MADISON PUBLIC SCHOOL DISTRICT SPANISH I (MHS)

Transcription

1 MADISON PUBLIC SCHOOL DISTRICT SPANISH I (MHS) Authored by: Barbara Neto Reviewed by: Lee Nittel, Director of Curriculum and Instruction Stacy Snider Supervisor of Visual & Performing Arts/World Language Adopted by the Board: January, 2013 Members of the Board of Education: Lisa Ellis, President Patrick Rowe, Vice-President David Arthur Kevin Blair Shade Grahling Linda Gilbert Thomas Haralampoudis James Novotny Superintendent: Dr. Michael Rossi Madison Public Schools 359 Woodland Road, Madison, NJ

2 I. OVERVIEW Spanish I is an introductory high school course offered to beginning students or students who have begun their studies in junior school, but need further practice before continuing. This course provides an introduction to the four basic communication skills of language learning: listening, speaking, reading and writing, with an emphasis on the first two skills. Basic grammatical structures and vocabulary are learned in the natural context of dialogues, short picture descriptions and readings. Spanish culture is presented in conjunction with the various lessons. The approach is multimedia. All objectives are practiced with the goal of communicative and cultural awareness. Students will communicate with spoken and written forms using interpretive, interpersonal and presentation modes. Students will demonstrate understanding of a culture via these same three modes. II. RATIONALE New Jersey citizens are part of a dynamic, interconnected, and technologically driven global society centered on the creation and communication of knowledge and ideas across geographical, cultural, and linguistic borders. Individuals who effectively communicate in more than one language, with an appropriate understanding of cultural contexts, are globally literate. The study of another language and culture enables individuals to communicate face-to-face and by virtual means in appropriate ways with people from diverse cultures. The study of another language fosters attitudes, values, and skills that indicate a positive disposition and understanding of cultural differences and that enhance cross-cultural communication. III. GOALS (Linked to NJ Core Content Standards) 7.1 World Languages: All students will be able to use a world language in addition to English to engage in meaningful conversation, to understand and interpret spoken and written language, and to present information, concepts, and ideas, while also gaining an understanding of the perspectives of other cultures. Through language study, they will make connections with other content areas, compare the language and culture studied with their own, and participate in home and global communities. Language learners can be expected to move through levels of proficiency at different rates. In addition, language learners may demonstrate differing proficiencies depending upon the communicative mode in which they are functioning (interpersonal, interpretive, or presentational). In Madison High School, students who are taking Spanish I should meet the cumulative progress indicators for the Novice -Mid Level of proficiency. Novice-Mid Level students communicate using memorized words and phrases to talk about familiar topics related to school, home, and the community. By the end of Spanish I, students will: A Interpretive Mode 1. Recognize familiar spoken or written words and phrases contained in culturally authentic materials using electronic information sources related to targeted themes. 2. Demonstrate comprehension of simple, oral and written directions, commands, and requests through appropriate physical response.

3 3. Recognize a few common gestures and cultural practices associated with the target culture(s). Identify familiar people, places, and objects based on simple oral and/or written descriptions. 4. Demonstrate comprehension of brief oral and written messages using age- and level-appropriate, culturally authentic materials on familiar topics. B. Interpersonal Mode 1. Use digital tools to exchange basic information at the word and memorized-phrase level related to self and targeted themes. 2. Give and follow simple oral and written directions, commands, and requests when participating in age-appropriate classroom and cultural activities. 3. Imitate appropriate gestures and intonation of the target culture(s)/language during greetings, leave-takings, and daily interactions. 4. Ask and respond to simple questions, make requests, and express preferences using memorized words and phrases. 5. Exchange information using words, phrases, and short sentences practiced in class on familiar topics or on topics studied in other content areas. C. Presentational Mode 1. Use basic information at the word and memorized-phrase level to create a multimedia-rich presentation on targeted themes to be shared virtually with a target language audience. 2. Imitate, recite, and/or dramatize simple poetry, rhymes, songs, and skits. 3. Copy/write words, phrases, or simple guided texts on familiar topics. 4. Present information from age- and level-appropriate, culturally authentic materials orally or in writing. 5..Name and label tangible cultural products and imitate cultural practices from the target culture(s). IV. ESSENTIAL CONTENT AND ACTIVITIES See attached. V. EVALUATION Listening, speaking, reading and writing in a variety of modes will be considered to determine the final grade. Assessments will include: Tests and quizzes that accompany the text Teacher-made achievement tests and quizzes Aural testing Oral testing in interpersonal and presentational modes Written evaluations in interpersonal and presentational modes Homework Projects VI. RESOURCES Prentice Hall Realidades 1, Pearson 2009

4 Madison School District Spanish I Scope and Sequence Unit of Study Para empezar September Key Vocabulary/ Language in Key Use Vocabulary/ Language in Use En la escuela Greeting people Introducing yourself Classroom directions Numbers Telling time Parts of the body En la clase Classroom vocabulary Asking and answering questions Spanish alphabet Calendar (Days, Months) Aztec calendar El tiempo Describing weather Identifying seasons Weather in the Northern and Southern H Hemispheres Activities/Assessment/Project Cultural Connections Related Literature, Video, and Activities/Assessment/Project Cultural Connections Related Songs Literature, Video, and Songs Why Speak Spanish Songs: Clock Bingo Values-Friendships Alphabet Song Formal /Informal Number Song Math Solving (Tu/Ud.) Season Song Basic Commands Cognates/Reading Textbook video Listening activities (CD program) Strategies Weather in Northern and Realidades 1 Southern Hemispheres Group game on Internet /Weather in Northern and Southern Hemispheres

5 Unit 1A (Oct.- Nov.) Activities you like and don t like Activities people like and don t like to do Infinitives Making negative statements Expressing agreement or disagreement Cognates YouTube (dance/music) Listening Activities (CD program) Group game on board/happy face-sad face Internet games (infinitives) Favorite activities of teens in Northern and Southern Hemispheres Music and Dance of Spanish-speaking countries Spain history/language/ popular gathering places Songs/Music: YouTube Textbook (CD) Textbook video YouTube /mambo Realidades 1

6 Unit of Study Key Vocabulary/ Language in Use Activities/Assessment/Project Cultural Connections Related Literature, Video, and Songs Unit 1B (Nov.- Dec.) Talk about what you and others are like Talk about personality traits Use adjectives to describe people (masc./fem.) Definite/Indefinite singular articles Placement of adjectives Gender-agreement rules with adjectives Listening Activities (CD program) Writing a Poema en diamante (self desc.) Matching /Music Internet games (adj.) Artists and their work : Kahlo Language in the Caribbean Music in the Caribbean that influence our music Compare clothing choice that reflect personality African influence on music in the Americas Cognates that begin with letters es plus consonant Songs/Music: Internet Caribbean dance and music Textbook-video You-Tube (music) Realidades 1

7 Unit 2A (Dec) School schedules and subjects Talk about the school day Talk about the school schedule School subjects School supplies Ordinal numbers Subject pronouns Present tense of ar verbs Adjectives Describe your classes songs Card games(numbers) Listening Activities (CD program) Holidays around the world Internet games (school ) Leisure time during school hours (Mexico) Concept of Sunday family time in Mexico English language in Spanish-speaking counties Fernando Botero and his works Migration patterns of monarch butterflies Traditional dances of Mexico Influences of Roman Empire history on Spain Similarities between Mayan numbering similarities between Mayan numbering system and Roman numerals The Mayan civilization Holiday vocabulary Songs: Realidades Numbers Textbook video Internet :Art Holidays Realidades1

8 Unit 2B (Jan) Describe the classroom and where things are located Describe a classroom Indicate where things are located Plurals of nouns, adjectives and articles Verb Estar Spanish-speaking countries Group game on Internet (where things are in the classroom) Listening Activities (CD program) Spanish speaking countries Project Schools in Mexico Spanish-speaking countries Sor Juana Ines de la Cruz (Mexico) UNICEF Uniforms in schools (Spanish-speaking ) Spanish-speakers and jobs in United States Songs: Realidades Textbook Realidades Internet (Schools in Spanish-speaking countries) Realidades 1

9 Unit of Study UNIT 3A (Feb) Foods and beverages for the three meals Key Vocabulary/ Language in Key Use Vocabulary/ Language in Use Foods for the three meals Preferences concerning foods and beverages Eating habits in the USA and Spanishspeaking countries Usage of me gusta and me encanta Nouns modifying other nouns Present tense of er and ir verbs Activities/Assessment/Project Cultural Connections Related Literature, Video, and Activities/Assessment/Project Cultural Connections Habits during the three Related Songs Literature, Video, and Songs Songs: Bingo (foods) meals in Spanishspeaking Relidades countries Textbook (CD) How to make churros y chocolate and Textbook (CD) Group games (food for enchiladas (Food and Meals) the three meals) Bartolome Murillo and Textbook (CD) games his works Realidades 1 Machu Picchu and Listening Activities Galapagos Islands and tortoise The creation of environmentally protected areas Menu Project The local availability of foods from Spanishspeaking countries Cognates/Reading

10 Unit of Study UNIT 3B (March) Healthy Foods and Beverages For the three meals Key Vocabulary/ Language in Use Food groups and healthy diet Food preferences and meals Healthy lifestyle choices Personality traits of various people Open-air markets Communal nature of mate La Tomatina festival Compare places people shop for produce The plurals of adjectives The verb ser Activities/Assessment/Project Cultural Connections Related Literature, Video, and Songs Bingo (foods) Group game (Food Pyramid) Listening Activities Textbook(CD) activities Explain past and present open air markets Talk about communal nature of mate in the USA and Spanishspeaking countries La Tomatina festival Diego Rivera Compare places people shop for products Value of Spanishspeaking ability in a career such as culinary arts Songs: Textbook (CD) Canta el gallo Textbook (CD) Foods (open market) La Tomatina festival Realidades 1

11 Unit of Study UNIT 4A (April) Locations in your communit y and leisure activities Key Vocabulary/ Language in Use Leisure activities and locations Interrogative words Learn how to ask questions Present tense of the verb IR Going to places Origins of the Spanish days of the week Learn nursery rhymes Activities/Assessment/Project Cultural Connections Related Literature, Video, and Songs Group game/questions and Answers Listening Activities Textbook (CD) activities Eighteenth-century leisure activities Spanish aristocracy Francisco de Goya Puerto Rico Spanish influence on the United States Math and graphing abilities skills Mexican folk song Practice songs to games played by children Local Spanish- speaking communities Compare social gathering places to Plaza Morazán Compare School-based sports and exercise activities to Spanish speaking countries Compare going out habits of teens Songs: La Bamba Textbook (CD) Children songs Textbook video You Tube La Bamba Realidades 1

12 Unit of Study UNIT 4B (May- June) Activities outside of school Key Vocabulary/ Language in Use Talk about activities outside of school Extend, accept, and decline invitations Tell when an event happens Understand cultural perspectives on afterschool activities IR +a+infinitive Verb jugar +sports and games Say what you are going to do (Future) Activities/Assessment/Project Cultural Connections Related Literature, Video, and Songs Dialogs/ Skits Group Game /Relay Race Listening Activities Project on individual sports Cognates Words borrowed across languages Compare specialized, regional crafts and products How students engage in activities outside of school Festival La Noche de los rábanos Radish-sculpting of La Noche de los rábanos Present an account o fan interview about immigration Local opportunities for Spanish-speakers in the health care professions Sergio Garcia and Lorena Ochoa Reyes (golfers) Current influence of Spanish-speakers in politics, music, poetry and science Songs: Textbook (CD) Textbook video Realidades 1