# data[].attributes.body
https://padlet.com/jmcdanielchs/yv9qgdksf43e

Level two:  By the end of Level II, students will exhibit Novice-Mid level proficiency in speaking and writing and Novice-High level proficiency in listening and reading (ACTFL Proficiency Guidelines, 1999).

# data[].attributes.body
Module: La Comunidad
Familia extendida (AP Con Identidades personales y las familias)

Casas y Hogares  Estilos (AP Con la vida contemporanea, las familias y las comunidades)

Escuela y la universidad (AP Con La vida Contemp, los desafios mundiales, las identidades, las ciencias)

Amigos y companeros (AP con la ciencia, las indentidades, la vida contemp)

Deportes de la Universidad (AP Con la vida contemp, las familias, las identidades)

Modules: Celebraciones
Dia de los Muertos (Ap Con, Las Familias, las identidades)

Cinco de Mayo y las recetas (Ap Con, Las Familias, las identidades)

La Tomatina (Ap Con, Las Familias, las identidades)

El Amor (Ap Con, Las Familias, las identidades)

Module: La Salud
Enfermedades
(AP Con La vida Contemp, los desafios mundiales, las identidades, las ciencias)

Arte tradicional  (AP Con la vida contemporanea, las familias y las comunidades)

La Musica contemporanea  (AP Con la vida contemporanea, las familias y las comunidades)
Calendars
Spanish Speaking countries

# data[].attributes.body
https://padlet.com/jmcdanielchs/5czr6da808hr

Level three:  By the end of Level III, students will exhibit Novice-High level proficiency in speaking and writing and Intermediate-Low proficiency in listening and reading (ACTFL Proficiency Guidelines, 1999).

# data[].attributes.body
Module: La Comunidad
Las Profesiones (AP Con Identidades personales y las familias)

Casas y Hogares de la historia (AP Con la vida contemporanea, las familias y las comunidades)

Escuela y la universidad de los paises latinos (AP Con La vida Contemp, los desafios mundiales, las identidades, las ciencias)

Amigos y companeros y La musica (AP con la ciencia, las indentidades, la vida contemp)

Deportes profesionales (AP Con la vida contemp, las familias, las identidades)

Modules: Celebraciones
Dia de los Muertos (Ap Con, Las Familias, las identidades)

Cinco de Mayo y la historia (Ap Con, Las Familias, las identidades)

Carnival (Ap Con, Las Familias, las identidades)

El Amor (Ap Con, Las Familias, las identidades)

Module: La Salud
Enfermedades Las Chagas etc
(AP Con La vida Contemp, los desafios mundiales, las identidades, las ciencias)

Arte Callejero  (AP Con la vida contemporanea, las familias y las comunidades)

Turismo
La tomatina
Arte Callejero/urbano
Enfermedades y Remedios
Chagas
Celia Cruz y mas musica
Amor en el aire
Mitos y leyendas
felices fiestas
Casas y hogares
Chores
Comida y recetas
la ninez

# data[].attributes.headline
Possible themes for Spanish 1 for 2018-2019

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Possible themes for Spanish 1 for 2018-2019

# data[].attributes.body
https://padlet.com/jmcdanielchs/wsjoc5xg63yz

1.Greetings/describing self and others
- classroom daily vocabulary (commands, asking to go somewhere, basic questions)
- alphabet
- numbers
- weather
- Spanish speaking countries
2. School supplies/classroom objects
3. School schedule - telling time
3. Clothing and shopping
4. At the restaurant
5. Family/house
6. Sports
7. Minor illnesses
8.- Dia de los muertos
9.- Cinco de mayo

# data[].attributes.headline
This is what I taught for Spanish 1 in 2015 and plan to follow for next year: Grammar 

# data[].attributes.subject
This is what I taught for Spanish 1 in 2015 and plan to follow for next year: Grammar 

# data[].attributes.body
1. Regular -ar, -er, -ir verbs present tense
2. Irregular present tense - stem changing verbs
3. Ir+a+verbs/place
4. Tener +que+verb
5. Ser vs. Estar
6. Possessive adjectives
7. Interrogative Words
8. Gustar and similar verbs

# data[].attributes.body
https://padlet.com/jmcdanielchs/wsjoc5xg63yz

# data[].attributes.body
https://padlet.com/jmcdanielchs/5czr6da808hr

Present all **
preterite  all **
imperfect
Aff & Neg commands**
Dops/Idops together**
comparison mas que etc
present progressive
Some future
some conditional
present subj (enfermedades)
present perfect tense**
** very important

# data[].attributes.body
https://padlet.com/jmcdanielchs/zwza0je8j1n3

Temas Culturales

Las identidades personales y públicas

La familia y la comunidad

La belleza y la estética

La ciencia y la tecnología

La vida contemporánea

Los desafios globales

# data[].attributes.body
Section I

Multiple Choice — 65 Questions | ~ 1 Hour, 35 Minutes | 50% of Exam Score

Part A — 30 questions; 40 minutes

Interpretive Communication: Print Texts

Part B — 35 Questions; ~55 minutes

Interpretive Communication: Print and Audio Texts (combined)

Interpretive Communication: Audio Texts

Section II

Free Response — 4 Tasks | ~ 1 Hour, 28 Minutes | 50% of Exam Score

Part A — Written Tasks; ~70 minutes

Interpersonal Writing: Email reply (1 prompt; 15 minutes)

Presentational Writing: Persuasive essay (1 prompt; ~ 55 minutes total: 15 minutes to review materials plus 40 minutes to write)

Part B — Spoken Responses; ~ 18 minutes

Interpersonal Speaking: Conversation (5 prompts; 20 seconds for each response)

Presentational Speaking: Cultural comparison (1 prompt; 4 minutes to prepare, 2 minutes to

# data[].attributes.body
https://padlet.com/jmcdanielchs/wsjoc5xg63yz

Level 1:  By the end of Level I, students will exhibit Novice-Mid level proficiency in speaking and writing and Novice-High level proficiency in listening, and reading (ACTFL Proficiency Guidelines, 1999).

# data[].attributes.body
Review:
Present, preterite, Imperfect
Teach:
Some Future/conditional
Aff and Neg commands
formal informal
Dops/Idops together with commands
present progressive and past progresive
Present perfect tense
present subjunctive

# data[].attributes.body
https://padlet.com/jmcdanielchs/5czr6da808hr

# data[].attributes.body
https://padlet.com/jmcdanielchs/5czr6da808hr

Preterite with vocabulary related to past events
- Imperfect and revisited childhood vocabulary
- using preterite and imperfect together
- Sunjunctive
- Mandatos

# data[].attributes.body
Present tense
DOPs IDOPs
Ser vs Estar
Pos Pronouns

# data[].attributes.body
Enfermedades y Remedios
Casas y Hogares
Celia Cruz Musica
Mitos y Leyendas April TMA
Arte Urbano
Amor en el Aire February
Felices Fiestas December
El Dia de los Muertos Oct

Some focus on grammar instruction to assist with Puedo statements.  Ie Preterite, Imperfect, commands, future, conditional, pronouns DOP IDOP, subjunctive. Proficiency Based approach with rubrics

Adiostextbook.com
I created Modules and pages. Some are shared to commons on Canvas.  I plan to share all of them.

The focus in each unit is Puedo Statements using a variety of assesments including video stamps on Padlet and Canvas assignments, evaluations, and TMAs

# data[].attributes.body
https://padlet.com/jmcdanielchs/5ec3sbfis94l

Will study from units based on AP themes. This class will prepare them for the Spanish Language and Culture Course.

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Writing:
Essay 4-5 paragraphs
Email 2 paragraphs with questions
Speaking:
Cultural Comparison:
Presentational Speaking
Interpersonalal Speaking
Reading
Reading Comp
Reading with listening Comp
Listening Com

# data[].attributes.body
https://padlet.com/jmcdanielchs/yv9qgdksf43e

Present tense: Irreg and stem changing
Reflexive Verbs
Preterite
Imperfect
conditional
future

# data[].attributes.body
Spanish I review of present tense grammar (irregular and stem change)
- personal hygiene with reflexive verbs
- Enfermedades
- Extension from Spanish i food vocabulary and ordering in the target language and conditional tense
- Travel vocabulary and preterite tense
- Childhood pastimes and imperfect tense
- Professions and careers with future tense

# data[].attributes.body
Enfermedades y Remedios Chagas
Casas y Hogares
Celia Cruz Musica
Mitos y Leyendas April  TMA
Arte Urbano
Amor en el Aire February
Felices Fiestas December
El Dia de los Muertos   Oct

# data[].attributes.body
- Spanish I review of present tense grammar (irregular and stem change)
- personal hygiene with reflexive verbs
- Enfermedades
- Extension from Spanish i food vocabulary and ordering in the target language and conditional tense
- Travel vocabulary and preterite tense
- Childhood pastimes and imperfect tense
- Professions and careers with future tense
- Culture related reading comprehension
- Writing prompts related to each topic and unit

# data[].attributes.body
Below are the units we explored in Spanish 1:
Super 7 Verbs (not adiostextbook)
La Tomatina
Amigos Nuevos
Retratos
El Mundo del Deporte
Las Familias
Casas y Otros Hogares
El Día de los Muertos

# data[].attributes.body
Adiostextbook Units:
These units all focus on skills such as describing, giving opinions, expressing likes/dislikes, comparing/contrasting, and asking/answering questions. The overall indicator of whether students were performing at a the Spanish 3 level was the complexity of their written/spoken work and the complexity of the text they were able to read and understand according to the proficiency rubric. For example, level 3 students (intermediate low) should be able to give their opinion using "strings of simple sentences" and "combine words and phrases to create original sentences" regardless of the topic (food, clothes, travel etc.) A level 1 student (novice low) expressing his/her opinion would use "simple words" (e.g. bonito, feo, feliz). Throughout each unit, students were given lists of "familiar words and phrases" that they could build upon to reach a higher level of proficiency. Also, we spent some time talking about conjugations and ending so that they were aware that they exist. However, students were able to meet the communicative objectives (puedo statements) without having to make explicit grammar instruction the focus of the class.

Below are the units we explored in Spanish 1:
Super 7 Verbs (not adiostextbook)
La Tomatina
Amigos Nuevos
Retratos
El Mundo del Deporte
Las Familias
Casas y Otros Hogares
El Día de los Muertos

# data[].attributes.body
**We began in the textbooks because I do appreciate the reading comprehension but after a few months we hit a wall because the topics were not engaging the students so we abandoned ship and these are the topics we covered:
- Preterite with vocabulary related to past events
- Imperfect and revisited childhood vocabulary
- using preterite and imperfect together
- Sunjunctive
- Mandatos with the use of chores vocabulary and authentic recipes in the target language
- Writing prompts related to units covered in the textbook
- Vocabulary and reading comprehension form textbook
**Once we decided to stop using the books, we did activities related to their personal lives that had authentic relevance to the students.

# data[].attributes.body
Adiostextbook Units:
These units all focus on skills such as describing, giving opinions, expressing likes/dislikes, comparing/contrasting, and asking/answering questions. The overall indicator of whether students were performing at a the Spanish 3 level was the complexity of their written/spoken work and the complexity of the text they were able to read and understand according to the proficiency rubric. For example, level 3 students (intermediate low) should be able to give their opinion using "strings of simple sentences" and "combine words and phrases to create original sentences" regardless of the topic (food, clothes, travel etc.) A level 1 student (novice low) expressing his/her opinion would use "simple words" (e.g. bonito, feo, feliz). Throughout each unit, students were given lists of "familiar words and phrases" that they could build upon to reach a higher level of proficiency. Also, we would spend some time on a specific grammar point that was necessary for them to acquire a skill (using the subjunctive to give recommendations in the "enfermedades y remedios" unit.

Below are the units we explored:
La Tomatina (not adiostextbook)
Super 7 Verbs (not adiostextbook)
El Turismo
Arte Callejero
Enfermedades y Remedios
Celia Cruz y la música de salsa
El Día de los Muertos
Amor en el aire
Mitos y leyendas

# data[].attributes.body
https://padlet.com/jmcdanielchs/yv9qgdksf43e

1. Regular -ar, -er, -ir verbs present tense
2. Irregular present tense - stem changing verbs
3. Ir+a+verbs/place
4. Tener +que+verb
5. Ser vs. Estar
6. Possessive adjectives
7. Interrogative Words
8. Gustar and similar verbs

# data[].attributes.body
1. present progressive
2. Conocer vs Saber
3. Reflexive verbs
4. DOP/IOP
5. Preterite (regular, irregular, -car, -gar, -zar)
6. Imperfect
7. Preterit vs. imperfect
8. Impersonal SE
*for next year, skip Impersonal SE and begin FUTURE tense

# data[].attributes.body
UNITS
1.Daily Rountine
2. Traveling
3. Dia de los muertos
4. Diversiones culturales - Al Cine
5. Diversiones culturales cont. - El arte: Dali and Picasso
6. La ninez
7. La comida (will do Professions and careers for next year)
8. Cinco de mayo / music

# data[].attributes.body
Module: La Comunidad
Familia (AP Con Identidades personales y las familias)

Casas y Hogares( AP Con la vida contemporanea, las familias y las comunidades)

Escuela (AP Con La vida Contemp, los desafios mundiales, las identidades, las ciencias)

Amigos nuevos (AP con la ciencia, las indentidades, la vida contemp)

Deportes de mi escuela(AP Con la vida contemp, las familias, las identidades)

Celebraciones
Dia de los Muertos (Ap Con, Las Familias, las identidades)
Cinco de Mayo (Ap Con, Las Familias, las identidades)

El Dia de la raza(Ap Con, Las Familias, las identidades)

El Amor (Ap Con, Las Familias, las identidades)

La Salud
Enfermedades
(AP Con La vida Contemp, los desafios mundiales, las identidades, las ciencias)
La musica tradicional  (AP Con la vida contemporanea, las familias y las comunidades)
Calendars
Spanish Speaking countries

# data[].attributes.body
Level three:  By the end of Level III, students will exhibit Novice-High level proficiency in speaking and writing and Intermediate-Low proficiency in listening and reading (ACTFL Proficiency Guidelines, 1999).

# data[].attributes.body
Level 1:  By the end of Level I, students will exhibit Novice-Mid level proficiency in speaking and writing and Novice-High level proficiency in listening, and reading (ACTFL Proficiency Guidelines, 1999).

# data[].attributes.body
Level two:  By the end of Level II, students will exhibit Novice-Mid level proficiency in speaking and writing and Novice-High level proficiency in listening and reading (ACTFL Proficiency Guidelines, 1999).

# data[].attributes.body
Present tense:
Regular ar, er, ir
irregular
stem changing verbs
ser / estar
ser vs estar
ir + a
tener que
Direct Object pronouns
Indirect Object pronouns
Possessive adjectives
Interrogatives words
Gustar

# data[].attributes.body
| proficiency / goals
| introductions
| art
| celebrations
| celebration
| hobbies / pastimes
| family / community
| fall celebrations
| winter celebrations
| foods
| current trends
| trips / outdoors
| health
| summer

# data[].attributes.body
1. Present progressive
2. Conocer vs Saber
3. Reflexive verbs
4. DOP/IOP
5. Preterite (regular, irregular, -car, -gar, -zar)
6. Imperfect
7. Preterit vs. imperfect
8. FUTURE tense