational Task (20%).

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