SPANISH 1 CURRICULUM MAP 2

Transcription

1 SPANISH 1 CURRICULUM MAP 2 Unit 2: Title of the Unit: From School to Home Key Learning: School and family vocab, descriptive adjectives, expressing feelings and emotions, and every day activities Grades: Target grade(s) 9-12 Days: 30 CPALMS: Florida Next Generation World Languages Standards (Focus) CPALMS Course Link Reading Writing 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.2.4: 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. WL.K12.NM.3.1: Introduce self and others using basic, culturally- appropriate greetings. WL.K12.NM.3.2: Participate in basic conversations using words, phrases, and memorized expressions. WL.K12.NM.3.3: Ask simple questions and provide simple responses related to personal preferences. WL.K12.NM.3.4: Exchange essential information about self, family, and familiar topics. WL.K12.NM.3.5: Understand and use in context common concepts (such as numbers, days of the week, etc.) in simple situations. WL.K12.NM.3.6: Use appropriate gestures, body language, and intonation to clarify a message. WL.K12.NM.3.7: Understand and respond appropriately to simple directions. WL.K12.NM.3.8: Differentiate among oral statements, questions, and exclamations in order to determine meaning. WL.K12.NH.3.1: Engage in short social interactions using phrases and simple sentences. 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.3.7: Ask for and give simple directions to go somewhere or to complete a task. WL.K12.NM.5.1: Provide basic information in writing using familiar topics, often using previously learned expressions and phrases. WL.K12.NM.5.2: Fill out a simple form with basic information. WL.K12.NM.5.3: Write simple sentences about self and/or others. WL.K12.NM.5.4: Write simple sentences that help in day-to-day life communication. WL.K12.NM.5.5: Write about previously acquired knowledge and experiences. WL.K12.NM.5.6: Pre-write by drawing pictures to support ideas related to a task. WL.K12.NM.5.7: Draw pictures in sequence to demonstrate a story plot. 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.5.6: 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).

2 Speaking Listening Culture WL.K12.NM.3.1: Introduce self and others using basic, culturally- appropriate greetings. WL.K12.NM.3.2: Participate in basic conversations using words, phrases, and memorized expressions. WL.K12.NM.3.3: Ask simple questions and provide simple responses related to personal preferences. WL.K12.NM.3.4: Exchange essential information about self, family, and familiar topics. WL.K12.NM.3.5: Understand and use in context common concepts (such as numbers, days of the week, etc.) in simple situations. WL.K12.NM.3.6: Use appropriate gestures, body language, and intonation to clarify a message. WL.K12.NM.3.7: Understand and respond appropriately to simple directions. WL.K12.NM.3.8: Differentiate among oral statements, questions, and exclamations in order to determine meaning. WL.K12.NH.3.1: Engage in short social interactions using phrases and simple sentences. 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.3.7: Ask for and give simple directions to go somewhere or to complete a task WL.K12.NM.4.1: Provide basic information about self and immediate surroundings using words and phrases and memorized expressions. WL.K12.NM.4.2: Present personal information about self and others. WL.K12.NM.4.3: Express likes and dislikes. WL.K12.NM.4.4: Provide an account of daily activities WL.K12.NH.4.1: Provide basic information on familiar topics using phrases and simple sentences. WL.K12.NH.4.2: Describe aspects of daily life using complete sentences. WL.K12.NH.4.3: Describe familiar experiences or events using both general and specific language. WL.K12.NH.4.4: Present personal information about one s self and others. 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.1.2: Demonstrate understanding of everyday expressions dealing with simple and concrete daily activities, and needs presented in a clear, slow, and repeated speech. WL.K12.NM.1.3: Demonstrate understanding of basic words and phrases in simple messages and announcements on familiar settings. 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.NM.1.6: Follow short, simple directions. 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. 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. WL.K12.NH.1.5: Demonstrate understanding of simple stories or narratives WL.K12.NH.1.6: Follow directions or instructions to complete a task when expressed in short conversations. 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.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.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.

3 Proficiency Goal: Topic 2.1 The Spanish Classroom WL.K12.NH.6.2: Identify examples of common beliefs and attitudes and their relationship to practices in the cultures studied. WL.K12.NH.6.3: Recognize different contributions from countries where the target language is spoken and how these contributions impact our global society (e.g. food, music, art, sports, recreation, famous international figures, movies, etc.) WL.K12.NH.6.4: Identify cultural artifacts, symbols, and images of the target culture(s). WL.K12.NH.8.1: Distinguish similarities and differences among the patterns of behavior of the target language by comparing information acquired in the target language to further knowledge of own language and culture. WL.K12.NH.8.2: Compare basic sound patterns and grammatical structures between the target language and own language. WL.K12.NH.8.3: Compare and contrast specific cultural traits of the target culture and compare to own culture (typical dances, food, celebrations, etc.) Novice Low/Mid Novice High Skills The student will be able to WL.K12.NM. 1.1, 1.2, 1.4, 1.6, 2.1, 2.4 WL.K12.NH. 1.1, 1.2, 1.6 Understand basic commands used in the classroom Understand the vocabulary related to classroom objects Identify classroom object pictures Lesson Essential Question(s) What vocab do about the classroom? What are some of the basic questions you can use in a classroom setting? write and answer basic Word, concepts, phrases and/or grammar skills Classroom objects Basic commands (Abran los libros, escriban, levántense por favor, siéntense, por favor ) School areas Questions used in the classroom setting ( Quién es..? Qué Suggested Activities Simultaneous group response: The teacher will say the name of classroom objects randomly and all the students will point out to the object In partners: The teacher will assign numbers 1-2 to each pair. Student 1 will give classroom commands and/or ask basic questions used by the teacher in a classroom setting to student 2. Student 2 will act out and/or answer questions accordingly. Teacher Resources oom-objects-worksheets/ 013/spanish-unit-school-and-theclassroom/

4 Interpersonal WL.K12.NM.3.1,3.2,3.4,3.5, 3.6,3.7 WL.K12.NH.3.1,3.2,3.4, 3.7 Welcome a newcomer in the classroom Respond appropriately to teacher s commands Say to a partner what is he/she or someone else is doing in the classroom questions related to the classroom setting? have conversation with someone about your subjects, your schedule, my after school activities, and my teachers? significa? Dónde está...) Classes Period Numbers (Ordinal) Definite and indefinite articles: el, la, los, las, un, uno(s), una (s) Writing Project: The student will create and explain his class schedule. Ask basic questions related to the classroom setting Converse with someone about what subjects I study, my schedule, my afterschool activities and my teachers WL.K12.NM.4.1, 4.2, 4.4 WL.K12.NH.4.1, 4.2, 4.4 WL.K12.NM.5.1, 5.2, 5.3, 5.6 WL.K12.NH.5.1, 5.2, 5.3, 5.6 Write basic questions and answers on basic commands related to the classroom How can you make a presentation of your day in school using a drawing, schedule or/and a labeled diagram? Create/Explain his/her class schedule Write sentences about what he/she does in his/her classes Label classroom objects and school areas to accommodate native speaking visitors Draw and label a diagram of my classroom/school and use it to give a presentation Adjectives in Spanish:

5 2.2 Who am I? Who are you? WL.K12.NM.1.1, 1.4, 2.1, 2.4 WL.K12.NH.1.2 Understand when someone describe themselves or someone else Identify adjectives using visuals Understand the correct use of verb ser depending on the subject used Interpersonal WL.K12.NM.3.2, 3.4 WL.K12.NH.3.1,3,2, 3.4 Engage in a conversation with a student describing himself/herself or someone else Write a description of a person to a classmate using the correct conjugation of verb ser and adjectives WL.K12.NM.4.1 WL.K12.NH.4.1,4.2 WL.K12.NM.5.1, 5.2, 5.3, 5.4, 5.6 WL.K12.NH.5.1, 5.2, 5.3 Say sentences using the adjectives to describe yourself and others Fill out a form describing himself/herself Create a paragraph describing himself/herself What vocab do understand when someone describes himself/herself or someone else? understand the meaning and use of adjectives in Spanish? identify a picture using adjectives in Spanish? identify the correct conjugation of the verb ser according to the subject used? What phrases so to have a basic conversation where you describe a classmate? describe yourself (Oral/written)? Verb Ser: Soy, eres, es, somos, son. Adjectives: (i.e inteligente, alto, bajo ) Colors: blanco, marrón, rosa(do)... Oral Presentation: The student will describe himself using the verb ser and adjectives. The student will also at least one of his/her classmates. Writing Activity: The student will create a paragraph describing his teacher/classmates using all the pronouns and ivesagreementall.html adjectives+spanish+ppt&rls=com. microsoft:en-us:ie- Address&ie=UTF-8&oe=UTF- 8&sourceid=ie7&rlz=1I7PLXB_en US643 Verb Ser: SpanishSerEstar.html me/ser-to-be-spanish-conjugationquiz ames/verbo_ser_presente.htm nish1.htm (Note: The teacher resources created by (website creator) can be used, but not those related with the textbook Buen Viaje from McGraw-Hill co.) ons/defart1.htm anish-verb-ser/ (Video: The Princess of Ser) Colors:

6 panish-colors-cognates/ 2.3 Expressing How I Feel WL.K12.NM.1.1, 1.2, 1.4, 2.1 WL.K12.NH. 1.1 Understand words and phrases related to feelings and emotions Identify vocabulary related to feelings and emotions through audiovisual resources Interpersonal WL.K12.NM.3.2,3.3, 3.4, 3.6,3.8 WL.K12.NH.3.1,3.3, 3.4 Engage in a simple conversation asking and expressing feelings and emotions Use the correct gestures, body language and intonation in a conversation related to feelings and emotions to clarify the message to convey WL.K12.NM.4.1,4.2 WL.K12.NH.4.1, 4.2, 4.4 WL.K12.NM.5.1, 5.2, 5.3, 5.4, 5.6 WL.K12.NH.5.1, 5.2, 5.3 Tell how do you feel using common cultural expressions What are some of the common words, expression and phrases used to explain people s feelings and emotions? express your feelings and emotions in a conversation? write sentences and/or label pictures that communicate my feelings or someone s feelings? Vocabulary related to feelings and emotions: contento, triste, enojado, tan, muy (Recycle: weather vocab) Verb ESTAR (Present Tense) : estoy, estás, está, estamos, están Differentiate between verbs SER and ESTAR Possessive Adjectives: mío(s), mía(s), tuyo(s), tuya(s), suyo(s), suya(s), Nuestro(s), nuestra(s) Preposition -de Marzano s vocab acquisition form: Students will write the concepts related to feelings and emotions. Students should read the concept, write the meaning, state their level of understanding, and draw a picture that links the concept with a drawing Interviewing a classmate: The student will conduct an interview to his/her classmate about how his/her partner feesl in different settings. The student should write down the student s answers Pictionary: A student will draw a card and will have 10 seconds to draw an emotion. The rest of the class will guess the emotion drawn. Acting out: Students will develop a script on a dialog between two friends expressing their feelings and emotions. The teacher will assign the mood in which the conversation should be held in. =3F5WNHt0Fso h-emotions-flash-cards/ /spanish-colors/ Feelings and Emotions: m/4- vocabulary/emociones/matchingworksheet-for-emotions-andfeelings-vocabulary-in-spanish/ =fjclrmq3fto Possessive Adjectives: ons/possadj.htm =ruax5oqteze =yak-wftmc6c Write simple sentences about how you feel 2.4 My Family Draw and label pictures that communicate your feelings and emotions WL.K12.NM.1.1,1.3, 1.4, 1.5, 2.1, 2.2 What vocab do People: Papá, mamá, hermano, Instant Message (IM) Activity: Students will have an IM Family: o.uk/spanishfamily.html

7 WL.K12.NH.1.1, 1.2, 1.3, 1.4, 1.5, 2.1 Understand and recognize vocabulary related to family members Understand conversations and readings related to descriptions of family members Understand personal s, notes and other short reading about family Interpersonal WL.K12.NM.3.1, 3.3, 3.4 WL.K12.NH.3.1,3.3, 3.4 Introduce family members to others Ask and tell what family members look like and their personality Ask and tell what members of the family like to do and why WL.K12.NM.4.1, 4.2, 4.3, WL.K12.NH.4.1, 4.4 WL.K12.NM.5.1, 5.2, 5.3, 5.4 WL.K12.NH.5.1, 5.2, 5.3 Describe my family including ages, personalities, likes, and physical descriptions to talk about family? understand the meaning of a written text (personal s, notes, etc.) about concepts related to family? describe to a partner the members of your family? Where and whom do you live with? describe a family using audiovisual resources? Hermana, novio, novia. Recycling topics: Subject Pronouns, Verbs SER and ESTAR, adjectives conversation with a partner about his/her family. Oral and Written Report: The student will bring a picture of his family to the class. The student will write sentences that describe the picture. The student will project the picture and give an oral description of the family picture. plans/spanish-familia-unit/ abradley3/la-familia-unit/ h-family-flash-cards/ _spanish/topics_family Reading: nline.com/beginner/beginnerreadings/absolute-beginnerreading2.html Talk about what my family does together Tell where and with whom I live 2.5 Every Day Activities Describe a family using photographs, pictures, etc. WL.K12.NM.1.1, 1.2, 1.4, 1.5, 2.2 WL.K12.NH.1.1, 1.2, 1.4, 1.5, 2.1 Recognize words and phrases related to every day activities people What vocab do to talk about everyday activities? Leisure activities Present Tense verbs: bailar, cantar, correr, dibujar, Write/Read/Talk Activity (In Partners): Students will write a brief paragraph about what activities they do every day. Student A will give his writing to Student B who will read it Every Day Activities: ades-1-capitulo-1a-flash-cards/

8 like/dislike including with whom, when, where, and why Understand a simple story (Reading/listening) in which the vocabulary related to every day activities is used Interpersonal WL.K12.NM.3.1, 3.2, 3.3, 3.4, 3.5 WL.K12.NH.3.1, 3.2, 3.3 Ask and answer questions about every day activities (/leisure activities) Invite someone to join to an everyday activity Accept/Decline an invitation to an every day activity Write a letter/an describing every day activities WL.K12.NM.4.1, 4.2, 4.3, 4.4 WL.K12.NH.4.1, 4.2, 4.3, 4.4 WL.K12.NM.5.1, 5.2, 5.3, 5.4, 5.6, 5.7 WL.K12.NH.5.1, 5.2, 5.3 Provide information about every day activities including when, where, why, and with whom hold conversation expressing my likes/dislikes on every day activities? describe (Speaking/written) your every day activities including when, where, why, and with whom? escribir, escuchar música, esquire, hablar, ir, jugar, leer, montar, nadir, pasar tiempo con amigos, patina, practicar, tocar, trabajar, usar la computadora, ver Adverbs of frequency: Todos los (días fines de semana, etc.), a veces, siempre, nunca Like or dislike questions and phrases: Qué te gusta? Te gusta? Me gusta, No me gusta and present to the class what student A does every day. In groups (3-4): Students will create a survey (Surveymonkey) about what their peers like and dislike to do. They will collect the data and publish it in a poster and/or in a PPT presentation. (Grammar) Dice game: (Partner game): 1. Roll the dice. The first roll is for the subject (pronoun), Every pronoun and a verb should has a number Roll the dice again, (the second roll for the verb). 3. Conjugate the verb to match the subject. 4. Use the verb in a sentence. plantenga/realidades-1-capitulo- 1a/ nish1.htm Survey: ome/ Verb Conjugation: =4Ex3k3yKjYk Talk about what every day activities like and dislike including when, where, why, and with whom Draw picture in sequence about his/her every day activity, providing a brief written description of it Making Language Practical through Culture

9 Researching: WL.K12.NH.6.1, 8.3: The student will use social media or websites to explore information about peers in Latin American Schools. Try to obtain useful information you can use to compare the similarities and differences in school culture. WL.K12.NH.6.4: The student will do some research about a famous/historical Latin American Family. Write a paper or make an oral presentation using the findings of your research. Provide a historical background and the most important facts of the family, and how did they became famous. Culture Appreciation: Cultural Interactions: WL.K12.NM.6.1, WL.K12.NH.6.3: The student will choose a famous traditional song used in Latin American family gatherings/celebrations. He/she will explain what the lyrics of the song are about, who is the author of the song, and why it became famous. WL.K12.NM.7,2, WL.K12.NH.6.3,6.4: Select a famous Latin American Painting (Portrait). Write a paragraph describing the painting. WL.K12.NM.6.2, WL.K12.NH.6.2, 8.2: Standard code(s): Look up one of the followings and explain it in the front of the class: the cultural significance of names in the Latin American Culture (Last names, middle names, Saint s name, mane order, etc.) how the gender and age can determine the person s role in the Latin American family. WL.K12:NM.6.1, 6.2, WL.K12.NH.6.1, 8.1 Do some research about family activities in Latin American Countries. Recognize and imitate some of the cultural behaviors manifested in the family event chosen (Birthday, Quinceañera, Wedding, etc.)