| Big Ideas |
Stories help us to acquire language and understand the world around us. |
Spanish Entry 9 |
No CCG |
| Keyword: Stories |
Elaboration: 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. |
| Keyword: understand the world |
Elaboration: by exploring, for example, thoughts, feelings, knowledge, culture, and identity |
|
| Big Ideas |
Reciprocal communication is possible using high-frequency words and patterns. |
Spanish Entry 9 |
No CCG |
| Keyword: Reciprocal |
Elaboration: involving back-and-forth participation |
|
| Big Ideas |
Listening and viewing with intent helps us acquire a new language. |
Spanish Entry 9 |
No CCG |
|
| Content |
Hispanic works of art |
Spanish Entry 9 |
No CCG |
| Keyword: works of art |
Elaboration: e.g., creative works in dance, drama, music, visual arts, with consideration for the ethics of cultural appropriation and plagiarism |
|
| Content |
cultural practices in various Hispanic regions |
Spanish Entry 9 |
No CCG |
| Keyword: cultural practices |
Elaboration: activities, celebrations, clothing, dance, festivals, food, history, architecture, music, protocol, rituals, traditions, holidays, and events (e.g., la Navidad, la Quinceañera, el Santo), daily practices such as mealtimes, and idiomatic use of language |
|
| Content |
common elements of stories |
Spanish Entry 9 |
No CCG |
| Keyword: common elements of stories |
Elaboration: e.g., place, characters, setting, plot, problem and resolution |
|
| Content |
elements of common texts |
Spanish Entry 9 |
No CCG |
| Keyword: elements of common texts |
Elaboration: e.g., format (letter versus email message), language, context, audience, register (informal versus formal), purpose |
|
| Content |
past, present and future time frames |
Spanish Entry 9 |
No CCG |
| Keyword: time frames |
Elaboration: Sentences change according to when events occur.A change in time frame requires a change in wording.Express past, present, and future time frames for common verbs in context (e.g., Tengo una pregunta ahora; Voy a estudiar mucho esta noche). |
|
| Content |
common, high-frequency vocabulary, sentence structures, and expressions, including:- types of questions
- descriptions of people, objects, and locations
- instructions and comparisons
- sequence of events
- personal interests, needs, and opinions
|
Spanish Entry 9 |
No CCG |
| Keyword: questions |
Elaboration: e.g., ¿Tienes un lápiz?, ¿Vamos al cine?, ¿Te gusta ese libro? |
| Keyword: comparisons |
Elaboration: e.g., using expressions such as más...que; tan...como; menos que... |
| Keyword: sequence of events |
Elaboration: using words that indicate sequence (e.g., primero, después) |
|
| Content |
First Peoples perspectives connecting language and culture, including oral histories, identity, and place |
Spanish Entry 9 |
No CCG |
| Keyword: oral histories |
Elaboration: e.g., conversations with an Elder about local celebrations, traditions, and protocols |
| Keyword: identity |
Elaboration: Identity is influenced by, for example, traditions, protocols, celebrations, and festivals. |
| Keyword: place |
Elaboration: Place is any environment, locality, or context with which people interact to learn, create memory, reflect on history, connect with culture, and establish identity. The connection between people and place is foundational to First Peoples perspectives on the world. A sense of place can be influenced by territory, food, clothing, and creative works. |
|
| Content |
gender and number |
Spanish Entry 9 |
No CCG |
| Keyword: gender and number |
Elaboration: masculine/feminine and singular/plural (e.g., el, la/los, las) |
|
| Content |
Spanish letter patterns |
Spanish Entry 9 |
No CCG |
| Keyword: letter patterns |
Elaboration: letter patterns that have consistent pronunciations (e.g., -ía, n, -mente, -ción, ll, rr) |
|
| Curricular Competency |
Recognize First Peoples perspectives and knowledge; other ways of knowing, and local cultural knowledge |
Spanish Entry 9 |
Personal and social awareness |
| Keyword: ways of knowing |
Elaboration: e.g., First Nations, Métis, and Inuit; and/or gender-related, subject/discipline-specific, cultural, embodied, intuitive |
|
| Curricular Competency |
Describe similarities and differences between their own cultural practices and traditions and those of Hispanic communities |
Spanish Entry 9 |
Personal and social awareness |
| Keyword: similarities and differences |
Elaboration: e.g., compare the purpose of activities, celebrations, holidays, practices, and traditions |
|
| Curricular Competency |
Consider personal, shared, and others’ experiences, perspectives, and worldviews through a cultural lens |
Spanish Entry 9 |
Personal and social awareness |
| Keyword: cultural lens |
Elaboration: e.g., values, practices, traditions, perceptions |
|