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Students identify and translate themed classroom and school vocabulary, pronounce and use -er and -ir verb infinitives, apply estar with adjectives including gender and number agreement, expand meaning with direction vocabulary and prepositional phrases, and learn Halloween vocabulary while comparing U.S. Halloween with Mexico’s Day of the Dead. Assessments include written tests and oral quizzes supported by games, flashcards, role play, notes, and cooperative 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do students do in Unit Sequence 1 for the 45-word vocabulary list?","Question",{"text":112,"@type":113},"Students identify the 45 Spanish words, translate them into Spanish, pronounce them correctly, and make associations to English cognates.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How do students demonstrate understanding of -er and -ir verb infinitives in Unit Sequence 2?",{"text":117,"@type":113},"Students pronounce infinitives, use them in sentence format, identify them in Spanish, translate them to Spanish and conjugate accordingly, and understand how Spanish questions and sentences relate to English structure.",{"name":119,"@type":110,"acceptedAnswer":120},"What skills are emphasized in the Halloween vocabulary unit (Unit Sequence 5)?",{"text":121,"@type":113},"Students pronounce 20 Halloween words correctly, identify and translate them to Spanish from English, understand them in short Spanish descriptions, and explain differences between U.S. Halloween and Mexico’s Day of the Dead culture.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},493697,1791154009,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},7971474921005,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","Grade: 8-10  \nTime Allotment: 2 weeks  \nMajor Concepts to be learned:  \nTitle: Spanish I  \nTopic/Concept: Classroom and School Vocab Unit Sequence: 1  \n• Identify the list of 45 words in Spanish.  \n• Translate the list of 45 words to Spanish.  \n• Pronounce the words correctly  \n• Make associations to words in English that may be cognates  \nExpected Skills to be demonstrated:  \n• Pronouncing the words with good Spanish pronunciation  \n• Translating the words from both languages  \n• Understanding simple sentences when spoken with these new words  \n• Being able to translate a simple sentence with the vocab into a written sentence  \nPA Standards/Anchors: Eligible Content:  \n\n| 12.1.1.A\u003Cbr>12.1.1.B\u003Cbr>12.1.1.C\u003Cbr>12.1.1.D\u003Cbr>12.1.1.E | • The students will be saying the words out loud in Spanish\u003Cbr>• The students will be translating the words to English.\u003Cbr>• The students will be answering basic questions using the vocabulary\u003Cbr>• The students will be putting the words in simple sentences in Spanish.\u003Cbr>• The students will be playing reinforcement games in Spanish to help memorize the vocabulary. |\n| --- | --- |\n\nInstructional Strategies: Assessments:  \n\n| Cooperative groups\u003Cbr>Lecture\u003Cbr>Written work\u003Cbr>Note Taking\u003Cbr>Flashcards-games | • Written test\u003Cbr>• Oral quiz |\n| --- | --- |\n\nGrade: 8-10  \nTime Allotment: 2 weeks  \nTitle: Spanish I  \nTopic/Concept: -er and-ir verb infinitives Unit Sequence: 2  \nMajor Concepts to be learned:  \n• Pronounce the verb infinitives correctly  \n• Use the verbs in sentence format  \n• Identify the verbs in spanish  \n• Translate the verbs to spanish and conjugate accordingly  \nExpected Skills to be demonstrated:  \n• Understand how Spanish sentences and questions relate to English in grammar and order/structure.  \n• Good pronunciation of verb infinitives and conjugations  \n• Ability to engage in simple conversations in Spanish  \nPA Standards/Anchors: Eligible Content:  \n\n| 12.1.1.A\u003Cbr>12.1.1.B\u003Cbr>12.1.1. C\u003Cbr>12.1.1.D\u003Cbr>12.1.1.E | • Relating Spanish to English when translating the sentences and conjugating the verbs\u003Cbr>• Practicing the words and correcting pronunciation\u003Cbr>• Translating sentences to both English and Spanish with smooth transitions\u003Cbr>• Answering questions in Spanish in complete sentences appropriately |\n| --- | --- |\n\nInstructional Strategies: Assessments:  \n\n| Cooerative groups Lecture\u003Cbr>Written work Role Play\u003Cbr>Songs-games-flashcards-movies-oral drills\u003Cbr>Note Taking | • Written test\u003Cbr>• Oral quiz |\n| --- | --- |\n\nGrade: 8-10  \nTime Allotment: 2 weeks  \nTitle: Spanish I  \nTopic/Concept: Estar and Adjectives Unit Sequence: 3  \nMajor Concepts to be learned:  \n• Conjugation and Meaning of the Temporary Verb “to be”(estar)  \n• 30 Adjectives meaning  \n• 30 Adjectives agreement (gender and number)  \nExpected Skills to be demonstrated:  \n• Pronounce the words/sentences correctly  \n• Write the ideas in sentences  \n• Formulate oral answers in response to “emotion” questions  \n• Comprehend meaning of words and sentences/able to translate  \nPA Standards/Anchors: Eligible Content:  \n\n| 12.1.1.A\u003Cbr>12.1.1.B\u003Cbr>12.1.1.C\u003Cbr>12.1.1.D\u003Cbr>12.1.1.E | • Forming sentences with the verb estar and the new adjectives\u003Cbr>• Asking and answering questions in Spanish with the new concepts\u003Cbr>• Oral verb drills with estar\u003Cbr>• Relating the sentence order and structure to English (comparing/contrasting) |\n| --- | --- |\n\nInstructional Strategies: Assessments:  \n\n| Lecture\u003Cbr>Note Taking\u003Cbr>Games-movie on estar | • Written test |\n| --- | --- |\n\nGrade: 8-10  \nTime Allotment: 1 week  \nTitle: Spanish I  \nTopic/Concept: Estar and Direction Vocab Unit Sequence: 4  \nMajor Concepts to be learned:  \n• The verb estar –temporary “to be” meaning and 6 chart  \n• Direction vocab-prepositional phrases meaning and usage  \nExpected Skills to be demonstrated:  \n• Pronounce all new words with good Spanish pronunciation  \n• Form sentences from English to Spanish using new vocab and verb  \n• Ask and answer questions from Spanish to","cbCaikAUnHuSVwdm","https://ap.wps.com/l/cbCaikAUnHuSVwdm","pdf",391283,25,"English","# Unit Sequence 1: Classroom and School Vocab\n## Learning objectives and expected skills\n# Unit Sequence 2: -er and -ir verb infinitives\n## Learning objectives and expected skills\n# Unit Sequence 3: Estar and Adjectives\n## Learning objectives and expected skills\n# Unit Sequence 4: Estar and Direction Vocab\n## Learning objectives and expected skills\n# Unit Sequence 5: Halloween vocab\n## Learning objectives and expected skills","[{\"question\":\"What do students do in Unit Sequence 1 for the 45-word vocabulary list?\",\"answer\":\"Students identify the 45 Spanish words, translate them into Spanish, pronounce them correctly, and make associations to English cognates.\"},{\"question\":\"How do students demonstrate understanding of -er and -ir verb infinitives in Unit Sequence 2?\",\"answer\":\"Students pronounce infinitives, use them in sentence format, identify them in Spanish, translate them to Spanish and conjugate accordingly, and understand how Spanish questions and sentences relate to English structure.\"},{\"question\":\"What skills are emphasized in the Halloween vocabulary unit (Unit Sequence 5)?\",\"answer\":\"Students pronounce 20 Halloween words correctly, identify and translate them to Spanish from English, understand them in short Spanish descriptions, and explain differences between U.S. Halloween and Mexico’s Day of the Dead culture.\"}]","Spanish I - Unit Sequence 1-5 - Vocabulary and Grammar | PDF",1790885156,63]