SECOND LANGUAGES Spanish – Content Elaborations Grade 8 – oral histories: e.g., conversations with an Elder about local celebrations, traditions, and protocols identity: Identity is influenced by, for example, traditions, protocols, celebrations, and festivals. place: A sense of place can be influenced by, for example, territory, food, clothing, and creative works. expressions: e.g., everyday observations about weather, food, clothing, daily activities questions: e.g., ¿Por ¿Cuántos…?, ¿Cómo…?, ¿Dónde…?, qué…?, ¿Cuándo…?, ¿Cuál…?, ¿Quién…? time and frequency: e.g., hoy, ayer, mañana, todos los días, siempre, a veces, nunca comparisons: using expressions such as (e.g., Ana es más alta que Pedro) menos…que; más…que; tan…como preferences, emotions, and physical states: e.g., prefiero…porque…; Tengo miedo…; Ella está enferma beliefs and opinions: e.g., En mi Creo que…; opinión… time frames: Sentences change according to when events occur. A change in time frame requires a change in wording. Express past, present, and future time frames for common verbs in context (e.g., estoy cansada hoy; comí una pizza ayer; ellos van a jugar al golf mañana). common elements of stories: place, characters, setting, plot, problem and resolution world: e.g., Cuba, Panama, Dominican Republic, Bolivia, Argentina, Mexico, Spain works of art: e.g., creative works in dance, drama, music, visual arts, with consideration for cultural appropriation and plagiarism Area of Learning: SECOND LANGUAGES Spanish Grade 9 — BIG IDEAS Listening and viewing with Acquiring a new language Conversing about things We can share our allow Creative works intent supports our acquisition allows us to explore our we care about can experiences and us to experience and understanding of a identity and culture from motivate our learning perspectives culture and appreciate new language. a new perspective. of a new language. through stories. cultural diversity. Learning Standards
SECOND LANGUAGES – Spanish Content – Elaborations Grade 8 oral histories: e.g., conversations with an Elder about local celebrations, traditions, and protocols identity: Identity is influenced by, for example, traditions, protocols, celebrations, and festivals. place: A sense of place can be influenced by, for example, territory, food, clothing, and creative works. expressions: e.g., everyday observations about weather, food, clothing, daily activities questions: e.g., ¿Cuántos…?, ¿Cómo…?, ¿Dónde…?, ¿Por qué…?, ¿Cuándo…?, ¿Cuál…?, ¿Quién…? time and frequency: e.g., hoy, ayer, mañana, todos los días, siempre, a veces, nunca comparisons: using expressions such as menos…que; más…que; tan…como (e.g., Ana es más alta que Pedro) preferences, emotions, and physical states: e.g., prefiero…porque…; Tengo miedo…; Ella está enferma beliefs and opinions: e.g., Creo que…; En mi opinión… time frames: Sentences change according to when events occur. A change in time frame requires a change in wording. Express past, present, and future time frames for common verbs in context (e.g., estoy cansada hoy; comí una pizza ayer; ellos van a jugar al golf mañana). common elements of stories: place, characters, setting, plot, problem and resolution world: e.g., Cuba, Panama, Dominican Republic, Bolivia, Argentina, Mexico, Spain works of art: e.g., creative works in dance, drama, music, visual arts, with consideration for cultural appropriation and plagiarism Area of Learning: SECOND LANGUAGES — Spanish Grade 9 BIG IDEAS Listening and viewing with intent supports our acquisition and understanding of a new language. Acquiring a new language allows us to explore our identity and culture from a new perspective. Conversing about things we care about can motivate our learning of a new language. We can share our experiences and perspectives through stories. Creative works allow us to experience culture and appreciate cultural diversity. Learning Standards
en_second-languages_5-10_spanish_elab.docx