| Curricular Competency |
Derive meaning from speech and a variety of other texts |
Spanish 9 |
Thinking and communicating |
| Keyword: Derive meaning |
Elaboration: Understand key information, supporting details, time, and place. |
| Keyword: texts |
Elaboration: “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, web pages, advertisements). |
|
| Curricular Competency |
Recognize the relationships between Spanish letter patterns, pronunciation, and meaning |
Spanish 9 |
Thinking and communicating |
| Keyword: letter patterns, pronunciation |
Elaboration: e.g., predict the pronunciation of written words and groups of words |
|
| Big Ideas |
Learning about language from diverse communities helps us develop cultural awareness. |
Spanish 6 |
No CCG |
|
| Big Ideas |
Stories help us to acquire language and understand the world around us. |
Spanish 6 |
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 6 |
No CCG |
| Keyword: Reciprocal |
Elaboration: involving back-and forth-participation |
|
| Big Ideas |
We can explore our identity through a new language. |
Spanish 6 |
No CCG |
|
| Big Ideas |
Listening and viewing with intent helps us understand a message. |
Spanish 6 |
No CCG |
|
| Content |
Hispanic works of art |
Spanish 6 |
No CCG |
| Keyword: works of art |
Elaboration: e.g., creative works in dance, drama, music, visual arts, with consideration for cultural appropriation and plagiarism |
|
| Content |
cultural aspects of Hispanic communities across Canada and around the world |
Spanish 6 |
No CCG |
| Keyword: cultural aspects |
Elaboration: e.g., activities, celebrations, legends, clothing, festivals, food, architecture, music, protocols, traditions, geography, history, population, innovations from indigenous communities |
| Keyword: world |
Elaboration: Spanish is an official language in 22 countries; Spanish is also spoken in various cities in Canada and the United States. |
|
| Content |
common, high-frequency vocabulary, sentence structures, and expressions, including:- questions
- descriptions of others
- hobbies and topics of interest
- opinions and preferences
- common emotions and states of physical health
|
Spanish 6 |
No CCG |
| Keyword: questions |
Elaboration: e.g., ¿Cuántos…?, ¿Cómo…?, ¿Dónde…?, ¿Por qué…?, ¿Cuándo…?, ¿Cuál…?, ¿Quién…? |
| Keyword: descriptions of others |
Elaboration: using the third-person singular to describe family members and friends (e.g., Él/Ella/Usted es…; Él/Ella/Usted tiene…; A él/A ella/A Usted Le gusta…) |
| Keyword: hobbies and topics of interest |
Elaboration: e.g., yo juego…; me gusta(n)…; practico... |
| Keyword: opinions and preferences |
Elaboration: e.g., Me gusta(n)…; Me encanta(n)…; No me gusta(n)...; Yo prefiero… |
| Keyword: common emotions and states of physical health |
Elaboration: e.g., Yo estoy triste; Yo estoy contento(-a); Me duele la cabeza. |
|
| Content |
First Peoples perspectives connecting language and culture, including oral histories, identity, and place |
Spanish 6 |
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 |
Spanish letter patterns |
Spanish 6 |
No CCG |
| Keyword: letter patterns |
Elaboration: letter patterns that have consistent pronunciations (e.g., -mente, -ción, -ía, -dad) |
|
| Content |
Spanish phonemes |
Spanish 6 |
No CCG |
| Keyword: phonemes |
Elaboration: individual speech sounds (e.g., n, rr, ll, ch, silent h, -que). |
|
| Curricular Competency |
Recognize First Peoples perspectives and knowledge; other ways of knowing, and local cultural knowledge |
Spanish 6 |
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 |
Consider personal, shared, and others’ experiences, perspectives, and worldviews through a cultural lens |
Spanish 6 |
Personal and social awareness |
| Keyword: cultural lens |
Elaboration: e.g., values, practices, traditions, perceptions |
|