World Languages Benchmark Level I PMS Foreign Languages Exploring Spanish 2

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1 Communication Standard 1: Students engage in conversation, provide and obtain information, express feelings and emotions, and exchange opinions. 1. Express feelings, likes and dislikes. Expand on vocabulary of the 1st semester class adding "I love " and a vocabulary of words in the Vocabulary quizzes, unit tests, dictations, practice sentences (both oral and written) categories of clothing, weather, seasons, and sports, favorites. 2. Respond in one-on-one interactions. 3. Create simple descriptions of people and things within a context. 4. Express agreement and disagreement. T-st, st-st chain practice with 15 basic questions addition of the verb "estar" and several adjectives used with it as well as prepositions of location Same voccabulary as above in the negative. Hallway responses, class practice, quizzes and unit tests Class practice, unit tests Practical use in and out of the classroom, quizzes and tests 5. Express basic needs. Students ask to go for water, to the nurse and to the restroom in Spanish; talk about what they need to buy (clothing, food) Practical use, skit on going shopping, ordering from a menu

2 Communication Standard 2: Students understand and interpret spoken and/or written language on a variety of topics. 1. Identify people and objects using aural, visual, and contextual cues. Identification of clothing (real or drawn), labeling of their "dreamhouse" plans, matching pictures of people and activities to a series of taped cues (The Learnables) Quizzes, tests, oral and written class practice. 2. Comprehend and respond appropriately to simple oral and written communications. 3. Read and respond to developmentally appropriate material and identify the main idea. Review of all questions practiced and adding situations based on shopping, restaurants, and weather Answer question referring to laundry lists, menus, newspaper weather forcasts Class practice, quizzes, tests, and skits; TPRS Same as 1

3 Communication Standard 3: Students convey information, concepts, and ideas to listeners and/or readers for a vairiety of purposes. 1. Give directios, commands, and instructions. Practice previously learned commands, add project and test instructions in Spanish Practical use. 2. Give a description orally and/or in writing using simple phrases. Describe a favorite season, their clothing, and their houses and clothing Oral and written class practice, quizzes and tests, class performance proficiency 3. Write a personal communication (e.g., note, letter, invitation). Write a weather forecast and deliver to the class, write a letter to a pen-pal describing their house. Oral and written class practice, quizzes and tests, class performance proficiency 4. Summarize main idea of selected authentic and/or contextualized material. Retell a story presented as TPRS, retell a description of a house or of someone's clothing Performance of TPRS story

4 Cultures Standard 4: Students Students demonstrate and understanding of the relationship between the perspectives, practices, and products/contributions of cultures studied, and use this knowledge to interact effectively in cultural 1. Identify significant cultural perspectives and practices. Discuss the metric system and the Celsius scale, how the floors in a building are numbered, the fact that the seasons are the opposite in the Southern Hemisphere Oral and written class assignments, specific questions of unit tests and in "Jeopardy" 2. Recognize and interpret language and behaviors that reflect the culture. Difference between "ser" and "estar", the birthday song, celebration of the Saint's day, 15th birthday quiz after video on standard deviants 3. Identify objects, images, symbols, products, and other contributions of the culture. Look for labeling in clothing from Hispanic countries, discuss the "Coca- Cola" problem and other current events List on the board any of the labels found on the clothes they are wearing from Hispanic countries, extra credit for news of current events 4. Identify the expressive forms of the culture (e.g., architecture, music, dance). Discussion of the work of Frida Kahlo and Diego Rivera, sing "Las Mananitas" for their birthdays; play music for discussion of three musicians. Ask the students their personal preference and why

5 Connections Standard 5: Students reiniforce and increase his/her knolwledge of other disciplines through world languages. 1. Identify and apply, within a familiar context, information and skills shared by the language classroom and other disciplines. Draw parallel of pronunciation of Spanish and that of the Latin songs they sing in choir, and the Latin roots of scientific terminology; current events, geography and history involving Hispanic countries Extra credit for current news 2. Identify, through world language resources, information for use in other disciplines. not significantly done NA

6 Connections Standard 6: Students acquire information and perspectives through authentic materials in world languages and within cultures. 1. Gather information from sources intended for native speakers of the language. Use of laundry list, weather forecast, menus, songs to reinforce vocabulary and structure Oral and written class practice, unit tests 2. Use authentic sources to identify perspectives of world cultures. Use of the above sources to discuss the Celsius scale, world climate patterns including "El Nino", differences and similarities of eating patterns and food preferences. Oral and written class practice

7 Comparisons Standard 7: Students recognize that different languages use different patterns and can apply this knowledge to his/her own language. 1. Identify sound patterns of the target Refining pronunciation including Reading of a paragraph to a tape, language and compare them to the student's own language. intonation patterns, additional cognates playback and self evaluation 2. Identify structural patterns of the target language. Review and practice with agreement and placement of adjectives, conjugation of ser, estar, tener, and hacer; negation and question syntax Oral and written questions/ responses 3. Identify idiomatic expressions of the target language. Use of tener in several idiomatic expressions, use of hacer with weather Oral and written class practice, quizzes, unit tests 4. Identify connections among languages. Continue the discussion of cognates and false cognates, Romance languages and their connections with English. Special questions in "Jeopardy"

8 Comparisons Standard 8: Students demonstrate understanding of the concept of culture thorugh comparisons f the culture studies and his/her own. 1. Recognize similarities and differences, including behavior patterns, among target cultures and Use of menus, laundry lists and weather forecast to discuss the Celsius scale, world climate patterns Class discussion students' own cultures using evidence including "El Nino", differences and from authentic sources. similarities of eating patterns and food preferences, regional costumes and clothing preferences.

9 Communities Standard 9: Students apply language skills and cultural knowledge in daily life. 1. Identfiy the target language in the student's daily life and share that knowledge with others. Discuss Flathead Valley place names and "cowboy" cognates "Jeopardy" 2. Locate connections with the target culture thorugh the use of technology, media, and authentic sources. 3. Locate resources in the community to learn about the target culture. Use the internet to write a report on a Hispanic celebrity or country as an alternative to the Learnables, clothing labels, impact of global trading, "coyotes" Invite guest speakers as available Presentation of the report to the class class discussion

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