Numbers and Time

Days, Months, and Calendar

Classes, Schedules, and Supplies

Topic: Numbers and Time

Communication

• Person-to-Person Communication
  
  • Ask and answer questions about age.
    
  • Ask and answer questions about street addresses and telephone numbers.
    
  • Ask and answer questions about time and scheduled activities.
    
• Listening and Reading for Understanding
  
  • Interpret a time schedule (bus, train, class, movie listing, or TV guide).
    
• Oral and Written Presentation
  
  • Explain a schedule of activities.
    
  • Present information about ages, phone numbers, addresses, and class schedules.
    

Cultures

• Cultural Perspectives, Practices, and Products
  
  • Discuss the way numerals are written in Spanish.
    
  • Discuss the typical day's schedule in Spanish-speaking countries (siesta, meal times, etc.).
    
  • Discuss the metric system.
    

Connections, Comparisons, and Communities

• ConnectionsMaking Connections Through Language
  
  • Explain the use of the metric system.
    
  • Do simple mathematical computations in Spanish.
    
  • Discuss temperatures.
    
• Cultural and Linguistic Comparisons
  
  • Discuss the concept of time in Spanish-speaking countries.
    
  • Compare the 24-hour clock used in Spanish-speaking countries to the American system of a.m. and p.m.
    
  • Discuss the use in Spanish of the period to indicate thousands and of the comma for decimals when writing and reading numbers.
    
  • Discuss the use of the metric system.
    
  • Compare Spanish time expressions to English expressions such as quarter-past, half-past, noon, and midnight.
    
• Communication Across Communities
  
  • Interpret a time schedule in Spanish.
    

Related Vocabulary and Linguistic Elements

• Ser
  
• "It is" vs. "at" (e.g., son las dos vs. a las dos)
  

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Topic: Days, Months, and Calendar

Communication

• Person-to-Person Communication
  
  • Ask and answer questions about days of week, dates, and months.
    
  • Ask and answer questions about birthdays and celebrations.
    
• Listening and Reading for Understanding
  
  • Identify dates of events and celebrations.
    
  • Comprehend simple announcements that include dates.
    
  • Understand written numerical information as used in newspapers, announcements, letters, brochures, etc.
    
• Oral and Written Presentation
  
  • Prepare and present a weekly activities calendar.
    
  • Present important dates and celebrations.
    

Cultures

• Cultural Perspectives, Practices, and Products
  
  • Identify holidays and/or celebrations in the Spanish-speaking world.
    
  • Relate different products to celebrations, such as pan de muerto for Día de los Muertos; Los Reyes Magos, Pastorelas, and Posadas for Navidad; and 12 uvas for Año Nuevo.
    

Connections, Comparisons, and Communities

• Making Connections Through Language
  
  • Make connections with historical events from Spanish-speaking cultures that involve or relate to the United States, such as Columbus Day, Spanish-American War, and important dates for the American Southwest as they relate to independence from Mexico.
    
• Cultural and Linguistic Comparisons
  
  • Recognize that the Hispanic calendar starts on Monday.
    
  • Compare Sweet 16 celebration to Quinceañera.
    
  • Recognize that the days of the week and months of the year are not capitalized in Spanish.
    
  • Recognize that the order in saying and writing dates is different in Spanish (day, month, and then year).
    
• Communication Across Communities
  
  • Use community resources to identify cultural celebrations within the student's own community.
    

Related Vocabulary and Linguistic Elements

• Phrases for asking and telling the date
  
• Ser
  

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Topic: Classes, Schedules, and Supplies

Communication

• Person-to-Person Communication
  
  • Ask and answer questions related to class schedules and school subjects.
    
  • Ask and answer questions about school supplies, furnishings, and rooms.
    
  • Ask and answer questions related to a typical school day and routine.
    
• Listening and Reading for Understanding
  
  • Understand simple instructions related to classroom commands and procedures or basic computer terminology.
    
  • Comprehend a class schedule, locations in the school, and opinions of classes.
    
• Oral and Written Presentation
  
  • Prepare and present a class schedule.
    
  • Describe a class schedule and necessary materials for each class.
    
  • Identify in which rooms classes are held.
    

Cultures

• Cultural Perspectives, Practices, and Products
  
  • Discuss the courses taken at various grade levels in Spanish-speaking countries, including the quantity of courses and frequency of class sessions.
    

Connections, Comparisons, and Communities

• Making Connections Through Language
  
  • Compare names of courses in English with the names in German.
    
• Cultural and Linguistic Comparisons
  
  • Compare education systems in the U.S. and in Spanish-speaking countries.
    
  • Compare a typical school day in the U.S. with those in Spanish-speaking countries.
    
  • Compare grading scales in the U.S. and in Spanish-speaking countries.
    
  • Identify cognates and false cognates related to classes and school supplies.
    
• Communication Across Communities
  
  • Interpret a school schedule of a student from a Spanish-speaking country.
    

Related Vocabulary and Linguistic Elements

• Vocabulary related to school schedules, rooms of the school, and classroom objects
  
• Vocabulary related to telling time
  
• Ser, tener, estar, ir
  
• Question formation and interrogative expressions
  
• Adverbs of frequency
  
• Use of definite articles with class subjects
  
  

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