TOWNSHIP OF UNION PUBLIC SCHOOLS

Transcription

1 TOWNSHIP OF UNION PUBLIC SCHOOLS Spanish I Curriculum Guide Re-adopted June 2015

2 Board Members Mr. Anthony Manochio, President Mr. Francis R. Perkins, Vice President Mr. Gary Abraham Mr. David Arminio Ms. Linda Gaglione Mr. Richard J. Galante Mr. Thomas Layden Ms. Versie McNeil Ms. Judy Salazar

3 TOWNSHIP OF UNION PUBLIC SCHOOLS Administration District Superintendent Dr. Patrick Martin Assistant Superintendent..... Mr. Greg Tatum Director of Elementary Curriculum....Ms. Tiffany Moutis Director of Secondary Curriculum.. Ms. Noreen Lishak Director of Student Information/Technology.... Ms. Ann M. Hart

4 DEPARTMENT SUPERVISORS Language Arts/Social Studies K Mr. Robert Ghiretti Mathematics/Science K-8.. Ms. Deborah Ford Language Arts/Library Services Ms. Kathleen Schultz Math/Science Ms. Maureen Guilfoyle Social Studies/Business...Mr. Jeffery Ballin World Language/ESL.....Ms. Yvonne Lorenzo Career Education Ms. Yvonne Lorenzo Art/Music...Mr. Ronald Rago Physical Education/Health.... Ms. Linda Ionta

5 Curriculum Committee Spanish I Susana Alvarez Marcos Barreiro Spanish Spanish

6 Table of Contents Title Page pg. 1 Board Members pg. 2 Administration pg. 3 Department Supervisors pg. 4 Curriculum Committee pg. 5 Table of Content pg. 6 District Mission/Philosophy Statement pg. 7 District Goals pg. 8 Course Description/Recommended Textbooks pg. 9 Course Proficiencies pg. 10 Curriculum Units pg. 11 Pacing Guide pg. 12 Curriculum pg Appendix: New Jersey Core Curriculum Content Standards pg. 29 Cross-Curricular Project Ideas pg. 30

7 Mission Statement The Township of Union Board of Education believes that every child is entitled to an education, designed to meet his or her individual needs, in an environment that is conductive to learning. State standards, federal and state mandates, and local goals and objectives, along with community input, must be reviewed and evaluated on a regular basis to ensure that an atmosphere of learning is both encouraged and implemented. Furthermore, any disruption to or interference with a healthy and safe educational environment must be addressed, corrected, or when necessary removed in order for the district to maintain the appropriate educational setting. Philosophy Statement The Township of Union Public School District, as a societal agency, reflects democratic ideals and concepts through its educational practices. It is the belief of the Board of Education that a primary function of the Township of Union Public School System is formulation of a learning climate conductive to the needs of all students in general, providing therein for individual differences. The school operates as a partner with the home and community.

8 Statement of District Goals Develop reading, writing, speaking, listening, and mathematical skills. Develop a pride in work and a feeling of self-worth, self-reliance, and self discipline. Acquire and use the skills and habits involved in critical and constructive thinking. Develop a code of behavior based on moral and ethical principals. Work with others cooperatively. Acquire a knowledge and appreciation of the historical record of human achievement and failures and current societal issues. Acquire a knowledge and understanding of the physical and biological sciences. Participate effectively and efficiently in economic life and the development of skills to enter a specific field of work. Appreciate and understand literature, art, music, and other cultural activities. Develop an understanding of the historical and cultural heritage. Develop a concern for the proper use and/or preservation of natural resources. Develop basic skills in sports and other forms of recreation.

9 Course Description This is the first course in the study of the Spanish language. This full year course is designed to introduce students to the Hispanic world, its people and its culture. It will introduce students to the fundamentals of correct Spanish pronunciation. It will also provide them with a basic vocabulary and some of the fundamentals of Spanish grammar. The goals of the course are to emphasize language development and develop a foundation for understanding, speaking, reading and writing Spanish at the most basic level. Recommended Textbooks Paso A Paso 1

10 Course Proficiencies Students will be able to By the end of Spanish I, students should be able to: First Semester Second Semester 1. Introduce themselves and express where they are 16. Tell what they like/do not like to eat/drink. from/use expressions of courtesy. 17. Make nouns and adjectives plural. 2. State the current date, phone number, days of the 18. Conjugate regular er verbs in the present week, and how old they are. tense. 3. Use the Spanish alphabet to spell. 19. Describe family members and friends 4. Greet people and ask how they are and where they are from. (appearance). 5. Describe themselves and express their like and dislikes. 20. Conjugate the verbs ser and tener. 6. Find out what other people are like (generous, lazy, hardworking). 21. Describe the color, fit, and price of clothes. 7. Tell time. 22. Use demonstrative adjectives correctly. 8. Compare likes and dislikes to others. 23. Describe vacation choices and activities. 9. Describe class schedule and supplies needed for classes. 24. Describe the weather. 10. Inquire about the schedules of others. 25. Discuss what to take on a trip. 11. Conjugate common AR verbs and the irregular verb ir/estar in 26. Conjugate the verbs poder, querer, and pensar. the present tense. 12. Identify and use Subject Pronouns. 13. Talk about leisure time activities. 14. Make plans with friends. 15. Accept/decline invitations

11 Curriculum Units Unit 1: Introduction to the Spanish world Unit 2: Friendship Unit 3: School Unit 4: Sports and Leisure Unit 5: Food Unit 6: Family Unit 7: Clothing Unit 8: Leisure and Vacation

12 Pacing Guide- Spanish I Content Number of Days Unit 1: Introduction to the Spanish world 4 weeks (Sep.) Unit 2: Friendship 4 weeks (Oct.) Unit 3: School 4 weeks (Nov-Dec.) Unit 4: Sports and Leisure 4 weeks (Dec.-Jan.) Unit 5: Food 4 weeks (Feb.) Unit 6: Family 4 weeks (Mar.) Unit 7: Clothing 4 weeks (Apr.-May) Unit 8: Leisure and Vacation 4 weeks (May-June)

13 Unit 1: Geography (Spanish Speaking countries/cognates/alphabet/greetings/classroom/calendar) Essential Questions What are the Spanish speaking countries? Where is Spanish spoken in our community? What is the value of learning Spanish? Instructional Objectives/ Skills and Benchmarks (CPIs) Describe the origin of the Spanish language and its use in the world. Describe ethnic diversity in Spanish Speaking countries. Discuss Spanish speaking countries and cities where Spanish is spoken. Discuss jobs related to Foreign Languages. Oral/written responses Participation Oral presentations Observation Map What are cognates? What cognates do I already know? Discuss vocabulary through the recognition of cognates. Find cities in the United States that are cognates. Find cognates in (animals/goods/etc.) Use cognates to find differences between Spanish and English alphabet pronunciations. Group work Games Songs How are the Spanish and English alphabets similar/different How should students begin to speak in Spanish? Demonstrate a basic understanding of the alphabet. Pronounce and recognize the basic sounds of the Spanish alphabet. Recite the alphabet. Spell ones name using the Spanish alphabet. Sing Borriquito como tú

14 Essential Questions How do I say my name in Spanish? How do we greet and bid farewell in the U.S. and abroad? What information might you give at an introduction? What is the difference between tú and usted? Instructional Objectives/ Skills and Benchmarks (CPIs) Introduce yourself and say how you are and where you are from. Use formal and informal greetings (tú vs. ud.). Greet people according to time of day. Tell your age, phone number and date. Use courtesy expressions. Ask for and give information. Provide and obtain information about classmates. Using both last names, answer What is your name? in Spanish. Exchange names and present basic introductions. Create a conversation asking and exchanging basic personal information. Class work Homework Quiz Participation Portfolio Dialogues/Role plays Listening comprehension Dictation Video Clips What school supplies do I need? How are numbers in Spanish different from those in English? Talk about school supplies. Determine what school supplies you need for different classes. Use numbers to count and give telephone numbers. Play Bingo as vocabulary review. Use class objects to review vocabulary by spelling them out in Spanish. Ask for and give telephone numbers in Spanish. Oral presentations Observation What are the capitalization rules in Spanish for months and days? How are calendars in Spanish different? Utilize the capitalization rules when using the Spanish calendar. Use numbers to give dates, birthdays and holidays. Produce a Spanish homework planner for one month using numbers, months, days and holidays. Say your birthday in Spanish.

15 Unit 2: Friendship (Vocabulary) Essential Questions What do friends do in their spare time in Spanish speaking countries? Instructional Objectives/ Skills and Benchmarks (CPIs) Talk about teen activities and the concept of friendship in Spanishspeaking countries. Compare/contrast major sports in Spanish-speaking countries to the US. Class work Homework Quiz What are my favorite hobbies? Do my friends share my likes and dislikes? How are infinitives in Spanish different from those in English? How can I tell if the verb is in the infinitive form? What characteristics best describe you? Why are there masculine and feminine adjective forms in Spanish? Do parts of speech in Spanish have to agree? Say what you like and do not like to do. Ask someone what he/she likes and doesn t like to do. Ask if a statement is accurate using the expression Verdad? Describe yourself and others using descriptive adjectives. Discuss adjective-noun agreement in Spanish. Analyze the masculine and feminine forms of adjectives in Spanish. Ask/answer What do you like to do? in target language. Watch video clip on infinitives. Conduct a class survey of activity preferences and make a graph, chart or table presenting findings. Create a collage using infinitives. Discuss the grammar rules for adjectives in Spanish. Point out which of the adjectives are cognates. Create a collage displaying what you are like and not like? Participation Portfolio assessments Dialogues/Role plays Listening comp. Dictation Video clips Performance based assessments Oral presentations

16 Unit 2: Friendship (grammar) Essential Questions Instructional Objectives/ Skills and Benchmarks (CPIs) Why are there masculine and feminine adjective forms in Spanish? Do adjectives have to agree with nouns in Spanish? Are there neutral adjectives in Spanish? Describe famous people using descriptive adjectives. Discuss adjective-noun agreement in Spanish. Analyze the masculine and feminine forms of adjectives in Spanish. Discuss the grammar rules for adjectives in Spanish. Point out which of the adjectives are neutral. Create a poem describing yourself. Class work Homework Quiz Participation Portfolio assessments Dialogues/Role plays How do you say that neither of two descriptions fit you or that you do not like either of two choices? Discuss the expression neither nor Create a conversation using the grammar expressions. Use flashcards to emphasize what you like or don t like. Listening comp. Dictation Video clips How do you emphasize that you do like something or that you do not like it either? Say that you do like something or you don t like it either. Write a letter to a Spanish speaking friend describing yourself and telling your likes and dislikes. Performance based assessments Oral presentations

17 Unit 3: School (Vocabulary) Essential Questions How do schools in Spanish speaking countries differ from those in the US? What school supplies do I need for different classes? What are my favorite or least favorite classes? How do you express possession in Spanish? How do I tell time in Spanish? Can I count to sixty in Spanish? Instructional Objectives/ Skills and Benchmarks (CPIs) Compare and contrast your schools in the US and abroad. Talk about school subjects and supplies, possession and quantity. Differentiate the possessive expressions mi and tu. Ask and tell when something takes place. Tell time in target language. Recite the numbers 1-60 and use them to tell time. Ask /answer school related questions using text. Play Bingo as vocabulary review. Create a school schedule for one week telling what class you have and what supplies you need for each class. Ask/answer Qué necesitas para la clase de? Create a dialogue with vocabulary learned thus far, Use a paper plate to create a clock and use it to tell time. Discuss military time. Watch Paso A Paso video and discuss. Class work Homework Quiz Participation Portfolio assessments Dialogues/Role plays Listening comp. Dictation Video clips Performance based assessments Oral presentations

18 Unit 3: School (Grammar) Essential Questions Instructional Objectives/ Skills and Benchmarks (CPIs) How are pronouns different in English and Spanish? What is the difference between tú and usted? Where is vosotros used? How do I conjugate regular ar verbs? Do verbs in Spanish have different endings? Are there masculine and feminine definite and indefinite articles? Identify subject pronouns in Spanish. Compare and contrast the different forms of the pronoun you in Spanish. Analyze the usage of the subject pronoun vosotros. List the conjugation of the regular ar verbs. Identify the definite and indefinite articles and discuss agreement. Create a chart using the subject pronouns. Conjugate the regular ar verbs using drill and practice. Create a list of people whom you would refer to as tú and usted. Fill-in a verb chart conjugating all the ar verbs learned thus far. Use a cube with all the pronouns to conjugate the verbs. Revisit the class objects and change the definite articles to indefinite articles. Complete text and workbook exercises as grammar review. Class work Homework Quiz Participation Portfolio assessments Dialogues/Role plays Listening comp. Dictation Video clips Performance based assessments Oral presentations

19 Unit 4: Sports and Leisure (Vocabulary) Essential Questions How do leisure activities differ in the US and abroad? Instructional Objectives/ Skills and Benchmarks (CPIs) Discuss plazas in Spanish speaking countries. Research parks and plazas in Spanish speaking countries. Class work Homework How do you say the seasons in Spanish? How can I say where someone is going? How can I express surprise, enthusiasm or disappointment? How do you express possession in Spanish? What are my favorite sports? Tell what activities you like to do in different seasons. Determine when and with whom you do an activity. Express surprise, enthusiasm or disappointment when asked to do a specific leisure activity. Extend invitations to others. Give an excuse for not attending an event. Complete text and workbook exercises as vocabulary review. Use flashcards to identify the vocabulary. Create a week s calendar and complete with activities that you would like or have to do. Create a dialogue with vocabulary learned thus far. Watch Paso A Paso video and discuss. Quiz Participation Portfolio assessments Dialogues/Role plays Listening comp. Dictation Video clips Performance based assessments Oral presentations How do I feel?

20 Unit 4: Sports and Leisure (Grammar) Essential Questions What are irregular verbs? How do I conjugate the verb ir? Where am I going in the future? How is the preposition with different in Spanish? How do I conjugate the verb estar? Instructional Objectives/ Skills and Benchmarks (CPIs) Revisit the subject pronouns in Spanish. Discuss the stem and endings of verbs. Chart the conjugation of the irregular verb ir. Apply the expression ir+a+infinitive to tell where you are going in the future. Use the preposition con to tell with whom they go to different locations. Chart the conjugation of the verb estar. Tell where different people or landmarks are located using the verb estar. Review the subject pronouns. Conjugate the irregular verbs ir and estar using drill and practice. Write sentences telling where you are going to go this coming weekend. Fill-in a verb chart conjugating the irregular verbs ir and estar. Toss a cube with all the pronouns to practice conjugating the verbs. Complete text and workbook exercises as grammar review. Create a party invitation asking the person to go somewhere with you and a statement telling what you are going to do there. Class work Homework Quiz Participation Portfolio assessments Dialogues/Role plays Listening comp. Dictation Video clips Performance based assessments Oral presentations

21 Unit 5: Food (Vocabulary) Essential Questions Instructional Objectives/ Skills and Benchmarks (CPIs) How is shopping different in the US and abroad? At what time do you eat different meals? Are meal times different in the US? What are my favorite foods? Which foods are good or bad for your health? Describe meals and talk about foods. Express likes, preferences or opinions with regards to food. Indicate hunger or thirst. Describe meals using specific ingredients. Conclude which foods are good or bad for your health. Compare and contrast eating customs in Spanish speaking countries. Complete text and workbook exercises as vocabulary review. Create a food pyramid in Spanish. Construct flash cards to review vocabulary. Create a food menu in target language. Present a dialogue to the class using the infinitives. Class work Homework Quiz Participation Portfolio assessments Dialogues/Role plays Listening comp. Dictation Video clips Watch Paso A Paso video and discuss. Performance based assessments Oral presentations

22 Unit 5: Food (Grammar) Essential Questions Instructional Objectives/ Skills and Benchmarks (CPIs) What is the rule for making singular nouns plural? How do I make definite and indefinite articles plural? Is the rule for making adjectives plural different than the rule for nouns? How do I conjugate the er regular verbs? What is the difference between ar and er verbs? Make nouns and adjectives plural by using the correct grammar rules. Analyze the definite and indefinite articles. Compare and contrast articles in English and Spanish. Create sentences using the correct conjugation of the -er regular verbs. Compare and contrast ar and er regular verbs. Using food store circulars, cut out pictures of food and write the correct definite or indefinite article in Spanish. Complete text and workbook exercises. Write out the ingredients for a fruit salad using articles. Create a chart or graph of the class favorite fruits and vegetables. Class work Homework Quiz Participation Portfolio assessments Dialogues/Role plays Listening comp. Dictation Video clips Performance based assessments Oral presentations

23 Unit 6: Family (Vocabulary) Essential Questions When hispanics get married, do they change their names? How old are you? How are your different family members related to you? Can I count to 100 in Spanish? Can I describe my friends and family physically? Do parts of speech in Spanish have to agree? Instructional Objectives/ Skills and Benchmarks (CPIs) Discuss the change of names in Spanish speaking countries. Tell ones age, name and relationship. Identify and describe various family members or pets. Create a family tree. Create a survey of five questions about classmates families. Create a marriage certificate for your imaginary wedding to a celebrity. Text and workbook exercises. Ask/answer vocabulary related questions. Produce a foreign passport for yourself. Create a family tree of your family or a television family using relationship, age and likes and dislikes. Construct a dialogue using all vocabulary learned thus far. Watch Paso A Paso video and discuss. Class work Homework Quiz Participation Portfolio assessments Dialogues/Role plays Listening comp. Dictation Video clips Performance based assessments Oral presentations

24 Unit 6: Family (Grammar) Essential Questions Do I know the personal pronouns? How do I conjugate the irregular verb tener? How do I conjugate the irregular verb ser? How are possessive adjectives different in English and Spanish? Instructional Objectives/ Skills and Benchmarks (CPIs) Revisit the subject pronouns in target language. Utilize a pronoun cube to conjugate the irregular verbs tener and ser. Use possessive adjectives to describe different people. Compare and contrast possessive adjectives in English and Spanish. Create a chart of the subject pronouns with the appropriate forms of the verbs ser and tener. Toss the pronoun cube so your classmates can use the correct conjugation of the verbs ser and tener. Text and workbook exercises. Using the possessive adjectives, describe your teacher(s) and friend(s). Class work Homework Quiz Participation Portfolio assessments Dialogues/Role plays Listening comp. Dictation Write a letter to a pen pal using the possessive adjectives, verbs ser and tener to tell them about yourself and your family. Video clips Performance based assessments Oral presentations Unit 7: Clothing (Vocabulary)

25 Essential Questions Where do you shop for clothes abroad? What is my favorite outfit and what color is it? How much do clothing items cost? Where do I shop for my clothes and other items? Can I say when something happened? Can I say where something is located? Instructional Objectives/ Skills and Benchmarks (CPIs) Predict where people in different places shop for things. Describe outfits by using color, price and fit. Review the colors. Tell where items can be purchased and give an opinion. Explain when different clothing items were purchased. Make a list of where Americans and foreigners shop for different items. Using clothing catalogues, present pictures naming the item of clothing, its price and color. Tell if you like/dislike the clothing items, if you don t like it at all or which you would prefer. Text and workbook exercises. Have students wear nice clothing and have a fashion show in class with an MC. Create a clothing brochure using some of the vocabulary learned thus far. Watch Paso A Paso video and discuss. Class work Homework Quiz Participation Portfolio assessments Dialogues/Role plays Listening comp. Dictation Video clips Performance based assessments Oral presentations Unit 7: Clothing (Grammar)

26 Essential Questions How are adjectives positioned in Spanish? Instructional Objectives/ Skills and Benchmarks (CPIs) Discuss the positioning of adjectives in target language. Discuss the grammar rules for the positioning of adjectives. Class work Homework What are the demonstrative adjectives in Spanish? How are direct objects formed in Spanish? Compare the positioning of adjectives in English as opposed to Spanish. Use the correct demonstrative adjective when referring to their classmate s clothes. Discuss the grammar rule for the direct object. Write sentences describing classmates making sure the adjectives are positioned correctly. Review the rules for finding the direct object. Create flashcards with sentences using the noun on front and the direct object on the back. Quiz Participation Portfolio assessments Dialogues/Role plays Listening comp. Utilize the direct object correctly in a sentence. Using previous vocabulary, create sentences telling that you want various items using the direct object. Text and workbook exercises. Dictation Video clips Performance based assessments Oral presentations Unit 8: Leisure and Vacation Time (Vocabulary)

27 Essential Questions How do Chilean teens spend their vacations? Where do you like to go on vacation? What places of interest do you visit while on vacation? Instructional Objectives/ Skills and Benchmarks (CPIs) Discuss how teens in Chile spend their vacations. Talk about vacations, planning and things to do and visit. Say that you want or would like something. Read about Chilean teens and compare their vacationing habits to ours. Create a travel brochure for a Spanish speaking country telling places of interest, weather, what clothing items they need, etc,. Class work Homework Quiz Participation Portfolio assessments What items do you take in your suitcase? What is the weather? Talk about past occurrences. Ask about or describe weather. Express amazement or satisfaction. Use prior knowledge, identify main ideas, and cope with unknown words in reading. Using the months of the year in Spanish, tell what clothing items you might need for the changing seasons. Complete text and workbook exercises. Watch Paso A Paso video and discuss. Dialogues/Role plays Listening comp. Dictation Video clips Performance based assessments Create flash cards to use in testing your classmates. Oral presentations Unit 8: Leisure and Vacation Time (Grammar)

28 Essential Questions What are the subject pronouns? Do I remember what the stem and endings were for the verbs? Can I use the correct conjugation of the verb poder, querer and pensar? When do I use the personal a? With what expressions do I use the infinitive forms of the verbs? Instructional Objectives/ Skills and Benchmarks (CPIs) Review subject pronouns. Revisit the parts of the verbs, stems vs. endings. Conjugate the verbs poder, querer, and pensar. Discuss the stem-changing verbs. Clarify the use of the personal a. Use the expression para+infinitivo appropriately. Revisit the subject pronouns. Toss the pronoun cube to different classmates and create sentences using the verbs poder, querer and pensar. Create flashcards using the correct conjugation of the verbs. Write a postcard using the stemchanging verbs and the expression para+infinitive. Text and workbook exercises. Class work Homework Quiz Participation Portfolio assessments Dialogues/Role plays Listening comp. Dictation Video clips Performance based assessments Oral presentations

29 New Jersey Core Curriculum Content Standards For World Languages 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. Cross-Curricular Project Ideas

30 Science- The Science teacher can discuss the use of Fahrenheit and Celsius and teach the formulas to the students. The Spanish teacher can teach the students the numbers in Spanish so they can give the correct conversions of the temperature. Business Education- The Business teacher can teach the students the use of Microsoft Publisher. The Spanish teacher will help the students choose a Spanish speaking country and provide the weather in Spanish for use in the travel brochure. Music- The music teacher can teach the history of various types of music played in Latin America, ie, meringue, salsa, etc,. The Spanish teacher can help translate the lyrics and teach the students the dance associated with the music.