KNOX COUNTY SCHOOLS CURRICULUM & INSTRUCTION DEPARTMENT CURRICULUM FRAMEWORK SY World Languages Department: Spanish 2 Module 4 of 6

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1 KNOX COUNTY SCHOOLS CURRICULUM & INSTRUCTION DEPARTMENT CURRICULUM FRAMEWORK SY World Languages Department: Spanish 2 Module 4 of 6 Topic: Un evento especial Percent of time: Overview: Students will learn how to describe getting ready for a special event, talk about daily routines, describe people and things, express possession, describe events in the past, point out specific objects, avoid repetition when comparing similar things, and understand cultural perspectives on parties. Essential Question(s): Tier III Vocabulary: How do daily routines differ from one person to another? How does the concept of time compare across cultures? TN Standards: I. Standard Number 1 (Goal One): Communicate in a Language Other Than English 1.1 In the target language, engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions. 1.2 Understand and interpret both written and spoken forms of the target language on a variety of topics. 1.3 Present information, concepts, and ideas to an audience of listeners or readers on a variety of topics. Demonstrative adjective (El adjetivo demostrativo) Orthographic Change (El cambio ortográfico) Preterit Tense (El tenso pretérito) Reflexive pronoun (El pronombre reflexivo) Reflexive verb (El verbo reflexivo) *Tier II Vocabulary should be taught as referenced in the text. Learning Objectives: I can express how I get ready for an event. I can express how I got ready for past events. I can describe others and myself. I can describe my daily routine. I can express possession. I can interpret level-appropriate authentic texts related to healthy daily routines. II. Standard Number 2 (Goal Two): Gain Knowledge and Understanding of Other Cultures 2.1 Demonstrate an understanding of the relationship between the practices and perspectives of the culture studied. 2.2 Demonstrate an understanding of the relationship between the products and I can compare daily routines from one culture to another. I can compare special events in different cultures.

2 perspectives of the culture studied. III. Standard Number 3 (Goal Three): Connect with Other Disciplines and Acquire Information 3.1 Reinforce and acquire further knowledge of other disciplines through the foreign language. 3.2 Acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures. I can identify major geographical features and geo-political characteristics of Spanish-speaking countries. I can talk about how I got ready for an event. I can specify which item I am talking about (demonstrative adjectives). I can listen to authentic music related to the theme of clothing and shopping. I can interpret level-appropriate authentic texts related to special events and clothing, such as advertisements, commercials, or catalogs. IV. Standard Number 4 (Goal Four): Develop Insight into the Nature of Language and Culture 4.1 Demonstrate understanding of the nature of language through comparisons of the language studied and their own. 4.2 Recognize that cultures use different patterns of interaction and can apply this knowledge to their own culture. V. Standard Number 5 (Goal Five): Participate in Multicultural Communities and Global Societies 5.1 Use the language both within and beyond the school setting. 5.2 Show evidence of becoming lifelong learners by using the language for personal enjoyment and enrichment. Suggested Media/Technology Integration: Realidades textbook, workbook, and online resources Show Reflex your verby video by Sr. Mara Play Un día en Nueva York by Los Hermanos Rosario (reflexives, I can compare some cultural perspectives of clothing in Spanishspeaking countries and in the United States. I can explain the differences between the usage and formation of the preterit aspect of the past tense in Spanish and the past tense in English and compare and contrast. I can explain the use and placement of reflexive verbs to describe my daily routine in Spanish and English and compare and contrast. I can talk about new vocabulary related to clothes shopping through the recognition of cognates and building vocabulary through the use of root words. I can tell someone why I was late for school. Suggested Resources: Reflex Your Verby Un Día en Nueva York 2

3 routine) Play video Mujer que te peinas by Paté de Fuá Play song No hago mas na by El Gran Combo (song with reflexive verbs/daily routine) Read the tweets from the twiccionario activity. Follow the instructions to complete the activity. Play commercials Tomaste tu aspirineta hoy? Mujer que te Peinas No Hago Mas Na Twiccionario-Zachary Jones Commercial Common Core ELA/Literacy Anchor Standards: Reading: Cross-Curricular Connections/Applications Connections/Applications from ACTFL: 4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone Recognize that cognates and previously learned structures enhance comprehension of spoken and written language (by asking students to identify and define cognates in a reading selection in Spanish). Writing: 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences Speaking and Listening: 1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others ideas and expressing their own clearly and persuasively Write using a limited range of vocabulary on previously studied topics (such as a conversation about ones daily routines). Write a response to video or text prompts (such as expressing likes/dislikes to an advertisement or commercial). Research, organize and present a topic given an outline, template, or graphic source (such as a chart comparing two different daily routines). During highly predictable interactions on very familiar topics, communicate by using basic statements (such as conversations describing one s daily routine). Communication often requires support from others to maintain the conversation and obtain comprehensibility. Demonstrate limited awareness of and imitate some culturally-appropriate behaviors (social patterns/customs). 3

4 Language: 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing Vocabulary Topics: Daily routine Things you need to get ready Special Events Body parts Interpret visual or auditory cues of the target language, such as gestures or intonation (such as asking questions for intonation versus declaratory statements and also, dictation). Demonstrate this knowledge by comparing English grammar and punctuation to Spanish (such as the use and meaning of accent marks and punctuation marks such as and ~). Connect sounds to letters of the Spanish alphabet (such as dictation exercises). Grammar Topics: Reflexive verbs Ser vs. estar Preterit of regular ar verbs Preterit tense of orthographic changing verbs car/-gar/-zar Demonstrative Adjectives Possessive Adjectives (long form) Culture Topics: Cultural perspectives on time Special events in Spanish speaking countries Additional Culture Topics (Not required, but related): How does the concept of time differ in Spanish-speaking countries compared to the United States (meal times, siesta, school schedules, etc.) 4

5 Differentiation Task: You have just arrived home and your host mother is furious because she got a call from the school saying that you missed first period and now you are going to have after-school detention. She can t understand why you were late because, when she left for work this morning, she had already spoken to you and knew you were awake. Tell her what happened, including when you actually got up and what problems might have arisen to cause you to be late. Emerging Identifies two things done between getting up and arriving at school. Provides 5-7 responses which may be fragments with hesitations. Errors in pronunciation and usage impede comprehensibility. On grade level Identifies three-four things done between getting up and arriving at school. Uses 8-9 complete sentences with slight hesitation. May have errors in pronunciation and usage, but they do not impede comprehensibility. Advancing Identifies five or more things done between getting up and arriving at school Uses at least 10 complete sentences with little hesitation. May have errors in pronunciation and usage, but they do not impede comprehensibility. Tier III Vocabulary Term Definition Demonstrative adjective (El adjetivo demostrativo) Describes words such as this, that, theses, and those that show which person or thing is being referred to. (este, esta, estos, estas, ese, esa, esos, esas, aquel, aquella, aquellos, aquellas) Orthographic Change (El cambio ortográfico) Changes that occur to preserve the sound of the verb. (llegué, busqué, empecé) Preterite Tense (El tenso pretérito) One of the two past tenses in Spanish that refers to completed actions. (compré, compraste, compró, compramos, comprasteis, compraron) Reflexive pronoun (El pronombre reflexivo) Used with a reflexive verb to indicate that a person is performing the action toward or for him or herself. (me, te, se, nos, os, se) Reflexive verb (El verbo reflexivo) Verbs that express an action that is done to oneself. (levantarse, cepillarse, lavarse) 5

6 Vocabulario A Module 4 Vocabulary To talk about getting ready acostarse (o-ue) afeitarse arreglarse (el pelo) bañarse cepillarse (los dientes) cortarse el pelo desayunarse despertarse (e-ie) divertirse (e-ie) dormirse (o-ue) ducharse irse levantarse lavarse (la cara) llamarse maquillarse mirarse pedir prestado, -a (a) peinarse pintarse (las uñas) ponerse prepararse quedarse quitarse secarse sentarse sentirse vestirse (e-ie) To talk about things you need to get ready el agua de colonia una barra (una pastilla) de jabón el cepillo el cepillo de dientes el champú el cinturón (pl. los cinturones) la crema de afeitar el desodorante la ducha el espejo el gel las joyas (de oro, de plata) los labios el maquillaje la navaja el peine el pelo el salón de belleza (pl. los salones de belleza) el secador un rollo de papel higiénico la toalla un tubo de pasta (crema) dentífrica las uñas To talk about a special event la audición (pl. las audiciones) la boda la cita el concurso un evento especial To talk about how you feel entusiasmado, -a nervioso, -a tranquilo, -a Other useful words and expressions antes de cómodo, -a depende elegante lentamente luego por ejemplo rápidamente te ves (bien) To talk about body parts la cara el codo el corazón el cuello el estómago la espalda el hombro la muñeca el oído el pecho 6

7 SUGGESTED ACTIVITIES: 1. How late can I sleep? (Math) The teacher will read the following scenario to the class: You are reluctant to wake up any earlier than you absolutely have to in order to get ready for school. In your host country, the bus comes to your house at 6:30. Make a list of all the things you do after you get out of bed before the bus comes and how long it takes you to do them. Add the time and calculate back from 6:30 to find out when you need to get up. Share this with your friend to see who gets to sleep later. 2. What do we like to do? (Math) Students will make a survey of the class to see what school activities are done before/after school and then use that information to make a bar graph of participation in these activities. The teacher will make a bar graph on the overhead using the information the students give him/her. Then the class will talk about reasons why certain activities are more/less popular than others. 3. Which shall I buy? (Health/Math/Science) Personal hygiene is the first part of every morning and the last thing of every night. Have students create an advertisement for a personal hygiene product (shampoo, toothpaste, make-up, etc.) The ad should include a picture of the product, indicate how much it costs, and what its benefits are. The student should present the ad to the class as well. 4. A perfect day (Language Arts/Art) We all know what we have to do every day, but what about on a perfect day? What would you do then? Draw a picture of your activities (at least five) on a perfect day. Then find a companion and swap pictures. You will interpret each other s pictures by saying what your companion would do on a perfect day so that you can see how well you expressed yourself artistically. Be sure to let each other know how correct you were. 5. Let s guess! (Math) Each student will draw a slip of paper from a bag with one activity on it (Spanish example: despertarse a las 6/get up at 6) [Teacher will need to create these slips of paper]. He/she will turn that activity into a question and ask it of every student in the class. He/she will then calculate the percentage of students in the class that do that activity. When all students have finished their calculations, divide the class into teams of three or four. Then each activity will be presented to the class, and the teams have to guess the percentage of students that do the activity. No one on a team can guess the percentage of any of the activities from his/her team. The teacher can award small prizes for the team who gets the most correct answers. Many activities found and adapted from the GA DOE Spanish Level I Curriculum Guide COMMUNICATION: Interpretative Listening: Everyone does things a little differently on the weekend. Most people sleep later, dress more casually, and do things they don t have time to do during the week. As you listen to each person, decide whether you think they are talking about the weekend or a weekday. Be prepared to explain why you made your choice. Script: 1. Generalmente, me despierto muy lentamente a las diez o diez y media. Me visto en mi ropa favorita, una sudadera vieja con mis jeans cómodos, y no me pongo maquillaje. Es mi día favorito. (weekend) 2. Me levanto muy temprano. Me ducho, me cepillo los dientes, y me visto. Pongo los libros en mi mochila y voy a la escuela. (weekday) 7

8 3. Hago la tarea y me acuesto temprano. (weekday) 4. Voy al cine a las 7:00 de la noche y después voy a una fiesta. (weekend) Reading: Your Spanish class recently sent last year s exchange student from Argentina a gift certificate for her birthday. Read her note about what she bought and what she thought about her purchases: Hola! Muchas gracias por el cupón de regalo para el Almacén Palete. Compré una blusa de colores pastel que me gusta mucho y está muy de moda. También encontré un cinturón de cuero muy bonito para llevar con mis pantalones favoritos. Aquí tienen mi foto. Qué les parece mi nuevo estilo? Interpersonal Speaking: Your partner really likes your outfit. Tell him or her: (a) where you bought it; (b) how long ago you bought it; (c) if it was very expensive or a bargain; (d) the brand (if you know it). Then reverse roles. Presentational Speaking: Speak to the class about a special event that you look forward to each year. You might include: (a) the time of year that the event occurs; (b) how you usually feel the days before the event; (c) how you usually dress for the event. Writing: Write a short description of your most recent shopping trip for clothes, including what you bought, the brand, and how you paid for the items. Your grandmother sent you a check for your birthday and wants to know what you bought. Describe the vacation clothes that you bought and where you bought them. Include as many details as possible. You may begin by writing: Querida abuelita: Muchas gracias por el cheque que me enviaste para mi cumpleaños. Compré ropa para las vacaciones 8