| Content |
Hispanic works of art |
Spanish Introductory 11 |
No CCG |
| Keyword: works of art |
Elaboration: e.g., creative works in dance, drama, music, visual arts |
|
| Content |
cultural practices, traditions, and attitudes in various Hispanic regions |
Spanish Introductory 11 |
No CCG |
| Keyword: cultural practices |
Elaboration: relating to celebrations, holidays, and events (e.g., la Navidad, la Quinceañera, el Santo),daily practices such as mealtimes, and idiomatic use of language |
|
| Content |
contributions of Hispanic Canadians to society |
Spanish Introductory 11 |
No CCG |
|
| Content |
idiomatic expressions from across the Hispanic world |
Spanish Introductory 11 |
No CCG |
| Keyword: idiomatic expressions |
Elaboration: e.g., buena onda, ¡no me digas!, ¡qué padre!; Spanish expressions derived from Arabic, such as ojalá; expressions with tener and estar, such as tener razón, estar listo |
|
| Content |
common elements of stories |
Spanish Introductory 11 |
No CCG |
| Keyword: common elements of stories |
Elaboration: place, characters, setting, plot, problem and resolution |
|
| Content |
past, present, and future time frames |
Spanish Introductory 11 |
No CCG |
|
| Content |
First Peoples perspectives connecting language and culture, including oral histories, identity, and place |
Spanish Introductory 11 |
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 |
common, high-frequency vocabulary, sentence structures, and expressions, including:- types of questions
- activities, situations, and events
- descriptions of people, objects, and locations
- comparisons
- personal interests, opinions, and beliefs
|
Spanish Introductory 11 |
No CCG |
| Keyword: types of questions |
Elaboration: including inversion questions (e.g., ¿Tienes papel?, ¿Te gusta ir al cine?, ¿Te gusta viajar?) |
| Keyword: activities, situations, and events |
Elaboration: using appropriate tenses (e.g., el futuro, el pretérito, el imperfecto) in both the affirmative and the negative |
|
| Content |
gender and number |
Spanish Introductory 11 |
No CCG |
| Keyword: gender and number |
Elaboration: masculine/feminine and singular/plural (e.g., el, la/los, las) |
|
| Content |
Spanish letter patterns |
Spanish Introductory 11 |
No CCG |
| Keyword: Spanish 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 Introductory 11 |
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 Introductory 11 |
Personal and social awareness |
| Keyword: cultural lens |
Elaboration: e.g., values, practices, traditions, perceptions |
|
| Curricular Competency |
Engage in experiences with Hispanic people and communities |
Spanish Introductory 11 |
Personal and social awareness |
| Keyword: Engage in experiences |
Elaboration: e.g., blogs, school visits (including virtual/online visits), concerts, exchanges, festivals, films, letters, plays, social media, stores and restaurants where Spanish is spoken |
|
| Curricular Competency |
Share information using the presentation format best suited to their own and others’ diverse abilities |
Spanish Introductory 11 |
Thinking and communicating |
| Keyword: presentation format |
Elaboration: e.g., digital, visual, verbal; aids such as apps, graphics, illustrations, photographs, other visuals, music |
|
| Curricular Competency |
Seek clarification and verify meaning |
Spanish Introductory 11 |
Thinking and communicating |
| Keyword: Seek clarification and verify |
Elaboration: e.g., request or provide repetition, word substitution, reformulation, or reiteration |
|