KNOX COUNTY SCHOOLS CURRICULUM & INSTRUCTION DEPARTMENT CURRICULUM FRAMEWORK SY World Languages Department: Spanish 1 Module 3 of 6

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1 KNOX COUNTY SCHOOLS CURRICULUM & INSTRUCTION DEPARTMENT CURRICULUM FRAMEWORK SY World Languages Department: Spanish 1 Module 3 of 6 Topic: En la escuela Percent of time: Overview: Students will compare their school with that of a student in a Spanish-speaking country. They will learn how to talk about their classes including what they need for class, what they do in class, and when they have class. Students will also be able to describe their classes and voice their opinions about school. Essential Question(s): Tier III Vocabulary: How do I tell others about my school life and how does it compare to students in a Spanishspeaking country? What materials do I need for school? 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. Adverb (El adverbio) Contraction (La contracción) Ordinal Numbers (Los números ordinales) Personal a (A personal) Possessive Adjectives (Los adjetivos posesivos) *Tier II Vocabulary should be taught as referenced in the text. Learning Objectives: I can tell someone what items and furniture are in my classroom. I can tell someone about my school schedule. I can answer questions about my schedule. I can describe my classes. I can tell which classes I like and dislike. I can tell someone some of the things I do in class. I can talk about the items I need for school. I can ask others about their school schedule and materials that they need for school. I can interpret level-appropriate, authentic texts related to school and school materials, such as a simple school supplies advertisement. 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 and understanding of the relationship between the products and perspectives of the culture studied. I can describe some courses that students take in Spanish-speaking countries. I can discuss some aspects of grading and schedules in Spanish-speaking countries. I can discuss the use of uniforms in Spanishspeaking countries.

2 III. Standard Number 3 (Goal Three): Connect with Other Disciplines and Acquire Information 3.1 Reinforce and 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. 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. Suggested Media/Technology Integration: Realidades textbook, workbook, and online resources Play clip of Eres (Song by Los Super Reyes). I can identify major geographical features and geopolitical characteristics of Spanish-speaking countries. I can interpret texts related to school by identifying root words and cognates. I can describe my classes, teachers, and classmates. I can correctly identify the subject of a sentence when I hear a verb conjugated. I can say if school supplies belong to me, someone to whom I am talking, or a friend (singular possessive adjectives). I can describe various cultural perspectives related to school in Spanish-speaking countries. I can explain the formation and usage of presenttense conjugation of ar verbs and estar and English present-tense verbs and compare and contrast. I can explain the usage and formation of the contractions al and del in Spanish and contractions in English and compare and compare and contrast. I can explain the formation of plurals of nouns and articles in Spanish and English and compare and contrast. I can explain article agreement in Spanish and compare it to English. I can explain the use of the a personal in Spanish and compare it to English. I can explain the definition and types of infinitives in English and Spanish and compare and contrast. I can compare the use of subject pronouns, especially the pronoun for you, in English and Spanish. I can compare various cultural perspectives related to schooling, like grading, uniforms, and classes, in the United States and Spanish-speaking countries. I can answer a peer s questions about my school schedule, favorite classes, teachers that I have, and times of my classes as well as ask my peer about his/her school schedule. Suggested Resources: Eres Song-Los Super Reyes 2

3 Play clip of video Bringing Conjugations Back. Play video from the University of TX. (Native speakers tell what & where they study.) Show back-to-school commercial. (listening activity-school supplies) Play videos of students telling about their back-to-school purchases. Bringing Conjugations Back Describe What &Where you Study Back to School Commercial Regreso a Clases Videos U (start at 2:45 to get to school supplies) Common Core ELA/Literacy Anchor Standards: Cross-Curricular Connections/Applications Connections/Applications from ACTFL: Reading: 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, for example, names of classes). 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 Write using a limited range of vocabulary on previously studied topics (such as writing one s class schedule and describing classes or teachers). Write a response to video or text prompts (writing about the school supplies I heard mentioned in a video). 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 Research, organize and present a topic given an outline, template, or graphic source (such as a basic comparison of school schedules in the US and in Spanish-speaking countries). During highly predictable interactions on very familiar topics, communicate by using basic statements (such as presenting about one s favorite and least favorite class). Communication often requires support from others to maintain the 3

4 conversation and obtain comprehensibility. Demonstrate limited awareness of and imitate some culturally-appropriate behaviors (such as school behaviors). 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 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). Vocabulary Topics: School subjects School supplies School activities Adjectives to describe classes and people in them People that work in a school Places in a school Things in a school (furniture, flags, etc.) Ordinal numbers 1-4 Grammar Topics: Present tense conjugations of regular ar verbs Possessive adjectives (mi, tu) Contractions: al and del A personal Plural of nouns and articles (if not previously taught) Culture Topics: Courses students take in Spanish-speaking countries Grading and scheduling differences between the United States and Spanish-speaking countries The use of uniforms in Spanish-speaking countries Additional Culture Topics (Not required, but related): Compulsory education in the United States and Spanish-speaking countries Currency Exchange 4

5 Differentiation Task: You are a new foreign exchange student in Peru. An upperclassman has been assigned to show you around. He/she wants to get to know you a little bit. Answer his/her questions about who you are and what you are studying. Don t forget to ask him/her at least two questions about his/her classes (for instance, what classes he/she studies and which ones he/she likes). The teacher will ask the student these questions: Qué clases tienes? What classes are you taking? Cuál es tu clase favorita y por qué? Which one(s) is/are your favorite and why? Quién es la profesora de? Who is the teacher of a certain class? A qué hora empieza la clase de? What time does a certain class begin? A qué hora termina la clase de? What time does a certain class end? Modification The questions require repetition and prompting to be answered. Errors in vocabulary impede comprehension. Errors in grammar impede comprehension. Typical Learner The questions are understood and answered with little repetition. Errors in vocabulary do not impede comprehension. Errors in grammar do not impede comprehension. Advancing Learner All questions are understood and answered. Vocabulary is appropriate and does not impede comprehension. Grammar is correct and does not impede comprehension. 5

6 Term Adverb (Adverbio) Contraction (Contracción) Formal Address (Usted) Gender (Género; femenino y masculino) Infinitives (Infinitivos) Informal/Familiar Address (Tú) Ordinal Numbers (Los números ordinales) Personal a (Personal a) Possessive Adjectives (Adjetivos posesivos) Root/stem (La raíz) Tier III Vocabulary Definition A word or phrase that modifies or qualifies an adjective, verb, or other adverb or a word-group, expressing a relation of place, time, circumstance, manner, cause, degree, etc. A combination of two words to form one word as in al and del. How to address someone in a respectful way. Refers to whether a noun is masculine or feminine. The basic form of the verb meaning to do something as in hablar, comer, and vivir. How to address someone in a familiar way. A number indicating position or order as in primero, segundo, etc. When the direct object is a person, it is preceded by the preposition "a as in Juan visita a su abuela. An adjective used with a noun (or less commonly, pronoun) to indicate possession, ownership or close relationship as in mi casa, tu perro, etc. The main part of a word. Subject Pronouns/Personal Pronouns (Los pronombres personales) Tilde A personal pronoun that is used as the subject of a verb as in yo, tú, él, ella, usted, nosotros (as), vosotros (as), ellos, ellas, and ustedes. An accent placed over a Spanish n when pronounced ny as in Señor. 6

7 Vocabulario A Module 3 Vocabulary To talk about people in a school el profesor/el maestro la profesora/la maestra el estudiante/el alumno la estudiante/la alumna el director/la directora To talk about what you do in school aprender enseñar comer el almuerzo llevar uniformes/ no llevar uniformes estudiar To talk about descriptions (people and/or classes) interesante aburrido inteligente pequeño grande fácil difícil/duro favorito popular práctico obligatorio exigente divertido más que To talk about school subjects las ciencias la biología la química la física las matemáticas el álgebra la geometría el cálculo la aritmética las ciencias sociales la historia la geografía las lenguas el inglés el español el francés el alemán el latín el chino Otras asignaturas o disciplinas la música el arte la educación física la economía doméstica la informática / la tecnología To talk about school schedules primero, -a segundo, -a tercero, -a cuarto, -a último, -a Review: Subject Pronouns yo tú él ella usted (ud.) nosotros, -as ellos ellas ustedes (uds.) 7

8 Vocabulario B To talk about things in the classroom la pizarra la pantalla el mapa el reloj la silla la mesa el escritorio el pupitre la puerta la ventana la luz el cesto el periódico el diccionario el cartel la bandera el sacapuntas L Las Othe Other useful words/phrases La tarea Necesito Se permite Se prohibe Tengo que Empieza a Termina a Mi Tu Qué es esto? Dónde está el/la.? Las To talk about school supplies la carpeta el cuaderno la hoja de papel el papel el libro la calculadora la mochila la pluma/el bolígrafo el lápiz la goma de borrar la regla el marcador el uniforme To talk about places in my school la sala de clase/el salón de clase la cafetería la biblioteca el laboratorio el gimnasio la oficina el baño/los servicios el armario 8

9 SUGGESTED ACTIVITIES: 1. Game for listening practice and vocabulary reinforcement (Language Arts) Hand out 3x5 cards that have four to five terms from the school vocabulary list. Make a pair of each of the cards identical. Aside from the identical pair do not reuse vocabulary terms. Distribute the cards to students instructing them not to show their cards to other students. Read out a description in Spanish of one vocabulary term. If a student has that term on his card he is to stand up as soon as he recognizes that it is on his card. If he is the first to stand and has the correct item he gets a point. The student with most points wins. 2. Cómo son otras escuelas? (Language Arts, Technology, Social Studies) Have students research the equivalent of a high school in a Spanish speaking country. Have them create a presentation for the class that provides the following information about education in their assigned country. 1. Qué llevan los estudiantes a la escuela? (What do students wear to school?) 2. A qué hora empieza la escuela? (What time does school start?) 3. A qué hora termina la escuela? (What time does school end?) 4. Cuántos días asisten (do they attend) los estudiantes la escuela? (How many days a year do students attend school?) 5. Son deportes una parte de la escuela? (Are sports a part of school?) 6. Es obligatorio la asistencia (attendance)? (Is attendance mandatory?) 3. El Horario (Language Arts) Provide students with a blank schedule and assign them a partner. Have them interview their partner to fill in the schedule. When students have completed the schedules, they should tell their partner two things they need to take to class with them each day. 4. Yo veo algo. Play I spy to practice vocabulary for items in the classroom. Many activities found and adapted from the GADOE Spanish Level One Curriculum Guide 9

10 COMMUNICATION: Interpretative Listening: Your teacher will read the following sentences. You will listen and write on your own sheet of paper the classes described. En esta clase los estudiantes necesitan papel, lápiz y también una calculadora. Aquí los estudiantes estudian el tiempo, los animales, las plantas y otras cosas. En esta clase los estudiantes leen muchos cuentos, novelas y poemas. También escriben muchos ensayos. Aquí los estudiantes practican deportes y hacen ejercicios. En esta clase los estudiantes aprenden de hablar la lengua de Paris Aquí los estudiantes aprenden a usar el teclado y buscar información en la red. En esta clase los estudiantes aprenden sobre el pasado. Aquí los estudiantes aprenden sobre los países y los capitales. En esta clase los estudiantes pintan con colores diferentes y hacen dibujos. Reading: Students will read a school supplies list and name some items that they need to shop for to attend school. The school counselor has asked you to help her read a note written by a new Spanish-speaking student at school. After reading it, tell the counselor what the problem is and the kids of questions the student asks: Necesito una clase para la primera hora. Cómo es la clase de tecnología, fácil o difícil? Qué necesito para la clase? Cuántos estudiantes hay en la clase? Hay mucha tarea? Interpersonal Speaking: You have a new student in class who is an exchange student from Chile. You have volunteered to be his mentor and help him find his way around the school and tell him the information that he needs to make his experience a positive one. Pretend you are speaking with him and tell him the following in Spanish: What time school starts What he needs to bring with him to his classes In which room he will find English class Two things he will have to do in English class His bus number and when it leaves school End by wishing him good luck for his first day in class. Writing: You have been sick for two days, and your teachers have sent your assignments home. Your foreign exchange sister from Chile is going to pick up your books, workbooks and other materials. She doesn t remember well, so you need to write specific instructions with the following information: Your locker number and combination The books and materials you need from your locker Why you need them One thing you don t need (that is in your locker) Be sure to thank her for doing this for you 10

11 Presentational Writing: Write a paragraph where you design El colegio de tus sueños. In your paragraph you will include the following information: When the school year begins and ends When the school day starts and ends What students can and can t wear to school 3 things that are permitted (se permite ) 3 things that are not permitted at school (se prohibe ) What the teachers and administration are like. Speaking: Create a one-minute advertisement (video) promoting your new school. You should include the following information: Popular classes offered Hours of school day When the school year starts and ends Things are in each classroom Something about the teachers and the principal that will make students look forward to attending your school. 11