Spanish I

Every learner will use a world language, in addition to English, to engage in meaningful, intercultural communication, understand and interpret the spoken and written language, and present information, concepts and ideas in local and global communities. Through learning the language, they will gain an understanding of the perspectives of other cultures and compare the language and cultures learned with their own.

We will use “Can-Do” statements to create, work towards, monitor, and meet goals as they pertain to language acquisition and career- and college-readiness. Furthermore, we will apply the concepts of connections, comparisons, and communities to develop a broader understanding of culture and communication. Ultimately, this class will enable students to broaden their understanding and celebrate perspectives, practices, and products of people around the world. Students will engage in reading, writing, listening, and speaking activities; we will communicate, collaborate, innovate, and employ critical thinking skills. Interested in learning more about what we're working towards? Click here to view the Learning Standards.

Sumter School Districts expects that we address themes, vocabulary, and grammar contained within Units 1-5B of the Autético textbook. We will utilize the textbook as a solid guide while also exploring additional topics that may be of interest to you and/or pertinent to our current environment and realities.

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Time to Shine (Para Empezar)

Corresponding Unit in Auténtico : Para Empezar
Theme: Introductions and Interactions
Essential Questions:
- How might culture impact our interactions with time, dates, language, and other people?
- How do you greet others?
- How can you discuss the weather?
- How do we keep track of time?
- How might geography impact weather, climate, and seasons?
- How do we use our bodies to communicate with others?
- What does it mean to be masculine or feminine?
Objectives:
- I can greet and leave people in a polite way
- I can introduce myself and others
- I can use the Spanish alphabet to spell words
- I can count to 100
- I can tell time and indicate dates
- I can describe weather conditions
- I can identify parts of the body
Major Assessment: Bilingual Broadcast

Pen Pals and Preferences (1A)

Corresponding Unit: 1A - ¿Qué te gusta hacer?
Theme: Likes, dislikes, and friendship
Essential Questions:
- ¿Qué te gusta hacer? // What do you like to do?
- How do you spend your free time?
- How/where do you meet, hang out, and communicate with friends? What do you do with your friends?
- What influences your preferences (likes/dislikes)?
- How do people express or reflect elements of their culture? Their preferences?
Objectives:
- I can listen to and read about activities people like or do not like to do
- I can talk and write about my preferences
- I can discuss traditional dances and music (mariachi, mambo, tango, etc.)
- I can discuss how and where people might spend their time
- I can write an email
Major Assessment: Pen Pal Project

Personal-it-me (1B)

Corresponding Unit: 1B - Y tú, ¿Cómo eres?
Theme: Descriptions; preferences
Essential Questions:
- How do you describe yourself?
- How do you make friends?
- What is the relationship between our personality and our preferences?
Objectives:
- I can use correct word order
- I can use adjectives to describe myself and others in Spanish
- I can listen to and read descriptions of others
- I can talk and write about personality traits
- I can discuss the relationship between preferences and personality
- I can compare cultural perspectives on friendship, clothing, and art
Major Assessment: A Personalized Project

Subject Pronouns and School Subjects (2A)

Corresponding Unit: 2A - Un día en la escuela
Theme: school, technology
Essential Questions:
- What does a typical school day look like?
- What comparisons could you make between schools?
- How do people spend their time in and outside of school?
- How can languages influence each other?
- How do math and numbers relate to culture?
- How can people use technology to learn and communicate?
Objectives:
- I can talk and write about classes, school activities, and my likes and dislikes
- I can listen to and read descriptions of school subjects and schedules
- I can compare my school day and related activities with those of others
- I can discuss how certain languages influence others
- I can compare and contrast number systems (Mayan)
- I can use technology to communicate ideas
Major Assessment: Mi Día Escolar

Positions and Preferences (2B)

Corresponding Unit: 2B - Mi sala de clases
Theme: school, locations
Essential Questions:
- How would you describe a typical classroom?
- What implications do school policies have on cultural practices?
- What policies should schools create or enforce regarding homework and uniforms?
- What terms can you use to describe an item's location?
Objectives:
- I can talk and write about classes, classrooms, and where things are located
- I can listen to conversations and read notes about school
- I can compare perspectives towards school, uniforms, and other cultural practices
Major Assessment: (no) Estoy de Acuerdo - Essay (50%) and worksheet on Wizer platform (50%)

La Cultura de Comida (3A)

Corresponding Unit in Auténtico: 3A - ¿Desayuno o Almuerzo?
Theme: food
Essential Questions:
- How would you describe your preferences as it relates to food?
- How does food reflect culture and history?
- What cultural practices do we have around or relate to food?
- How does food, and the cultural practices related to food, differ across cultures?
- How would you describe your relationship to food?
Objectives:
- Listen to and read descriptions of meals and menus
- Talk and write about foods you and others like and dislike
- Exchange information about food preferences
- Discuss historical and cultural practices as they relate to food
Major Assessment: combined with next unit

Somos Saludables (3B)

Corresponding Unit in Auténtico: 3B - Para mantener la salud
Theme: food, healthy living
Essential Questions:
- What does it mean “to be healthy”?
- What choices do you make around food and lifestyle?
- How can we use language to discuss or reflect place(s) of origin?
Objectives:
- Listen to and read descriptions of healthy and unhealthy lifestyles
- Talk and write about food, health, and exercise choices
- Exchange information while expressing your opinions about food choices and health
- Compare traditional foods, markets, and festivals in the Spanish-speaking world with those in the United States
Major Assessment: Yo Soy Saludable

Unit 4A

Corresponding Unit in Auténtico:
Theme:
Essential Questions:
Objectives:
Major Assessment: