West Windsor-Plainsboro Regional School District Spanish 2

Transcription

1 West Windsor-Plainsboro Regional School District Spanish 2 Page 1 of 10

2 Content Area: World Language Course & Grade Level: Spanish 2, 9 12 Unit 1: Describing Myself and My Peers Summary and Rationale What defines me and my friends and how do our social activities shape our identity? 45 days Recommended Pacing State Standards Standard 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. Strand A. Interpretive CPI # NH.A.1 Recognize familiar words and phrases, understand the main idea, and infer the meaning of some 7.1.NH.A.2 Demonstrate comprehension of a series of oral and written directions, commands, and requests 7.1.NH.A.3 Recognize some common gestures and cultural practices associated with target culture(s). 7.1.NH.A.4 Identify people, places, objects, and activities in daily life based on oral or written descriptions. 7.1.NH.A.5 Demonstrate comprehension of short conversations and brief written messages on familiar topics. 7.1.NH.A.6 Identify the main idea and other significant ideas in readings from age and level appropriate, culturally authentic materials. Strand B. Interpersonal CPI # 7.1.NH.A.1 Recognize familiar words and phrases, understand the main idea, and infer the meaning of some 7.1.NH.A.2 Demonstrate comprehension of a series of oral and written directions, commands, and requests 7.1.NH.A.3 Recognize some common gestures and cultural practices associated with target culture(s). 7.1.NH.A.4 Identify people, places, objects, and activities in daily life based on oral or written descriptions. 7.1.NH.A.5 Demonstrate comprehension of short conversations and brief written messages on familiar topics. Strand C. Presentational CPI# 7.1.NH.C NH.C NH.C NH.C NH.C.5 Recombine basic information at the word and sentence level related to self and targeted themes to create a multimedia rich presentation to be shared virtually with a target language audience. Create and present brief messages, poems, rhymes, songs, short plays, or role plays using familiar vocabulary orally or in writing. Describe in writing people and things from the home and school environment. Tell or retell stories from age and level appropriate, culturally authentic materials orally or in writing. Tell or write about cultural products associated with the target culture(s), and simulate common cultural practices. Page 2 of 10

3 Instructional Focus Unit Enduring Understandings Their choices are diverse Their interests help decide who they are Their actions affect how they are perceived by others Unit Essential Questions What defines me as a teenager? What decides my interests? How am I perceived by others? How do I perceive others? Objectives Students will know: Adjective agreement when describing nationalities Present tense to describe themselves and their peers Ser to describe their personal traits Estar to describe feelings and emotions Tener to describe their age Verbs like gustar to describe likes and dislikes Prepositional pronouns (conmigo, contigo) to describe activities with friends Ir + a + infinitive to talk about upcoming plans Students will be able to: Identify nationalities Describe their personal traits and those of their friends Describe likes and dislikes Describe feelings and emotions Describe their physical needs Talk about weekend activities Core Text: Ven Conmigo Level 2 Suggested Resources: Realidades 2 Qué tal magazines Vistazos: Lecturas Fáciles 1 2 Internet resources (español.com, etc.) Resources Page 3 of 10

4 Content Area: World Language Course & Grade Level: Spanish 2, 9 12 Unit 2: Living a Healthy Life Summary and Rationale How do my choices affect my physical and mental health? What changes can I make in my daily routine to develop and maintain a healthy life style? Recommended Pacing 45 days State Standards Standard 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. Strand A. Interpretive CPI # NH.A.1 Recognize familiar words and phrases, understand the main idea, and infer the meaning of some 7.1.NH.A.2 Demonstrate comprehension of a series of oral and written directions, commands, and requests 7.1.NH.A.3 Recognize some common gestures and cultural practices associated with target culture(s). 7.1.NH.A.4 Identify people, places, objects, and activities in daily life based on oral or written descriptions. 7.1.NH.A.5 Demonstrate comprehension of short conversations and brief written messages on familiar topics. 7.1.NH.A.6 Identify the main idea and other significant ideas in readings from age and level appropriate, culturally authentic materials. Strand B. Interpersonal CPI # 7.1.NH.A NH.A NH.A NH.A NH.A.5 Strand C. Presentational CPI# 7.1.NH.C NH.C NH.C NH.C.4 Recognize familiar words and phrases, understand the main idea, and infer the meaning of some Demonstrate comprehension of a series of oral and written directions, commands, and requests Recognize some common gestures and cultural practices associated with target culture(s). Identify people, places, objects, and activities in daily life based on oral or written descriptions. Demonstrate comprehension of short conversations and brief written messages on familiar topics. Recombine basic information at the word and sentence level related to self and targeted themes to create a multimedia rich presentation to be shared virtually with a target language audience. Create and present brief messages, poems, rhymes, songs, short plays, or role plays using familiar vocabulary orally or in writing. Describe in writing people and things from the home and school environment. Tell or retell stories from age and level appropriate, culturally authentic materials orally or in writing. Page 4 of 10

5 7.1.NH.C.5 Tell or write about cultural products associated with the target culture(s), and simulate common cultural practices. Instructional Focus Unit Enduring Understandings Their daily routine can positively and negatively affect their health They have the power to make changes in their daily routine that will benefit their well being in the future Staying fit is a common concern these days Staying healthy requires adopting healthy habits at an early age They should be able to communicate health problems and injuries Unit Essential Questions How much control do we have of daily routine? What are the changes that I can make to improve my well being? At what age should we begin to identify good, healthy habits? What factors affect our health? (Environment, heredity, social practices etc.) Objectives Students will know: Appropriate vocabulary (parts of the body, reflexive actions ) Appropriate vocabulary to describe daily routine Transitional words to sequence our daily activities Commands to tell someone what they need to do to stay healthy Deberías to give advice on how to live a healthy life style Compararative phrases Tener to describe physical needs and conditions Phrases with tener + que to describe what someone has to do to keep healthy Appropriate vocabulary to describe their symptoms The preterite tense to narrate the events leading to an accident or illness Students will be able to: Describe their daily routine in the present and the past Sequence our daily activities Tell someone what they need to do to stay healthy Give advice on how to live a healthy life style Compare aspects of healthy living Describe their symptoms Discuss the effects that our daily routine has on our health Compare and contrast different dimensions of time (past & present) Core Text: Ven Conmigo 2 Suggested Resources: Okapi (magazine) Qué tal? magazine Ven Conmigo 2 (and workbooks) Ch. 5 Magazine and web articles about technology Web resources (univisión.com) Resources Page 5 of 10

6 Content Area: World Language Course & Grade Level: Spanish 2, 9 12 Unit 3: My Childhood and My Cultural Roots Summary and Rationale As a teen in today s world I am also a product of my past and my traditions. How my past has shaped my personality? Recommended Pacing 45 days State Standards Standard 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. Strand A. Interpretive CPI # NH.A NH.A NH.A NH.A NH.A NH.A.6 Strand B. Interpersonal CPI # 7.1.NH.A NH.A NH.A NH.A NH.A.5 Strand C. Presentational CPI# 7.1.NH.C NH.C NH.C NH.C.4 Recognize familiar words and phrases, understand the main idea, and infer the meaning of some Demonstrate comprehension of a series of oral and written directions, commands, and requests Recognize some common gestures and cultural practices associated with target culture(s). Identify people, places, objects, and activities in daily life based on oral or written descriptions. Demonstrate comprehension of short conversations and brief written messages on familiar topics. Identify the main idea and other significant ideas in readings from age and level appropriate, culturally authentic materials. Recognize familiar words and phrases, understand the main idea, and infer the meaning of some Demonstrate comprehension of a series of oral and written directions, commands, and requests Recognize some common gestures and cultural practices associated with target culture(s). Identify people, places, objects, and activities in daily life based on oral or written descriptions. Demonstrate comprehension of short conversations and brief written messages on familiar topics. Recombine basic information at the word and sentence level related to self and targeted themes to create a multimedia rich presentation to be shared virtually with a target language audience. Create and present brief messages, poems, rhymes, songs, short plays, or role plays using familiar vocabulary orally or in writing. Describe in writing people and things from the home and school environment. Tell or retell stories from age and level appropriate, culturally authentic materials orally or in writing. Page 6 of 10

7 7.1.NH.C.5 Tell or write about cultural products associated with the target culture(s), and simulate common cultural practices. Instructional Focus Unit Enduring Understandings That memories should be valued The changes in their lives The differences and similarities among their peers early years The differences and similarities among cultures and traditions The role that traditions play in different cultures Unit Essential Questions How do the similarities and differences among cultures in our community bring us closer together or make us unique? How is my past affecting the way I am now? How can learning about different cultures help me appreciate my own cultures? How can learning about different cultures help me appreciate that of my peers? Objectives Students will know: The imperfect to narrate about their childhood experiences Vocabulary related to childhood Vocabulary related to cultural celebrations and festivals Students will be able to: Narrate about their childhood experiences Describe their traditions and celebrations Describe the similarities and differences between their childhood and the childhood memories of their friends Compare the traditions and celebrations of their peers with their own Discuss the value of tradition Describe how establishing relationships both within and outside of the culture can further personal growth Discuss the complexity of culture Core Text: Ven Conmigo 2 Suggested Resources: Ven Conmigo 2 Ch.8/Tercer Paso Realidades Libro 2/Ch.4A B Audio Visual Resources: Film Clips Art Selections: Internet/ Art Books Resources Page 7 of 10

8 Content Area: World Language Course & Grade Level: Spanish 2, 9 12 Unit 4: A Visit to the market in the City Summary and Rationale What can we learn about a culture based on what goes on in the city? Recommended Pacing 45 days State Standards Standard 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. Strand A. Interpretive CPI # NH.A.1 Recognize familiar words and phrases, understand the main idea, and infer the meaning of some 7.1.NH.A.2 Demonstrate comprehension of a series of oral and written directions, commands, and requests 7.1.NH.A.3 Recognize some common gestures and cultural practices associated with target culture(s). 7.1.NH.A.4 Identify people, places, objects, and activities in daily life based on oral or written descriptions. 7.1.NH.A.5 Demonstrate comprehension of short conversations and brief written messages on familiar topics. 7.1.NH.A.6 Identify the main idea and other significant ideas in readings from age and level appropriate, culturally authentic materials. Strand B. Interpersonal CPI # 7.1.NH.A NH.A NH.A NH.A NH.A.5 Strand C. Presentational CPI# 7.1.NH.C NH.C NH.C NH.C NH.C.5 Recognize familiar words and phrases, understand the main idea, and infer the meaning of some Demonstrate comprehension of a series of oral and written directions, commands, and requests Recognize some common gestures and cultural practices associated with target culture(s). Identify people, places, objects, and activities in daily life based on oral or written descriptions. Demonstrate comprehension of short conversations and brief written messages on familiar topics. Recombine basic information at the word and sentence level related to self and targeted themes to create a multimedia rich presentation to be shared virtually with a target language audience. Create and present brief messages, poems, rhymes, songs, short plays, or role plays using familiar vocabulary orally or in writing. Describe in writing people and things from the home and school environment. Tell or retell stories from age and level appropriate, culturally authentic materials orally or in writing. Tell or write about cultural products associated with the target culture(s), and simulate common Page 8 of 10

9 cultural practices. Instructional Focus Unit Enduring Understandings Cities are important centers of activities in a country, and often display a rich culture It is important to be able to navigate through a city and to give directions There are a variety of choices and possibilities when making purchases in the city The practice of purchasing varies in different parts of the world In a city, one can find the origins of many cultural practices Unit Essential Questions What does a city say about a culture? What kinds of opportunities does a city offer? What cultural differences are there in selling and purchasing products? What differences are there in clothing that also reflect the culture and country? Objectives Students will know: Use appropriate vocabulary to describe the people and objects in a store Use appropriate vocabulary to describe clothing Specify selections and choices using demonstrative adjectives Use appropriate phrases to ask for help in a store setting Give opinions on clothing and other purchases Use appropriate phrases to bargain in a market setting Choose appropriate clothing for different social activities Students will be able to: Describe people and objects in a store Describe clothing and how it fits Express preferences Ask for help Bargain Core Text: Ven Conmigo 2 Suggested Resources: Ven Conmigo 2 (and workbooks) Ch. 5 Qué tal? magazine Videos: Markets in Ecuador, Mexico, Spain Internet Maps of capitals, Latin American countries Moo s Video Series Directions in the City, Cloth Resources Page 9 of 10

10 Additional Functions/Themes City vocabulary Direction vocabulary Commands to give directions Page 10 of 10