Spanish I Syllabus. Stage One Desired Results

Transcription

1 Spanish I Syllabus Certificated Teacher: Date: Stage One Desired Results Course Title: Spanish I Credit: one semester (.5) X two semesters (1) Estimate of hours per week engaged in learning activities 5 hours of class work per week. Prerequisites: There are no prerequisites for this course. Instructional Materials: All learning activity resources and folders are contained within the student online course. Online course is accessed via login and password assigned by student s school (web account) or ed directly to student upon enrollment, with the login website address. Course Overview: Course content includes the vocabulary and the grammar skills necessary to communicate in the present tense on a conversational level in Spanish. All five language competencies (speaking, listening, reading, writing, and culture) are addressed, and ACTFL National Standards are followed. Daily activities include vocabulary review; conversation practice; listening to native speakers on audio and video recordings; writing practice and reading comprehension. External Resources Glencoe Online Center Spanish/English Dictionary Enduring Understandings for Course: Pronunciation and spelling in Spanish Sentence structure Verb/subject agreement Noun/adjective agreement Formal vs. Informal voice vocabulary through context Pre-reading strategies Establish Goals: Conversational proficiency in the present tense. Ability to recognize parts of speech. Verb/Subject agreement. Noun/Adjective agreement. Awareness and appreciation for the diversity of the Spanish-speaking world. Understandings: Students will understand the basic syntax, grammar and Essential Questions: What is required to communicate effectively?

2 pronunciation rules of Spanish. Students will understand and appreciate the cultural diversity of the Spanishspeaking world. How is effective communication influenced by pronunciation? Students will know: How to communicate by responding to commands, greetings and courtesies. How to describe themselves, family and their school environment. How to identify places, pastimes, clothing items, food, time, likes and dislikes. How to deduce meaning of vocabulary through context. How letters and combinations of letters represent intonation and pronunciation rules. Students will be able to: Communicate at a conversational level about their likes/dislikes, family, pastimes, school and their community. Students will also be able to make cultural comparisons. Evidence of Assessment Performance Tasks: Formative Oral Assessments Writing samples Participation in blogs and forums Unit tests Summative projects (Unit Projects) Other Evidence: Self-assessments Online Vocabulary practice games Quizzes Types of Activities

3 Activities: Students will participate in a wide variety of learning activities in Black Board and Rosetta Stone, including: vocabulary identification/recognition blogs audio blogs audio and video presentations reading comprehension activities Summarizing activities Self-assessments Performance tasks- presentations, etc Direct Instruction Structured Overview Mini presentation Drill & Practice X Demonstrations Indirect Instruction Problem-based Case Studies Inquiry Reflective Practice Project Paper Concept Mapping Experiential Virt. Field Trip Experiments Simulations Games Field Observ. Role-playing Model Bldg. Surveys Activities 1st Semester Spanish I Activities Preliminary Lessons Greeting people Spanish names Formality Curriencies Speaking politely- Usted/Ustedes Days of the week, months and giving the date Asking and telling time Seasons and weather Chapter 1 Cómo somos? Independent Study Essays x_self-paced computer _x Journals Logs Reports Directed Study x Research Projects Interactive Instruction x Discussion Debates Role Playing Panels Peer Partner Project team Laboratory Groups Think, Pair, Share Cooperative Tutorial Groups x Interviewing Conferencing Physical descriptions and personality traits Nationalities School Subjects

4 Punta Arenas, Chile School in various Spanish-speaking countries Nouns, adjectives and articles The verb ser Tú and Usted Chapter 2 La familia y la casa Families and pets Houses and apartments Rooms and furniture The verb tener Possessive adjectives Chapter 3 En clase y después In the classroom After-school activities Present tense of ar verbs The verbs ir, dar and estar The contractions al and del School clothes and school supplies School uniforms in Spanish-speaking countries 2 nd Semester Spanish I Activities Chapter 4 Qué comemos y dónde? Foods and beverages Eating at a café Spanish tapas The cacao plant Present tense of er and ir verbs Chapter 5 Deportes Soccer, baseball, basketball, tennis Uniforms Colors Jai Alai Interesar, aburrir and gustar. Eating habits of the Spanish-speaking world and the United States Expressions with the infinitive ir a, tener que, acabar de Soccer stadiums from around the Spanish-speaking world Present tense of stem-changing verbs Chapter 6 El bienestar Illnesses Personality, conditions and emotions A visit to the doctor s office

5 Pharmacies in the Spanish-speaking world Ser and estar Indirect object pronouns National Standards Correlated to Glencoe Así se dice! Level 1 Adapted from Understanding by Design Template available online and the Understanding by Design: Professional Development Workbook. References: Wiggins, G., & McTighe, J. (n.d.). Understanding by Design Exchange. Retrieved November 2, 2004 from Wiggins, G., & McTighe, J. (2004). Understanding by design: Professional development workbook. Alexandria, VA: Association for Supervision and Curriculum Development.)