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14
GRADES 6–12
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Español Santillana
Teacher Resources
87A
Evaluation criteria
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To identify people and things.
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To describe one’s house.
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To describe in detail.
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To express existence and location.
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To describe one’s classroom.
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To identify the location of objects.
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To express common activities.
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To describe characteristics of the tropics.
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To express obligation or necessity.
Objectives
Vocabulary
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Parts of a house.
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Furniture.
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Household items.
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Household chores and actions.
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Leisure activities.
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Useful expressions.
Grammar
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To identify nouns, gender,number,
and articles.
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To express existence using the verb
haber
.
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To express location or place.
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To conjugate present tense verbs.
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To express obligationwith
tenerque
and
hay que
.
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To specify frequency using adverbs.
Culture
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The composition of the streets in
OldSan Juan.
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Units ofmeasure used in PuertoRico.
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Design and rationale of roofs
in PuertoRican buildings.
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Symbols of PuertoRico.
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Famous PuertoRicanmonuments.
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Geographicmap of PuertoRico
and theCaribbean.
Contents
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Ask and give information about people
and things.
r
Recognize and use nouns,articles, regular
verbs,and adverbs of frequency.
r
Describe the rooms and furnishings
in a house.
r
Tell chores that one has to do and talk
aboutwhat one feels like doing.
r
Describe someone’s normal activities at
home and how frequently he or she does
them.
r
Use the verb
haber
and expressionswith
tener que
and
hay que
.
r
Express understanding of some of Puerto
Rico’s customs,geographical aspects,
and historical facts.
r
Recognize the differences between
linguistic expressions inSpanish-speaking
countries and theUnitedStates.
Unit 2
Puerto Rico
r
To ask and state frequency of chores
performed.
r
To identify key concepts in an informational
text and the facts that support them.
r
To explore cultural aspects of PuertoRico.
Unit2
Unit plan
Estimated time:
2 sessions.
Mapa cultural:
PuertoRico and
theCaribbean.
Reading:
ElMorro.
MAPA CULTURAL/LECTURA
Estimated time:
2 sessions.
Vocabulary:
Repaso.
Grammar:
Repaso.
REPASO
Estimated time:
2 sess
Project:
Una visita guia
la CasaBlanca.
Self-evaluation:
Autoeva
PROYECTO
Estimated time:
6 sessions.
Dialogue:
¿Quién prende la luz?
Functions& forms:
r
Expressing certain actions using
regular
-ar
,
-er
,and
-ir
verbs.
Culture:
r
LaBahía deMosquito.
r
Asopao.
DESAFÍO3
Estimated time:
2 sessions.
Dialogue:
En San Juan.
Functions& forms:
r
Greeting people.
r
Using useful conversational
expressions.
Culture:
r
San Juan.
La llegada
Estimated time:
6 sessions.
Dialogue:
La casamás colorida.
Functions& forms:
r
Expressing the number and gender
of nouns.
r
Using articleswith nouns.
Culture:
r
Las calles delViejo San Juan.
r
Los techos tropicales.
DESAFÍO1
Estimated time:
6 sessions.
Dialogue:
Los coquíes en la casa.
Functions& forms:
r
Expressing existence using the
verb
haber
.
r
Asking questionswith
hay
.
r
Expressingwhere things are using
the expression
estar en
.
Culture:
r
Los coquíes.
r
La CasaBlanca.
DESAFÍO2
Estimated time:
6 sessions.
Dialogue:
Una excursión.
Functions& forms:
r
Expressing an obligation that
somebody has using
tener que
+ infinitive.
r
Expressing a general obligation
using
hay que
+ infinitive.
r
Expressing how often something is
done by using certain adverbs.
Culture:
r
Las cuevas de Camuy.
DESAFÍO4
Estimated time:
2 sessions.
Functions& forms:
r
Review of
Desafíos1–4.
Culture:
r
Las casas de los indígenas de
PuertoRico.
r
ElViejo San Juan.
Todo junto/El encuentro
Overview
Teacher’s Edition (Level 1, Unit 2, Overview)
At-a-glance look at unit objectives, language skills covered, lesson
duration, themes, function and forms, and cultural activities.
Standards covered in the unit and crosswalk of communicative and
cross-curricular standards.
Teacher’s Edition (Level 1, Unit 2, Overview)
ions.
da por
luación.
8
B
7
Pacing Guide for
50- and 90-minute
class periods
Supporting the Common Core
State Standards
Español Santillana develops
the four basic skills
emphasized by the CCSS.
