| Curricular Competency |
Respond to questions and instructions |
German 10 |
Thinking and communicating |
|
| Curricular Competency |
Narrate stories, both orally and in writing |
German 10 |
Thinking and communicating |
| Keyword: Narrate |
Elaboration: Use expressions of time and transitional words to show logical progression.Use past, present, and future time frames. |
|
| Curricular Competency |
Comprehend meaning and viewpoints in stories |
German 10 |
Thinking and communicating |
|
| Curricular Competency |
Comprehend key information and supporting details in speech and a variety of other texts |
German 10 |
Thinking and communicating |
| 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 |
Use various strategies to increase understanding and produce oral and written language |
German 10 |
Thinking and communicating |
| Keyword: strategies |
Elaboration: For example:use circumlocution, paraphrasing, reformulation, reiteration, repetition, word substitutioninterpret body language, expression, and toneuse contextual cuesinterpret familiar words |
|
| Big Ideas |
Each culture has traditions and ways of celebrating. |
Spanish 5 |
No CCG |
|
| Big Ideas |
Stories help us to acquire language. |
Spanish 5 |
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. |
|
| Big Ideas |
We can explore our identity through a new language. |
Spanish 5 |
No CCG |
|
| Big Ideas |
Reciprocal communication is possible using high-frequency words and patterns. |
Spanish 5 |
No CCG |
| Keyword: Reciprocal |
Elaboration: involving back-and-forth participation |
|
| Big Ideas |
Both verbal and non-verbal cues contribute meaning in language. |
Spanish 5 |
No CCG |
| Keyword: non-verbal cues |
Elaboration: e.g., gestures, facial expressions, pictures, props |
|
| Big Ideas |
Listening and viewing with intent helps us acquire a new language. |
Spanish 5 |
No CCG |
|
| Content |
Hispanic works of art |
Spanish 5 |
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 |
Hispanic communities in Canada |
Spanish 5 |
No CCG |
|
| Content |
common elements of Hispanic cultural festivals and celebrations |
Spanish 5 |
No CCG |
| Keyword: common elements |
Elaboration: e.g., activities, clothing, artistic expression, dance, decorations, food, music, parades, sports |
|
| Content |
common, high-frequency vocabulary, sentence structures, and expressions, including:- simple questions and descriptions
- basic information about themselves and others
- opinions and preferences
|
Spanish 5 |
No CCG |
| Keyword: simple questions |
Elaboration: e.g., ¿Cuántos…?, ¿Cómo…?, ¿Dónde…?, ¿Por qué…?, ¿Cuándo…?, ¿Cuál…?, ¿Quién…? |
| Keyword: 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 (no)le gusta…) |
| Keyword: opinions and preferences |
Elaboration: e.g., Me gusta(n)…; Me encanta (n)…; No me gusta(n)…; Yo prefiero… |
|