Big Ideas
Big Ideas
Listening and viewing with intent supports our acquisition of a new language.
Language and culture are interconnected and shape our perspective, identity, and voice.
The communicative context determines how we express ourselves.
Exploring diverse forms of cultural expression
representing the experience of the people from whose culture they are drawn; for example, celebrations, customs, folklore, language use, traditions, and creative works (e.g., books, paintings, pictures, sculpture, theatre, dance, poetry and prose, filmmaking, musical composition, architecture)
promotes greater understanding of our own cultural identity.
Developing proficiency in a new language provides opportunities for careers, travel, personal growth, and study abroad.
Content
Learning Standards
Content
increasingly complex vocabulary, sentence structures, and expressions, including:
- complex questions
- sequence of eventsusing appropriate verb tenses and expressions of time (e.g., primero, segundo, después, finalmente, después de 20 minutos, una hora más tarde, anteayer)in stories
- personal lifestyles and relationships
- explanation and justification of opinionse.g., en mi opinión…porque…; pienso que…porque…; creo…porque…
- points of viewe.g., Creo que...pero él cree que…; Ella tiene razón; Pienso que…
First Peoples perspectives connecting language and culture, including oral histories
e.g., conversations with an Elder about local celebrations, traditions, and protocols
, identity Identity is influenced by, for example, traditions, protocols, celebrations, and festivals.
, and place A sense of place can be influenced by, for example, territory, food, clothing, and creative works.
past, present, and future time frames
e.g., el pasado (el pretérito and el imperfecto), el presente, el futuro (voy a and iré a), el condicional; nuances between verb forms (e.g., fui a versus iba a; voy a versus iré a)
language formality and etiquette
- elements of formal and informal speech and writing (e.g., estos versus esos; aquí versus ahí)
- etiquette, such as addressing people they have not met before as señor or señora + surname/title
- use of topic-specific jargon, abbreviations, and texting short forms (e.g., tqm = te quiero mucho; tbn = también; q = que)
distinguishing features of major Spanish and Hispanic regional dialects
e.g., accents, idiomatic expressions, local slang vocabulary
Hispanic works of art
e.g., creative works in dance, drama, music, visual arts
ethics of cultural appropriation
The use of a cultural motif, theme, “voice", image, knowledge, story, song, or drama, shared without permission or without appropriate context or in a way that may misrepresent the real experience of the people from whose culture it is drawn.
and plagiarism
Curricular Competency
Learning Standards
Curricular Competency
Thinking and communicating
Recognize how choice of words
nuances between verb tenses (e.g., tenía miedo versus tuve miedo), pronouns (e.g., tú versus Usted), word placement within a sentence (e.g., mi casa nueva versus mi nueva casa), words with close but not identical meanings (e.g., valer versus costar)
affects meaning
Derive and negotiate meaning in speech and a variety of other texts
"Text" is a generic term referring to all forms of oral, written, visual, and digital communications. Oral, written, and visual elements can also be combined (e.g., in dramatic presentations, graphic novels, films, internet-based media, advertisements).
and contexts e.g., audience, purpose, setting, formality/informality
Analyze cultural points of views in texts
Demonstrate degrees of formality in speech and writing to reflect different purposes
e.g., to convince, inform, entertain
Use various strategies
For example:
to increase understanding and produce oral and written language
- rephrase in Spanish to compensate for unknown expressions
- make personal notes to use as a reference for oral and written production
- actively review common, useful expressions and patterns to refine communication
Narrate stories
- Use expressions of time and transitional words to show logical progression.
- Use multiple time frames.
Stories are a narrative form of text that can be oral, written, or visual. Stories are derived from truth or fiction and may be used to seek and impart knowledge, entertain, share history, and strengthen a sense of identity.
, both orally and in writing
Respond personally
e.g., provide personal interpretations or opinions
to a variety of texts
Exchange ideas
with peers, teachers, and members of the wider community; can include virtual/online conversations
and information, both orally and in writing
Express themselves with growing fluency, both orally and in writing
Share information using the presentation format
e.g., digital, visual, verbal; aids such as charts, graphics, illustrations, music, photographs, videos, props, digital media
best suited to their own and others’ diverse abilities
Personal and social awareness
Investigate regional and ethnic diversity
distinguishing features of major Spanish regional dialects
of Spanish language and Hispanic culture
Analyze personal, shared, and others’ experiences, perspectives, and worldviews through a cultural lens
e.g., values, practices, traditions, perceptions
Identify how language and culture have been influenced by the interactions between Hispanic and other peoples
Engage in experiences
e.g., blogs, school visits (including virtual/online visits), concerts, exchanges, festivals, films, letters, plays, social media, stores and restaurants where Spanish is spoken
with Hispanic people and communities
Explore opportunities to continue language acquisition beyond graduation
Identify and explore educational and personal/professional opportunities
e.g., academic research, translation, international affairs, government, teaching, travel, study abroad
requiring proficiency in Spanish
Recognize First Peoples perspectives and knowledge; other ways of knowing
e.g., First Nations, Métis, and Inuit; and/or gender-related, subject/discipline-specific, cultural, embodied, intuitive
, and local cultural knowledge