Kelly Anne Stahl Backward Design Lesson Plan

Size: px
Start display at page:

Download "Kelly Anne Stahl Backward Design Lesson Plan"

Transcription

1 Kelly Anne Stahl Backward Design Lesson Plan Stage 1: Desired Results - Established Goals o What relevant goals (e.g. content standards, course or program objectives, learning outcomes) will this design address? ACTL Standards 1.1 Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinons 1.2 Students understand and interpret spoken and written Spanish on a variety of topics 1.3 Students present information, concepts, and ideas in Spanish to an audience of listeners or readers on a variety of topics VA SOL Standards S1.1 The students will exchange simple spoken and written information in Spanish S1.2 The student will demonstrate skills necessary to sustain brief oral and written exchanges in Spanish, using familiar phrases and sentences S1.3 The student will understand simple spoken and written Spanish presented through a variety of media and based on familiar topics S1.5 The student will present information orally and in writing in Spanish, using a variety of familiar vocabulary, phrases, and structural patterns - Understandings: Students will understand that o What are the big ideas? Family members Daily routines o What specific understandings about them are desired? Students will understand the relationships between different family members and the vocabulary associated with that. Students will understand the differences in conjugating reflexive verbs as they are used in daily routines. Students will understand o What misunderstandings are predictable? Misunderstanding the relationship between people, depending on who is being referred to - Essential Questions o What provocative questions will foster inquiry, understanding, and transfer of learning? What is your family like? What is life in your family like? - Students will know/students will be able to o What key knowledge and skills will students acquire as a result of this unit?

2 o What should they eventually be able to do as a result of suck knowledge and skills? Student will be able to analyze basic elements of a story from a video Student will be able to create family trees, label family vocabulary, and express the relationship between these people Student will be able to conjugate reflexive verbs related to daily routines Student will be able to formulate and answer questions about daily routines Student will be able to compare and contrast different daily routines in different families Stage 2: Assessment Evidence - Performance Tasks o Through what authentic performance tasks will students demonstrate the desired understandings? Watch & interpret video about family Use real objects to learn vocabulary related to daily morning routines Conduct interviews about the daily morning routines of families Write articles about the daily morning routines of families o By what criteria will performances of understanding be judged? Pre-Post assessment about family IPA Rubrics - Other evidence o Through what other evidence (e.g. quizzes, tests, academic prompts, observations, homework, journals) will students demonstrate achievement of the desired results? o How will students reflect upon and self-assess their learning? Students will receive continuous feedback from me as they are completing tasks to ensure that they have achieved the results. Stage 3: Learning Plan - Learning Activities o What learning experiences and instruction will enable students to achieve the desired results? How will the design W Help the students know where the unit is going and what is expected? Help the teacher know where the students are coming from (prior knowledge, interests)? H Hook all students and Hold their interest? E Equip students, help them experience the key ideas and explore the issues? R Provide opportunities to rethink and revise their understandings and work? E Allow studenrs to Evaluate their work and its implications? T Be tailored (personalized) to the different needs, interests, and abilities of learners?

3 O Be organized to maximize initial and sustained engagement as well as effective learning? - Pre-Assessment o On one side of your notecard, write 3 sentences about different members of your family, using vocabulary that you already know o On the other side of your notecard, please write at least 3 words that you would like to know or think you need to know in order to talk about your family - Presentation o Introduce Telenovela: Romeo y Julieta. Explain what a telenovela is, similarities and differences between telenovelas and similar programs in the United States. Also, help students contextualize story by seeing if students know the story of Romeo and Juliet. o Show the beginning of the video. (Interpretive) After watching the beginning, have students fill out story cube and additional information, including information about what the two main characters are like, what they think that these characters like to do and why, drawing on prior knowledge from previous unit. Share this information with a partner. Call on various groups of students to gage comprehension. - Attention o Replay video, this time drawing attention to the part when the characters introduce themselves and their families. Give students a list of main characters names and the script from that part of the video. On story cube sheet, have students construct a family tree based on that knowledge. - Co-Construct o Using the information from the video, co-construct a family tree with the students, using family vocabulary. Fill in blanks where family members do not exist. Use information that the students know (ages, etc.) to demonstrate the differences between the family members - Extension (For homework) o Have students create their own family trees, either using their own families or with celebrities. Using their trees, have students construct sentences that demonstrate their relationship with each of their relatives (Interpersonal). In groups, have students share their trees (following class period). - Post-Assessment o On another notecard, have students create sentences about family members to demonstrate understanding of family members and their relationship Ex. El padre de la madre de Julieta es su (abuelo). La madre del primo de Romeo es su (tía). - Daily Routines o Introduction reshow the video, focus attention on the part on them getting ready, looking at the mirror o Introduce bathroom object vocabulary with real objects Introduce the name, what it is used for, where it is used, etc. Use the video do you think he/she used this? Before or after this? o Hand out verb list and pictures of vocabulary

4 In groups, have students try and match objects with the verbs that they think they correspond to. o Co-construction & Extension Using objects, co-construct with the students sentences that connect the bathroom objects with the verbs they correspond to. Change the subjects so that the students can see how to conjugate reflexive verbs with different subjects. In partners, have students talk about their routines and record differences between them. This gives them the opportunity to practice for their IPA assignment. - IPA o Congratulations! You have been selected to write an article for a famous magazine! Your editor wants you to investigate the different morning routines of family members. In order to do this, you will need to conduct an interview of a classmate to find out what their family members morning routines are. You will then write an article that exposes the different routines of members of that family. Interview Your interview will be recorded and be the primary source of data Article for your article. You will need to prepare questions that will enable your interviewee to provide you with the information you want to cover in your article. o Remember that part of this process requires being the interviewer and the interviewee, so make sure that you can answer your own questions, as it will provide good practice for answering the questions of others! Prepare, in advance, which family members you are going to talk about and how to do so. o Try and answer the questions with as much detail as possible. PE: Te duchas en la mañana? Si, me ducho todas las mañanas. Me gusta mucho ducharse porque me encanta el agua. Using the information that you found in your interview, write an article that o Describes the morning routines of the people described in your interview o Compares those morning routines with the morning routines of your family PE: Porque mi familia tiene seis personas, todos no podemos ducharse en la mañana. Pero, la familia de Carmen tiene 4 baños y 4 personas. Entonces, todos pueden ducharse en la mana.

5 Interpretive (Story Cubes & Trees) Literal Interpretive Interpersonal (Interview) Exceeds Expectations Meets Expectations Does Not Meet Expectations Complete description of scene; Complete family tree Meaningful, fullysupported inferences made about characters Description of scene almost complete; Mostly complete family tree Inferences made but with little support Description of scene incomplete; Incomplete family tree No inferences or no support Exceeds Expectations Meets Expectations Does not meet Expectations Language Function Text type Communication Strategies Comprehensibility Language Control Creates with language, able to express own meaning in basic way Simples sentences and some strings of sentences Maintains simple conversation: asks and answers basic questions Clarifies by asking and answering questions Generally understood by those accustomed to interacting with Most accurate when producing simple sentences in present time Mostly memorized language with some attempts to create Simple sentences and memorized phrases Responds to basic questions Clarifies meaning by selecting substitute words Understood with occasional difficulty by those accustomed to interacting with Most accurate with memorized language, including phrases. Accuracy decreases when trying to express own meaning Memorized language only, familiar language Words, phrases, chunks of language, and lists Responds minimally to questions Clarifies meanings by repeating words and/or using English Understood primary by those very accustomed to interacting with Most accurate with memorized language only. Accuracy decreases when attempting to communicate beyond the word level

6 Presentational Article Language Function Text type IMPACT Comprehensability Language Control Exceeds Expectations Meets Expectations Does Not Meet Expectations Creates with Mostly memorized language, able to language with some express own meaning attempts to create in basic way Simple sentences, with attempts at connectors; varied sentence structure Organized, clear presentation; Several attempts to add meaningful details, content, description to writing; Uses variety of vocabulary Generally understood by those accustomed to the writing of Most accurate when producing simple sentences; accuracy decreases as language becomes more complex Simple sentences and memorized phrases Mostly organized format; Focuses on successful task completion; Some attempt to capture attention with detail; Vocabulary provides basic information Understood with occasional straining by those accustomed to the writing of Most accurate with memorized, predictable language; accuracy decrease when creating or trying to express own meaning Memorized, familiar language only Sentences follow predictable, generic format Presented in unclear, unorganized manner; No effort made to capture audiences attention through meaningful details; Vocabulary limited and repetitive Understood primarily by those very accustomed to the writing of language learners Most accurate with memorized language only; accuracy decreases when attempting to elaborate beyond simple word level

7 El cubo del cuento Titulo: Dónde? Cuándo? Qué? Quién? Cómo son Romeo y Julieta? Qué le gustan a ellos y por qué? Romeo: Julieta:

8 Las familias de Romeo y Julieta Esté soy yo, Romeo Montero. Está es mi familia. Mi mama Elena está casada con mi padre Bruno Montero. Entre los dos manejan la empresa que me trajo a Verona a realizar una campana publicitaria. Él es Mariano, mi primo. Su papa era el hermano de mi madre pero murió hace tiempo en un accidente y entonces vive con nosotros. Es un hermano del alma. Está es mi familia lo Montero. Y está soy yo, Julieta Caporale, hija de Victorio y Isabel Caporale. Él es mi hermano mayor, Leonardo, y esté es mi abuelo Natalio. Vine a Verona de vacaciones, la tierra donde nació mi abuela Nina. Y está es mi familia lo Caporale.

9 Vocabulario La familia La madre El padre Los padres La esposa El esposo La hija El hijo La hermana (mayor, menor) El hermano (mayor, menor) La tía El tío La prima El primo La sobrina El sobrino La abuela El abuelo La nieta El nieto Otros La suegra El suegro La nuera El yerno La cuñada El cuñado La madrastra El padrastro La hermanastra El hermanastro La media hermana El medio hermano Los objetos del baño El cepillo El cepillo de dientes El champú El desodorante El jabón El maquillaje La máquina de afeitar La pasta de dientes El peine La rasuradota La toalla Verbos Acostarse Afeitarse Bañarse Cepillarse el pelo Despertarse Dormirse Ducharse Lavarse Lavarse el pelo Lavarse los dientes Levantarse Maquillarse Peinarse Ponerse (la ropa) Prepararse Quitarse (la ropa) Secarse el pelo Vestirse

Spanish Reflexive Verbs and Daily Routines

Spanish Reflexive Verbs and Daily Routines English- Spanish Helpful Handouts For English Speakers Who Want To Learn Spanish Page 1 of 5 Spanish Reflexive Verbs and Daily Routines Reflexive constructions consist of a reflexive pronoun and a verb.

More information

Table of Contents. Teacher Created Materials #13108 (i4695) Families 3

Table of Contents. Teacher Created Materials #13108 (i4695) Families 3 Table of Contents Introduction........................... 4 Introduction.......................... 4 Research and Rationale............... 6 Best Practices: Learning to Read....... 8 Best Practices: The

More information

Masconomet Regional High School Curriculum Guide

Masconomet Regional High School Curriculum Guide Masconomet Regional High School Curriculum Guide Course Title: Spanish II CP Course Number: 4311 Department: Foreign Languages Grade Level and Phase: 9 College Prep Length of Course: Year Course Description:

More information

Lesson Planning Template & Reflection

Lesson Planning Template & Reflection 5. Core Standard(s): The newly revised, 2014 Utah WL Core Standards are available at: http://www.school s.utah.gov/curr/ worldlang/home/ UtahWorldLangua gecore2014.aspx 7. Essential Vocabulary: 1. Teacher

More information

KNOX COUNTY SCHOOLS CURRICULUM & INSTRUCTION DEPARTMENT CURRICULUM FRAMEWORK SY 2014-20145 World Languages Department: Spanish 1 Module 6 of 6

KNOX COUNTY SCHOOLS CURRICULUM & INSTRUCTION DEPARTMENT CURRICULUM FRAMEWORK SY 2014-20145 World Languages Department: Spanish 1 Module 6 of 6 KNOX COUNTY SCHOOLS CURRICULUM & INSTRUCTION DEPARTMENT CURRICULUM FRAMEWORK SY 2014-20145 World Languages Department: Spanish 1 Module 6 of 6 Topic: La Familia Percent of time: Overview: Students will

More information

KNOX COUNTY SCHOOLS CURRICULUM & INSTRUCTION DEPARTMENT CURRICULUM FRAMEWORK SY 2014-2015 World Languages Department: Spanish 2 Module 4 of 6

KNOX COUNTY SCHOOLS CURRICULUM & INSTRUCTION DEPARTMENT CURRICULUM FRAMEWORK SY 2014-2015 World Languages Department: Spanish 2 Module 4 of 6 KNOX COUNTY SCHOOLS CURRICULUM & INSTRUCTION DEPARTMENT CURRICULUM FRAMEWORK SY 2014-2015 World Languages Department: Spanish 2 Module 4 of 6 Topic: Un evento especial Percent of time: Overview: Students

More information

Exemplar for Internal Achievement Standard. Spanish Level 1

Exemplar for Internal Achievement Standard. Spanish Level 1 Exemplar for Internal Achievement Standard Spanish Level 1 This exemplar supports assessment against: Achievement Standard 90910 Interact using spoken Spanish to communicate personal information, ideas

More information

demonstrates competence in

demonstrates competence in AP SPANISH LANGUAGE 2012 INTERPERSONAL WRITING SCORING GUIDELINES SCORE DESCRIPTION TASK COMPLETION/TOPIC DEVELOPMENT LANGUAGE USE 5 excellence 4 command 3 competence 2 Suggests lack of competence 1 lack

More information

Duval County Public Schools District Curriculum Guide. Grades 9-12

Duval County Public Schools District Curriculum Guide. Grades 9-12 Duval County Public Schools District Curriculum Guide Grades 912 Course: Spanish I Pacing Big Idea/Supporting Idea: My Social Life 9 73 81 Topic XI: Celebrating with Family (Integrated Culture: Quinceañera)

More information

LECCIÓN 4: LA SALUD Y EL BIENESTAR TERMINO DE LA UNIDAD: 10 DE ABRIL

LECCIÓN 4: LA SALUD Y EL BIENESTAR TERMINO DE LA UNIDAD: 10 DE ABRIL LECCIÓN 4: LA SALUD Y EL BIENESTAR E S PA Ñ O L I I I TERMINO DE LA UNIDAD: 10 DE ABRIL PRÁCTICA Explicación de los mandatos. Por and para are both translated as for, but they are not interchangeable.

More information

AP SPANISH LANGUAGE AND CULTURE EXAM 2015 SCORING GUIDELINES

AP SPANISH LANGUAGE AND CULTURE EXAM 2015 SCORING GUIDELINES AP SPANISH LANGUAGE AND CULTURE EXAM 2015 SCORING GUIDELINES Identical to Scoring Guidelines used for French, German, and Italian Language and Culture Exams Interpersonal Writing: E-mail Reply 5: STRONG

More information

90 HOURS PROGRAMME LEVEL A1

90 HOURS PROGRAMME LEVEL A1 90 HOURS PROGRAMME LEVEL A1 GENERAL AIMS On completing this course, students should be able to: be familiar with the Spanish alphabet letters and signs and relate them to the corresponding sounds. recognise

More information

Plan for: Preliminary Lessons Spanish Señora Franco

Plan for: Preliminary Lessons Spanish Señora Franco Plan for: Preliminary Lessons Spanish Señora Franco Pass Communication Standard 1.1: Interpersonal, 1.2: Interpretive, 1.3: Presentational Culture Standard 2.1, 2.2 Connection Standard 3.1, 3.2 Comparison

More information

CURRICULUM MAPPING. Content/Essential Questions for all Units

CURRICULUM MAPPING. Content/Essential Questions for all Units CURRICULUM MAPPING Subject: Spanish C Grade: 2 nd, 3 rd, 4 th Content/Essential Questions for all Units Students will participate in general conversation in Spanish Language Students will demonstrate knowledge

More information

Appendix 7.1.23 :Spanish Story-Based Lesson El osito Corduroy by Angela Balbach

Appendix 7.1.23 :Spanish Story-Based Lesson El osito Corduroy by Angela Balbach 1 Appendix 7.1.23 :Spanish Story-Based Lesson El osito Corduroy by Angela Balbach The following article highlights the PACE 1 model for teaching grammar and is based around a storytelling activity using

More information

AP Spanish Study Sheet: Reflexive Pronouns and Verbs

AP Spanish Study Sheet: Reflexive Pronouns and Verbs Page 1 of 5 Figure It Out! Ayer me acosté a las seis pero no me levanté hasta las siete. Cuando me levanté me afeité, me duché, me sequé, me vestí, me preparé para el día y luego desayuné. A las ocho me

More information

YASAR UNIVERSITY SCHOOL OF FOREIGN LANGUAGES COURSE SYLLABUS SPANISH I

YASAR UNIVERSITY SCHOOL OF FOREIGN LANGUAGES COURSE SYLLABUS SPANISH I YASAR UNIVERSITY SCHOOL OF FOREIGN LANGUAGES COURSE SYLLABUS SPANISH I Course Code : SOFL 041 Course Title : Spanish I Academic Year : 2010-2011 Semester : Winter Course Language : Spanish Course Material

More information

FOR TEACHERS ONLY The University of the State of New York

FOR TEACHERS ONLY The University of the State of New York FOR TEACHERS ONLY The University of the State of New York REGENTS HIGH SCHOOL EXAMINATION S COMPREHENSIVE EXAMINATION IN SPANISH Wednesday, January 26, 2011 9:15 a.m. to 12:15 p.m., only SCORING KEY Updated

More information

S P A N I S H G R A M M A R T I P S

S P A N I S H G R A M M A R T I P S S P A N I S H G R A M M A R T I P S One of the main impulses behind the earworms approach is to really get your brain used to the linguistic patterns, even the melody, of the target language. We do this

More information

Lesson 33. Te amo tanto como huele la tierra cuando llueve. 2005 El Español Fácil! Level I 345

Lesson 33. Te amo tanto como huele la tierra cuando llueve. 2005 El Español Fácil! Level I 345 Lesson 33 Te amo tanto como huele la tierra cuando llueve. 2005 El Español Fácil! Level I 345 Lesson 34 Te amo tanto como (Disc 2 Track 31) Listen to the audio and follow along. Te amo Juanita. Te amo

More information

SPANISH MOOD SELECTION: Probablemente Subjunctive, Posiblemente Indicative

SPANISH MOOD SELECTION: Probablemente Subjunctive, Posiblemente Indicative SPANISH MOOD SELECTION: Probablemente, Posiblemente Hilary Miller April 26, 2013 Spanish Mood Selection According to Spanish textbooks: = doubt, indicative = reality/certainty Es probable que/es posible

More information

Scenario 2: Assessment Practices. Subject Matter: Interactive Communication. Acquiring and Presenting Cultural Information.

Scenario 2: Assessment Practices. Subject Matter: Interactive Communication. Acquiring and Presenting Cultural Information. Task 1: Principles of Content-Specific and Developmentally Appropriate Pedagogy for Single Subject In Task 1: Principles of Content-Specific and Developmentally Appropriate Pedagogy includes four scenarios.

More information

Teacher: Course Name: Spanish I Year. World Language Department Saugus High School Saugus Public Schools

Teacher: Course Name: Spanish I Year. World Language Department Saugus High School Saugus Public Schools Week 1 Week 2 Capítulo Preliminar 1. Intro to Spanish speaking world/nombres en Espanol 2. Frases útiles/ los cognados 3. El Alfabeto 4. Los Colores 5. Los números (0-30) and 1.3 Students present information,

More information

AP SPANISH LANGUAGE 2011 PRESENTATIONAL WRITING SCORING GUIDELINES

AP SPANISH LANGUAGE 2011 PRESENTATIONAL WRITING SCORING GUIDELINES AP SPANISH LANGUAGE 2011 PRESENTATIONAL WRITING SCORING GUIDELINES SCORE DESCRIPTION TASK COMPLETION TOPIC DEVELOPMENT LANGUAGE USE 5 Demonstrates excellence 4 Demonstrates command 3 Demonstrates competence

More information

SPANISH 101-- FINAL EXAM STUDY GUIDE - (100 points) Spring 2016. *Please bring a purple scantron sheet and # 2 pencils for the exam*

SPANISH 101-- FINAL EXAM STUDY GUIDE - (100 points) Spring 2016. *Please bring a purple scantron sheet and # 2 pencils for the exam* SPANISH 101-- FINAL EXAM STUDY GUIDE - (100 points) Spring 2016 *Please bring a purple scantron sheet and # 2 pencils for the exam* ACTIVIDAD A. Arriba! Readings. (10 points) Choose the correct answer

More information

Copyright 2016-123TeachMe.com 4ea67 1

Copyright 2016-123TeachMe.com 4ea67 1 Sentence Match Quiz for Category: hacer_make_do_1 1) Nosotros hacemos todo lo posible para proporcionar un buen servicio. - A: We do our best to provide good service. - B: These chores are done each time.

More information

Lesson 43 Notes. Me levanto y me ducho Reflexive verbs. CoffeeBreakSpanish.com. A little review. Starting the day the reflexive way...

Lesson 43 Notes. Me levanto y me ducho Reflexive verbs. CoffeeBreakSpanish.com. A little review. Starting the day the reflexive way... In this edition: more about your daily routine Lesson 43 Notes CoffeeBreakSpanish.com Me levanto y me ducho Reflexive verbs Programme Notes Coffee Break Spanish notes guide you through the content of each

More information

FOR TEACHERS ONLY The University of the State of New York

FOR TEACHERS ONLY The University of the State of New York FOR TEACHERS ONLY The University of the State of New York REGENTS HIGH SCHOOL EXAMINATION S COMPREHENSIVE EXAMINATION IN SPANISH Friday, June 17, 2005 1:15 to 4:15 p.m., only SCORING KEY Any clarifications

More information

0530 SPANISH (FOREIGN LANGUAGE)

0530 SPANISH (FOREIGN LANGUAGE) CAMBRIDGE INTERNATIONAL EXAMINATIONS International General Certificate of Secondary Education MARK SCHEME for the October/November 2012 series 0530 SPANISH (FOREIGN LANGUAGE) 0530/22 Paper 2 (Reading and

More information

Using Ser and Estar Lesson Plan

Using Ser and Estar Lesson Plan Lesson Plan Video: 15 minutes Lesson: 35 minutes Pre-viewing :00 Warm up: Quickly review pronouns. 2 minutes :02 Pre-test: Write the following phrases on the board. I am Julia I am a doctor I am pretty

More information

Spanish III Honors Summer Assignment

Spanish III Honors Summer Assignment Spanish III Honors Summer Assignment Práctica Español durante el verano! Disfrútalo, mejóralo, y documéntalo! Exposure to foreign language outside of the classroom is critical. The purpose of this assignment

More information

SPANISH III CP STUDENTS WILL BE ABLE TO:

SPANISH III CP STUDENTS WILL BE ABLE TO: Masconomet Regional High School Curriculum Guide Course Title: Spanish III CP Course Number: 4321 Department: Foreign Language Grade Level and Phase: 10 College Prep Length of Course: Year See also Spanish

More information

Pretest/Posttest Teacher Version. Spanish Version

Pretest/Posttest Teacher Version. Spanish Version Pretest/Posttest Teacher Version Spanish Version Table of Contents Directions for Test dministration... iii Domain: Listening... Domain: Speaking... 6 Domain: Reading... 9 Domain: Writing... nswer Key...

More information

Spanish for Professionals Law Enforcement

Spanish for Professionals Law Enforcement Spanish for Professionals Law Enforcement SAMPLE EXERCISES Downloadable Programs and Lessons Now available on MP3 at www.marialanguages.com By MARIA LEONOR OLIVEIRA, M.A. All rights reserved 2 Note to

More information

LEARNING MASTERS. Explore the Northeast

LEARNING MASTERS. Explore the Northeast LEARNING MASTERS Explore the Northeast Explore the Northeast BUILD BACKGROUND Reading Expeditions: Language, Literacy & Vocabulary Five Regions Map Use the information on page 4 of Explore the Northeast

More information

Sentence Match Quiz for Category: preterite_vs_imperfect_1 Mark the sentence that matches each item below.

Sentence Match Quiz for Category: preterite_vs_imperfect_1 Mark the sentence that matches each item below. Sentence Match Quiz for Category: preterite_vs_imperfect_1 1) Llegó un poco tarde. - A: He arrived a little late. - B: Last week was wonderful. - D: There were at least 120 people in the street. 2) En

More information

Telling and asking for the time.

Telling and asking for the time. Lesson: : telling and asking for the time General: : Objectives: Structures: Target Vocab: 40 mins - 1 hour Telling and asking for the time. " Qué hora es?" "Por favor Podrías decirme la hora?" "Es la

More information

Ask your child what he or she is learning to say in Spanish at school. Encourage your child to act as if he or she is your teacher.

Ask your child what he or she is learning to say in Spanish at school. Encourage your child to act as if he or she is your teacher. Welcome to Descubre el español con Santillana! This year, your child will be learning Spanish by exploring the culture of eight Spanish-speaking countries. Please join us as we travel through each of the

More information

Sir John Cass Red Coat School Programme of Study Key Stage 4 Subject: Spanish

Sir John Cass Red Coat School Programme of Study Key Stage 4 Subject: Spanish Sir John Cass Red Coat School Programme of Study Key Stage 4 Subject: Spanish 1 Year 10 Year 11 Topics Covered/ Areas of Focus: Leisure - Free Time and the Media Free time activities Shopping, money, fashion

More information

Spanish 1512.253 (TR 9:30 10:50) Course Calendar Spring 2015

Spanish 1512.253 (TR 9:30 10:50) Course Calendar Spring 2015 1 Spanish 1512.253 (TR 9:30 10:50) Course Calendar Spring 2015 U: Unidos etext: Electronic Textbook (See MySpanishLab at http://myspanishlab.com/) Audio for the activities in the hardcopy of the Classroom

More information

The New Forest Small School

The New Forest Small School The New Forest Small School Spanish For Children Aged 11 to 16 OCR GCSE in Spanish J732 AIMS AND OBJECTIVES To provide: A meaningful and enjoyable educational experience Known and achievable but challenging

More information

1 Objetivos didácticos_unit 1 2 Objetivos didácticos_unit 2

1 Objetivos didácticos_unit 1 2 Objetivos didácticos_unit 2 1 Objetivos didácticos_unit 1 1.1 Listado de fórmulas de saludo y de presentación 1.2 Formar sustantivos para hablar de profesiones 1.3 Hablar de profesiones 1.4 Formar adjetivos de nacionalidad 1.5 Adjetivos

More information

SUMMER WORK AP SPANISH LANGUAGE & CULTURE Bienvenidos a la clase de Español AP!

SUMMER WORK AP SPANISH LANGUAGE & CULTURE Bienvenidos a la clase de Español AP! SUMMER WORK AP SPANISH LANGUAGE & CULTURE Bienvenidos a la clase de Español AP! To truly learn a language you have to use it as much as possible. The AP Exam focuses on the four communication skills: speaking,

More information

Spanish I: Youtube End of Year Review

Spanish I: Youtube End of Year Review Spanish I: Youtube End of Year Review Youtube Review Lesson Plan 1. This assignment will require computers with access to Youtube and headphones. If there are not enough headphones to go around, students

More information

SCHOOL: YEAR: DATE: CLASS:

SCHOOL: YEAR: DATE: CLASS: Unidad 1 pp. 6 9 De vacaciones Programme of Study GV1 Tenses (preterite) LC1 Listening and responding LC4 Expressing ideas (writing) 1 To revise names of countries and exclamations. 2 To revise the months

More information

name? is. teacher s name?

name? is. teacher s name? 1 Students tell the name of another person. Students comprehend the question, Cómo se llama él/ella? Students comprehend the question, Cómo se llama tu maestro/a? Students answer the questions using the

More information

DEPT. OF MODERN LANGUAGES: MMC (305)348 2851 OFFICE: 486 A

DEPT. OF MODERN LANGUAGES: MMC (305)348 2851 OFFICE: 486 A Department of Modern Languages SYLLABUS COURSE: SPN 1130, SPANISH I FOR NON HERITAGE LEARNERS MODALITY: Homework based TERM: Spring 2015 DAYS: Monday, Wednesday, Friday CREDIT: 5 semester hours PREREQUISITE:

More information

MIDDLE SCHOOL LESSON PLAN IMPACT STUDY Level: Spanish I Authentic Text: La historia de Shakira Authentic Video: Waka Waka

MIDDLE SCHOOL LESSON PLAN IMPACT STUDY Level: Spanish I Authentic Text: La historia de Shakira Authentic Video: Waka Waka MIDDLE SCHOOL LESSON PLAN IMPACT STUDY Level: Spanish I Authentic Text: La historia de Shakira Authentic Video: Waka Waka STAGE 1: IDENTIFY DESIRED RESULTS: What will learners know and be able to do by

More information

Year 10/13 Preparation to AS examination. Spanish tradition La romeria del Rocio reading comprehension.

Year 10/13 Preparation to AS examination. Spanish tradition La romeria del Rocio reading comprehension. Subject SPANISH ADVANCED Year 10/13 Preparation to AS examination Week Unit Title Aims 1 My world My country, My family and Genealogical tree. Vocabulary: relatives Spanish tradition La romeria del Rocio

More information

Sales Management Main Features

Sales Management Main Features Sales Management Main Features Optional Subject (4 th Businesss Administration) Second Semester 4,5 ECTS Language: English Professor: Noelia Sánchez Casado e-mail: noelia.sanchez@upct.es Objectives Description

More information

AP SPANISH LITERATURE AND CULTURE 2015 SCORING GUIDELINES

AP SPANISH LITERATURE AND CULTURE 2015 SCORING GUIDELINES 2015 SCORING GUIDELINES Question 1 Short Answer: Text Explanation Text: La siesta del martes, Gabriel García Márquez Theme: El individuo en su entorno 3 The response correctly identifies the author and

More information

AP SPANISH LITERATURE 2009 SCORING GUIDELINES

AP SPANISH LITERATURE 2009 SCORING GUIDELINES AP SPANISH LITERATURE 2009 SCORING GUIDELINES Question 1: Poetry Analysis 9 Demonstrates Superiority A very well-developed essay that clearly and thoroughly analyzes the vision of la higuera presented

More information

Be courteous and respectful. - treat others the way you would like to be treated.

Be courteous and respectful. - treat others the way you would like to be treated. Sra. Morales Be courteous and respectful - treat others the way you would like to be treated. Be prepared and on time - not only in class but with your assignments as well. Be a team player - help those

More information

Cambridge IGCSE. www.cie.org.uk

Cambridge IGCSE. www.cie.org.uk Cambridge IGCSE About University of Cambridge International Examinations (CIE) Acerca de la Universidad de Cambridge Exámenes Internacionales. CIE examinations are taken in over 150 different countries

More information

LINIO COLOMBIA. Starting-Up & Leading E-Commerce. www.linio.com.co. Luca Ranaldi, CEO. Pedro Freire, VP Marketing and Business Development

LINIO COLOMBIA. Starting-Up & Leading E-Commerce. www.linio.com.co. Luca Ranaldi, CEO. Pedro Freire, VP Marketing and Business Development LINIO COLOMBIA Starting-Up & Leading E-Commerce Luca Ranaldi, CEO Pedro Freire, VP Marketing and Business Development 22 de Agosto 2013 www.linio.com.co QUÉ ES LINIO? Linio es la tienda online #1 en Colombia

More information

Spanish 8695/S Paper 3 Speaking Test Teacher s Booklet Time allowed Instructions one not not Information exactly as they are printed not 8695/S

Spanish 8695/S Paper 3 Speaking Test Teacher s Booklet Time allowed Instructions one not not Information exactly as they are printed not 8695/S AQA Level 1/2 Certificate June 2014 Spanish 8695/S Paper 3 Speaking Test Teacher s Booklet To be conducted by the teacher-examiner between 24 April and 15 May 2014 Time allowed: 11 minutes (including 2

More information

8.4 Comparisons and superlatives

8.4 Comparisons and superlatives ANTE TODO Spanish and English use comparisons to indicate which of two people or things has a lesser, equal, or greater degree of a quality. Both languages also use superlatives to express the highest

More information

Lesson 08. Notes. Me gusta la música. Lesson 08. December 09, 2006. I like... te gusta tu trabajo? do you like your job? (inf)

Lesson 08. Notes. Me gusta la música. Lesson 08. December 09, 2006. I like... te gusta tu trabajo? do you like your job? (inf) December 09, 2006 Lesson 08 Notes In this edition: talking about your likes and dislikes. Me gusta la música. Lesson 08 Programme Notes Welcome to Coffee Break Spanish, the podcast aimed at independent

More information

Curriculum Map Spanish I

Curriculum Map Spanish I Curriculum Map Spanish I State Standards Standard I Communication: The student communicates competently in Spanish. Standard 2 Culture: The student gains knowledge and understanding of Spanish-speaking

More information

Spanish Ear Training Bonus Lessons Sueño

Spanish Ear Training Bonus Lessons Sueño Spanish Ear Training Bonus Lessons Sueño Track 4 Copyright 2007 Marcus Santamaria All Rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means electronic,

More information

Ask your child what he or she is learning to say in Spanish at school. Encourage your child to act as if he or she is your teacher.

Ask your child what he or she is learning to say in Spanish at school. Encourage your child to act as if he or she is your teacher. Welcome to Descubre el español con Santillana! This year, your child will be learning Spanish by exploring the culture of eight Spanish-speaking countries. Please join us as we travel through each of the

More information

Your summer goal: To practice what you have been learning in Spanish and learn more about the Spanish language and Spanish-speaking cultures.

Your summer goal: To practice what you have been learning in Spanish and learn more about the Spanish language and Spanish-speaking cultures. Bienvenidos a la clase de Español Honores! THS 2013-2014 Your summer goal: To practice what you have been learning in Spanish and learn more about the Spanish language and Spanish-speaking cultures. REQUIRED

More information

SPA103 - COURSE SCHEDULE FALL 2014

SPA103 - COURSE SCHEDULE FALL 2014 SPA 103: Intermediate Spanish I FALL 2014 INSTRUCTOR INFORMATION INSTRUCTOR: OFFICE: OFFICE HOURS: SPA103 - COURSE SCHEDULE FALL 2014 Dates Lesson Topics Homework (due by 11:59 p.m. before the next class)

More information

INDEPENDENT LEAR NING S INC E 1975. Spanish I

INDEPENDENT LEAR NING S INC E 1975. Spanish I INDEPENDENT LEAR NING S INC E 1975 Spanish I In this introductory-level course, students are introduced to grammar, vocabulary, and sentence structure while learning about the culture, history, and geography

More information

Eugenia Vomvoridi-Ivanović University of South Florida

Eugenia Vomvoridi-Ivanović University of South Florida Eugenia Vomvoridi-Ivanović University of South Florida Question to ponder What kinds of experiences would allow bilingual Latina/o pre-service teachers To build on the unique strengths they bring into

More information

Gaston County Schools Spanish 2 Pacing Guide

Gaston County Schools Spanish 2 Pacing Guide MARKING PERIOD #1 Home Life and Social Life ESSENTIAL STANDARDS: CLARIFYING OBJECTIVES NM CLL 1.1, 1.2, 2.1, 2.2, 2.5, 3.1, 3.2, 3.3, 4.1, 4.2, 4.3 NM COD 1.1, 1.2, 2.1, 2.2, 2.3, 3.1, 3.2, 4.1, 4.2 NM

More information

www.spanishkidstuff.com Lesson Plans for Spanish Kids Teachers

www.spanishkidstuff.com Lesson Plans for Spanish Kids Teachers Lesson: General: Time: Objectives: Structures: Target Vocab: 40 mins - 1 hour Talking about different members of the family " Quién es él/ella?" " Cómo estás?" "Estoy bien, gracias" " Hasta pronto!" el

More information

The KING S Medium Term Plan - SPANISH. Y9 LC1 Programme 2015-2016

The KING S Medium Term Plan - SPANISH. Y9 LC1 Programme 2015-2016 The KING S Medium Term Plan - SPANISH Y9 LC1 Programme 2015-2016 Module This unit is about developing information and detail concerning self and others through understanding the importance of grammar and

More information

CELEBRA EL AÑO NUEVO CHINO LESSON PLAN FOR GRADES K 2

CELEBRA EL AÑO NUEVO CHINO LESSON PLAN FOR GRADES K 2 CELEBRA EL AÑO NUEVO CHINO LESSON PLAN FOR GRADES K 2 Book/Text Set: Celebra el Año Nuevo Chino con la familia Fong / Qué es el Año Nuevo Chino? By F. Isabel Campoy and Alma Flor Ada Content Overview:

More information

Tema 7 GOING TO. Subject+ to be + ( going to ) + (verb) + (object )+ ( place ) + ( time ) Pronoun

Tema 7 GOING TO. Subject+ to be + ( going to ) + (verb) + (object )+ ( place ) + ( time ) Pronoun Tema 7 GOING TO Going to se usa para expresar planes a futuro. La fórmula para construir oraciones afirmativas usando going to en forma afirmativa es como sigue: Subject+ to be + ( going to ) + (verb)

More information

AP SPANISH LANGUAGE 2013 PRESENTATIONAL WRITING SCORING GUIDELINES

AP SPANISH LANGUAGE 2013 PRESENTATIONAL WRITING SCORING GUIDELINES AP SPANISH LANGUAGE 2013 PRESENTATIONAL WRITING SCORING GUIDELINES SCORE DESCRIPTION TASK COMPLETION TOPIC DEVELOPMENT LANGUAGE USE 5 Demonstrates excellence 4 Demonstrates command 3 Demonstrates competence

More information

Narrative Literature Response Letters Grade Three

Narrative Literature Response Letters Grade Three Ohio Standards Connection Writing Applications Benchmark A Write narrative accounts that develop character, setting and plot. Indicator: 1 Write stories that sequence events and include descriptive details

More information

CELEBRA EL CINCO DE MAYO LESSON PLAN FOR GRADES K 2

CELEBRA EL CINCO DE MAYO LESSON PLAN FOR GRADES K 2 CELEBRA EL CINCO DE MAYO LESSON PLAN FOR GRADES K 2 Book/Text Set: Celebra el Cinco de Mayo con un jarabe tapatío / Qué es el Cinco de Mayo? by F. Isabel Campoy and Alma Flor Ada Content Overview: In the

More information

GENERAL OVERVIEW STATEMENT OF THE PROBLEM LITERATURE REVIEW METHODOLOGY FINDINGS RESEARCH AND PEDAGOGICAL IMPLICATIONS LIMITATIONS CONCLUSIONS

GENERAL OVERVIEW STATEMENT OF THE PROBLEM LITERATURE REVIEW METHODOLOGY FINDINGS RESEARCH AND PEDAGOGICAL IMPLICATIONS LIMITATIONS CONCLUSIONS GENERAL OVERVIEW STATEMENT OF THE PROBLEM 1 LITERATURE REVIEW 2 METHODOLOGY 3 FINDINGS 4 RESEARCH AND PEDAGOGICAL IMPLICATIONS 5 LIMITATIONS 6 CONCLUSIONS 7 STATEMENT OF THE PROBLEM United Nations Development

More information

PERFORMANCE OBJECTIVES ACTIVITIES RESOURCES EVALUATION

PERFORMANCE OBJECTIVES ACTIVITIES RESOURCES EVALUATION COURSE: Spanish I GRADE LEVEL: 9-12 TIME: 5 Weeks UNIT: 1 CONTENT GOALS: Initiate, carry on, and end a simple conversation. D1 A1 F1 F1 Memorize Spanish ABC 1. Illustrate difference between formal and

More information

Kelly Anne Stahl. Unit Plan

Kelly Anne Stahl. Unit Plan 1 Unit Plan Kelly Anne Stahl I. Context of the unit a. El subjuntivo II. Level of the unit a. Spanish III III. Objectives of the unit a. The student will be able to 1. Apply the subjunctive mood to the

More information

Here are some examples of gustar in action:

Here are some examples of gustar in action: Gustar If you're a beginner, chances are most of the Spanish sentences you've been using as examples are ones that follow roughly the same word order as we use in English, with the verb following the subject.

More information

Tiene una mesa para cuatro?

Tiene una mesa para cuatro? February 17th, 2007 In this edition: visiting the restaurant and ordering food Lesson 17 Notes CoffeeBreakSpanish.com Tiene una mesa para cuatro? Lesson 17 Programme Notes Welcome to Coffee Break Spanish,

More information

North Carolina Standards Correlated to Glencoe Así se dice! Level 1B 2009. Correlations for North Carolina Así se dice! Level 1B Page 1 of 11

North Carolina Standards Correlated to Glencoe Así se dice! Level 1B 2009. Correlations for North Carolina Así se dice! Level 1B Page 1 of 11 North Carolina Standards Correlated to Glencoe Así se dice! Level 1B 2009 Competency and Objective Statements Competency INTERPERSONAL COMMUNICATION - The Goal 1 learner will engage in conversation and

More information

Semester Homework Assignments* P A S A P O R T E (1 st ed.)

Semester Homework Assignments* P A S A P O R T E (1 st ed.) SPANISH 103 Fall 2011 Semester Homework Assignments* P A S A P O R T E (1 st ed.) Tareas are due on the day they are listed. Para empezar: Su pasaporte al mundo hispano Wednesday, August 24 Vamos al mundo

More information

Spanish for Reading: Gender, Articles, and Prepositions. Elizabeth Gansen June 2, 2014

Spanish for Reading: Gender, Articles, and Prepositions. Elizabeth Gansen June 2, 2014 Spanish for Reading: Gender, Articles, and Prepositions Elizabeth Gansen June 2, 2014 The prepositions de, desde, and hasta De often corresponds to of or the possessive endings s/s in English. 11.3 2 De

More information

Spanish I Unit 3 Family and Friends

Spanish I Unit 3 Family and Friends The following instructional plan is part of a GaDOE collection of Unit Frameworks, Performance Tasks, examples of Student Work, and Teacher Commentary. Many more GaDOE approved instructional plans are

More information

SAMPLE EXAMEN DE LECTURA IPT READING. Grades K-1. Spanish PROFICIENCY TESTS IDEA

SAMPLE EXAMEN DE LECTURA IPT READING. Grades K-1. Spanish PROFICIENCY TESTS IDEA IDEA PROFICIENCY TESTS EXAMEN DE LECTURA IPT READING Grades K-1 Spanish N o de identificación.......................................... Nombre / apellido.......................................... Maestra

More information

Tarea del verano Pre-IB Spanish 1 and 2 students going into Pre-IB Spanish 3

Tarea del verano Pre-IB Spanish 1 and 2 students going into Pre-IB Spanish 3 Tarea del verano Pre-IB Spanish 1 and 2 students going into Pre-IB Spanish 3 Queridos estudiantes, This homework is to prepare you for pre-ib Spanish 3 for the 2011-2012 school year. This summer homework

More information

Chapter 12 Intellectual Development from One One to Three to Three

Chapter 12 Intellectual Development from One One to Three to Three Chapter 12 Chapter 12 Intellectual Development from One One to Three to Three Contents Section 12.1 Brain Development from One to Three Section 12.2 Encouraging Learning from One to Three 1 Section 12.1

More information

Sideways Spanish Transcript. Why Spanish Verb Charts Cause Failure and How to Fix It so Anyone at Any Age Can Speak Spanish

Sideways Spanish Transcript. Why Spanish Verb Charts Cause Failure and How to Fix It so Anyone at Any Age Can Speak Spanish Marcus Santamaria presents Sideways Spanish Transcript Why Spanish Verb Charts Cause Failure and How to Fix It so Anyone at Any Age Can Speak Spanish For the audio lesson go to http://www.sidewaysspanish.com

More information

Spanish GCSE Student Guide

Spanish GCSE Student Guide Spanish GCSE Student Guide Is this the right subject for me? If you enjoy meeting and talking to people from other countries, finding out about their cultures and learning how language works, then studying

More information

ENVIRONMENT: Collaborative Learning Environment

ENVIRONMENT: Collaborative Learning Environment Guía Integrada de Actividades Contexto de la estrategia de aprendizaje a desarrollar en el curso: The activity focuses on the Task Based Language Learning (TBLL). The task is used by the student in order

More information

SCORE DESCRIPTION TASK COMPLETION / TOPIC DEVELOPMENT LANGUAGE USE 5 Demonstrates

SCORE DESCRIPTION TASK COMPLETION / TOPIC DEVELOPMENT LANGUAGE USE 5 Demonstrates AP SPANISH LANGUAGE 2010 INTERPERSONAL WRITING SCORING GUIDELINES SCORE DESCRIPTION TASK COMPLETION / TOPIC DEVELOPMENT LANGUAGE USE 5 HIGH Fully addresses and completes the task with a relevant, thorough

More information

Enduring Understandings: Colombia has several national parks where many wild animals live. Not all animals are pets.

Enduring Understandings: Colombia has several national parks where many wild animals live. Not all animals are pets. Overview. In this unit, students learn about the country of Colombia; learn about common pets in Colombia; learn about zoo animals and endangered species; describe farm animals; and identify and describe

More information

French Language and Culture. Curriculum Framework 2011 2012

French Language and Culture. Curriculum Framework 2011 2012 AP French Language and Culture Curriculum Framework 2011 2012 Contents (click on a topic to jump to that page) Introduction... 3 Structure of the Curriculum Framework...4 Learning Objectives and Achievement

More information

Control of a variety of structures and idioms; occasional errors may occur, but

Control of a variety of structures and idioms; occasional errors may occur, but AP SPANISH LANGUAGE 2012 PRESENTATIONAL WRITING SCORING GUIDELINES SCORE DESCRIPTION TASK COMPLETION TOPIC DEVELOPMENT LANGUAGE USE 5 Demonstrates excellence 4 Demonstrates command 3 Demonstrates competence

More information

Regional and State Declamation Contests. Poster Contest Information (Regional World Language Declamation Contest Only)

Regional and State Declamation Contests. Poster Contest Information (Regional World Language Declamation Contest Only) Regional and State Declamation Contests The ASAA sanctioned annual regional and state Declamation Contests are held in February at East High. High school students have the opportunity to compete in the

More information

Sweet 15: Study Guide

Sweet 15: Study Guide Nombre # Sweet 15: Study Guide A) Geographic Location The story of Sweet 15 takes place in the United States, in the state of California. Unscramble the California cities listed below. Find and label their

More information

FOR TEACHERS ONLY The University of the State of New York

FOR TEACHERS ONLY The University of the State of New York FOR TEACHERS ONLY The University of the State of New York REGENTS HIGH SCHOOL EXAMINATION S COMPREHENSIVE EXAMINATION IN SPANISH Wednesday, January 24, 2007 9:15 a.m. to 12:15 p.m., only SCORING KEY Updated

More information

Module Title: Spanish 2.1 (Elementary 1)

Module Title: Spanish 2.1 (Elementary 1) CORK INSTITUTE OF TECHNOLOGY INSTITIÚID TEICNEOLAÍOCHTA CHORCAÍ Autumn Examinations 2013 Module Code: LANG 6029 Module Title: Spanish 2.1 (Elementary 1) School: School of Business and Humanities Programme

More information

COURSE SYLLABUS Spring 2012

COURSE SYLLABUS Spring 2012 COURSE SYLLABUS Spring 2012 Course name: Spanish 1B-05 (4 units) Course Call #: 31416 Days & Hours: MW 2:00PM 2:50PM TuTh 1:30 PM -2:20 PM Classroom : Mariposa Hall 2030 Instructor s Name Magaly Lagunas-S.

More information

The following points should be addressed when preparing course outlines.

The following points should be addressed when preparing course outlines. Course Outlines The following points should be addressed when preparing course outlines. Name of the course: For example, Algebra I Honors SPANISH IV V HONORS, YEAR 1 Course description: In two to three

More information

6 th Grade Spanish Curriculum

6 th Grade Spanish Curriculum 6 th Grade Spanish Curriculum Mendham Township Middle School Unit 1 Bienvenidos al Español! Summary: In Unit 1 the students will review greetings and farewells, days of the week, months of the year, weather,

More information