Duval County Public Schools District Curriculum Guide

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1 Course: Spanish I Big Idea/Supporting Idea: My Lifestyle Topic VIII: Staying Healthy (Integrated Culture: Mealtimes and Siesta) Duval County Public Schools District Curriculum Guide Grades 912 Pacing Standards Objectives Essential Content Evidence of Learning (Progression of Standards) NGSSS: : 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.1.4 Demonstrate understanding of simple information supported by visuals through a variety of media. WL.K12.NM.1.5 Demonstrate understanding of simple rhymes, songs, poems, and read aloud stories. WL.K12.NH.1.1 Demonstrate understanding of familiar topics, and frequently used expressions supported by a variety of actions. WL.K12.NH.1.2 Demonstrate understanding of short conversations in familiar contexts. Recognize vocabulary related to dinner foods. Produce vocabulary related to dinner foods to express their preferences. Form and use in context plural adjectives. Identify masculine and feminine and singular and plural nouns and adjectives in order to use gender and number agreement. Conjugate the verb "ser" in the present tense in order to describe people and things. Recognize and produce vocabulary related to healthy living and exercise. Use forms of the verb "deber" to give advice. Agree and disagree with statements and use appropriate nonverbal communication to enhance their message. Vocabulary related to dinner foods. 1st and 2nd person singular forms of the verb "preferir". Adjectives used to describe foods. Rules for making adjectives plural. Rules for nounadjective agreement. Forms of the verb "ser". Forms of the verb "deber". Vocabulary related to healthy living and exercise. Expressions used to agree and disagree. Practices and perspectives related to mealtimes and siesta. DEVELOPING: Recognize vocabulary related to dinner foods. Express likes and dislikes related to foods and drinks. Conjugate the verb "ser" according to given subject pronouns. Recognize vocabulary related to healthy living and exercise. ACHIEVING: Produce vocabulary related to dinner foods. Ask about other's likes and dislikes related to foods and drinks. Produce detailed sentences containing conjugations of the verb "ser". Produce vocabulary related to healthy living and exercise. DEVELOPING: Ask and respond to questions about dinner foods. Ask and respond to questions about foods and drinks they like, dislike or love. Ask and respond to questions containing conjugations of the verb "ser". Ask and respond to question about healthy living and exercise. 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. INTERPRETIVE READING: WL.K12.NM.2.1 Demonstrate understanding of written familiar words, phrases, and simple sentences supported by visuals. WL.K12.NM.2.2 Demonstrate understanding of short, simple literary stories. WL.K12.NM.2.3 Demonstrate understanding of simple written announcements with prompting and support. WL.K12.NM.2.4 Recognize words and phrases when used in context on familiar topics. WL.K12.NH.2.1 Determine main idea from simple texts that contain familiar vocabulary used in context. INTERPERSONAL COMMUNICATION: WL.K12.NH.3.2 Exchange information about familiar tasks, topics and activities, including personal information. WL.K12.NH.3.3 Exchange information using simple language about personal preferences, needs, and feelings. WL.K12.NH.3.4 Ask and answer a variety of questions about personal information. WL.K12.NH.3.6 Use basic language skills supported by body language and gestures to express agreement and disagreement. PRESENTATIONAL SPEAKING: WL.K12.NH.4.1 Provide basic information on familiar topics using phrases and simple sentences. WL.K12.NH.4.4 Present personal information about one s 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.

2 WL.K12.NM.5.3 Write simple sentences about self and/or others. WL.K12.NH.5.1 Write descriptions and short messages to request or provide information on familiar topics using phrases and simple sentences. WL.K12.NH.5.2 Write simple statements to describe aspects of daily life. WL.K12.NH.5.3 Write a description of a familiar experience or event. WL.K12.NH.5.4 Write short personal notes using a variety of media. WL.K12.NH.5.5 Request information in writing to obtain something needed. WL.K12.NH.5.6 Prepare a draft of an itinerary for a personal experience or event (such as for a trip to a country where the target language is spoken). 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.NM.6.4 Recognize products of culture (e.g., food, shelter, clothing, transportation, toys). WL.K12.NH.6.1 Use information acquired through the study of the practices and perspectives of the target culture(s) to identify some of their characteristics and compare them to own culture. CONNECTIONS: WL.K12.NM.7.2 Identify (within a familiar context and supported by visuals), basic information common to the world language classroom and other disciplines. WL.K12.NH.7.1 Use vocabulary acquired in the target language to access new knowledge from other disciplines. WL.K12.NH.7.2 Use maps, graphs, and other graphic organizers to facilitate comprehension and expression of key vocabulary in the target language to reinforce existing content area knowledge. COMPARISONS: 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 Course: Spanish I Topic VIII: Staying Healthy (Integrated Culture: Mealtimes and Siesta) Duval County Public Schools District Curriculum Lesson Guide Grades 912 Pacing 90 minute blocks Suggested Objectives Essential Questions Resources & Activities Higher Order Questions Vocabulary & Structures 52 Qué comes para la cena? Which vocabulary words do you recognize vocabulary anticipate having trouble Dinner foods related to dinner foods. Qué bebes para la cena? Vocabulary list, p. 168 remembering? Is there a way that you A primera vista, pp (NM.1.4/NM.2.1) can connect them to something that Listening Act. 1, p. 149 (NM.1.1) you already know? Present tense conjugations of Reading/Writing Act. 4, p. 152 (NM.2.4/NM.5.1) regular verbs Exploracion del lenguajewhere did it come from?, p. 160 (NH.7.1) N/A 3B1, p. 58 (NM.5.1) Capítulo 3B: Practice ActivitiesVocabulary practice 1 (NM.2.4) Wordplay: Temas 36 through 39 (NM.2.4) Have students make flashcards, putting pictures or drawings of the foods/drinks on one side and the Spanish word on the other side. (NM.5.1) ArticleSpanish Eating customs: tingcustoms.asp (NM.6.2) ESOL/ESE Accommodations Provide students a vocabulary list in Spanish and English. 53 produce vocabulary related to dinner foods to express their preferences. Qué prefieres comer? Qué prefieres beber? Writing Act. 5, p. 152 (NM.5.1) Speaking Act. 6, p. 153 (NH.3.3) Reading/Writing Act. 9, p. 154 (NM.2.3/NM.5.1) Writing/Speaking Act. 14, p. 157, Part 1, (NH.3.3); Part 2, (NH.7.2) 3B3, p. 60 (NH.5.1) 3B4, p. 61 (NH.3.3/NH.5.1) 3B8, p. 65 (NM.5.1) What other expression do you know that can be used to state a preference? How does it differ from "prefiero"? Dinner foods Tener idioms (tengo) Preferir (prefiero, prefieres) Idiom/Idiomatic expression Ask either/or questions instead of openended. Capítulo 3B: Practice ActivitiesVocabulary practice 2 (NM.5.1) Centro Virtual Cervantes: Los Alimentos (NH.5.4) Alimentos (Activities 14) Activity 1: Qué hay para comer? Activity 2: Qué falta? Activity 3: Qué lío! Activity 4: Masculino o femenino? Have students categorize their vocabulary flashcards into foods they like and dislike. (NM.2.1) Students write a shopping list for their parents of the foods they need from the grocery store to prepare their favorite meal. (NH.5.5) Fondo culturalla siesta, p. 286 (NM.6.1) ArticleLa siesta in Spain: esta.asp (NM.6.2)

4 54 form and use in context plural adjectives. identify masculine and feminine and singular and plural nouns and adjectives in order to use gender and number agreement. Cómo es...? Cómo son...? GramáticaThe plurals of adjectives, p. 156 (NH.8.2) Viewing Act. 12, p. 156 (NH.8.2) Writing/Speaking Act. 13, p. 157, Part 1 (NM.5.3) Speaking Act. 18, p. 159 (NH.3.3) 3B5, p. 62, Part A (NH.8.2); Part B (NM.2.3) WAVA Listening Act. 7, p. 64 (NH.1.3/NH.8.2) WAVA Listening Act. 8, p. 65 (NH.1.3) WAVA Writing Act. 11, p 67 (NH.5.2/NH.8.2) Guided Practice Workbook: 3B1, p. 109 (NH.8.2) 3B2, p. 110 (NH.8.2) Realidades 1 DVD Program: GramActiva VideoThe plural of adjectives (NH.8.2) Given a list of singular and plural adjectives in Spanish, generate the rules Adjectives for pluralization. Adjective Number (singular, plural) Gender (masculine, feminine) Agreement Have students highlight singular nouns and articles green and feminine nouns and articles orange in written assignments. Capítulo 3B: Practice ActivitiesPractice with plurals of adjectives (NH.8.2) Using their flashcards, students ask classmates if they like each food (e.g., Te gustan las zanahorias?). Classmates respond, saying that they like, dislike or love the food item and give a reason why (e.g., Sí, me gustan las zanahorias porque son sabrosas.) (NH.3.3) YouTube VideoCampaña "Desayunos Saludables": (NH.1.1/NH.7.1) 55 conjugate the verb "ser" in the present tense in order to describe people and things. Cómo eres...? Cómo es...? Cómo son...? Gramática, p. 158 (NH.8.2) Reading/Writing Act. 15, p. 158 (NH.8.2) Speaking Act. 17, p. 159 (NH.4.4) 3B6, p. 63 (NM.5.1) WAVA Writing Act. 12, p. 68 (NH.5.1) Guided Practice Workbook: 3B3, p. 111 (NH.8.2) 3B4, p. 112 (NH.8.2) Realidades 1 DVD Program: GramActiva VideoThe verb ser (NH.8.2) Compare the conjugations of the verb "ser" with the English verb "to be". Dinner foods Adjectives Irregular verb Conjugation Have students make a foldable for the verb "ser" and encourage them to use it during classwork and homework activities. Capítulo 3B: Practice ActivitiesPractice with ser (NH.8.2) Canciones de Hip Hop Sabroso o malo? (NM.1.5) Aventa Learning: e/spanish1b/lacomida/section1.htm Prepare various sets of index cards with the six forms of the verb "ser". Write the subject pronouns on a (magnetic) white board. Have students compete to match the forms of "ser" to the corresponding subject pronouns with magnets. (NH.8.2) Perspectiva del mundo hispanoa la hora de comer, p. 264 (NH.6.1) 56 recognize and produce vocabulary related to healthy living and exercise. use forms of the verb "deber" to give advice. agree and disagree with statements and use appropriate nonverbal communication to enhance their message. Qué haces para mantener la salud? Qué debes hacer para mantener la salud? Listening Act. 2, p. 149 (NM.1.1) Speaking Act. 7, p. 153 (NH.3.2/NH.3.6) Speaking Act. 8, p. 154 (NH.3.2) Speaking Act. 10, p. 154 (NH.3.2/NH.3.6) Reading/Writing/Speaking Act. 11, p. 155, Part 1 (NH.3.4); Part 2 (NH.3.4); Part 3 (NH.5.2) 3B2, p. 59 Part A (NM.5.1); Part B (NH.3.2); Part C (NH.5.2) 3B7, p. 60 (NM.5.1) WAVA Listening Act. 5, p. 63 (NH.1.2) WAVA Listening Act. 6, p. 64 (NH.1.3) WAVA Writing Act. 13, p. 69 (NH.5.3) Article: Diez consejos para conseguir una buena salud What do you notice about the first and second verb in the question, " Qué debes hacer para mantener la salud?" Why do you think it is written this way? Breakfast, lunch and dinner foods and drinks Activities and exercises Deber Infinitives Conjugated verb Infinitive Have students mark their vocabulary lists with a + sign for activities and foods that are good for your health and a sign for activities and foods that are bad for your health.

5 Students create an itinerary for the international "Día de la Salud" which includes activities they are planning to do during the day, menu options and advice for staying healthy. (NH.5.6) Fondo culturalmenú del día, p. 260 (NH.6.1) Plato del Día: (NM.2.4/NM.6.4) Have students read some of the menus and identify the menú or plato del día. 57 REVIEW AND ENRICHMENT Videohistoria, pp (NM.2.1/NH.1.2/NH.1.4) Pronunciación, p. 155 (NH.8.2) Listening/Writing Act. 16, p. 158 (NH.1.3) Reading/Writing Act. 19, p. 161 (NM.2.3/NM.8.2/NH.5.1) Writing/Speaking Act. 20, p. 161 (NH.3.3) Adelante!, pp (NM.2.1) 3B9, p. 66, Part I (NM.5.1); Part II (NH.8.2) FCAT Support and Test Practice: Interpreting Diagrams, Graphs, and Statistical Illustrations, p. 34 (NH.7.2) Determining the Main Idea and Identifying Relevant Details, p. 35 (NH.2.1) Pizza, ensaladas y... helado de fresas, pp (NM.2.2) Textbook Companion Website ( Capítulo 3B: Test Preparation Destinos: (NH.7.1) Vocabulary 1: La cara de verduras Vocabulary 2: La comida Breakfast, lunch and dinner foods and drinks Adjectives Activities and exercises Present tense conjugations of regular verbs Tener idioms (tengo) Preferir (prefiero, prefieres) Deber Infinitives Idiom/ Idiomatic expression Adjective Number (singular, plural) Gender (masculine, feminine) Agreement Irregular verb Conjugation Conjugated verb Infinitive Provide an exam study guide. Play Human Bingo with plastic foods and/or pictures of foods. (SEE ADDENDUM) (NH.1.1) Gobierno de Canarias: Pirámide Alimenticia (interactive food pyramid): MWEB/Docsup/Recursos/ R/Piramide.swf (NM.2.1/NH.7.1) 58 ASSESSMENT ASSESSMENT OPTIONS Create an exam for Capítulo 3B. Have students complete Project 3BEl Cartel: Consejos para mantener la salud (SEE ADDENDUM) (NH.4.1/NM.5.3/NM.7.2) Allow extended time on exam or project. Provide a word bank on exam.

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