World Language Curriculum by 49ph3B28

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									                                                           World Language Curriculum

                                                                Communication (1-15)

Benchmark                 Course                             Objectives                                              Examples
1. Greets and              Spanish I      Students will:                                                   1. In pairs, students role play greeting younger
responds to greetings.                    1. learn appropriate titles for Mr., Mrs., Miss.                 and older people of differing sexes at different times of
                                          2. greet others at different times of day.                       the day.
                                          3. give an appropriate farewell.                                 2. Students write letters to parents or friends and
                                          4. add basic courtesies to greetings (please, thank you).        prospective employers using correct saluations and
                                                                                                           closings.
                                                                                                           Students use appropriate greetings in addressing
                                                                                                           shopkeepers and other merchants and act them out in
                                                                                                           role play.

                           Spanish II     Students will:                                                   In pairs, the students role play phone
                                          1. learn appropriate greetings and farewells as used in          conversations, one as answered in a
                                              formal and familiar situations.                              household, the other as in a place of
                                          2. learn the appropriate greetings when                          employment. 1. In pairs, the students role
                                              answering the telephone or making a phone                    play phone conversations, one as answered
                                              call.                                                        in a household, the other as in a place of
                                                                                                           employment.
                          Spanish III     Students will:                                                   1. In directed dialogs, students greet customers, clients
                                          learn to use the appropriate greetings, salutations and          and patients, depending on the everyday situation.
                                          farewells needed in the workplace.                               2. Students role-play business/work situations involving
                                                                                                           introductions among colleagues.
                         Spanish IV/V     Students will:                                                   Given directed dialogs, students interview
                                          1. continue to use appropriate greetings and farewells           characters from reading selections or
                                          previously learned.                                              famous Hispanics.
                         Conversational   Students will:                                                   The students view videos showing the proper
                            Spanish       1. learn the appropriate salutations and farewells used in the   means of greeting customers, patients, clients.
                           (elective)         work- place.                                                 The students will practice answering the phone
                                          2. learn the titles of address used with the public, “Mr.,       with pre-arranged phone calls made by members of
                                              Mrs., Ms.”                                                   the local Hispanic community.
                                              learn the appropriate salutations when answering the
                                              phone.
2. Introduce and           Spanish I      Students will:                                                   1. In pairs, students role play meeting new people
respond to                                1. Introduce themselves.                                         at school, at parties, in a mercado…
introductions.                            2. Introduce each other.                                         2. Students role play introductions of their family
                                                                                                           to a friend at a large family gathering.
                           Spanish II     Students will:                                                   Based upon the situations studied in the
                                          1. review the basic introductions, both in a                     textbook, the students introduce to their
                                              formal and familiar situation.                               family and their teachers the various
                                                                                                           Hispanic students profiled in the “notas
                                                                                                           culturales.”
Benchmark            Course                            Objectives                                           Examples
                     Spanish III     Students will:                                               Students role play business/work situations
                                     1. learn to make formal introductions as needed in the       involving introductions among colleagues.
                                     workplace.
                    Spanish IV/V     Students will:
                                         see Benchmark 1.
                    Conversational   Students will:                                               The students will introduce a classmate to a native
                       Spanish       1. learn appropriate phrases of introduction, such as, “Me   speaker.
                      (elective)         gustaria presentarle,” responding with, “Encantado” or
                                         “Mucho gusto.”

3. Ask and answer     Spanish I      Students will:                                               1. Students interview each other before creating a
questions.                           1. ask each other and respond to each other’s                character sketch to share with the class.
                                         questions about (but not limited to)                     2. Students play “20 questions” to determining
                                     a) name                                                      someone’s occupation.
                                     b) age                                                       3. Students role play a scene in a tienda de ____
                                     c) health                                                    asking appropiate information about quality
                                     d) language spoken                                           and cost of merchandise.
                                     e) origin
                                     f) possessions and surroundings
                                     g) quantities
                                     h) family
                                     i) calendar
                                     j) activities (sports, hobbies)
                                     k) school subjects, classroom objects
                                     l) clothing, colors
                                     m) occupation
                                     n) house
                                     o) animals
                                     p) food
                                     2. use appropriate question syntax using the inversion of
                                         noun or pronoun and the verb or questions without a
                                         stated subject.
                                     3. use appropriate punctuation (¿?).
                                     4. use qué, quién, cuándo, cómo, cuánto, por qué, dónde,
                                         adónde, de dónde, cuál, a qué hora, con quién(es).
                                     5 recognize gender and number and use
                                         appropriate noun markers referring to
                                         gender and number.
Benchmark      Course                        Objectives                                             Examples
              Spanish II     Students will:                                                  1. Working with a partner, using “question cards,” the
                             1. ask one another information about what their colleagues’     students must ask the question phrased in English as
                                 interests and hobbies are, how they spend their free        printed on the card, but translated to Spanish in this oral
                                 time/vacations, etc.                                        communication activity.
                             2. respond to the questions as asked them by the teacher,       2. Students listen to tapes which accompany the
                                 reviewing the correct word order of the interrogative and   textbook, practicing listening and speaking
                                 declarative sentences, reviewing the interrogative words.   skills.
                             3. review a “you” question with an “I/we” response.
             Spanish III     Students will:                                                  1. Students role-play a job application interview, filling
                             1. question and respond to one another’s questions related to   out forms written in Spanish.
                             a.) personal and legal information                              2. Students interview new patients in a
                             b.) physical description                                        doctor’s office.
                             c.) health                                                      3. Students role-play a desk clerk in a hotel.
                             d.) daily routines                                              4. Students view excerpts from “telenovelas”,
                             e.) household duties                                            seeing and hearing authentic language in situations
                             f.) directions                                                  which include introductions, questions and answers and
                             g.) restaurant dining                                           requests.
                             h.) clothes shopping, fashion
                             i.) weekend activities
                             j) vacations
            Spanish IV/V     Students will:                                                  Students develop comprehension questions of their own
                             1. be able to respond to questions of comprehension based       to question their colleagues.
                                 upon literary selections from text.                         These are used in the review of the material previously
                             2. be able to ask questions related to the                      learned; questions and answers are done with a partner.
                                 content within the selections.
            Conversational   Students will:                                                  1. The students will practice typical questions used in
               Spanish       1. learn the correct word order of an interrogative and         the workplace, in role play situations, with their
              (elective)         declarative sentence.                                       colleagues. They will elicit appropriate responses
                             2    learn the interrogative words.                             from their classmates.
                             3. learn the question with “you” ( Ud., Uds.) as the subject,   2. Students will place a phone call to a native speaker
                                 responding with “I, we” (yo, nosotros) as the answer.       requesting information.
                             4. learn the correct word order of the negative
                                 sentence. i.e. No necesito hablar con nadie.
Benchmark                      Course                        Objectives                                            Examples
4. Make and               Spanish I      Students will:                                                   1. Students ask to go get a drink, go to their lockers in
respond to requests.                     1. ask to leave the classroom for specific purposes.             target language.
                                         2. ask to borrow items.                                          2. Students write to the department of tourism in a
                                         3. ask for information from a tourist bureau in South or         South or Central American city.
                                              Central America.
                                         4. ask for information about clothing from a store or catalog.
                                         5. use appropriate responses to requests such as :
                                              ¡Claro!, Con mucho gusto, ¡Qué no!, Tal vez, !Cómo no!,
                                              Por supuesto, No es posible, ¿Por qué no?
                          Spanish II     Students will:                                                   1. Students receive a “directive” written on a piece
                                         1. review and expand the appropriate vocabulary used to          of paper that requests them to carry out an activity,
                                              make requests.                                              incorporating new vocabulary. Their colleagues
                                         2. construct sentences that employ the                           must identify the activity as performed by
                                              conjugated verb of request followed by the                  expressing it aloud.
                                              infinitive as a complement.
                         Spanish III     Students will :                                                  1. Students develop ad campaigns for consumers to
                                         1. use commands to give directions and request information or    buy personal care products.
                                         “encourage” others to carry out their wishes, demands through    2. Students make lists of parents’ requests to do
                                         the use of the subjunctive.                                      household chores.
                                                                                                          3. Students view TV commercials, in Spanish,
                                                                                                          utilizing commands and the subjunctive.
                        Spanish IV/V     Students will:                                                   Students write letters to the various embassies of the
                                         1. review the imperative and subjunctive moods.                  Hispanic nations requesting current information of the
                                         2. learn the components of a formal/familiar letter written in   individual countries. If e-mail addresses are available,
                                             Spanish.                                                     communication will be done via the computer.
                        Conversational   Students will:                                                   Students create their own dialogs using expressions to
                           Spanish       1. learn the appropriate                                         respond to office/store customer situations.
                          (elective)         wording of sentences using
                                             the conditional tense, i.e.
                                             Cuando le gustaria . . .?
5. Express likes,         Spanish I      Students will:                                                   1. Students discuss their school schedule and
dislike and feelings.                    1. appropriately use the expressions me encanta(n), me           classes expressing likes and dislikes.
                                             gusta(n), no me gusta(n), detesto and others.                2. Students write about the seasons of the year
                                         2. use idioms of tener to express feelings.                      expressing their feelings about each season.
                                         3. use the expressions deseo, necesityo, quiero, prefiero.       3. Students work in cooperative groups to plan
                                         4. use appropriate interjections such as exacto, perfecto,       a menu that all are willing to each. Each
                                             estupendo, bueno, qué malo, qué lástima                      explains his/her preferences while trying to
                                         5. study stem changing verbs such as tener, querer, preferir.    build a balances meal.
                                             Use adjectives of feelings and emotions.
                                         6. Recognize when to use the verbs ser or estar when
                                             describing feelings and emotions.
Benchmark              Course                         Objectives                                              Examples
                       Spanish II     Students will:                                                       Students view “facial expression” cards
                                      1. use interjections, such as “Que lata, lio, va,malo!”, etc.,       exhibiting an emotion. They will describe
                                          learning the construction of “Que + noun/adjective” to           the emotion viewed, in Spanish, utilizing
                                          express an emotion.                                              new expressions learned.
                                      2. learn verbs of emotion, likes and dislikes, such as sentirse,
                                          alegrarse de, divertirse, enfadarse, enamorarse etc.
                      Spanish III     Students will:                                                       1. Students make folders outlining the use of the
                                      1. appropriately use the correct tenses and moods of the verb,       subjunctive.
                                          gustar.                                                          2. Students create, design greeting cards
                                      2. use the subjunctive mood as the expressions of emotions           pertinent to the season written in Spanish.
                                          will require its use (me alegro de que, ojala, lo siento que.)
                                      3. expand their knowledge of the expressions with tener used
                                          to express feelings (tener miedo, ganas de).
                                          learn appropriate idioms expressing feelings (Que lastima,
                                          No vale la pena).
                     Spanish IV/V     Students will:                                                       Students write a critique of the literary piece
                                      1. voice their opinions of the themes of the reading selections      as if a columnist for a newspaper.
                                          and styles of literature.
                     Conversational   Students will:                                                       1. Using various foods from the Hispanic menu, in
                        Spanish       l. learn the verbs gustar, encantar, sentir,                         unmarked containers, students taste and give an
                       (elective)         and querer including the appropriate pronouns associated.        opinion.
                                                                                                           2. Students view photos/pictures to express their
                                                                                                           emotions of the situations.
6.   Express needs     Spanish I      Students will:                                                       1. During role play in a convenience store
                                      1. ask for help or clarification in class.                           situation, students make requests for a specific item.
                                      2. use expressions such as necesito, no tengo, no comprendo,         2. While creating a clay map of South America,
                                          tengo un problema con, ¿Cómo se dice…?, ¿Qué quiere              students predict materials and steps needed to
                                          decir …?, ¿Cómo?.                                                complete the project.
                                                                                                           3. While describing the seasons, students predict
                                                                                                           the clothing needs for each.
                       Spanish II     Students will:                                                       Referring to pictorial sequences, the students
                                      learn both the short-form and long-form possessives, associating     respond to what might be the needs of those
                                      the “needs” of the possessor with the correct possessive used.       not pictured in the last frame.
                      Spanish III     Students will:                                                       1. Students create and act out an emergency room
                                      1. request/provide assistance utilizing such phrases as En que       situation or the scene of an accident.
                                           puedo servirle/ayudarle?                                        2. Students develop dialogs as store clerk and
                                                                                                           customer.
                     Spanish IV/V     Students will:                                                       1. Students develop lists of needs for:
                                      1. review the “verbs of necessity,” expanding their knowledge        a) a college dorm room
                                          base with additional vocabulary as presented before each         b) an apartment
                                          reading selection.                                               c) packing a suitcase for a fictitious trip to . . .
                                                                                                           d) a new car.
Benchmark              Course                        Objectives                                             Examples
                     Conversational   Students will:                                                  Students view a sequence of events in the
                        Spanish       1. learn the verb necesitar in the various tenses used in       aforementioned workplace sites, responding orally
                       (elective)         everyday conversation.                                      to the needs of the individuals seen in the situations.
                                      2. learn vocabulary of “needs” as related to the workplace
                                          (i.e. doctor’s office, gas station, grocery store, etc.).
7.   Express           Spanish I      Students will:                                                  1.Students discuss their favorite seasons giving
     agreement and                    1. use expressions of agreement and dis-                        reasons for each choice and allowing others
     disagreement                         agreement such as yo también, está bien, estoy de           in the class to react to those reasons.
                                          acuerdo, en mi opinión..                                    2. Students read information about South
                                      2. determine if statements are true or false                    America

                       Spanish II     The students will:                                              Students write negative responses to
                                      1. learn negative words (as compared and                        questions listened to in oral communication
                                           contrasted with the affirmative                            exercises.
                                           counterpart) and the construction of the
                                           negative phrase/sentence, in Spanish.
                      Spanish III     Students will:                                                  A debate of a current topic will be presented during
                                      1. be able to express their opinions in                         class, each side having researched the subject to support
                                            structurally sound sentences incorporating                their viewpoint.
                                            the use of the negative (No estoy de
                                            acuerdo con nadie).
                     Spanish IV/V     Students will:                                                  Students prepare and debate controversial
                                      1. review such expressions of                                   issues taken from the reading material.
                                           agreement/disagreement within the context
                                           of the selections read (i.e. “Tierra y
                                           Libertad. Sentimientos y Pasiones, La
                                           Mujer,” etc.).
                     Conversational   Students will:                                                  Students will be given a “prompter” to which they must
                        Spanish       1.    learn expressions/”modismos” that relate                  express a common “modismo” or expression.
                       (elective)           to agreement and disagreement, such as
                                            no estoy de acuerdo, claro, por supuesto,
                                           como no, etc.
Benchmark            Course                        Objectives                                              Examples
8. Give and          Spanish I     Students will:                                                       1. Students use total physical response (TPR)
follow directions.                 1. create and execute commands for use in a classroom                commands to complete activities in the classroom.
                                       situation such as, levántense, siéntense , vayan, abran,         2. Students use an inflatable ball in class and give
                                       cierren, coloreen,dibujen, borren, repitan, cuenten,             each other commands for using the ball.
                                       muesten…                                                         3. Students follow sets of written directions
                                   2. use and respond to commands when playing sports. Such             taking them from point A to point B around city maps
                                       commands include pasen, juegen den …                             which they have designed and/or around maps of a
                                   3. use and following negative commands.                              Spanish speaking city.
                                   4. add direct and indirect object pronouns to appropriate            4. Students react appropriately to “city signs”
                                       commands such as da me, muestra me, da me lo…                    (stop, go with care, pull) displayed around the
                                   5. read and understand signs and commands related to health          classroom or school.
                                       and safety such as no fume, hale, empuje, pare, zona             5. Students prepare oral and written instructions,
                                       escolar, entrada, salida, peligro, despacio, no pase …           read written instructions, and/or follow oral
                                   6. create and follow sets of instructions to direct their peers to   instructions to draw bodies using current
                                       create or build something (particularly using vocabulary of      vocabulary of body parts, geometric shapes, colors,
                                       geometric shapes, colors and adjectives of size.)                locations and sizes.
                                   7. give or follow directions using commands for verbs such as
                                       subir, bajar, entrar, salir, and prepositions an prepositional
                                       phrases such as arriba de, debajo de, enfrente de, detrás de,
                                       a lado de, a la izquierda de, a la derecha de, dentro de,
                                       afuera de, en, sobre, por encima de.
                                   8. form and use adverbs such as rapidamente, and lentamente
                                        while giving commands.
                     Spanish II    Students will:                                                       From a “pool” of verb infinitives, a student
                                   1. review the vocabulary of geographic markings, such as:            will read one selected to his/her colleague,
                                   a.) street, road, avenue                                             using the “Favor de . . ..” construction. The
                                   b.) the cardinal points.                                             colleague is to act out the “request” given.
                                   2. review the correct wording of addresses in Spanish.
                                   3. learn the “Favor de + inf.” as a construction used to give
                                       directions.
                     Spanish III   Students will:                                                       1. Students draw pictures based upon the directions
                                   1. learn the forms of the familiar and formal commands,              orally given.
                                        affirmative and negative.                                       2. Students write out the directions of a recipe, in
                                   2. learn the placement of the object pronouns                        Spanish.
                                        with these commands.                                            3. Students must follow varied sets of      directions,
                                                                                                        written in Spanish, to make their way around the
                                                                                                        school campus.
Benchmark                  Course                          Objectives                                               Examples
                   Spanish IV/V     Students will:                                                           1. Students decide a “How to” activity which
                                    1. see Benchmark 4 and                                                  they must convey to a fellow student to
                                    2. review sequential order.                                             carry out. The directions, in Spanish, are
                                                                                                            given aloud to the colleague and the activity
                                                                                                            is to be performed in front of the class.
                                                                                                            2. Students translate a recipe written in
                                                                                                            English to Spanish; the translation is sent to
                                                                                                            a bilingual class in a neighboring town for
                                                                                                            evaluation of translation skills.
                   Conversational   Students will:                                                          The map of a hospital is given to the students. One
                      Spanish       1. learn the appropriate imperative mood of the verbs to be used        member of a team is given an office to be found in
                     (elective)         in giving directions.                                               the building. He or she must give directions orally
                                    2. learn the vocabulary of buildings, geographic locations, etc.        to another member of the team to arrive at that
                                        which will enable them to give directions to different places of    office.
                                        business.
                                    3. learn “office” vocabulary to be used in filling out forms,
                                        making appointments, etc.
9.   Provide and     Spanish I      Students will:                                                          1. Students interview each other about sports
     obtain                         1. use the present tens of -ar, -er, and –ir, verbs in oral and         and leisure time activities. Each provides
     information                         written communication.                                             information about his/her favorite activities.
     and                            2. use the persent tense of ser, estar, ir, caer, conocer, dar,         2. Students research an animal and tell about its
     knowledge.                          hacer, poner, saber, salir, traer, ver and other irregular verbs   habitat, food, activities.
                                         in oral and written communication.                                 3. Students write letters to pen pals describing
                                    3. use the present tense of the stem changing verbs (e to i, e to ie,   their school and school subjects.
                                         o to ue, u to ue) in oral and written communication.               4. Students research a Spanish speaking
                                    4. use the near future ir + a + infinitive.                             country. Students brainstorm what they know
                                    5. begin to use the pretérito to express the past.                      about the country, questions they would like
                                    6. use the appropriate articles: definite, indefinite, demonstrative    answered about the country, and then do research to
                                         an possessive, when referring to nouns.                            determine the veracity of their original information
                                    7. use correct forms of adjectives when describing nouns. Types         and the answers to their questions.
                                         of adjectives include the following:                               5. Using the Internet, if possible, students
                                         a. ending in -o (alto, bajo).                                      research a tradition or custom related to a holiday in
                                         b. not ending -o (fácil, increíble).                               a Spanish speaking country.
                                         c. adjectives of nationality.
                                    8. use correct placement of adjectives when describing nouns.
                                         Including:
                                         a. regular adjectives
                                         b. adjectives of qualtity: mucho, poco, mismo.
                                    9. use appropriate negative constructions such as no, ningún,
                                         nada, nunca, nadie, ni…ni.
                                    10. use appropriate question format (see Benchmark 3).
                                    11. use correct forms of a and de.
       Benchmark                   Course                        Objectives                                            Examples
                    Spanish II     Students will:                                                      The students practice listening and oral
                                   1. review the differences between ser and estar.                    participation exercises as presented on tape
                                   2. review the compound constructions of ir + a + inf, tener + que   and in the text.
                                       + inf., the present perfect tense.
                                   3. review the –ar, -er and –ir class verbs in the present tense.
                                   4. review the stem-changing verbs in all three classes.
                                   5. review articles, adjective placement and agreement.
                    Spanish III    Students will:                                                      Students respond tocomprehension questions based
                                   1. review present and past tenses, stem-changing and reflexive      upon the dialogs and reading selections.
                                        verbs.
                                   2. review the classification of nouns.
                                   3. review the differences between ser and estar.
                                   4. review the grammatical rules for the agreement and location
                                        of adjectives.
                                   5. review the use and location of pronouns.
                   Spanish IV/V    Students will:                                                      Students do various written, listening and speaking
                                   1. review all verb tenses and moods.                                textbook exercises accompanying each review of
                                   2. agreement of all classes of adjectives.                          grammar. Textbook exercises are accompanied by
                                   3. subject and object pronouns.                                     tapes, the students listening to models of each
                                   4. ser vs estar.                                                    exercise, spoken by native speakers.
                                   5. preterite vs imperfect.
                  Conversational   Students will:                                                      The students will create questions to ask one another,
                     Spanish       1. learn how to interview new clients/customers.                    based upon the workplace situations handed them.
                    (elective)
10. Obtain new      Spanish I      See Benchmarks 3 and 9.                                             1. Students use atlases and other materials to
    information                                                                                        research the geography of South America and create
    and                                                                                                3-d maps including bordering nations, bodies of
    knowledge                                                                                          water, major cities, principal provinces, mountains,
                                                                                                       rivers.
                                                                                                       2. Students research and prepare a Mexican
                                                                                                       (or other Spanish cultural) meal, providing a recipe
                                                                                                       in Spanish.
                                                                                                       3. Students research and present an element of
                                                                                                       South American culture and/or geography.
Benchmark    Course                         Objectives                                            Examples
              Spanish II     Students will:                                                       1. Students make “pictorial” vocabulary sheets, to
                             1. learn the construction and use of the reflexive verb/pronoun as   interpret the new words through their own eyes.
                                 used in the vocabulary of one’s daily routine.                   2. Students view the videos which accompany the
                             2. learn the hace + time element phrase to indicate past time.       textbook per unit of study.
                             3. learn the acabar + de+ inf. construction to indicate an action
                                 having taken place in a “recent” past.
                             4. learn the 2 past tenses in Spanish, the preterite vs the
                                 imperfect, their forms, irregulars and the use of one vs. the
                                 other, including new time vocabulary related to the uses.
                             5. learn the 4 different object pronouns, when used and where
                                 located in the sentence.
                             6. learn the suffixes of adverbs, superlatives and diminutives.
                             7. learn the demonstrative adjectives.
                             8. prepositions of place.
                             1. learn new vocabulary, specifically related to:
                             a. daily activities
                             b. service occupations
                             c. family vacations
                             d. leisure activities
                             e. the car
                             f. places and buildings
                             g. descriptive adjectives, including personality
                                 types
                             h. good and bad manners
                             i. stores, shops and merchandise.
                             j. rooms/furniture of the house.
                             k. vocabulary of the city.
             Spanish III     Students will:                                                       Students reinforce newly acquired knowledge
                             1. learn the imperative and subjunctive moods.                       through textbook, workbook and supplemental
                             2. learn compound tenses.                                            exercises.
                             3. learn the future and conditional tenses.
                             4. increase their vocabulary.
                             5. expand their current knowledge of Spanish grammar through
                                 additional grammatical rules (ex. rules for the
                                 addition/deletion of definite/indefinite articles).
            Spanish IV/V     Students will:                                                       Addresses of Spanish newspapers are given to
                             1. learn the appropriate directions/ expressions to seek and         students to locate on the Internet to seek particular
                                 convey information related to the Hispanic world                 information related to topics taken from the reading
                             2. learn the geography, history, art, and opinions of the Hispanic   selections.
                                 world taken from the reading selections in the textbook.
            Conversational   Students will:                                                       Through the use of the Internet and telephone calls,
               Spanish       1. learn the current status of the role of Spanish in the local      the students will research new information.
              (elective)          industries.
Benchmark            Course                          Objectives                                           Examples
11.    Describe,      Spanish I      Students will:                                                 1. In a role play of a convenience store, students describe
      compare and                    1. use correct forms and placement of adjectives               the types of school supplies they need to buy, comparing
      contrast                           (see Benchmark 9)                                          sizes, colors, etc.
                                     2. use comparative forms of adjectives such as mejor, peor,    2. Students look through sales flyers describing and
                                         mayor, menor.                                              comparing articles on sale and discussing possible
                                     3. use más , menos, que and tan, como in comparisons.          purchases.
                                     4. use the superlative form of adjectives.                     3. Students will read current magazines in Spanish such as
                                                                                                    Que Tal comparing the ages and physical attributes of
                                                                                                    current Spanish celebrities, etc.
                                                                                                    4. Students design houses for sale and describe their
                                                                                                    attributes, comparing them to others.
                      Spanish II     Students will:                                                 In a round robin, one student begins with a simple
                                     1. review the grammar related to the adjective agreement       descriptive sentence. The next student continues with the
                                         and location in the sentence.                              same phrase, but in a comparative construction. The third
                                     2. learn the comparative by using the word, “mas” and the      student continues, but ends the round with the superlative
                                         superlative, by adding the suffix, “isimo.”                of the original sentence.
                     Spanish III     Students will:                                                 Using supermarket ads and store flyers, students
                                     1. learn the comparative construction using mas and menos.     compare/contrast specific items, prices, sizes.

                    Spanish IV/V     Students will:                                                 Students discuss the literary works read in Spanish with
                                     1. compare and contrast Hispanic authors/literature with       those most currently read in an English class. They will
                                         those/that of the United States.                           compare writing styles, location, period and themes,
                                         review the use of the comparative and superlative.         utilizing the comparative construction.
                    Conversational   Students will:                                                 Students listen to a selection of classical music, describing
                       Spanish       1. learn adjectives and the comparative                        what they “see” through the music. They
                      (elective)          construction of mas/menos . . . que and tan . . . como.   then are to compare/contrast it with a selection of current
                                                                                                    popular music.
12. Explain and       Spanish I      Students will:                                                 Students read Mayan or Aztec legends and explain their
    interpret                        1. use appropriate vocabulary and grammar as described in      significance to the people who wrote them and their
                                         previous benchmarks.                                       significance to people today.
                      Spanish II     Students will: see Benchmarks 1-11.                            The students view pictures taken from newspapers,
                                                                                                    magazines, cartoon strips, works of art,
                                                                                                    explaining/interpreting that which they view.
                     Spanish III     Students will: 1. see Benchmarks 9 and 10.


                    Spanish IV/V     1.   Students will explain in their own words, in              1. Students view a sequence of events, recording on tape
                                          Spanish, the concepts/themes of the literature read.      their explanation and interpretation of the pictures viewed.
                                                                                                    The pictures relate to the latest selection read.
                                                                                                    2. Students listen to music in the authentic language,
                                                                                                    explain and interpret the verses.
                    Conversational   See Benchmark 11.
                       Spanish
                      (elective)
Benchmark              Course                         Objectives                                              Examples
13. Narrate            Spanish I      Students will:                                                    1. Students read “The Three Little Pigs” in Spanish and
                                      1. use idiomatic expressions such as hay, por supuesto,           then create a puppet or stage performance to retell the
                                          claro…                                                        story.
                                      2. use appropriate transitions such as entonces, pues, pero, y,   2. Students study animals in fables then try to summarize
                                          porque, a cause de, al contrario, por lo general ...          one of the stories.
                                      3. use que… to express “What a …!”                                3. Students see sequences of pictures and narrate a
                                      4. use cardinal and ordinal numbers.                              possible story to go with them.
                                      5. begin to use pretérito and ir + a + infinitive in narration.
                                      6. begin to use direct and indirect objects.
                       Spanish II     Students will:                                                    Students give detailed accounts of finished
                                      1. see Benchmarks 1-11.                                           projects they have been assigned to do throughout the
                                                                                                        year based upon thematic units presented.
                      Spanish III     Students will:                                                    Using pictures and an overhead, students will narrate the
                                      1. use appropriate verbs and vocabulary related to the            activity viewed, recording it on tape.
                                          situation.
                     Spanish IV/V     Students will: see Benchmark 12.                                       See Benchmark 12.

                     Conversational   Students will:                                                         Students are given the headlines of a current event,
                        Spanish       1. learn to construct simple sentences.                                from a newspaper. They are to write the opening
                       (elective)                                                                            paragraph of the article.
14. Solve problems     Spanish I      Students will:                                                    1. Using scrambled phrases and punctuation, students
                                      1. use correct syntax.                                            construct meaningful sentences.
                                      2. use correct mathematical expressions.                          2. Students create and/or solve math problems.
                                      3. use critical thinking skills.                                  3. Given the premise that they are working for a public
                                      4. learn dictionary skills                                        relations firm, students are given the annual
                                                                                                        Massachusetts Foreign Language Association poster
                                                                                                        theme and relate language to their every day lives in a
                                                                                                        publicity poster.
                                                                                                        4. Students will use the dictionary to choose appropriate
                                                                                                        vocabulary for a tema.
                                                                                                        5. Students play “20 questions” to determine a student’s
                                                                                                        “identity” or “profession”.
                       Spanish II     Students will:                                                    Students participate in researching information during
                                      1. use appropriate resources to obtain new                        classroom visits to the library. Specific, detailed
                                          information, i.e. “la red,” researching                       information is sought.
                                          information on the internet.
                                      2. further increase their knowledge of the
                                          dictionary, in translation skills.
                      Spanish III     Students will:                                                    1.   Situations will be assigned to partners and/or
                                      1. use critical thinking skills.                                       groups based upon everyday problems at home, at
                                      2. communicate the answer to the problem in                            school, in the workplace, on the street, etc. The
                                           well-constructed Spanish sentences.                               students must discuss and resolve the situation in
                                                                                                             the format of a dialog, in Spanish.
Benchmark             Course                         Objectives                                              Examples
                    Spanish IV/V     Students will:                                                     Students respond to letters of request for advice taken
                                     1. read authentic newspaper and magazine articles                  from the magazines. Their advice must include
                                     2. identifying current situations in Hispanic countries.           expressions utilizing the subjunctive.
                                     3. review the use of the subjunctive as used by the reporters
                                         in the articles.


                    Conversational   Students will:                                                     The students are given an appointment book with certain
                       Spanish       1. learn numbers, dates.                                           appointments already scheduled. They have to reschedule
                      (elective)     2. how to ask for help when certain problems arise.                those appointments, over the telephone.

15. Read and          Spanish I      See all previous benchmarks.                                       1. Students learn typical nursery rhymes and
discuss authentic                                                                                       children’s verses to learn numbers, days, months etc.
literature.                                                                                             2. Students read a series of children’s books on
                                                                                                        each of the four seasons written and illustrated in Spain.
                                                                                                        3. Students sing numerous popular and
                                                                                                        classical Spanish songs.
                                                                                                        4. Students read current children’s literature such
                                                                                                        as Clifford and Corduroy translated to Spanish.
                                                                                                        5. Students read authentic Mayan myths and
                                                                                                        legends.
                      Spanish II     Students will:                                                     The students read newspaper articles as found on the net,
                                     1. read excerpts from newspaper articles.                          such as from “El Mundo,” “El Diario.”
                                     2. read a weekly classroom magazine.
                                     3. read aloud dialogs related to the unit to be
                                          presented.
                                     4. “vistas” of the cultures of Hispanic countries.
                                          read descriptive narratives accompanying
                                         each unit.
                     Spanish III     Students will:                                                     Each unit of the text presents a literary selection which
                                     1. incorporate all areas of second language                        will be introduced according to the author, geographic
                                          acquisition.                                                  location, time and style of literature.
                    Spanish IV/V     Students will:                                                     See Benchmark 11.
                                     1. read material presented in the anthology.
                                     2. read 1 classic in its entirety.
                    Conversational   Students will:                                                     The students translate a promotional flyer for
                       Spanish       learn to “read” articles written by Hispanics in the community     McDonald’s.
                      (elective)     working in the local schools, service industry, social agencies,
                                     banks, etc.
                                                                 World Language

                                                                       Culture
          Benchmark                  Course                           Objectives                                         Examples
16. Identify          Spanish I     Students will:                                                  1. Students study Spanish family structure and the
cultural and                        correctly use tú, usted, vosotros and ustedes.                  importance of the family through authentic literature.
linguistic                                                                                          2. Students investigate idiomatic expressions and
characteristics.                                                                                    proverbs, comparing Spanish to English. Examples:
                                                                                                    “Mi casa su casa.” “A mal tiempo, buena cara.”
                                                                                                    3. Students read authentic schedules in newspapers and
                                                                                                    on letters and practice the use of European style date and
                                                                                                    24 hour clock in role play situations.
                                                                                                    4. Students use the titles, don, dona.
                                                                                                    5. Students listen to and sing a variety of Spanish
                                                                                                    music, identifying elements of culture. (No me moleste
                                                                                                    mosquito. Cielito Lindo)
                                                                                                    6. Students write dialogs including onomatopoeia such
                                                                                                    as pam, pam, pam, ay, uf, or guau, guau
                      Spanish II    Students will:                                                  The students are made aware of the current events in the
                                    better acquaint themselves with the terms, “Spanish” and        Spanish-speaking countries and their location on a map,
                                    “Hispanic” as they relate to the geographic locations and the   as constant reinforcement.
                                    peoples who live there.
                      Spanish III   Students will:                                                  Using authentic music, students will listen and read the
                                    1. use idiomatic expressions.                                   lyrics, inserting missing words of the lyrics as heard in
                                    2. realize the differences in the idiomatic expressions based   Spanish.
                                          upon culture.
                   Spanish IV/V     Students will:                                                  1. Students either entertain a variety of native speakers
                                    1. listen to native speakers on tapes, noting the               as visitors to our school or visit a bilingual class in a
                                         linguistic differences as differentiated by                neighboring school, their hosts coming from a diverse
                                         geographic location.                                       Hispanic background.
                                    2. read of the cultural differences of the language             2. Students view appropriate movies, in Spanish, and
                                         based upon regionalism.                                    TV “Univision” broadcasts to reinforce a limited
                                                                                                    knowledge of cultural and linguistic differences.
                   Conversational   Students will:                                                  Students view videos to both see and hear the target
                      Spanish       1. learn what cognates are.                                     language.
                     (elective)     2. learn that not all words which appear to be
                                        cognates do not have the meaning as viewed
                                        in the word.
                                    3. will learn that Spanish experiences
                                        “regionalism” in its language, as does
                                        English.
Benchmark             Course                           Objectives                                             Examples
 17. Compare and       Spanish I      Students will:                                                     1.  Students learn the Spanish alphabet and
contrast cultural                     1. learn and use the Spanish alphabet and accents.                     compare it to their own.
and linguistic                        2 study cognates and some Latin roots common to Spanish            2. Students study the Spanish school day schedule
characteristics,                          and English.                                                       and compare it to the American school schedule.
identifying                           3. use correct rules of capitalization.                            3. Students study diet, housing, economic
similarities and                      4. use appropriate punctuation.                                        conditions and other sociological and geographical
differences.                          5. study regions of South America, Mexico                              features of South and Central America and compare
                                          and Central America.                                               them to their own.
                                      6. be exposed to regions of Spain.                                 4. Compare and contrast holidays and holiday
                                                                                                             traditions. (When available, use a web page
                                                                                                             developed for this purpose to investigate holiday
                                                                                                             traditions in the Spanish speaking world.)
                                                                                                         5. Students look at styles of Spanish
                                                                                                             architecture, comparing it to that of North America
                                                                                                             and comparing that of Spain to the rest of the
                                                                                                             Spanish speaking world.
                       Spanish II     Students will:                                                     1. Students listen to and read lyrics of popular music
                                      1. learn that there exists a “regional” Spanish, that a word in    from the Hispanic world. The lyrics provide the slang
                                           one Hispanic country can mean something different in          and the cultural background of both the artist and the
                                           another.                                                      reason for his/her music.
                                      2. learn synonyms and antonyms.
                                      3. learn that slang also exists in this language.
                                           Some everyday expressions will be learned.
                      Spanish III     Students will:                                                     1. Based upon everyday situations, the students will
                                      1. continue to seek cognates in new vocabulary and in the          present “our way” of carrying out various activities as
                                           reading selections.                                           compared with that of the Hispanic culture.
                                      learn how to communicate using authentic language.                 2. Through the media (newspapers, TV and videos
                                                                                                         presented in the target language), students will become
                                                                                                         aware of differences and similarities.
                     Spanish IV/V     Students will:   see Benchmark 16.                                 See Benchmark 16.

                     Conversational   Students will:   see Benchmark 16.                                 See Benchmark 16.
                        Spanish
                       (elective)
18. React              Spanish I      Students will:                                                     Pairs or groups of students role play various scenes
appropriately in a                    1. recognize appropriate mannerisms for greeting people.           such as:
social situation.                     2. recognize appropriate behavior for a restaurant                 a) greeting old and new friends at school.
                                      3. use appropriate expressions such as lo siento,para servirle,    b) stepping on someone’s foot.
                                          a su servicio, …                                               c) ordering in a restaurant and paying the bill.
                                                                                                         d) meeting someone’s family and addressing them
                                                                                                              properly
                       Spanish II     Students will:                                                     Students voluntarily attend a teacher prepared/arranged
                                      behave appropriately as representatives of the school and “life-   field trip to a site/event associated with a unit of study.
                                      long learners” when taken outside the classroom/school.
Benchmark           Course                         Objectives                                             Examples
                    Spanish III     Students will:                                                   1.   In partners, students will role play different
                                    1. learn certain cultural mores in the Hispanic                       social situations, such as a chance meeting
                                        culture.                                                          on the street, dating, formal dinners, etc.
                   Spanish IV/V     Students will:                                                   1.   Students voluntarily attend field trips to
                                    1. be prepared and attentive when entertaining                        those sites which enrich the content of
                                        classroom visitors.                                               material taught in the classroom.
                                    2. be adequately prepared before attending field trips
                                        to places of interest outside of school.
                   Conversational   Students will:                                                       Students visit local places of employment to
                      Spanish       1. learn how to “socialize” with Spanish-                            converse with those who use Spanish in their
                     (elective)         speaking peoples in various workplaces.                          businesses.
19. Examine and      Spanish I      Students will:                                                       Students find examples of Spanish used in
analyze cultural                    1. note contributions of the Spanish language                        places other than Spanish class, bring them into
contributions                           to the English language.                                         class and explain their purpose and/or meaning.
diverse groups                      2. study the historical relationships of Mexico                  a) on during the 8th grade trip to the Big E,
                                        and Central America with the United States.                      students collect evidence of Spanish in use.
                                    3. study the regional contributions of Hispanic                  b) students interview their parents to determine
                                        peoples to New England and the United States.                    if Spanish is used at their place of work.
                                    4. have an opportunity to establish a Spanish                    c) students use the internet to investigate current
                                        speaking pen pal.                                                and past contributions of Hispanics in the U.S.
                     Spanish II     Students will: see Benchmarks 2, 15 and 16.                      See Benchmarks 2, 15 and 16. 1.


                    Spanish III     Students will:                                                   Via the net and the library, students will research the
                                     1. become aware of the Hispanic heritage present in our         Hispanic influence in the United States and the world.
                                         neighboring communities.
                                     2. become aware of the Hispanic influence in the world
                                         through the literary selections read.
                   Spanish IV/V     Students will:                                                   The students either view a previously recorded telecast
                                    1. become aware of contributions made by each country and        or participate in a telecommunication of “Los
                                         culture recognized by the introductions to the reading      Caminos,” made available through MCET.
                                         selections of the textbook.
                                    2. be informed of cultural contributions via current events of
                                         the Hispanic nations as viewed in the media.
                   Conversational   Students will:                                                   1. Students research the biographies of famous Spanish
                      Spanish       learn of famous Spanish and Hispanic people who have             and Hispanic individuals. That information is then
                     (elective)     contributed to societies throughout the world.                   presented orally to the class.
                                                                                                     2. The aforementioned information is visually displayed
                                                                                                     on a bulletin board in the school.
                                                                   World Language

                                                                       Connecting
Benchmark                  Course                        Objectives                                             Examples
20. Use a world           Spanish I      Students will:                                                   1. Students view weather maps discussing temperatures
language to                              1. use Spanish in mathematics problems.                          and weather conditions in Spanish.
connect with other                       2. use Spanish to study the geography of South and Central       2. Students must name the appropriate locations
disciplines                                  Americas                                                     (geography) and discuss climate.
such as Arts, English                    3. use Spanish to discuss weather maps.                          3. Students study Spanish eating customs and prepare
Language Arts,                           4. use Spanish to discuss appropriate diet.                      various types of Spanish foods.
Comprehensive                            5. use the writing process to create written Spanish essays,     Students create drawings of healthy meals on white
Health,                                      compositions, etc.                                           paper plates and explain their meal to the class.
Mathematics,                             6. be exposed to Spanish art and music                           (health/nutrition).
Science and                              7. cook Spanish foods.                                           Students do an experiment using cups of water and
Technology, Social                       8. use visual arts to accompany written and oral work.           Rolaids to discover the effects of water and sun on the
Science.                                     make note of important Spanish contributors to science,      Mayan pyramids. (science)
                                             math, history and the arts.                                  Students dance the meringue and other Latin dances
                                                                                                          such as danza de los viejitos.
                          Spanish II     Students will:                                                   The students present a “show and tell” of anything and
                                         1. realize the expansiveness of the language as viewed in        everything that is seen, influenced by a knowledge and
                                             flyers translated to Spanish from the Social Service         use of Spanish.
                                             Agencies and health organizations, forms for voter
                                             registration, automobile registration, advertisements in
                                             the film industry and cable TV, directions for appliances,
                                             etc.
                        Spanish III      Students will:                                                   Using printed material from different professions and
                                         1. use Spanish to solve a word problem in Math.                  agencies, students will have to list all the areas where
                                         2. use Spanish to describe a bodily injury.                      the knowledge of Spanish is useful.
                                         3. use Spanish in “surfing the web”.
                                         4. use Spanish to cite areas of current events in the Hispanic
                                             world.
                                         5. use Spanish to translate advertisements.
                                         6. use Spanish to learn the art and music of Hispanic painters
                                             and composers.
                        Spanish IV/V     Students will:                                                   The students seek job opportunities in the Sunday
                                         1. constantly view the world as global                           Boston Globe which require/request a second language.
                                         2. view the interaction between Spanish and the world of
                                             employment, incorporating all other disciplines.
                        Conversational   Students will:                                                   Students are given individual sites of local
                           Spanish       1. see the “carry over” of this language in all                  businesses to research, analyze operations, interview
                          (elective)          other areas for they are all present in the                 employees to associate the use of Spanish in the
                                              business world.                                             workplace.
                                                                    World Language
                                                                       Participating
Benchmark               Course                         Objectives                                              Examples
 21. Participate in      Spanish I      Students will:                                                      1. Students watch the news and newspapers for events
community                               1. observe local activities of Spanish speaking people.             featuring the local Hispanic population.
activities                              2. if possible, observe Spanish in use in our area.                 2. Students read recent coverage of current issues and
                                        3. use the Internet to link with native Spanish                     events in “Que Tal” (Mary Glasgow Publications).
                                             speakers, potentially through “Key Pals”.
                                        4. read authentic Spanish newspapers and
                                             magazines, or excerpts thereof.
                         Spanish II     Students will:                                                      The students voluntarily attend performances of
                                        be aware of community events which will enrich their                Hispanic music, dance and film as presented by the
                                        knowledge and appreciation of the culture and heritage of the       area’s colleges and Spanish-American Centers.
                                        Hispanic peoples.
                         Spanish III    Students will:                                                      In collaboration with the elementary school, a once-a-
                                            reinforce their grammar and vocabulary by                       week Spanish lesson will be presented to an elementary
                                            teaching/speaking Spanish to others.                            school class by a Sp. III H.S. class.
                       Spanish IV/V     Students will:                                                      1. Students may voluntarily attend events presented in
                                        1. be made aware of cultural events presented in the                the neighboring schools and towns. Upon verification of
                                            surrounding communities.                                        attendance and a written critique of the event, extra
                                            be made aware of help needed in the community and in            credit is given.
                                            Hispanic countries.                                             2. Students voluntarily contribute to relief drives
                                                                                                            sponsored by the local communities.
                       Conversational   See Benchmarks 18, 20.
                          Spanish
                         (elective)
22. Identify careers   Spanish I        Students will:                                                      1. During the career day assembly, students note the
where knowing                           1. study vocabulary of many careers and discuss the use of          importance of a second language for each career seminar
more thank one                              Spanish in those careers.                                       they attend. See project example in Benchmark 14.
language is useful.                         discuss the benefits of studying Spanish for their education.   2. Interview members of the community and determine
                                                                                                            if the use of Spanish would be beneficial to their career.
                                                                                                            (Potentially in the form of an e-mail project with local
                                                                                                            Rotary Club members, when students have access to this
                                                                                                            type of technology.)
                       Spanish II       Students will: see Benchmark 20.                                    The students note the incidences in which
                                                                                                            they hear Spanish spoken in their everyday
                                                                                                            life experiences.
                       Spanish III      Students will: see Benchmark 20.
                       Spanish IV/V     Students will: see Benchmark 20.                                         See Benchmark 20.
                       Conversational   See Benchmarks 18, 20.
                          Spanish
                         (elective)

								
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