Big Ideas

Big Ideas

Listening and viewing with intent helps us understand an increasing variety of messages.
We can explore identity and place through increased understanding of a new language.
Reciprocal
involving back-and-forth participation
interactions help us understand and acquire language.
Stories
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.
help us to acquire language and understand the world
by exploring, for example, thoughts, feelings, knowledge, culture, and identity
around us.
Knowing about diverse communities helps us develop cultural awareness.

Content

Learning Standards

Content

Spanish letter patterns
e.g., -mente, -ción, -ía, -dad)
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.
common, high-frequency vocabulary, sentence structures, and expressions, including:
  • types of questions
    e.g., ¿Cuántos…?, ¿Cómo…?, ¿Dónde…?, ¿Por qué…?, ¿Cuándo…?, ¿Cuál…?, ¿Quién…?
  • descriptions of people
    family members, extended family, friends, teachers, heroes, characters in texts, members of the community (e.g., Mi hermano es abogado. Es alto y atlético. Le gusta jugar correr. Es muy sociable.)
  • opinions and preferences
    e.g., me gusta(n)...porque…; me encanta(n)...porque…; no me gusta(n)...porque…; prefiero...porque…
  • instructions and comparisons
    e.g., Me gustan las manzanas, pero prefiero las naranjas; Él juega al básquetbol, pero yo juego al fútbol
cultural aspects
e.g., customs, activities, celebrations, clothing, festivals, food, land, music, protocol, traditions
of Hispanic communities
common elements of stories
e.g., place, characters, setting, plot, problem and resolution
Hispanic communities around the world
e.g., Latin America, Mexico, Spain
Hispanic works of art
e.g., creative works in dance, drama, music, visual arts, with consideration for cultural appropriation and plagiarism

Curricular Competency

Learning Standards

Curricular Competency

Thinking and communicating

Recognize the relationships between Spanish letter patterns, pronunciation
letter patterns that have consistent pronunciations (e.g., diccionario, llama, perro)
and meaning
Comprehend key information
e.g., ¿Cómo?, ¿Cuál?, ¿Dónde?, ¿Por qué?, ¿Cuándo?, ¿Qué?, ¿Quién?
and supporting details in slow, clear speech and 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).
Comprehend meaning in stories
Use language-learning strategies
e.g., interpretation of gestures, facial expressions, intonation, tone of voice, and contextual cues; use of prior knowledge, familiar words, and cognates
to increase understanding
Use pitch, intonation, and tone
For example:
  • question and statement intonation patterns
  • use of tone to express different emotions
to convey meaning
Follow instructions to complete a task and respond to questions
Exchange ideas
with peers, teachers, and members of the wider community; can include virtual/online conversations
and information, both orally and in writing
Seek clarification
Request or provide repetition, word substitution, reformulation, or reiteration (e.g., ¡No comprendo!; ¡Repita, por favor!; ¿Qué significa…?; ¿Cómo se dice…?; ¿Cómo se escribe…?).
of meaning using common statements and questions
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

Identify and compare linguistic and cultural information about Hispanic communities in and outside of Canada
Examine personal, shared, and others’ experiences, perspectives, and worldviews through a cultural lens
e.g., values, practices, traditions, perceptions
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