Duval County Public Schools District Curriculum Guide. Grades 9-12

Transcription

1 Duval County Public Schools District Curriculum Guide Grades 9-12 Course: Spanish I Pacing Big Idea/Supporting Idea: My Friends and My School Topic V: Talking about the School Day (Integrated Culture: School Schedules) Standards Objectives Essential Content Evidence of Learning (Progression of Standards) NGSSS: Students will be able to: Students will know: INTERPRETIVE LISTENING: WL.K12.NM.1.1 Demonstrate understanding of basic words, phrases, and questions about self, and personal experiences, through gestures, drawings, pictures, and actions. WL.K12.NM.1.2 Demonstrate understanding of everyday expressions dealing with simple and concrete daily activities, and needs presented in a clear, slow, and repeated speech. WL.K12.NM.1.4 Demonstrate understanding of simple information supported by visuals through a variety of media. WL.K12.NH.1.2 Demonstrate understanding of short conversations in familiar contexts. WL.K12.NH.1.3 Demonstrate understanding of short, simple messages and announcements on familiar topics. WL.K12.NH.1.4 Demonstrate understanding of key points on familiar topics presented through a variety of media. - Recognize and produce vocabulary related to school supplies and classes. - Talk about and respond to questions regarding their school schedules. - Express the order of things including their classes. - Use gender-appropriate adjectives to describe their classes and - Identify and use in context subject pronouns. - Conjugate in the present tense and use them in the context of activities that they and others do. - Ask and respond to questions about activities using present tense conjugations of. - Vocabulary related to schedules, classes and school supplies. - Adjectives used to describe classes and - Ordinal numbers (first through tenth).. - Endings for (present tense). - Practices, products and perspectives related to school schedules. DEVELOPING: - Recognize vocabulary related to school schedules, classes and - Conjugate -ar verbs according to given subject pronouns. ACHIEVING: - Produce vocabulary related to school schedules, classes and - Produce detailed sentences containing conjugations of regular - ar verbs. EXCELLING: - Ask and respond to questions about school schedules, classes and - Ask and respond to questions containing conjugations of regular -ar verbs. INTERPRETIVE READING: WL.K12.NM.2.1 Demonstrate understanding of written familiar words, phrases, and simple sentences supported by visuals. INTERPERSONAL COMMUNICATION: WL.K12.NM.3.3 Ask simple questions and provide simple responses related to personal preferences. WL.K12.NM.3.4 Exchange essential information about self, family, and familiar topics. WL.K12.NH.3.4 Ask and answer a variety of questions about personal information. PRESENTATIONAL SPEAKING: WL.K12.NM.4.1 Provide basic information about self and immediate surroundings using words and phrases, and memorized expressions. WL.K12.NM.4.2 Present personal information about self and others. PRESENTATIONAL WRITING: WL.K12.NM.5.1 Provide basic information in writing using familiar topics, often using previously learned expressions and phrases. WL.K12.NM.5.3 Write simple sentences about self and/or others. WL.K12.NM.5.4 Write simple sentences that help in day-to-day life communication. CULTURE: WL.K12.NM.6.1 Recognize basic practices, and perspectives of cultures where the target language is spoken (such as greetings, holiday celebrations, etc.) WL.K12.NM.6.2 Recognize common patterns of behavior (such as body language, gestures) and cultural practices and/or traditions associated with the target culture(s). WL.K12.NH.6.1 Use information acquired through the study of the practices and perspectives of the target culture(s) to

2 p p p g ( ) identify some of their characteristics and compare them to own culture. CONNECTIONS: WL.K12.NM.7.1 Identify key words and phrases in the target language that are based on previous knowledge acquired in subject area classes. COMPARISONS: WL.K12.NM.8.1 Demonstrate basic knowledge acquired in the target language in order to compare words that are similar to those in his/her own language. WL.K12.NM.8.2 Recognize true and false cognates in the target language and compare them to own language. WL.K12.NH.8.2 Compare basic sound patterns and grammatical structures between the target language and own language.

3 Duval County Public Schools District Curriculum Lesson Guide Grades 9-12 Course: Spanish I Pacing Topic V: Talking about the School Day (Integrated Culture: School Schedules) Suggested 90 minute blocks Objectives Essential Questions Resources & Activities Higher Order Questions Vocabulary & Structures ESOL/ESE Accommodations 29 Students will be able to recognize and produce vocabulary related to school supplies and classes. Qué es...? Qué necesitas para la clase de...? Cuál es tu clase favorita? - Vocabulary list, p A primera vista, pp (NM.2.1/NM.1.4) - Listening Act. 1, p. 75 (NM.1.1) - Reading Act. 4, p. 78 (NM.2.1) - Speaking Act. 6, p. 79 (NM.3.4) - 2A-1, p. 31-2A-3, p. 33 (NM.3.4) - Capítulo 2A: Practice Activities-Vocabulary Practice 2 (NM. 5.1) Wordplay.com - Temas 2-1 through 2-4 (NM.2.1) - Teacher calls out the name of a class and students hold up a book or other supplies required for that class (e.g., a calculator for "matemáticas"). (NM.1.1) Article-The Spanish School Schedule: - (NH.6.1) Which vocabulary words do you anticipate having trouble remembering? Is there a way that you can connect them to something that you already know? - Ser (es) N/A Provide students a vocabulary list in Spanish and English. Have students make flashcards. 30 Students will be able to talk about and respond to questions regarding their school schedules. Students will be able to express the order of things including their classes. Cómo es tu horario de clases? Qué clase te gusta más? Qué clases tienes? - Listening Act. 2, p. 75 (NM.1.1) - Writing Act. 5, p Exploración del lenguaje-connections between Latin, English, and Spanish, p. 81 (NM.7.1) - Fondo cultural-spanish word derived from Latin, p. 81 (NM.8.2) - Reading Act. 21, p. 88 (NM.7.1) - 2A-2, p. 32 (NM.5.4) - WAVA Listening Act. 5, p. 31 (NM.1.1) - WAVA Writing Act. 10, p. 35 (NM.5.3) Compare your class schedule to that of a classmate. Compare and contrast different types of numbers (cardinal, ordinal, Roman numerals, Mayan, etc.) - Ordinal numbers - Gustar (me/te/le gusta) N/A Have students work with a partner to write key target language vocabulary on a copy of their schedules (such as, primera hora, la clase de ciencias) in preparation for speaking activities. - Capítulo 2A: Practice Activities-Vocabulary practice 1 Students ask questions about others' class schedules. (NM.3.4) Create a poster-sized graphic organizer (i.e., Venn diagram or Y-chart) to compare and contrast school schedules in the target and native cultures. Add to the chart daily as new information is acquired. Encourage students to keep their own chart and add to it daily. (NH.7.2) 31 Students will be able to use gender-appropriate adjectives to describe their classes and Cómo es la clase de...? Cómo es tu profesor(a) de...? - Writing Act. 7, p. 79 (NM.5.4) - Speaking Act. 8, p. 80 (NM.3.3) - Writing/Speaking Act. 9, p.80 (NM.3.4) - 2A-4, p. 34 (NM.3.3) - WAVA Listening Act. 7, p. 32 (NH.1.2) - WAVA Writing Act. 13, p. 38 (NM.5.4) - Students make a chart (6 x 9) to fill in their schedule and information about each of their classes. The six columns across the top should be labeled: la hora, el nombre de la When describing your classes, why must you use feminine adjectives? What do you need to keep in mind when describing people such as your teachers? - Adjectives - Gender - Adjective - Noun-adjective agreement Have students highlight masculine adjectives blue and feminine adjectives pink.

4 across the top should be labeled: la hora, el nombre de la clase, mi clase es..., mi profesor(a) se llama, mi profesor(a) es..., para la clase necesito... (NH.7.2) - Fondo Cultural-Studying English, p. 80 (NM.6.2) 32 Students will be able to identify and use in context subject pronouns. Quién es? Quiénes son? - Gramática, p. 82 (NH.8.2) - Listening Act. 10, p. 83 (NM.1.1) - Writing Act. 11, p Speaking Act. 12, p. 83 (NM.6.1) - 2A-5, p. 35 (NH.8.2) Guide Practice Workbook: - 2A-1, p. 63 (NH.8.2) - 2A-2, p. 64 (NH.8.2) Realidades 1 DVD Program: - GramActiva Video-Subject Pronouns (NH.8.2) Classify the Spanish subject pronouns in at least two ways (e.g., masculine and feminine; singular and plural; 1st, 2nd and 3rd person). - 1st, 2nd, 3rd person - Masculine - Feminine - Singular - Plural Create and handout individual subject pronoun charts with visuals for students to use during chapter activities. - Capítulo 2A: Practice Activities-Practice with subject pronouns Quizlet - Spanish Subject Pronouns Flashcards ( ); ( ish_subject_pronouns.php) (NM.2.1) - Make color-coded subject pronoun flashcards (pink for feminine, blue for masculine and purple for genderneutral). - Étienne song: "Los pronombres" (SEE ADDENDUM) (NM.1.5) - Fondo cultural-el recreo, p. 86 (NM.6.1) 33 Students will be able to conjugate in the present tense and use them in the context of activities that they and others do. Qué haces? - Gramática p. 84 (NH.8.2) - Writing Act. 14, p. 85 (NM.5.3) - 2A-6, p. 36 (NH.8.2) - WAVA Listening Act. 8, p. 33 (NM.1.2) Guide Practice Workbook: - 2A-3, p. 65 (NH.8.2) - 2A-4, p. 66 (NH.8.2) Realidades 1 DVD Program: -GramActiva Video-Present tense of -ar verbs (NH.8.2) Compare and contrast the forms of the regular verb hablar with the English verb to speak. - Activities Allow students to use their foldable during class activities and assessments. Highlight conjugated verb endings different colors in class notes. : - Capítulo 2A: Practice Activities-Practice with -ar verbs - Students make a foldable for subject pronouns and -ar endings. (NH.8.2) PowerPoint-Schools - e=web&cd=2&ved=0ceiqfjab&url=http%3a%2f%2fteache rweb.com%2fil%2fhannahbeardsleymiddleschool%2fenc ORECLASSES%2Fschools2012.pptx&ei=_IOGUbHSCIv88QTm kyc4cq&usg=afqjcnh5saowxxvt_vnz2by7rmebb4544g& sig2=doam2cusx_dfzdp1aiadw&bvm=bv ,d.ewu&cad=rja (NH.6.1)

5 34 Students will be able to ask and respond to questions about activities using present tense conjugations of. Make various questions with (e.g., Cantas bien? Estudian Uds. español?). - Listening Act. 13, p. 84 (NM.1.1) - Listening Act. 15, p. 85 (NM.1.1) - Writing Act. 16, p. 86 (NM.5.3) - Writing/Speaking Act. 20, p. 88 (NH.3.4) - 2A-7, p. 37 (NM.5.3) - WAVA Listening Act. 9, p. 34 (NH.1.3) - WAVA Writing Act. 12, p. 37 (NM.3.4) YouTube Video-Conjugations Back: - (NH.8.2) Textbook Companion Website ( - Canciones de Hip Hop-En la clase (NM.1.5) Examine a question in English and the same question in Spanish. Compare and contrast word order. - Activities Have students complete conjugation charts for different - ar verbs and color-code the endings. - Board relay games for verbs. Two students go to the board. Teacher calls out an -ar verb and a subject pronoun. The first student to write the correct conjugation and circle it wins. (NH.8.2) - Adelante-La Escuela Español Vivo, pp (NM.2.1) 35 REVIEW AND ENRICHMENT - Videohistoria, pp (NM.2.1/NH.1.2/NH.1.4) - Writing Act. 3, p. 77 (NM.2.1) - 2A-8, p. 38-2A-9, p. 39, Part 1 ; Part 2 (NH.8.2) - Listening/Writing Act. 17, p. 86 (NM.1.2) - Writing Act. 18, p. 87 (NM.5.3) - Pronunciación, p. 89 (NH.8.2) FCAT Support and Test Practice: - Recognizing Cause-Effect Relationships, p. 19 (NM.8.1) - Analyzing the Validity and Reliability of Information, p. 20 (NM.2.1/NM.7.1) - The High-School Experience in Latin America, pp (NH.8.1) Textbook Companion Website ( - Capítulo 2A: Test Preparation - La cultura en vivo-aficionados al fútbol, p. 92 (NM.6.2) - Ordinal numbers - Activities (Regular -ar verbs) - Gustar (me/te/le gusta) - Gender - Adjective - Noun-adjective agreement - 1st, 2nd, 3rd person - Masculine - Feminine - Singular - Plural Provide a study guide for exam. 36 ASSESSMENT ASSESSMENT OPTIONS - Create an exam for Capítulo 1B. - Have students complete project 2A-Mi clase favorita (SEE ADDENDUM)(NM.4.1) Allow extended time on exam or project. Provide a word bank on exam. 37 REVIEW FOR CGA 2 (MIDTERM) Provide a study guide for midterm. 38 CGA 2 (MIDTERM)