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

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1 KNOX COUNTY SCHOOLS CURRICULUM & INSTRUCTION DEPARTMENT CURRICULUM FRAMEWORK SY World Languages Department: Spanish 1 Module 6 of 6 Topic: La Familia Percent of time: Overview: Students will describe their families, including who is in their families and their family members ages and physical descriptions. Students will also talk about family celebrations and discuss cultural perspectives related to family and family celebrations. Essential Question(s): Tier III Vocabulary: What constitutes a family in different societies? How do families celebrate together? 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. 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 perspectives of the culture studied. Possessive adjective (El adjetivo posesivo) *Tier II Vocabulary should be taught as referenced in the text. Learning Objectives: I can identify the people in my family and their relationship to me. I can express someone s age. I can read and reply to an invitation to a celebration. I can give physical descriptions of others and myself. I can interpret level-appropriate, authentic texts related to family and celebrations. I can ask others about their families and celebrations. I can discuss some aspects of family dynamics, such as the importance of family, in Spanish-speaking countries. I can discuss the quinceañera tradition. I can describe some general aspects of celebrations in Spanish-speaking countries. 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. I can identify major geographical features and geopolitical characteristics of Spanish-speaking countries. I can interpret level-appropriate, authentic sources that relate to family and/or celebrations by using my knowledge of root words and cognates. I can say what I give, who I am, where I go, and more (irregular present tense verbs). I can say to whom something belongs to (possessive adjectives).

2 I can describe myself and say where I am and how I feel (ser vs. estar). I can discuss some cultural perspectives in Spanishspeaking countries related to family and celebrations. 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 online resources Play clip of family description. Play clip from Disney Junior España (JJ quiere una mascota- pájaro). Individual practice with family relationships (with proper technology) Show quinceañera highlights video. Play clip of Como es tu familia? video. I can explain the formation and usage of some irregular verbs in the present tense in Spanish and English, like to be (ser, estar) and compare and contrast. I can explain the usage and formation of possessive adjectives in English and Spanish and compare and contrast. I can explain the usage and formation of the verbs ser and estar in Spanish and compare and contrast it with the verb to be in English. I can compare some cultural perspectives related to family, especially the importance of family, in the United States and in Spanish-speaking countries. I can compare typical celebrations in the United States and in Spanish-speaking countries. I can tell someone else about my family, including telling each member s relationship to me, physical appearance, favorite activities, and age. Suggested Resources: Family Description embedded&v=clfoxevcnns JJ Quiere una Mascota embedded&v=segx1mhlgio Family Relationships Practice Katelyn Perez Quinceañera xe Como es tu Familia? Video 2

3 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 5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text relate to each other and the whole 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). Interpret informational texts with text features that support meaning such as graphs and charts (such as invitations) Writing: 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose and audience. Produce written and spoken messages such as short notes, messages, stories or reports about people and things in their environment using a variety of media, including print and digital tools (such as using Powerpoint or Prezi to create a presentation about quinceañeras). Make corrections and edit work when receiving feedback from teacher or peer. 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 a conversation with two people describing their family with details). Write a response to video or text prompts (for example, telling about a family seen in a video clip). Research, organize and present a topic given an outline, template, or graphic source (such as a chart on celebrations in the Spanish-speaking world). 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 4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience. During highly predictable interactions on very familiar topics, communicate by using basic statements (such as conversations asking for information about a classmate s family). Communication often requires support from others to maintain the conversation and obtain comprehensibility. Ask and answer questions about topics, (such as family, events and celebrations) in person or via letters, , and multimedia. Interpret visual or auditory cues of the target language, such as gestures or intonation (such as asking questions 3

4 for intonation versus declaratory statements and also, dictation). Language: 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking 3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening 4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context consulting general and specialized reference materials, as appropriate. Communicate one s message when presenting rehearsed material on familiar topics. Present with a variety of media, including digital media or visual displays, short oral messages or reports about familiar people, places, things or events in the community. Develop a simple presentation on familiar topics keeping audience, context, and purpose in mind. Vocabulary Topics: Family members Age comparisons Parties & celebrations Adjectives related to physical description Grammar Topics: The verb dar Ser vs. estar Possessive adjectives Irregular -go verbs caer, decir, hacer, oír, poner, salir, tener, traer, salir, venir Culture Topics: The importance of family The quinceañera tradition Family celebrations Additional Cultural Topics (Not Required, but Related): La Cenicienta La piñata El papel picado The royal family of Spain Artists: Carmen Lomas Garza, Francisco de Goya, Diego Rivera, Salvador Dalí, and Simón Silva History of Santa Fe 4

5 Differentiation Task: At your first Spanish Club meeting, your teacher requests that all of you try to talk to each other in Spanish. Since you just learned how to talk about your family, you feel confident that you can talk about some of your family members. Tell about: a) how they are related to you; b) their ages; c) what they like to do; d) their personalities and physical appearance. Emerging Identifies 1 family member and 1 of the following: age, likes, and personality/appearance. Provides 5-7 responses, which may be fragments with hesitation. Errors in pronunciation and uses impede comprehensibility. On grade level Identifies 2-3 family members and 2 of the following: age, likes, and personality/appearance. Uses 8-9 complete sentences with slight hesitation. May have errors in pronunciation and usage, but they do not impede comprehensibility. Advancing Identifies 3 or more family members and each of the following: age, likes, and personality/appearance. Uses 10 complete sentences with little hesitation. May have errors in pronunciation and usage, but they do not impede comprehensibility. Term Possessive Adjective (El adjetivo posesivo) Tier III Vocabulary Definition Adjectives used with nouns to show possession/ownership (Mi, Mis, Tu, Tus, etc.) 5

6 Module 6 Vocabulary Vocabulario A To talk about family members el abuelo la abuela los abuelos el esposo la esposa el marido la mujer el hermano la hermana los hermanos el hermanastro la hermanastra los hermanastros el hijo la hija los hijos el hijastro la hijastra los hijastros el padre el nieto la nieta los nietos la madre los padres el papá la mamá los papás el padrastro la madrastra los padrastros el primo la prima los primos el tío la tía los tíos el sobrino la sobrina los sobrinos To name animals la mascota To discuss and compare ages Cuántos años tiene(n)? Tiene(n) años. mayor, mayores menor, menores To talk about people la persona To describe activities at parties abrir celebrar decorar las decoraciones hacer un video el video preparar romper sacar fotos la foto la cámara To discuss celebrations el cumpleaños Feliz cumpleaños! los dulces la flor las flores el globo la luz las luces el papel picado el pastel la piñata el regalo Other useful words que sólo To indicate possession or relationships Tener Possessive Adjectives mi, mis tu, tus su, sus nuestro, nuestra, nuestros, nuestras *vuestro, vuestra, vuestros, vuestras su, sus 6

7 el gato el perro Vocabulario B To talk about people el hombre la mujer el joven la joven To describe people and things alto, -a bajo, -a bonito, -a corto, -a débil delgado, -a feo, -a flaco, -a fuerte gordo, -a guapo, -a joven largo, -a lindo, -a viejo, -a el pelo canoso castaño moreno, -a negro pelirrojo, -a rubio To describe how someone is feeling tener calor (review) tener frío (review) tener sueño Other useful words ahora Algo más? De nada. otro, -a Qué + adjective! Other Irregular Verbs caer dar decir estar hacer oír poner salir ser traer venir 7

8 SUGGESTED ACTIVITIES: 1. Barbacoa- (Art, Social Studies, Language Arts, Technology) Go to the website Have students look at the painting by Carmen Lomas Garza entitled "Barbacoa para cumpleaños". In pairs, have the students create a Venn diagram noting what they observe in the Hispanic celebration in one circle, what they would observe in an American celebration in the other circle and then noting the similarities in the space where the two circles of the Venn diagram intersect. Then have pairs share and discuss their findings. Use several examples for a general class discussion. 2. Your mama! - (Language Arts) Students will listen to family member descriptions given by the teacher and determine the family relationship. (Example: La madre de mi madre es mi.) Following this example, the students will create similar descriptions and pair and share with a classmate. 3. Barbara Walters LIVE! (Language Arts, Math) Students divide into pairs and interview each other for a presentation to the class. Students use the questions below as a guide to the interview. They may add other questions if they like. After the interviews are complete, each pair will introduce the other student to the class supplying the information gathered during the interview. Cómo se llama tu mamá? What is your mother s name? Cómo se llama tu papá? What is your father s name? Tienes hermanos? Do you have brothers/sisters? Cómo se llaman? What are their names? Quién es el más viejo en tu familia? Who is the oldest in your family? Cuántos años tienes tú? How old are you? Quién es mayor que tú? Menor que tú? Who is older than you? Younger? 4. Have you seen my friend?- (Language Arts) On a note card, have students write self-descriptions in the target language. They should include their physical descriptions, family information, likes and dislikes. Collect the cards. Randomly pull from the cards reading the information and asking students to guess the name of the person who wrote the card. After the teacher has done this for a few cards, students can volunteer to read the information for the class. Example Card: Yo soy alto y delgado. Tengo el pelo rubio y los ojos azules. Tengo un hermano. Mi hermano juega básquetbol. Me gusta nadar. 5. Let's Get Real - (Social Studies, Technology) Have the students go to the website They should study the family tree of Juan Carlos I, the King of Spain, and answer the questions that follow: Cuántos hermanos tiene Juan Carlos? Cómo se llama la esposa de Juan Carlos? Cuántos hijos tiene Juan Carlos? Cómo se llaman los hijos? Cuántos primos tiene Miguel? Cómo se llaman los primos de Miguel? Cómo se llama el tío de Miguel? Cuántos años tiene Pablo? Cómo se llama el abuelo de Miguel? Cómo se llaman los padres de Miguel? 8

9 6. Who do you look like? (Science) Students bring in photos of family members and list the physical attributes that they have in common with their siblings, parents, and/or other members of their family. Students then get into groups of 3-4 to share their findings. The teacher asks for each group to nominate the student who looks the most like another family member and someone from the group provides that information to the class. 7. My Family for Today- (Art) Students will do an activity that allows them to form a 6-8 member family. To ensure that the classroom families are a mixed bag like real families the teacher uses little slips of paper (equal number as students in the class) and writes letters from the alphabet on these slips of paper. For example, there are 32 students in the class so the teacher decides she wants 4 groups of 8, so on the slips of paper, she might write F and then on the other sets of paper, she might write R, G, and A. Once students have drawn their letters from the hat, they get with their like letters, and their new family is formed. As a group they decide their name (i.e., G could be Gonzalez or Gómez), and who each person in the family is. On a poster board, the group then creates a family tree (the purpose is the information not the artistic quality). Also, each family member writes his/her complete name and age on a note card with a marker. Afterwards he/she holepunches the corners of the note card and uses yarn to wear his/her new I.D. around the neck. 8. Parade of families (P.E.) As a follow-up to the above activity, each family presents itself to the class in the following way: the family tree is displayed in the front of the room for the class to see; then, each family members introduces himself to the class stating who he/she is and his/her relationship to at least two other family members (example: Yo soy Juan, el hijo de Miguel y el hermano de María.) 9. Lost Pet- (Language Arts, Technology) Students are to write a brief description of their pet (dog, cat, hamster etc.) that was lost in the neighborhood. They may use a pet picture from home or they may use the Internet to get a picture of a "Nibbles" look-a-like and include it in the flyer that they are planning to post around the neighborhood. The flyers could then be posted around the room. Each day, the teacher could announce that a pet had been found and provide a description of the pet so that students could guess the found pet. 10. Color Coding Cards - (Language Arts) The teacher writes on the board or overhead the following three categories: 1) Place Setting; 2) Food; 3) Drinks. Using a 3 x 3 square grid, students will write three place setting items in the first row, three food items in the second row, and three drinks in the third row. Students will cut up nine squares from their grid and submit them to the teacher as part of the game card stack. Teacher will then distribute construction-paper squares of three different colors to each student. A red square could represent place setting, a green square could represent food, and a yellow square would represent drinks. As the teacher reads aloud each game card, the students hold up the corresponding colored square to indicate with which category the word is associated. Many activities found and adapted from the GADOE Spanish Level One Curriculum Guide COMMUNICATION: Interpretative Listening: At a friend s party, a woman is telling you stories about her brother, Jorge. a) How old is her brother? b) Who is older, the woman or her brother? c) What does her brother like to do? Reading: Read this letter to an advice columnist. Can you describe in English what Ana s problem is? Querida Dolores: Yo soy la hija menor de una familia de seis personas. Uno de mis hermanos mayores, Nacho, siempre habla de mí con mis padres. A él le encanta habla de mis amigos y de mis actividades. Tenemos una familia muy simpática, pero Nacho me vuelve loca! Ana 9

10 Interpersonal Speaking: At your first Spanish Club meeting, your teacher requests that all of you try to talk to each other in Spanish. Since you just learned how to talk about your family, you feel confident that you can talk about some of your family members. Tell about: a) how they are related to you; b) their ages; c) what they like to do; d) their personalities. Presentational Speaking: Create a video introducing at least three family members. Writing: The party planner at a local restaurant is helping you plan a birth day party for your cousin. Write a brief note telling her your cousin s name, age two things he or she likes to do at a party, the kinds of decoration he or she likes, and one thing he or she loves to eat. 10

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