The KING S Medium Term Plan - SPANISH. Y7 FOUNDATION LC2 Programme

Transcription

1 The KING S Medium Term Plan - SPANISH Y7 FOUNDATION LC2 Programme Module This unit is about developing information and detail concerning self and others through understanding the importance of grammar and morphology within the linguistic system and how it builds a foundation for higher level language learning. It will focus on developing key speaking skills such as pronunciation, intonation, confidence as well as analysis of techniques to aid writing, reading and listening progression. Key objectives are taken from the AQA GCSE Spanish Specification 8698 for the new curriculum, focusing on Theme 1 (Identity and Culture), tying into Theme 2 (Local, National, International and Global areas of interest). Building on prior learning Overarching Challenge question Subject Challenging Question Lines of Enquiry Exam board links: Topic Progress Statement For most of the students it will not be the first encounter with learning Spanish, although the first time with intensive study. However, they will be able to use their knowledge of English as well as French to find differences and similarities between the languages. They will be focusing on identifying cognates and near cognates with will facilitate their understanding of the target language. What have been the major events that have shaped our history? What does education bring to society? Week 1: What role do language breakdown techniques have in the learning of a foreign language? Week 2: What language components do we need to make a language work? Week 3: How is grammar like a skeleton? Week 4: How can opinion with reason structures add value to a sentence? Week 5: What are the key components needed to understand and create a higher level piece of Spanish work about you and others? Week 6-7: Revision and assessment followed by gap teaching from assessment analysis. Weeks 1-5: Introducing and describing oneself (AQA 8698: Identity and Culture) In this unit, pupils will learn how to introduce themselves and give simple information about them. They will then study the present tense of the verbs tener ser and estar and how this structure is used to describe physical appearance and personality. Students will apply their understanding of the positive and negative sentence structure of a few verbs tener ser and estar and express opinions about others in order to analyse and evaluate information in a series of reading and listening tasks. Students will then apply their understanding of other subject pronouns to describe a famous person. Pupils working towards a GP 1-3 analyse and create using subject pronouns yo/tú/él,ella whilst pupils working towards a GP 3-4 extend further incorporating a wider variety of subject pronouns and analysing texts with this variety built in.

2 Literacy: Literacy focus present throughout every lesson when discussing sentence structures and the importance of spelling and grammatical accuracy. Writing frame support for pupils where appropriate and the highlighting of key words. Learning strategies Week 1 Numeracy: Application of number and their impact on plural structures within a sentence. Use of numbers and sequencing words in pupils work. Use of numbers and patterns to break down different sentence structures. Cognitive Acceleration: Cognitive Acceleration strategies are used in lessons each targeting specific skills sets and consolidation of these. Three 1 hour cognitive acceleration lessons are taught throughout the learning cycle whilst other lessons incorporate cognitive acceleration strategies targeting specific parts of the lesson journey. This is done through the medium of varied activities e.g. find the odd one out, find the link between the words or pictures, Socratic discussion and problem solving in groups that supports the ultimate goal of mastery. Line of Enquiry - Week 1: How is grammar like a skeleton? 1. Identify the third person singular subject pronouns for both male and female. 2. Apply the knowledge of different forms of verb ser and tener to describe personality of self and others. 3. Identify and understand different family members. 4. Use the verb tener plus siblings and negative form if an only child. 1. Use the vocabulary for family members and distinguish between masculine/feminine/plural nouns. 2. Research and model how the YO and ÉL/ELLA subject pronouns are used with the corresponding verb stem of SER in a sentence. 3. Formulate a structure describing somebody else incorporating adjectival agreements relating to gender & discussing size etc. 4. Describe their family using tener and the reflexive llamarse. Weekly success criteria across 3 lessons: GP1/2 = Students will recognise the pattern for m/f/pl adjectival structures (size & gender); negative structure no.. and how it is used in a sentence. Then they will recall a variety of different subject pronouns and how different possessive adjectives are used with different people. GP 1/2 = Students will understand the role that adverbs play in improving a sentence. GP 2 = Students will analyse a variety of sentence structures that use different word categories and identify particular points. GP 2 = Student will evaluate how all structures learnt can be pieced together to create a series of extended sentences describing own personality and that of others. RGP 2/3 (REACH) = Students will create own extended paragraph describing self and others.

3 Lesson Hypotheses: Hypothesis 1 Spanish adjectives play an important role in representing gender. (Cognitive Acceleration lesson focusing on discovering the differences between the masculine and feminine form of adjectives). Él/Ella es + adjective (describing personality traits) Muy, bastante, un poco (REACH) Third person singular forms of verbs ser and tener Él/Ella tiene + noun + colour Él/Ella es + adjective (describing physical attributes) Home Learning: This s home learning requires students to complete a worksheet in which they will translate 10 sentences into Spanish using the correct subject pronouns, adjectives and agreement. Students will need to refer to class learning for support. This will be self-marked following the answers displayed on the board. Additional learning support: / REACH: Students research the correct corresponding possessive adjectives for proper nouns and write both equivalents down eg. él = su (hermano). Week 2 Line of Enquiry - Week 2: How can opinion structures add value to a sentence? Lesson 1: REACH task. REACH task based on marking. 1. Learn phrases to enable pupils to express opinions about others. 2. Evaluate the use of positive and negative sentence structures when discussing other peoples appearance or personality. 3. Use of adverbs and intensifiers. 1. Use the four simple opinions and demonstrate their use in a sentence.

4 2. Examine a variety of positive and negative adjectives and phrasal structures used to describe others physically & personally. 3. Recommend a variety of connectives that can be used to connect the opinion structure with the reason 4. Develop an extended structure incorporating positive and negative opinions with reasons structures to complement description of self & others. 5. Incorporate adverbs and intensifiers into sentences to make it even more interesting. Weekly success criteria across 1 lesson: GP 2 = Students will recall and explain the meaning of different simple opinions and higher level opinion phrases. GP 2 = Students will apply knowledge to give a simple opinion and a reason about self and others. GP 2 = Students will evaluate how positive and negative structures, when used together, increase the complexity and level of a sentence. RGP 2/3 (REACH) = Students will describe the positive OR negative aspects of their own and another s personality using higher level language structures. Lesson Hypotheses: Hypothesis 1 Opinion structures add flavour to a sentence. Me gusta / Me encanta / No me gusta / Odio + name + connective + reason Soy / No soy Él es / Él no es Ella es / Ella no es Intensifiers - Muy, bastante, demasiado, poco, mucho Adverbs ahora, ya Home Learning: This s home learning requires students to prepare an oral presentation about themselves and family members/friends that will last no more than two minutes, but at least 45 seconds. This will be peer-marked following a set success criteria. Additional learning support: / REACH: Research a variety of: 1. Alternative Spanish higher level opinions that can be used. 2. Additional adjectives that can be used to describe people. 3. Investigate how time phrases can be incorporated in student s own work.

5 Week 3 Line of Enquiry - Week 3: What are the key components needed to understand and create a higher-level piece of Spanish work about you and others? 1. Consolidate the use of positive and negative sentence structures when describing a person s physical appearance and personality traits. 2. Identify time statements incorporate them with opinion. Eg. Mi hermana es bastante tímida, de vez en cuando. 1. Reflect on the past five s worth of knowledge gained 2. Understand and explain how the negative No + verb and Nunca + verb structures in Spanish is constructed in relation to the verb 3. Demonstrate understanding of additional word categories to further extend physical & character description 4. Analyse and use A* opinion phrases to increase detail and add complexity to a sentence structure 5. Identify and use time statements to extend detail given 6. Apply this knowledge to produce an extended piece of writing using higher level content Weekly success criteria across 1 lesson: GP 2 = Students will recall additional negative structure Nunca + verb and opinion phrases GP 2/3 = Students will apply knowledge of positive and negative structures to describe self. GP 3 = Students will evaluate key information given in a series of short texts and suggest improvements to it. RGP 3 (REACH) = Students will produce a short presentation describing themselves and at least two other members of their family. Lesson Hypotheses: Hypothesis 1 Word categories act like pieces of a jigsaw to build a sentence in Spanish. Time statements: a veces / de vez en cuando / siempre / nunca (+ verb) / dos veces a la semana etc. Opinions pienso que, creo que Home Learning: Students are required to revise all they have learnt throughout the learning cycle in preparation for the mid learning cycle assessment next.

6 Week 4 Line of Enquiry - Week 4: Spanish culture has had no influence on our style of living. Recall a variety of different countries and nationalities. Recall compass points in Spanish in order to say where you live. 1. Understand the grammatical explanation of the preposition in in Spanish. 2. Recognise different nationalities in Spanish and identify the language patterns that exist between these and Spanish countries. 3. Understand the masculine/feminine endings for nationalities and accurately apply this structure in a sentence. 4. Understand the different compass points in Spanish. 5. Identify a variety of English and Spanish towns/cities on a map and categorise them according to their compass point. 6. Produce a paragraph combining information on town/city + region/compass point + country. Weekly success criteria across 3 lessons: GP 1 = Students will learn the language patterns applied to work out meaning of different countries. They will recognise different nationalities in Spanish and identify the language patterns that exist between these and Spanish countries. GP 1/2 = Students will understand the masculine/feminine endings for nationalities and accurately apply this structure in a sentence. GP 2 = Students will analyse the structures used to reference which country you live in and how it is used in a sentence to extend information. GP 2+ = Students will evaluate a text and identify the different language patterns to aid contextual understanding and they will pick out key information. RGP 3 = Students will produce a spoken presentation combining information on town/city + region/compass point + country Lesson Hypotheses: Hypothesis 1 Nationalities follow set language patterns. (Cognitive Acceleration lesson focusing on discovering language patterns from a list of sentences and identifying rules to support language learning). Vivo en + town + country or region compass points nationalities masculine and feminine forms simple linking words : y, pero, también

7 Home Learning: This s home learning requires students to complete two parts to their homework. Students must: 1) Produce three sentences describing the nationality of themselves, a male celebrity and a female celebrity. Next to each sentence, the student must stick a photo/picture of the person it describes. 2) Analyse 8 additional flags of international countries and find the Spanish name for each of these countries in a Spanish dictionary. Students then write the correct Spanish name for these countries next to the corresponding country s flag. This will be marked in the following by the teacher. Then students will complete personalised REACH TASK based on the outcome of their home learning. Additional learning support: / REACH: (Research; Explore; Analyse; Create and Hypothesise) Investigate three additional Spanish speaking countries (other than Spain) in the Hispanic world and identify particular features of their respective cultures. Week 5 Line of Enquiry Week 5: What language components do we need to make language work? Weekly Line of Enquiry: The Spanish-speaking world has had no impact on other countries and nationalities. Pupils will use this lesson for REACH time and respond to marked work their books. They will read through teacher comments and respond by following a given set of criteria. This will allow them to make improvements on their work, carry out corrections, seek help and make further progress before moving to the next unit of work. To consolidate their existing knowledge and understanding throughout the learning cycle so far, pupils will be required to explore mistakes and areas of misunderstanding and research the correct answer using a variety of criteria from marking in books, work done in exercise books to dictionary use. Pupils will be given examination style questions that complement the new GCSE draft specification at and above their targeted grade point to stretch their comprehension. Linguascope will also be used for REACH activities and can be personalised through the level of difficulty. Recall the different types of accommodation that people live in. Recall different types of opinions and reason one can give about the place s/he lives in. 1. Understand the different types of accommodation that people live in.

8 2. Recognise and compare the various types of areas that people live in. 3. Analyse and identify the positive and negative reasons or opinions about a place. 4. Demonstrate the ability to express opinions and give reasons about the place one lives in. 5. Demonstrate the understanding of the sentence structures Me gusta vivir and Me gustaría / preferería + infinitive in order to create an extended piece of writing expressing one s accommodation preferences. Weekly success criteria across 3 lessons: GP wt1/1 = Students will recall, recognise and compare the various types of areas and types of accommodation that people live in. GP 1/2 = Students will demonstrate the ability to express opinions and give reasons about the place they live in by producing a short oral presentation. GP 2 = Students will analyse & demonstrate how accommodation & area can be used together in a sentence using the 1 st person singular. GP 2+ = Students will apply the gained knowledge to evaluate a set of spoken texts and find the ways for further development. RGP 3 (REACH) = Students will create an extended piece of writing expressing one s accommodation preferences. Lesson Hypotheses: Hypothesis 1 (REACH time) Saying where you live is as easy as Doe, Ray, Me. Vivo en el campo / las montañas / en el centro etc... No vivo en... Él/Ella vive en En una granja/ en una casa / En un piso etc... Me gusta vivir en + type of accommodation or place Me gustaría vivir en / Preferería vivir en reasons and opinions about accommodation Home learning: This s home learning requires students to create their own structure detailing where they live applying the content that they have learnt in the last two lessons. This will be peer marked following a set success criteria. The teacher will monitor pupils marking by making sure that everyone has secured understanding of the grammatical structures learnt in previous lessons. Additional learning support: / REACH: Investigate the influence of Spanish culture (eg. shops, restaurants, food etc) in your local community.

9 Week 6 Line of Enquiry Week 6 The Spanish colonisation of the Americas made a negative impact on their economy. Recall the different rooms in a house Recognise and classify a variety of different words into appropriate word categories. Recall a few simple prepositions. 1. Distinguish between masculine and feminine genders attributed to rooms and highlight possible m/f patterns. 2. Recognise the floor levels in a house and describe the rooms that are on each level. 3. Understand structures Hay and Tenemos and demonstrate their use in a sentence structure. 4. Distinguish between masculine and feminine adjectival agreements. 5. Create an elastic band sentence describing masculine and feminine rooms in a house. 6. Evaluate the knowledge of prepositions to describe the location of different rooms in one s house. Weekly success criteria across 3 lessons: GP wt1/1 Question = Students will recall the different rooms in a house and explain language patterns used to identify their meaning. GP 1 = Students will understand structures hay and tenemos and demonstrate their use in a sentence structure. GP 1/2 = Students will apply knowledge to identify the modification of the preposition followed by masculine, feminine or plural nouns. GP 2 = Students will analyse a set of different prepositions followed by nouns of different gender. GP 2+ = Student will evaluate how all structures learnt can be used to describe the location of different rooms in one s house. RGP 3 (REACH) = Students will create an elastic band sentence describing masculine and feminine rooms in a house. Lesson Hypotheses: Hypothesis 2 Elastic band information means longer sentences and repeated adjectives. (Cognitive Acceleration lesson focusing on discovering the differences between the masculine and feminine form of adjectives and place of adjective in the sentence). Hay + rooms in the house No hay + rooms in the house Tenemos... No tenemos... Primera (1ª) planta

10 Segunda planta etc... prepositions : en frente / detrás / en / sobre / debajo / entre adjectives : grande/ moderno/a / de moda / cómodo/a etc. Home Learning: This s home learning requires students to learn the vocabulary for rooms in a house and furniture items for a vocabulary test next lesson. This will be self-marked following the answers displayed on the board. Additional learning support: / REACH: Students investigate the extent to which The Spanish colonisation of the Americas made a negative impact on their economy. Students must provide justifications for their findings. Examples of GCSE questions Extended Learning Students can consolidate knowledge through the practice of REACH GCSE (or similar) past paper questions. Students can further consolidate knowledge through accessing the: Linguascope website: Beginners version GCSEPod GCSE BBC Bitesize Native Spanish Newspapers (online El Mundo, El País). Keep up to date with Spanish news in English (The Local Spain