GOVERNOR LIVINGSTON HIGH SCHOOL WORLD LANGUAGES SPANISH I #0202

BERKELEY HEIGHTS PUBLIC SCHOOL BERKELEY HEIGHTS, NEW JERSEY GOVERNOR LIVINGSTON HIGH SCHOOL WORLD LANGUAGES SPANISH I #0202 Curriculum Guide September 2002 Dr. Richard G. Bozza, Superintendent Mrs. Judith A. Rattner, Assistant Superintendent Dr. Mary Ann Kjetsaa, District Supervisor Developed by: Loretta Mizeski Irene O Grady Laura Reinhardt Barbara Hemmings (Mountainside) This curriculum may be modified through varying techniques, strategies, and materials, as per an individual student s Individualized Educational Plan (IEP). Approved by the Berkeley Heights Board of Education at the regular meeting held on

TABLE OF CONTENTS Philosophy and Rationale...1 Course Proficiencies...2 Course Objectives...2 Student Proficiencies...3 Methods of Evaluation...5 Course Outline/Student Objectives...6 Page Resources/Activities Guide...10 Suggested Audio Visual/Computer Aids...12 Suggested Materials...13 Addendum* Resources for Students...13 Resources for Teacher...13 New Jersey Core Curriculum Content Standards World Languages New Jersey Core Curriculum Content Standards Workplace Readiness *New Jersey Core Curriculum Content Standards can also be viewed at www.state.nj.us

PHILOSOPHY/RATIONALE As we move through the new millennium, global communication becomes increasingly important. A broad global environment and increasingly sophisticated technology make it necessary for us to become citizens of the world who are able to express ourselves in more than one language. By interweaving language and culture, we seek to prepare students to live and work in a multi-faceted society. World language study actively promotes the students proficiency and develops their knowledge of and sensitivity to other cultures. Acquiring a second language involves a progression of activities from comprehensible input of authentic language through guided and/or structured activities to comprehensible expressive output. In order to facilitate a continuous learning process, the vocabulary, structures, and functions are re-entered and spiraled throughout the program. A variety of strategies which target different learning styles and multiple intelligences address the various needs of the wide range of students. The overall goal is for students to participate actively in the learning experience and to be able to use the target language for meaningful communication. Students in grades 9 12 may enroll in this full year 5 credit course. The Spanish 1 program addresses the New Jersey Core Curriculum Content Standards 7.1 and 7.2. It also addresses identified areas of the New Jersey Core Curriculum Content Standards for Workplace Readiness. COURSE PROFICIENCIES

COURSE OBJECTIVES 1. To understand and interpret within the appropriate cultural context communication in the target language. 7.1 A1-6 8.2 B3,4 8.3 A3 2. To engage in direct communication in the target language. 7.1 B1-5 8.1 A1,3 B1,4 8.2 B2 8.3 A1,3,6 8.4 B2 8.6 B1 3. To present information, concepts, and ideas to an audience in the target language. 7.1 C 1-4 8.1 A1,3 B1,2 8.3 A3,5 8.4 A1,3 B2 C1,2 D1 4. To participate in multi-lingual communities. 7.1 A1-6 8.1 A2 7.1 B1-5 B1,3-5 7.1 C1-4 8.3 A1-4,6 8.4 B1 8.6 A2-5 5. To demonstrate an understanding of the cultural perspectives of target language countries through their products and practices. 7.2 A1-4 8.1 A1,4 7.2 B1,2 B1 7.2 C1-3 8.2 A1 8.3 A2-4 8.4 B1 C1,2 8.5 A3 8.6 B2 STUDENT PROFICIENCIES A. Interpretive Mode

The student will be able to: 1. Identify the following from visuals, objects, oral descriptions, or written descriptions: People; animals; foods; places in home, school, and community; furnishings; school subjects and supplies; sports; school and leisure activities; body parts; colors; numbers; days of the week; months; dates etc. 2. Demonstrate comprehension of information presented in authentic written materials such as reading selections, posters, advertisements, video selections, audio tapes, CDs, CD-ROMS, etc. 3. Respond to verbal instructions or commands. 4. Identify parts of speech such as nouns, verbs, definite and indefinite articles, adjectives, interrogative words etc. 5. Recognize the tense of verbs used in context. 6. Identify and compare customs related to daily life regarding holidays, celebrations, meals, etc. in Spanish-speaking countries and the USA. 7. Identify geographical features, climate and weather in places where Spanish is spoken. 8. Identify distinctive products of Spanish-speaking countries such as currencies, gift items, household furnishings, decorative items, etc. 9. Make connections between Spanish and other disciplines such as art, social studies, English, science, etc. B. Interpersonal Mode The student will be able to: 1. Introduce, greet, and converse with others using culturally appropriate expressions. 2. Extend and accept written and verbal invitations. 3. Request and give basic personal information. 4. Ask about and express personal likes/dislikes, wants/needs, and opinions. 5. Participate in guided conversations about school, home, friends and family, restaurants, etc. 6. Request and give information about location of people, places, and things. 7. Ask for and give information regarding physical or emotional state or condition, personal grooming, sports and leisure activities etc. 8. Discuss where people work in schools, home, and community. 9. Discuss and make travel and vacation plans. 10. Identify main idea, characters, locations, and events found in reading and video selections. STUDENT PROFICIENCIES (continued) C. Presentational Mode The student will be able to:

1. Create and/or present orally or in written form: dialogues, skits, role-plays, messages, poems, journal entries, compositions, ads, etc. using target language vocabulary and structures. 2. Describe orally or in writing people, objects, locations, activities, etc. in the target language. 3. Create, write or tell about products such as food, crafts, art, music, movies, etc. of Spanish-speaking countries. 4. Compare and contrast common cultural practices of Spanish-speaking countries and the United States. METHODS OF EVALUATION 1. Quizzes and tests for each unit in the interpretive, interpersonal and presentational modes. 2. Class participation.

3. Completion of daily homework assignments. 4. Use of teacher-developed rubrics for oral and written presentations and projects. 5. Coordinated web-site activities and Internet research. 6. Successful completion of daily assignments including practice of the three modes: interpretive, interpersonal, and presentational. 7. Self-assessment and peer-conferencing. 8. Mid-term and final. SCOPE AND SEQUENCE COURSE OUTLINE/STUDENT OBJECTIVES The student will be able to: N. J. Core Curriculum Standards Indicators Course Outline/Student Objectives * (see note at end of outline) 7.1 A1-4,6 I. Self, Others, and Physical Surroundings

7.2 8.1 8.3 8.4 B1-5 C1,2,4 A1,3,4 B1,2 C1-3 A1-4 B1-5 A1-4 A1 B1,2 A. Introductions, Salutations and Making Plans 1. Say hello and goodbye a. vocabulary common greetings b. grammar tú y yo 2. Introduce people and respond to an introduction a. vocabulary interrogative words b. grammar forming questions, tú y Ud. 3. Talk on the telephone 4. Tell time a. vocabulary numbers b. grammar use of ser 5. Extend and accept invitations a. vocabulary days, dates b. grammar ir + a + inf., pensar + inf. expressions with tener, el/los + days of week, subject pronouns B. Personal Data 1. Discuss name, address and phone number a. vocabulary numbers b. grammar use of llamarse, ser 2. Ask and give age information a. vocabulary numbers b. grammar use of tener 3. State birthday a. vocabulary months, numbers b. grammar use of ser, date format C. Physical and Character Traits 1. Describe people and animals a. vocabulary family and pets b. grammar ser (plural), adj. agreement, poss. adj. expressions with tener 2. Describe items a. vocabulary food, clothing, personal possessions 2. Describe items (continued) b. grammar use of ser/estar, possession with de, stem-changing verbs D. Activities and Preferences 1. Talk about likes/dislikes/wants/needs

a. vocabulary food, leisure activities, sports, clothing, music b. grammar gustar and encantar, querer, necesitar indefinite and definite articles 2. Talk about what you do/did a. vocabulary various action verbs, salir, hacer b. grammar present progressive, preterite of ar verbs E. Requests and Suggestions 1. Discuss problems and give advice a. vocabulary gifts, household chores and activities b. grammar use of deber and poner 2. Order and pay in restaurant a. vocabulary restaurant vocabulary b. grammar use of otro, stem-changing verbs, expressions with tener 3. Ask for help, respond to requests a. vocabulary prepositions of location b. grammar - polite requests 4. Tell a friend what to do a. vocabulary party preparations b. grammar informal commands 5. Ask for and give an opinion a. vocabulary qué te parece? b. grammar creer, uses of que F. Origins 1. Say from where someone or something is a. vocabulary country names b. grammar use of ser 2. Describe family relationship a. vocabulary family members b. grammar use of ser, adjectives, personal a G. Health 1. Talk about moods and feelings a. vocabulary adjectives describing conditions G. Health (continued) b. grammar sentirse, estar 2. Talk about physical conditions a. vocabulary parts of body

7.1 7.2 8.2 8.3 8.4 8.6 7.1 7.2 8.3 8.4 8.5 A1-4,6 B1-5 C1-4 A1,3,4 B1,2 C1 A1 B2-4 A5 D1 A2-5 A 1-6 B 1-5 C 1-4 A 1-4 B1,2 C1-3 A6 B1 C1,2 b. grammar me, te, le with doler 3. Talk about getting ready a. vocabulary grooming verbs b. grammar reflexive verbs II. School and Careers A. Subjects and Schedules 1. Name school subjects a. vocabulary - names of classes b. grammar use of gustar 2. Talk about sequence of events a. vocabulary - words used with time, days of week b. grammar use of ser, interrogative words B. School environment 1. Name and describe classroom objects and school supplies a. vocabulary items used in school b. grammar definite and indefinite articles, ar verbs 2. Identify and locate rooms in school building a. vocabulary rooms, prepositions of location b. grammar verbs ir and estar C. School-related activities 1. Talk about what you do in school a. vocabulary action verbs b. grammar regular -er /-ir verbs 2. Discuss extra-curricular activities a. vocabulary clubs, sports, music b. grammar future with ir + a + inf., para + inf., con, conmigo and contigo D. Careers 1. Identify and describe where people work a. vocabulary school, stores, restaurants b. grammar verbs trabajar, venir, hacer 2. Identify use of Spanish in various careers III. Our World Local and Global A. Homes/neighborhoods/towns/cities/states 1. Identify, describe and compare types and features of American and Hispanic homes a. vocabulary housing, rooms, furnishings, A. Homes/neighborhoods/towns/cities/states (cont.) household chores b. grammar regular verbs, deber, hacer, informal commands 2. Discuss where and how people make purchases

8.6 A3 B1,2 a. vocabulary names of stores, gift items, clothing, foods, currencies b. grammar direct and indirect object pronouns, comparisons, demonstrative adjectives, ser de + material 3. Ask and explain how to get somewhere a. vocabulary names and locations of places b. grammar interrogative words, quedar, estar, ir B. Spanish-speaking countries 1. Locate and describe places where Spanish is spoken in the USA and the world a. vocabulary names of countries, states, regions and geographical features b. grammar hay, comparatives 2. Describe, compare and contrast various types of climate and weather a. vocabulary weather expressions, seasons, months b. grammar uses of hacer, estar, negation 3. Plan for and talk about travel and vacations a. vocabulary names of countries, vacation activities, currencies b. grammar preterite of ir, verbs followed by infinitive 4. Compare and contrast American and Hispanic culture (Although culture is listed separately here, it is an integral part of all themes of study) a. vocabulary social customs, holidays, history, entertainment, food, fashion, family life, points of interest. b. grammar idioms and recycled grammar * This curriculum guide is written thematically and is not necessarily in sequential order. The sample vocabulary and grammar are meant to be illustrative of the types of vocabulary and grammar that might appear in the category.

RESOURCES/ACTIVITIES GUIDE I. Self, Others & Physical Surroundings A. Interpretive Mode 1. View and discuss video openers by summarizing story lines. 2. Play bingo games with numbers, classroom objects, foods, clothing, etc. 3. Use Simon Says to practice parts of body. 4. Move clock hands to show times as teacher or students state the time. B. Interpersonal Mode 1. Introduce each other eliciting personal data. 2. Make plans for various activities using telephone props. 3. Imitate common gestures, and idiomatic expressions from fotonovelas. 4. Ask and answer questions with partners about morning routines. 5. Describe famous people and their physical characteristics using photos. 6. Describe different moods using transparencies, gestures and/or photos. 7. Write e-mail to classmates or pen pals about everyday activities. C. Presentational Mode 1. Create a poster depicting likes and dislikes (food, leisure activities, sports, clothing, music, etc.). 2. Create a family tree. 3. Keep a journal or autobiography. 4. Create a skit depicting a visit to the doctor. 5. Sing songs related to unit themes. II. School and Careers A. Interpretive Mode 1. Identify objects in classroom in response to teacher or audiotape. 2. Follow directions as teacher uses various commands with prepositions. 3. Play modified pictionary game to practice classroom vocabulary. 4. Identify careers through use of flashcards. B. Interpersonal Mode 1. Interview each other about school schedules (time, subjects, teachers). 2. Ask and answer questions about leisure time activities and possible career plans. C. Presentational Mode 1. Create a book cover or poster collage on the reasons to learn to speak Spanish. 2. Discuss the use of school uniforms in Hispanic countries and debate their use in the U. S. 3. Design and create an original school uniform.

RESOURCES/ACTIVITIES GUIDE (continued) III. Our World - local and global A. Interpretive Mode 1. Read about and discuss various locations in the Hispanic world. 2. View and discuss videos comparing and contrasting U.S. and Hispanic culture. 3. Identify pre-columbian cultures and some of their scientific achievements. 4. Visit an established cultural corner/box in the classroom, and answer questions about the various Hispanic items displayed. B. Interpersonal Mode 1. Ask partner for directions on how to get somewhere. 2. Answer questions related to weather and climate in various areas, and regions through use of the Internet. 3. Practice vocabulary and structure using interactive activities on CD-ROM, and various web sites. C. Presentational Mode 1. Create a catalogue of clothing or a restaurant menu. 2. Design or videotape a home, or town - explaining various details. 3. Write a postcard explaining what you did on your vacation. 4. Take turns at the board writing the day s weather and forecast.

SUGGESTED AUDIO VISUAL/COMPUTER AIDS Ven conmigo! Level 1, Holt, Rinehart and Winston (2003) One-Stop Planner CD-ROM with Test Generator Teaching Transparencies Audio CD Program Interactive CD-ROM Tutor Video Program Video Guide DVD Tutor Internet go.hrw.com www.hrw.com www.hrw.com/passport Qué tal? Magazine (Teacher s Edition) Mary Glasgow/Scholastic publications audio tape activities

SUGGESTED MATERIALS Resources for Students Ven conmigo! Level 1, Holt, Rinehart and Winston (2003) Student text Cuaderno de gramática Lee conmigo! Reader Cuaderno de actividades Cuaderno para hispanohablantes Internet go.hrw.com www.hrw.com www.hrw.com/passport Magazines Qué tal? Mary Glasgow/Scholastic publications Resources for Teacher Ven conmigo! Level 1, Holt, Rinehart and Winston (2003) Teacher s Edition - Text One-Stop Planner CD-ROM with Test Generator Exploratory Guide Lesson Planner with Substitute Teacher Lesson Plans Student Make-Up Assignments with Alternative Quizzes Teaching Transparencies Grammar Tutor for Students of Spanish Reading Strategies and Skills Handbook Audio CD Program Listening Activities Activities for Communication TPR Storytelling Book Testing Program Alternative Assessment Guide Standardized Assessment Tutor Interactive CD-ROM Tutor Video Program Video Guide DVD Tutor Internet go.hrw.com www.hrw.com www.hrw.com/passport Qué tal? Magazine (Teacher s Ed. + audio tape) Mary Glasgow/Scholastic Publications