Connecticut Technical High School System
Spanish 1
Content Standard 1: Communication (Interpersonal Mode)
Goal: Students will engage in conversation, provide and obtain information, express feelings
and exchange opinions. FRAMEWORK
Big Idea (s): Language is used for communication. Communication doesn’t involve only oral
language.
Essential Question (s): How do I use another language to communicate with others?
FRAMEWORK
Learning Outcomes
Students will:
1.2 Describe themselves and
others (including family,
friends, favorite pastimes).
(L,S)
1.3 Exchange basic
information. (L,S,R,W)
(1.3 and 1.4)
1.7 Express an idea in the
target language in multiple
ways to negotiate meaning.
(S, BV)
As evidenced by (oral, written,
and/or performance):
Demonstrating the proper use
of adjectives, relative
vocabulary, and correct
sentence structure in both oral
and written contexts.
Responding appropriately to
greetings; giving and
following instructions;
expressing likes and dislikes;
and participating in various
games or other activities with
partners or groups.
Expressing an idea to a
partner by using gestures,
body language, and
referencing learned
vocabulary and/or sentence
structure to make messages
comprehensible.
1.1 Greet others and exchange
essential information.
Conversing in pairs by
repeating models of structured
dialogues with essential
information including names,
addresses, birthplaces,
telephone numbers and e-mail
addresses.
1.5 Describe their favorite
activities.
Dramatizing and role playing
to describe activities at home
Differentiated Teaching
Strategies/Notes
TBD
Connecticut Technical High School System
Spanish 1
and school.
1.6 Express their likes and
dislikes.
Comparing and contrasting
through questions and answers
regarding various people, objects,
categories and events
present in their everyday
environments.
1.8 Use appropriate gestures,
when necessary.
Responding to gestures
demonstrated by teacher to
distinguish opposite
expressions making their
messages comprehensible i.e.
happy- sad, well-sick, tallshort, fat-thin.
Performing cultural gestures
i.e. thumbs up-down, hand
shakes etc. applicable to
greetings and salutations.
Resources: Buen Viaje 1 by Schmitt & Woodford/Workbook & audio activities/Interactive
conversations CD Rom
Extension Activity:
Teacher initiated activity(s) based on the student’s level of understanding and development of the
lesson, as needed.
Resource: “El Español para nosotros” to differentiate for more advanced-speaking students.
Common Formative Assessment(s)
Summative District Assessment(s)
TBD
 TBD
Connecticut Technical High School System
Spanish 1
Content Standard 2: Communication (Interpretive Mode)
Goal: Students will understand and interpret spoken and written language on a variety of
topics. FRAMEWORK
Big Idea (s): There are words that look the same and have the same meaning in both English
and Spanish. Gestures are another form of communication that facilitate interpretation.
Essential Question (s): How do I understand what others are trying to communicate in
another language? FRAMEWORK
Learning Outcomes
Students will:
Differentiated Teaching
Strategies/Notes
As evidenced by (oral, written,
and/or performance):
2.4 Comprehend the main idea.
Identify and match cognates
found in anecdotes, short
conversations, short stories, and
other narratives based on wellknown themes.
2.8 Recognize and respond
appropriately.
Practice and differentiate
appropriate responses to
questions, statements, or
commands i.e. interviews,
dialogues, dramatizations.
2.1 Identify people and objects in
their environments.
Listening and reading oral and
written descriptions to classify
and recognize people and
objects in their environments.
2.2 Comprehend short
conversations.
Dialoguing and interpreting
short conversations among
peers and familiar adults on
well known topics, including
their favorite activities at home
or school.
2.3 Comprehend the main ideas.
Listening and understanding
the main ideas in videos,
DVD’s, films, television
programs, or websites on
familiar topics by responding
orally and in written form to
questions.
2.5 Comprehend the main ideas
and identify the principal
characters.
Define the main idea and describe
the principal characters when
reading poems, short folk tales or
illustrated stories.
2.6 Comprehend brief notes
Interpret brief notes on familiar
topics, including daily activities at
TBD
Connecticut Technical High School System
Spanish 1
home or school.
2.7 Comprehend the principal
message in text. .
Analyze and express the
principal message in highly
illustrated texts in which
cognates are used, including
stories, newspaper articles and
advertisements.
Resources: Buen Viaje 1 by Schmitt & Woodford/Workbook & audio activities/Interactive
conversations CD Rom
Extension Activity:
Teacher initiated activity(s) based on the student’s level of understanding and development of the
lesson, as needed.
Resource: “El Español para nosotros” to differentiate for more advanced-speaking students.
Common Formative Assessment(s)
Summative District Assessment(s)
TBD
 TBD
Connecticut Technical High School System
Spanish 1
Content Standard 3: Communication (Presentational Mode)
Goal: Students will present information, concepts, and ideas to listeners or readers on a
variety of topics. FRAMEWORK
Big Idea (s): Gestures, visuals, voice inflection, etc. help to clarify messages to the listener.
Essential Question (s): How do I present information, concepts, and ideas in another
language in a way that is understood? FRAMEWORK
Learning Outcomes
Students will:
3.1 Present simple oral reports
on a variety of topics.
As evidenced by (oral, written,
and/or performance):
Create oral presentations on a
variety of topics i.e. show and
tell, diorama, poster.
3.3 Write short, informal notes
and lists.
Compose short, informal notes
and lists to plan activities, and/or
describe and provide information
about themselves, friends, and
families.
3.2 Recite poetry, songs,
proverbs, or short anecdotes
that are familiar to their peers
in the target culture.
Present orally poetry, songs,
proverbs, or short anecdotes that
are familiar to their peers in the
target culture.
3.4 Create lists of items.
Differentiated Teaching
Strategies/Notes
TBD
Itemize what is necessary to plan
activities that might take place in
their daily lives or in the target
culture.
Resources: Buen Viaje 1 by Schmitt & Woodford/Workbook & audio activities/Interactive
conversations CD Rom
Extension Activity:
Teacher initiated activity(s) based on the student’s level of understanding and development of the
lesson, as needed.
Resource: “El Español para nosotros” to differentiate for more advanced-speaking students.
Common Formative Assessment(s)
Summative District Assessment(s)
TBD
 TBD
Connecticut Technical High School System
Spanish 1
Content Standard 4: CULTURES:
Goal: Students will demonstrate an understanding of the products, practices, and
perspectives of the cultures studied. FRAMEWORK
Big Idea (s): I will be able to function when traveling abroad because I will know the
customs and traditions of that country.
Essential Question (s): How do I use my understanding of culture to communicate and
function appropriately in another culture? FRAMEWORK
Learning Outcomes
Students will:
Differentiated Teaching
Strategies/Notes
As evidenced by (oral, written,
and/or performance):
4.1 Observe, identify, and
experience products.
Describe and use tangible
products of the target culture
(musical instruments and typical
foods).
TBD
4.2 Read.
Read aloud about expressive
products of the target culture
(literature, artwork, and
media).
Infer
4.4 Participate in age-appropriate
cultural activities.
Play, sing, dance, act,
celebrate, story-tell and role
play age-appropriate cultural
activities of the target culture.
Compose and create their own
songs, games, stories, dramas.
4.5 Use appropriate gestures and
oral expressions.
Gesture and express greetings,
farewells and common or familiar
classroom interactions of the
target culture.
4.6 Recognize simple themes.
Identify and discuss themes, ideas
or perspectives of the target
culture.
Taking turns
Resources: Buen Viaje 1 by Schmitt & Woodford/Workbook & audio activities/Interactive
conversations CD Rom
Extension Activity:
Teacher initiated activity(s) based on the student’s level of understanding and development of the
lesson, as needed.
Resource: “El Español para nosotros” to differentiate for more advanced-speaking students.
Common Formative Assessment(s)
Summative District Assessment(s)
TBD
 TBD
Connecticut Technical High School System
Spanish 1
Content Standard 5: CONNECTIONS (Interdisciplinary Mode):
Goal: Students will reinforce and expand their knowledge of other areas of study through
the world language. FRAMEWORK
Big Idea (s): Learning another language gives me a better understanding of common
attributes (history, geography, units of measure, weather, foods, occupations, etc.) between
countries.
Essential Question (s): How do I use my understanding of another language and culture to
reinforce and expand my knowledge of other disciplines, and vice versa? FRAMEWORK
Learning Outcomes
Students will:
5.2 Use simple information
from their world language
class (5.1 and 5.2).
5.3 Use new information and
interdisciplinary awareness
gained through world
language study to expand
their personal knowledge.
As evidenced by (oral, written,
and/or performance):
Transfer and make connections
with the knowledge learned in
other subject areas to their
study of Spanish i.e. charts,
graphs, maps, displays,.
Apply and expand personal
knowledge through
incorporating information
gained from the study of the
Spanish language.
Differentiated Teaching
Strategies/Notes
TBD
Resources: Buen Viaje 1 by Schmitt & Woodford/Workbook & audio activities/Interactive
conversations CD Rom
Extension Activity:
Teacher initiated activity(s) based on the student’s level of understanding and development of the
lesson, as needed.
Resource: “El Español para nosotros” to differentiate for more advanced-speaking students.
Common Formative Assessment(s)
Summative District Assessment(s)
TBD
 TBD
Connecticut Technical High School System
Spanish 1
Content Standard 6: CONNECTIONS (Intradisciplinary Mode):
Goal: Students will acquire and use information from a variety of sources only available in
the world language. FRAMEWORK
Big Idea (s): Learning another language gives me a better understanding of common
attributes and differences among peoples in terms of where they live, how they live, and what
they do.
Essential Question (s): How do I use my understanding of another language and culture to
broaden and deepen my understanding of that language and culture and access and use
information that would otherwise be unavailable to me? FRAMEWORK
Learning Outcomes
Students will:
6.2 Recognize the various
sources of information.
6.3 Use multiple media resources
to demonstrate the ability to
access information.
As evidenced by (oral, written,
and/or performance):
Noting and discussing various
sources of information
available only in the target
language and culture(s), e.g.,
newspapers, websites,
television, etc.
Locating and selecting
multiple media resources from
various sources including the
internet related to Spanish and
the Spanish culture.
Differentiated Teaching
Strategies/Notes
TBD
Describe and research
Resources: Buen Viaje 1 by Schmitt & Woodford/Workbook & audio activities/Interactive
conversations CD Rom
Extension Activity:
Teacher initiated activity(s) based on the student’s level of understanding and development of the
lesson, as needed.
Resource: “El Español para nosotros” to differentiate for more advanced-speaking students.
Common Formative Assessment(s)
Summative District Assessment(s)
TBD
 TBD
Connecticut Technical High School System
Spanish 1
Content Standard 7: COMPARISONS AMONG LANGUAGES
Goal: Students will demonstrate literacy and an understanding of the nature of language through
comparisons across languages. FRAMEWORK
Big Idea (s): I can identify and distinguish certain characteristics that pertain to a particular
country. There are commonalities and differences among Spanish-speaking countries.
Essential Question (s): How do I demonstrate an understanding of the similarities, differences, and
interactions across languages? FRAMEWORK
Learning Outcomes
Students will:
As evidenced by (oral, written,
and/or performance):
Demonstrating proper
pronunciation through repetition.
Differentiated Teaching
Strategies/Notes
Oral and written exercises and
assessments on a range of topics to
facilitate reading skills.
Modeling, repetition, visuals,
audio CDs/DVDs, listening
and exercises, reading and
comprehension practice, and
TPR with role-playing of
conversations.
7.4 Use cognates to infer meaning
of texts read aloud by the
teacher.
 Cultural, authentic texts
(i.e., biographies of
Latinamerican heroes, post
cards from Spanishspeaking countries,
historical text and artwork,
etc.)
Give examples of words borrowed
from one language and used in
another.
Modeling proper pronunciation
of text, gesturing, thinkingaloud, and interpreting visuals.
Retell, paraphrase, summarize and
Two-column translation to
front-load instruction, verbal
practice, and demonstrating
false cognates.
7.1 Develop an understanding of
the process of borrowing.
 Cultural connections with
cognates (i.e., author/autor;
novel/novela,) and fase
cognates (i.e., lecture/lectura,
etc.)
7.2 Demonstrate an awareness of
the target language’s
phonetic and writing systems
and how they differ from the
phonetic and writing systems
Compare and contrast sentences
presented in context in order to
distinguish between real and false
cognates.
Overhead transparencies with
illustrations; question and
answer.
Spelling and pronouncing words
aloud (as well as written).
Modeling, repetition; flash
cards; audio CDs/DVDs;
overhead transparencies on
pronunciation; tongue twisters;
listening and writing
7.3 Develop listening and
speaking skills :




Usage of cognates
Proper pronunciation of
vowel sounds
Proper pronunciation of
alphabet
Development of reading
skills on a range of topics
(i.e. geographical
connections, poetry,
songs, authors, painters,
literature)
generate opinions on readings of emails, biographical excerpts,
cartoons, post cards, and artists,
etc.
Connecticut Technical High School System
Spanish 1
assessments.
in the English language.
 The “elle” in Spanish is
pronounced as “y” in English.
 The “h” is silent.
 The “qu” – the “u” is not
pronounced
 The “cu” – the “u” is
pronounced.
 The “erre” versus “ere” –
double “r” is more rolled and
more pronounced.
7.5


Recognize the differences
in syntax and word order:
Adjective/noun agreement
(gender and number)
Verb/noun agreement
(singular/plural forms)
Copy and organize in a logical
sequence a written text provided
by the teacher.
Complete multiple-choice
questions and “cloze” assessments.
Listening dialogues; DVDs
with subtitles; paired info-gap
activities; whole-group
instruction using visuals;
modeling; oral and written
exercises.
Resources: Buen Viaje 1 by Schmitt & Woodford/Workbook & audio activities/Interactive conversations
CD Rom
Extension Activity:
Teacher initiated activity(s) based on the student’s level of understanding and development of the lesson,
as needed.
Resource: “El Español para nosotros” to differentiate for more advanced-speaking students.
Common Formative Assessment(s)
Summative District Assessment(s)
TBD
 TBD
Connecticut Technical High School System
Spanish 1
Content Standard 8: COMPARISONS AMONG CULTURES
Goal: Students will demonstrate an understanding of the concept of culture through
comparisons across cultures. FRAMEWORK
Big Idea (s): “Culture” can mean different things to different groups of people.
Essential Question (s): How do I demonstrate an understanding of the similarities,
differences, and interactions across cultures? FRAMEWORK
Learning Outcomes
Students will:
8.3 Recognize some cultural
beliefs and perspectives
relating to family, school,
work, and play across
cultures.
 Celebrations
 Holidays
 Religious traditions
 Gastronomy
 Pastimes
 Occupations
 Music, art, history, etc.
8.4 Use new information and
cultural awareness to
recognize the similarities and
differences across cultures.
 Film
 Songs
 Poetry
 Art
 Literature
 Geography
 Humor
 Climate
 Gastronomy
 Religious traditions
As evidenced by (oral, written,
and/or performance):
Identifying and describing
traditions, customs, practices,
and beliefs of different
Spanish-speaking countries
through completion of openended questions.
Differentiated Teaching
Strategies/Notes
Open-ended questions; posters
and presentations of various
Spanish-speaking countries;
graphic organizers;
CDs/DVDs; cloze activities.
Comparing and contrasting
similarities and differences
(relating to various topics) with
their own culture using a Venn
diagram.
Synthesizing information from
various aspects of culture
(including pop culture) (i.e.,
songs, poems, films, art, etc).
to make general statements and
respond to differences and
similarities among cultures.
Responding to comprehension
questions based on new
information presented.
Completing written activities
based on video/DVD of
various countries and their
traditions.
Creating own rhymes, songs,
poems, etc.; Open-ended
questions; visuals; DVDs;
audio CDs of cultural readings,
songs, etc.; maps; charts,
graphs; cultural readings
and/or authentic texts.
Connecticut Technical High School System
Spanish 1
8.1 Identify, compare and
contrast different forms of
communication across
cultures, including signs,
symbols, advertisements,
packages, displays, murals,
songs, and rhymes.
8.2 Demonstrate knowledge of
the patterns of behavior
cross cultures that are related
to recreation and
celebrations.
8.5 Use new information and
cultural awareness to
compare and contrast their
experiences with those of
their peers in the target
culture(s) and to identify
with and respect peers in the
target culture(s).
Resources: Buen Viaje 1 by Schmitt & Woodford/Workbook & audio activities/Interactive
conversations CD Rom
Extension Activity:
Teacher initiated activity(s) based on the student’s level of understanding and development of the
lesson, as needed.
Resource: “El Español para nosotros” to differentiate for more advanced-speaking students.
Common Formative Assessment(s)
Summative District Assessment(s)
TBD
 TBD
Connecticut Technical High School System
Spanish 1
Content Standard 9: COMMUNITIES
Goal: Students will use the world language and their cultural knowledge both within and
beyond the school setting for personal enjoyment, enrichment, and active participation.
FRAMEWORK
Big Idea (s): Learning another language provides me with vast opportunities for travel,
employment, social interactions, etc.
Essential Question (s): How do I use my knowledge of language and culture to enrich my life
and broaden my opportunities? FRAMEWORK
Learning Outcomes
Students will:
9.2 Identify different types of
employment in which target
language skills are an asset.
Differentiated Teaching
Strategies/Notes
As evidenced by (oral, written,
and/or performance):
TBD
9.3 Use the target language in
the trade technologies
beyond the school setting.
9.1 Exchange information about
family, school events and
celebrations with native
speakers via letters and
technologies, such as e-mail,
audio or videotapes, CDs,
DVDs, and distance learning.
9.4 Review materials, media,
and/or entertainment from
the target language and
exchange information
understood and obtained.
Resources: Buen Viaje 1 by Schmitt & Woodford/Workbook & audio activities/Interactive
conversations CD Rom
Extension Activity:
Teacher initiated activity(s) based on the student’s level of understanding and development of the
lesson, as needed.
Resource: “El Español para nosotros” to differentiate for more advanced-speaking students.
Common Formative Assessment(s)
Summative District Assessment(s)
TBD
 TBD
Connecticut Technical High School System
Spanish 1