RHS Spanish 1 Curriculum

Essential Questions
What are the fundamental,
enduring questions that
will guide study and
instruction?

Content
What topics
are being
covered?

What is the
important
vocabulary?

School
subjects,
teachers, and
supplies
Introductory
conversations
, el besito
Describing
people
including self
and others
T vs. Usted
Spanish
Speaking
country
knowledge
Telling time
Dates
Numbers
60

0-

Skills

ACTLF standards

What do students have

to be able to do
connected to the
Content?

National Standards

Students will be able to

(in Spanish):
-discuss
their
class
schedules,
materials,
their
subjects
with
descriptions using at
least two descriptors
(adjective, time of day,
their personal feelings
about the course, and
their teacher)
- compare and contrast
the school day of a
student from a Spanish
speaking country and a
student from the United
States
including
schedule, time, subjects,
sports,
and
use
of
uniforms.

1.1 Students engage

in conversations,
provide and obtain
information, express
feelings and
emotions, and
exchange opinions.
(1,3,

-Present a summary of
the typical day of a
Spanish
speaking
student
drawing
information
from
biographical information
from video or internet
source. The summary
will
include
basic
information
including
age,
origin,
name,
school
name,
school
type, subjects studied,
uniform
requirements,
and personal opinions
about school subjects.
Describe
the
differences between t
and Ud. Discussing the

1.2 Students
understand and
interpret written and
spoken language on
a variety of topics. (2

Assessment

Resources

What evidence is
collected to
establish that the
Content and Skills
have been learned?
Formative
Assessments
Classroom activities
Writing samples

What materials,
texts, media,
equipment, etc.
are needed?

Listening
comprehension
Test of vocabulary
In class speaking
practice (no formal
speaking
assessment)

1.3 Student present

information to an
audience of listeners.
(3

Reading
comprehension

2.1- Students
demonstrate an
understanding of the
relationship between
the practices and
perspectives of the
culture studied. (5

Summative
assessments
Quizzes
demonstrating
knowledge of
vocabulary

2.2 Students
demonstrate an
understanding of the
relationship between
the products and
perspectives of the
culture studied.
4.1 Students
demonstrate
understanding of the
nature of language

Writing samples

Buen Viaje
Level 1
Chapters 1-3
Workbook
resources
Songs No lo
tengo, Guapo,
Billy la
Bufanda,
Puedo ir al
bao? Sr. Wooly
Internet video
resources
Short stories

RHS Spanish 1 Curriculum

Essential Questions
What are the fundamental,
enduring questions that
will guide study and
instruction?

Content
What topics
are being
covered?

What is the
important
vocabulary?

Skills

ACTLF standards

What do students have

to be able to do
connected to the
Content?

National Standards

value,
purpose,
and
reason for using formal
language.
- Use the t and Usted
forms of you in a variety
of situations.

through comparisons
of the language
studied and their
own. (4

- Read and demonstrate

comprehension
by
answering questions on
topics including; school
schedules,
materials,
subject matters, and
origin
of
people
in
Spanish speaking world.
Engage in conversation
with
classmates,
teacher,
and
other
possible
Spanish
speakers
Greetings,
Introductions, talk about
themselves
including,
telling what their name
is, where they are from,
and describe their school

4.2 Students
demonstrate
understanding of the
concept of culture
through comparisons
of the cultures
studied and their own
(3

Assessment
What evidence is
collected to
establish that the
Content and Skills
have been learned?

Resources
What materials,
texts, media,
equipment, etc.
are needed?

RHS Spanish 1 Curriculum

RHS Spanish 1 Curriculum

Quarter 2
Essential Questions

Content
What topics are being
covered?

El da de los Muertos

-Shopping for School

supplies and clothing

-Family vocabulary
including house
Holiday festivities
including La flor de la
nochebuena

Skills
What is the
important
vocabulary?

What do students have

to be able to do
connected to the
Content?
Students will be able to discuss
highlights of the holiday
answering questions such as;
who?, where?, and when?.
Students will demonstrate the
creation of an ofrenda including
important artifacts found on a
traditional ofrenda as well as
artifacts representing the life of
the deceased.
Students will master vocabulary
essential to shop trip, describing
clothing with colors, and
conversing with a clerk to
complete a shopping activity.

Numbers 0-1,000,000
Students will master family
vocabulary to be able to
describe their family members
including aunts and uncles.
They will also be able to
describe their family members
physically including telling
their age.
Students will also master
vocabulary to describe a home
Students will learn about the
holiday traditions of Mexico.
Including the significance of
the Poinsettia.
Students will practice numbers
in a variety of contexts
including describing age.

CCSS for
ELA
Common
Core English
/ Language
Arts
Standards
1.1
1.2
1.3
2.1
2.2
3.2
4.2

Assessment
What evidence is
collected to establish
that the Content and
Skills have been
learned?
Independent
Practice
-Creation of a paper
ofrenda
-Vocabulary
worksheets
-Skit for a shopping
trip including
vocabulary
-Family tree including
physical descriptions
and age
-Creation of a
dream home
including labels of
important vocabulary
La flor de la
nochebuena
Formal
assessments
Vocabulary tests
Reading
comprehension
Writing samples

Resources
What materials, texts,
media, equipment, etc. are
needed?
Buen Viaje Level 1
Text chapters 3, 6
Workbook activities
El da de los muertos en
Janitzio (video) and
worksheet
Day of the Dead resource
book with clip art and altar
black lines
Story La flor de la
nochebuena
Photos or magazines
provided by the students for
their family tree
Song Tengo una familia
grande by Barbara
MacArthur
Cielito Lindo- Hispanic
Flamenco Ballet
La Bamba Hispanic
Flamenco Ballet
Hoy es navidad- Christmas
CD

RHS Spanish 1 Curriculum

Quarter #3 Spanish 1
Essential Questions
What are the fundamental,
enduring questions that will
guide study and instruction?

Content
What topics are
What is the
being covered?
important
vocabulary?

Skills
What do students have to be
able to do connected to the
Content?

CCSS for ELA

Common Core
English /
Language Arts
Standards

Food vocabulary
including
Restaurants and
grocery stores.

Students will demonstrate mastery

of vocabulary of food items,
restaurant items, including pricing ,
shopping, and ordering.

3 Kings Day

Students will participate in a

shopping scenario with more
advanced Spanish speakers

1.1
1.2
1.3
2.1
2.2
3.1
4.2
5.1

Sports both Winter

and Summer along
with other activities
Mexican American
Music star Selena
Quintanilla

Students will demonstrate mastery

of the vocabulary in a presented
shopping skit
Students will be able to describe 3
kings day in written detail after
reading and participating in the
holiday
Students will be able to describe
sports with detailed vocabulary
including describing preferences.
Students will be able to talk about
Cumbia, a style of music and its
connection with the pop star Selena
Quintanilla.

Assessment
What evidence is
collected to establish
that the Content and
Skills have been
learned?
Independent practice
-vocabulary work
Skit writing
Writing practice
including new
vocabulary
Reading comprehension
of stories related to new
vocabulary
Writing related to the
film
Speaking practice,
participating in the
shopping skit
Formal assessment
Reading comprehension
Writing
Vocabulary knowledge

Resources
What materials, texts, media,
equipment, etc. are needed?

Buen Viaje
Text book chapters 5, 7, 9
Story- Los reyes magos
SongsBidi Bidi bom bom- Selena
Quedate- Pee Wee
Market resources
Film Selena

RHS Spanish 1 Curriculum

Quarter 4
Essential
Questions
What are the
fundamental,
enduring
questions that will
guide study and
instruction?

Content
What topics are being
covered?

Weather
Quinceaera
Describing feelings and emotions
(Ser v. Estar)

What is the
important
vocabulary?

Skills

CCSS for ELA

What do students have to be

able to do connected to the
Content?

Common Core
English /
Language Arts
Standards

What evidence is
collected to establish
that the Content and
Skills have been
learned?

What materials, texts, media,

equipment, etc. are needed?

Students will be able to describe

weather including temperatures for a
variety of locations. They will be
able to connect weather with
geography

1.1
1.2
1.3
2.1
2.2
3.1
4.2
5.1

Formative
assessments
Vocabulary work
Reading comprehension
Summaries
Writing samples
Film reactionaire
Reactionaire to
Quinceaera

Buen Viaje text book

Chapters 8 and 9
Workbook activities
Worksheets

Students will be able to describe the

weather of specific place including
converting temperatures from
Celsius to Fahrenheit.
Students will be able to describe
emotions of people while noticing
the use of the verb estar.
Students will be able to describe a
Quinceaera party.
Students will participate in a
Quinceaera party by creating
invications, decorations, dancing,
and scripted parts.

Assessment

Summative
assessment
Weather report
presentation
Vocabulary test
Quinceaera artifacts
for the party

Resources

Fahrenheit conversion activity

Film La Quinceaera
La fiesta quinceera unit