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Lesson 1:
Vocabulary:
(Reference pages 26-27 and 44-45 in En
Español Book 1)
Duration: @ 15-30 minutes (for several
sessions)
 
STANDARD 3:
Students read and derive meaning from a variety of
materials written in a foreign language.
District Indicator:
BENCHMARK A: STUDENTS USE COMPREHENSION SKILLS TO UNDERSTAND
TEXT.
Enduring Understanding: Learning a foreign language enables individuals
to participate in multilingual communities.
Essential Questions: Communication - How
will learning a language enhance my life?
Assessment: Students can use the
test option from this website to check their
progress and understanding.
Activities
-
Follow this link to review vocabulary
words from this unit on
quizlet.com
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Vocabulary:
Greeting others,
Introducing others,
Saying where people are from,
Expressing likes
Resources:
Quizlet.com
Differentiation
Support:
For students having trouble with pronunciation, view
this
PowerPoint on useful Spanish Phrases.
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Lesson 2:
Vocabulary in Context
(Reference pages 26-27 in En
Español Book 1)
Duration: @ 30-45 minutes or 1 class period
STANDARD 2:
Students speak in the foreign language for a variety of
purposes and audiences
District Indicator: BENCHMARK B: STUDENTS SPEAK USING A LEVEL
–APPROPRIATE VOCABULARY, GRAMMAR, USAGE, AND SENTENCE
STRUCTURE.
Enduring Understanding: Learning a foreign language enables individuals
to participate in multilingual communities.
Essential Questions:
Communication - How will learning a language enhance my
life?
Cultures - How can cultural awareness enhance my language
learning and vice versa?
Assessment: Have students present the information to the class.
Activities
-
Study these
pictures by
Fernando Botero.
Using the vocabulary from this unit, make
simple sentences telling who these people are, where they
are from, what they like to do, and where they live.
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Vocabulary:
Greeting others,
Introducing others,
Saying where people are from,
Expressing likes
Resources:
Biblioteca Luis Ángel Arango
Differentiation
Extension: Have students find pictures of their new
vocabulary words, cut them out and write the Spanish word on
the back. Use them as flash cards.
Support: Say the nouns from each of the pictures having
students tell you the correct definite article.
Lesson 3:
Familiar
and Formal Greetings (Reference page 32 En Español Book
1)
Duration: @ 30 minutes
STANDARD 2:
Students speak in the foreign language for a variety of
purposes and audiences
District Indicator: BENCHMARK B: STUDENTS SPEAK USING A LEVEL
–APPROPRIATE VOCABULARY, GRAMMAR, USAGE, AND SENTENCE
STRUCTURE.
Enduring Understanding: Learning a foreign language enables individuals
to participate in multilingual communities.
Essential Questions:
Communication - How will learning a language enhance my
life?
Communities - How
does where I live shape who I am?
Activities
-
Fill out this
worksheet on familiar and formal greetings.
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Vocabulary:
People
Lesson 4:
Familiar and Formal Greetings (Reference pages
32-33 En Español Book 1)
Duration: @ 20 minutes
STANDARD 1
Students comprehend the foreign language through listening
to a variety of sources.
District
Indicator:
BENCHMARK A: STUDENTS OBTAIN MEANING FROM
DIVERSE LISTENING SOURCES.
Enduring Understanding:
Languages are built on basic rules that help people
communicate with clear understanding.
Essential Questions: Communication - How will
learning a language enhance my life?
Assessment:
Print out this
assessment worksheet to complete the activities below.
Activities
-
Imagine you are in a foreign Spanish Speaking country
and you here these separate conversations.
Listen to the following conversations, and then decide if
the greetings being used are familiar, or formal.
If the conversations are familiar do you think that they are
friends, or family?
If the conversations are formal do you think that they know
each other, is there an age difference, are they being
respectful?
Conversation 1
Conversation 2
Conversation 3
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Vocabulary:
Greeting others
Differentiation
Extension:
Support: Provide common and proper nouns. Students state
how they would greet that person.
Lesson 5:
Describing People: Subject Pronouns and the Verb ser
(Reference
pages 33-34 En Español Book 1)
Duration: @ 45- 60 min. or 1 class period
STANDARD 3 Students read and derive meaning from a variety of materials
written in a foreign language.
District Indicator: BENCHMARK A: STUDENTS USE COMPREHENSION SKILLS
TO UNDERSTAND TEXT.
Enduring Understanding: Languages are built on basic rules that help
people communicate with clear understanding.
Essential Questions: Communication - How will learning a language
enhance my life?
Activities
-
Print out these
cards to play the different card games with the verb
ser.
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Vocabulary:
Subject Pronouns,
the verb ser
Differentiation:
Extension:
Support:
Watch this
video of students playing these card games.
Lesson 6:
Describing People: The verb ser to express origin
(Reference pages 35 En Español Book 1)
Duration: @ 45- 60 min. or 1 class period
STANDARD 3 Students read and derive meaning from a variety of materials
written in a foreign language.
District Indicator: BENCHMARK A: STUDENTS USE COMPREHENSION SKILLS
TO UNDERSTAND TEXT.
Enduring Understanding: Languages are built on basic rules that help
people communicate with clear understanding.
Essential Questions: Communication - How will learning a language
enhance my life?
Activities
-
Print out these
index cards to practice forming sentences with the verb
ser.
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Vocabulary:
Subject Pronouns
and the verb ser
Differentiation:
Support:
Color code the cards according to
part of speech. For example, nouns, verbs, and pronouns
Lesson 7:
Using Verbs to Talk about What you Like to Do (Reference
pages 37 En Español Book 1)
Duration: @ 30 min.
STANDARD 4
Students write in the foreign language for a variety of
purposes and audiences.
District Indicator: BENCHMARK A: REPORT FACTUAL INFORMATION
GATHERED FROM FAMILIAR SOURCES TO PREDICTABLE SETTINGS.
Enduring Understanding: Languages are built on basic
rules that help people communicate with clear
understanding.
Essential Questions: Communication - How will learning a language
enhance my life?
Assessment:
framework worksheet
Activities
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Listen to the following information about a boy from
Miami.
Click here to listen!
Print out the
framework worksheet and have the students answer the
questions on what they hear.
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Write a paragraph about a friend real or imaginary
containing as much information about them as you can say.
Make sure you include their occupation, where they are
from, and what they like or dislike.
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Vocabulary: Greeting others,
Introducing others,
Saying where people are from, and
Expressing likes
Lesson 8:
Latinos en los estados unidos (Reference pages
40-41 in En Español Book 1)
Duration: @ 45-55 min. or 1 class period
FOREIGN LANGUAGE
STANDARD 3:
Students read and derive meaning from a variety of materials
written in a foreign language.
District Indicator:
Benchmark B: STUDENTS USE INFORMATION GAINED FROM READING.
MATH STANDARD
3: (Probability and Statistics) Students use data
collection and analysis, statistics, and probability in
problem-solving situations and communicate the reasoning and
processes used in solving these problems.
District Indicator: Benchmark: Organize
and construct a line graph, bar graph, and frequency table
from a set of data
Enduring Understanding: Learning a foreign language enables individuals
to participate in multilingual communities.
Essential Questions:
Communities - How does where I live shape who I am?
Connections - How might learning a language open “doors of
opportunity”?
Activities
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View this
table from the 2000 U.S. Census.
Now interpret the information to create
different types of graphs to visualize the Hispanic
population within the United States.
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Vocabulary:
From Census.gov: "Hispanic refers to
people whose origin are Mexican, Puerto Rican, Cuban,
Central or South American, or other Hispanic/Latino,
regardless of race."
Resources:
http://www.census.gov
http://inmigracion.terra.com/
Differentiation:
Extension: View this
website on becoming a citizen of the United States of
America.
Lesson 9:
Latinos en los estados unidos (Reference pages
40-41 in En Español Book 1)
Duration: @ 45-55 min. or 1 class period
STANDARD 3:
Students read and derive meaning from a variety of materials
written in a foreign language.
District Indicator:
BENCHMARK B: STUDENTS USE INFORMATION GAINED FROM READING.
Enduring
Understanding:
Learning a foreign language enables individuals to
participate in multilingual communities.
Essential Questions:
Communities - How does where I live shape who I am?
Connections - How might learning a language open “doors of
opportunity”?
Activities
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View this
Projected
Population Chart.
Based on the graphs the students made from activity 8 and
the new graphs from activity 9; make
predictions on the Hispanic population in the United States
for the years 2020, 2040, and 2080.
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Vocabulary:
Hispanic refers to people whose origin are
Mexican, Puerto Rican, Cuban, Central or South American, or
other Hispanic/Latino, regardless of race.
Resources:
http://www.census.gov
Differentiation:
Extension: View this
website on becoming a citizen of the United States of
America.
Lesson 10:
Latinos en los estados unidos (Reference pages
40-41 in En Español Book 1)
Duration: @ 45-55 min. or 1 class period
STANDARD 3:
Students read and derive meaning from a variety of materials
written in a foreign language.
District Indicator:
BENCHMARK A: STUDENTS USE COMPREHENSION SKILLS TO UNDERSTAND
TEXT.
Enduring Understanding: Learning a foreign language enables individuals
to participate in multilingual communities.
Essential Questions:
Communities - How does where I live shape who I am?
Connections - How might learning a language open “doors of
opportunity”?
Activities
-
The history of our country has been influenced by many
famous Hispanics for example government, literature, music,
fashion, and art just to name a few. Check out the amazing
Famous Hispanics Website that contains biographies on famous Hispanics
who have had an impact on history.
Resources:
http://www.evgschool.org/Famous%20Hispanics.htm
Differentiation
Extension: Research more famous Hispanics and
then write a report on a famous Hispanic in history.
Support:
Foreign
Language Standards - Beginning Level
STANDARD I
Students comprehend the foreign language through
listening to a variety of sources.
Benchmark A: Students obtain meaning from diverse listening
sources.
Recognize memorized common expressions.
Demonstrate an understanding of vocabulary in context in
simple survival situations.
Recognize cultural cues.
Recognize different intonation and stress.
Benchmark B: Students demonstrate comprehension of diverse
auditory prompts.
Write appropriate responses.
Recall suitable rejoinders.
Respond kinesthetically.
STANDARD 2
Students speak in the foreign language for a variety of
purposes and audiences.
Benchmark A: Students communicate in the foreign language in
a variety of situations.
Express personal responses to oral, written, or visual
prompts in predictable, familiar structures.
Report personal narrative accounts.
Report factual information gathered from a variety of
sources in familiar, predictable situations.
Describe, using level-appropriate vocabulary.
List and recall.
Express personal opinions, likes, and dislikes on familiar
topics with learned phrases.
Imitate and incorporate culturally appropriate non-verbal
behaviors in familiar speaking situations.
Imitate appropriate social register.
Benchmark B: Students speak using a level-appropriate
vocabulary, grammar, usage, and sentence structure.
Use basic pronunciation and intonation patterns.
Demonstrate some accuracy in oral situations when
reproducing memorized words, phrases, and sentences.
STANDARD 3
Students read and derive meaning from a variety of materials
written in a foreign language.
Benchmark A: Students use comprehension skills to understand
text.
Employ word recognition skills, reading strategies, and
resources to decode.
Increase vocabulary to ensure understanding.
Infer meaning of unfamiliar words in familiar situations.
Benchmark B: Students use information gained from reading.
Create a product.
Anticipate the outcome of highly predictable text.
Make interdisciplinary connections from the ideas presented
in the text.
STANDARD 4
Students write in the foreign language for a variety of
purposes and audiences.
Benchmark A: Students use a variety of modes.
Write personal responses to oral, written, or visual
prompts, using familiar, memorized vocabulary.
Write to provide and/or obtain information in familiar,
predictable situations.
Report factual information gathered from familiar sources to
predictable settings.
Benchmark B: Students use a process approach to written
communications.
Identify purpose and audience.
Use a variety of planning strategies.
Revise content through multiple drafts.
Self- and peer-edit.
Create a final product.
Benchmark C. Students write using level-appropriate
vocabulary, grammar, usage, sentence structure, punctuation,
capitalization, and spelling.
Use correct grammar.
Reproduce correct register-level usage.
Reproduce a variety of sentence types and structures.
Reproduce correct punctuation and capitalization.
STANDARD 5
Students acquire and use knowledge of culture while
developing foreign language skills.
Benchmark A: Students use the foreign language and
culturally appropriate behavior patterns to convey meaning.
Identify everyday cultural characteristics.
Identify culturally appropriate gestures and expressions in
personal interaction.
Recognize components of the foreign cultures’ social
patterns.
Benchmark B: Students access cultural information available
only in the target language.
Use foreign information via technology.
Use library materials in foreign language (e.g. periodicals,
literature, reference, tapes, videos, etc.)
Identify signs and symbols in foreign cultures.
Benchmark C. Students analyze social, political, economic,
and/or historical aspects of the foreign cultures.
Identify similarities and differences among cultures.
Identify geographical locations relevant to the language.
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