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

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1 Duval County Public Schools District Curriculum Guide Course: Spanish II Big Idea/Supporting Idea: Describing My Town Topic VII: Traveling Around Town NGSSS Standards INTERPRETIVE LISTENING: WL.K12.IM.1.1 Identify the main idea and supporting details on familiar topics expressed in a series of connected sentences, conversations, presentations, and messages. WL.K12.IM.1.4 Identify essential information and supporting details on familiar topics presented through a variety of media. WL.K12.IM.1.6 Demonstrate understanding of complex directions and instructions in familiar settings. INTERPRETIVE READING: WL.K12.IL.2.4 Demonstrate understanding of vocabulary used in context when following written directions. WL.K12.IM.2.1 Identify the main idea and key details in texts that contain familiar and unfamiliar vocabulary used in context. WL.K12.IM.2.3 Identify specific information in everyday authentic materials such as advertisements, brochures, menus, schedules and timetables. INTERPERSONAL COMMUNICATION: WL.K12.IM.3.1 Express views and effectively engage in conversations on a variety of familiar topics. WL.K12.IM.3.2 Ask and answer questions on familiar topics to clarify information and sustain a conversation. WL.K12.IM.3.4 Engage effectively in a range of collaborative discussions (one-onone, in groups, teacher led). WL.K12.IM.3.5 Initiate and maintain a conversation on a variety of familiar topics. WL.K12.IM.3.6 Use known words and phrases to effectively communicate meaning (circumlocution) when faced with unfamiliar vocabulary. Grade 9-12 Objectives be able to: - Recognize and produce vocabulary related to describing location. - Recognize and produce vocabulary related to modes of transportation. - Ask and answer questions containing the "go" verbs "salir", "decir" and "venir". - Recognize and use vocabulary related to transportation, landmarks, and driving. - Recognize, follow and produce simple affirmative, to give and follow driving directions. - Use direct object and reflexive pronouns appropriately with regular, affirmative familiar commands to give instructions or directions. - Explore the importance of the plaza in Spanish-speaking countries and compare it to places where young people hang out in the U.S. - Use the present progressive tense to express activities they and others are doing at the moment. - Read a level-appropriate Essential Content know: - Words to show the location of one thing in relation to another thing. - Names for various types of transportation. - Words to express the idea that someone is coming or leaving. - Vocabulary related to modes of transportation and driving. - Direct object pronouns. - Affirmative familiar command forms (regular and irregular). - Typical forms of transportation in large Spanishspeaking cities. Pacing Days 10 days Evidence of Learning (Progression of Standards) DEVELOPING - Students recognize words used to describe the locations of things. - Students recognize and produce words for a variety of modes of transportation. - Students understand questions about when they come to school, when they leave, and what they say to others. They respond to these questions using words or brief phrases. - Students identify landmarks around the city. Students understand driving terms. ACHIEVING - Students produce basic sentences about the locations of things in their community. - Students write and speak in complete but basic sentences about the modes of transportation that are commonly used in their community. - Using basic sentences and core vocabulary, students write and speak about when they come to school, when they leave, and what they and their friends and teachers say. - Students follow spoken or written directions to get around a city. EXCELLING - Students produce complete sentences about the locations

2 WL.K12.IM.3.8 Describe a problem or situation with details and state an opinion. PRESENTATIONAL SPEAKING: WL.K12.IM.4.2 Describe events, plans and actions using logically sequenced and connected sentences with relevant details. PRESENTATIONAL WRITING: WL.K12.NH.5.2 Write simple statements to describe aspects of daily life. WL.K12.IM.5.1 Write narratives on familiar topics using logically connected sentences with supporting details. WL.K12.IM.5.2 Write informative texts through a variety of media using connected sentences and providing supporting facts about the topic. article about good driving habits and identify the main idea and supporting details. of things using expanded vocabulary. - Students create complete sentences about transportation in their community using a variety of sentence patterns and expanded vocabulary. - Students write a short passage or engage in a sustained conversation about when they and their friends come to school, leave school, and what they say to each other and to their teachers. - Students give directions for getting to a destination in a city. CULTURE: WL.K12.IL.6.1 Recognize similarities and differences in practices and perspectives used across cultures (e.g., holidays, family life) to understand one s own and others ways of thinking. WL.K12.IM.6.2 Use practices and characteristics of the target cultures for daily activities among peers and adults. WL.K12.IM.6.4 Identify similarities and differences in products across cultures (e.g., food, shelter, clothing, transportation, music, art, dance, sports and recreation, language, customs, traditions, literature). CONNECTIONS: WL.K12.IM.7.2 Use previously acquired vocabulary to discuss familiar topics in other subject areas such as geography, history, music, art, science, math, language, or literature to reinforce and further knowledge of other disciplines through the target language. COMPARISONS: WL.K12.IM.8.2 Compare and contrast structural patterns in the target language and own.

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4 Course: Spanish II Topic: Traveling Around Town Suggested Days 68 Objectives recognize and produce vocabulary related to describing location. recognize and produce vocabulary related to modes of transportation. explore the concept of the neighborhood in Spanish-speaking countries. Essential Questions Dónde está? Cómo viajas a...? Duval County Public Schools District Curriculum Lesson Guide Grades 9-12 Resources & Activities - Writing and Speaking Act. 1, p. 154 (IM.3.1) - Speaking Act. 2, p. 154 (IM.3.4) - Cultural Reading p. 176 (IM.2.1) (IM.6.1) - Writing Act. pp Part A (IM.3.2) - (IM.8.2) - exercise-on-transportation-vocabulary/ - Each student selects a destination (your city or around the world). Each student says where they are going and how they are going to get there. This may be played as a Tea Party activity using a foldable with sixteen squares. Each student would ask sixteen students in the class, Adónde vas? and the follow-up, Qué medio de transporte piensas usar? After each interview the other student s answers are recorded and the original student asking the question is himself/herself interviewed. (IM.3.4) Higher Order Questions When do you use "del"? How do contractions in Spanish differ from those in English? Give examples. How is the "barrio" in a Spanishspeaking country like your neighborhood? How is it different? Pacing Days 10 days Vocabulary & Structures - Modes of transportation - Prepositions of location - Contraction : De + el = del - contracción = contaction; - preposición = preposition ESOL/ESE Accomodations Use flashcards with pictures of various modes of transportation to review in small groups. -Play the game "preposition people" by staging students in various locations in relation to each other and furniture or objects in the classroom. Ask students in Spanish where each student is located. (IL.3.2) 69 ask and answer questions containing the "go" verbs "salir", "decir" and "venir". A qué hora vienes a la escuela? Qué le dices a tu mamá cuando sales de casa? - Gramática-The verbs salir, decir, and venir, p. 155 (IM.8.2) - Reading Act. 3, p. 155 (IM.2.1) - Writing, Speaking Act. 4, p. 155 (IM.3.2) Realidades 2 Guided Practice: - Writing Act. p. 108 (IM.8.2) - Writing Act. p. 61, Part B - (IM.8.2) - &persist_safety_mode=1&safe=active - Pair and Share activity With a partner students practice asking and answering the questions, Con quién sales los fines de semana? Cuándo haces la tarea? A qué hora vienes a la escuela? Qué dicen mucho tus padres? (IM.3.4) Why are the verbs "salir", "venir", and "decir" considered irregular verbs? What are some other irregular verbs like these that you already know? - Modes of transportation - Prepositions of location - Verbs with irregular "yo" forms - "go verbs" such as "salir", "decir", and "venir" - Irregular verb forms = Verbos con formas irregulares Write the verbs "salir", "venir", and "decir" on the board using a different color to denote the forms which are irregular.

5 70 recognize vocabulary related to transportation, landmarks and driving. Quién es el conductor? - Audio Act. 1-2, pp (IM.1.6) - Reading Act. 4, p. 162 (IM.2.1) - Writing, Speaking Act. 5, p. 162 (IM.3.8) - Writing Act. pp (IM.8.2) - Writing Act. p In English, how to drive around a roundabout: - In Spanish, how to drive around a glorieta: (IM.7.2, IM.2.3) - The teacher makes a PowerPoint of various road signs, traffic circles, monuments, statues, plazas, etc. from Spanish-speaking countries to show the products of the culture. (IM.6.4) - Students create a concept map of vocabulary in the shape of a "glorieta." In Spanish-speaking countries there are usually monuments or statues in the center of the roundabouts. What does this tell you about hispanic culture? Compare this to the placement of monuments/statues the U.S. Prep for audio activity by giving students a written copy of the audio questions to translate ahead of time. Write the questions out of order so that they will still have to listen but will have the advantage of just matching what is said with the correct question instead of having to translate it in their heads at the same time. Cómo se va a la recognize, follow cafetería? and produce simple affirmative, to give and follow driving directions. - Videohistoria DVD/Audio pp (IM.1.4) - Comprehension Act. 3, p. 161 (IM.1.4) - SEE REALIDADES 1 TEXT: Gramática p. 305, GramActiva Video, and Guided Practice Activities p Vocabulary, Writing, Speaking Act. 6, p. 163 (IM.3.2) - Audio Act. 7, p. 163 (IM.1.6) - Reading, Speaking Act. 8, p. 163 (IM.3.5) - Audio Act. 9, p. 164 (IM.1.6) - pp Video Act., 1, 2, 3, 4, pp (IM.1.4) - Audio Act. 5, p. 59 (IM.1.6) How do directions given in English differ from those given in Spanish? Compare the "Bazar del sábado" in Mexico City to something similar you have experienced in your city. How is it similar or different? - Affirmative, familiar commands - Affirmative familiar commands = mandatos familiares afirmativos Give students copy of notes in advance with examples > Imperative Mood > tú commands (IM.8.2) - Bazar del sábado: g d reviews-bazar_del_sabado- Mexico_City_Central_Mexico_and_Gulf_Coast.html - (IM.7.2, IM.1.4) - Put magnets on the back of pictures students make on cardstock of places in a city. Draw a city grid on the board and place the magnetbacked pictures on various "streets". Tell students, "Estás aquí." Give them directions to various places in the magnet city and see if they end up in the right places. (IM.1.6) Then, have students write their own directions to somewhere on the map and trade with a friend to see if they can follow each other's route. (IL.2.4) Run a copy of your school map for each student. Have students follow directions you give them on the school map from your classroom to various places in the school. (IM.1.6) Have students write their own directions to somewhere in the school and trade with a partner to see if they can follow each other's directions. (IL.2.4)

6 72 use Cómo se va al direct object and estadio? reflexive pronouns appropriately with regular, affirmative to give instructions or directions. explore the importance of the plaza in Spanishspeaking countries and compare it to places where young people hang out in the U.S. - Gramática-Direct object pronouns: me, te, nos, p. 166 (IM.8.2) - Reading Act. 12, p. 166 (IM.2.1) - Writing Act. 14, p. 167 (IM.5.1) - Fondo Cultural p.165 (IM.2.1) Realidades 2 Guided Practice Activities: - pp (IM.8.2) - p Audio Act. 6, 7, p.60 (IM.1.6) - Writing Act. 11, p (please watch this before showing in class) (modern Plaza de España) (IM.7.2, IM.1.4) (history of the Zócalo) (IM.7.2, IM.2.3) - (history of the Zócalo) (IM.7.2; IM.2.3) - spanish&type=fillin (IM.8.2) - spanish&type=fillin (IM.8.2) - (IM.8.2) - Brainstorm a list of commands that could be used with direct objects. Explore driving directions, chores, or directions for making something. Have students come up with the list. Also, brainstorm a list of reflexive verbs that the students know. After they have come up with ideas, give a couple of examples, and then have students choose a theme and create a list of commands with direct object pronouns or reflexive pronouns. (IM.5.2) - Create and give students a worksheet to practice regular affirmative, without and with direct object and reflexive pronouns. (IM.8.2) In Spanish-speaking countries there are many plazas where people of all ages walk and hang out. Compare this to places where young people in the U.S. like to spend time. Why do you think the plaza is so popular in Spanishspeaking countries? How could hanging out at the plaza be an advantage or disadvantage? - Regular, affirmative - Direct object pronouns - Reflexive verbs - Affirmative familiar commands = mandatos familiares afirmativos - Reflexive verbs = verbos reflexivos - Direct objects = complementos directos - Pronouns = pronombres Provide students with notes on direct object pronouns. 73 recognize, follow and produce simple affirmative, containing irregular verbs. recognize the importance of the metro in large cities such as Mexico City. Quién usa mandatos en la vida diaria? - Gramática-Irregular affirmative tú commands, p.168 (IM.8.2) - Reading, Writing Act. 16, p. 168 (IM.3.8) - Speaking Act. 17, p. 169 (IM.3.4) - Cultural Reading p. 169 (IM.2.1) - Reading Act. 18, p. 170 (IM.2.1) - Culture Act. p. 170 (NM.6.2) Realidades 2 Guided Practice Activities: - pp (IM.8.2) - p Audio Act. 8, p. 61 (IM.1.6) - Writing Act. 12, p.65 (IM.3.8) Realidades 2 DVD Program: - GramActiva Video - Irregular affirmative tú commands - (IM.2.3) - html (NM 3 6) (Don't show to students unless How do you usually travel around our city? Compare this to what you have learned about transportation in large Spanishspeaking cities. Would you need a car there? Why or why not? - Direct object pronouns - Irregular, affirmative - Pronouns = pronombres - Direct objects = complementos directos - Indirect objects = complementos indirectos Give students a chart with the irregular verbs in the infinitive and the familiar command form along with the meaning of the verbs.

7 73 spanish speaking.html (NM.3.6) (Don t show to students unless appropriate, but read or watch and then share with your students about gestures.) indirectos - Irregular commands = mandatos irregulares - Gestures = gestos - To help students remember the eight irregular, teach them this sentence: Vin Diesel has ten weapons. Say it with a German accent and you get something close to "ven-di-sal-has-ten-vepon-sé." - Total Physical Response: Have students use gestures to represent each of the eight irregular commands. Call out commands and have them gesture. 74 Students use the present progressive tense to express activities they and others are doing at the moment. Qué estás haciendo ahora mismo? - Gramática-Present Progressive, p Speaking Act. 20, p.172 (IM.3.5) - Fondo Cultural p. 172 (IL.6.1) - Speaking Act. 21, p. 173 (IM.3.4) (IM.7.2) Realidades 2 Guided Practice Activities: - pp (IM.8.2) - p Audio Act. 9, p. 62 (IM.1.1) - Writing Act. p.66 (NH.5.2) Realidades 2 FCAT Workbook: p. 25 (IM.2.1) (IL.6.1) Realidades 2 DVD Program: - GramActiva Video - Present Progressive - e=public&type=verbs (IM.8.2) - (IM.8.2) - (IM.7.2) - (IM.7.2) - Pass out slips of paper with with different places written on each one. Students have to think of three things they would be doing if they were at that place right now. Pretend to call one of the students on the phone and ask them, " Qué estás haciendo?" That students must now pretend to call another student on the phone and that student must tell what he/she is doing. (IM.3.2) In Spain young people cannot get a driver's license until they are 18 years old. In the U.S. we can get a driver's license when we are only 16. What do you think are the advantages or disadvantages of these two ages for receiving a driver's license? - Present participle - Present progressive tense - Estar - Stem-changing and spell-changing verbs - Present progressive = Presente del progresivo - Present participle = participio de presente Let students have a copy of the reading in advance. Have them highlight cognates and other words they know. Provide students with notes on the present progressive and for forms of estar. 75 read a level-appropriate article about good driving habits (i.e., Qué es manejar a la defensiva?, pp ) and identify the main idea and supporting details. Eres buen(a) conductor(a)? - Reading Act. pp (IM.2.3) - Cultural Reading p. 175 (IM.2.1) Realidades 2 Guided Practice Activities: - p. 125 (IM.2.1) - pp Realidades 2 FCAT Workbook: p.26 (IM.2.1) - (IM.2.3) - (IM.2.3) - (IM.2.3) What advice would you give someone traveling to a large city like Mexico City? - Affirmative familiar commands - Familiar commands = mandatos familiares Make a photocopy of the reading in advance for the students. Star new words and provide a definition to the side of the text. Have them scan through and highlight familiar words before reading for content.

8 75 ruta panamericana/ (IM.2.3) - Have students brainstorm ways we use commands. After writing their ideas on the board, have students choose one idea, and in groups of two or three or alone, write a dialogue using. Students must then choose how they want to present this to the class -- as a skit with props, as a PowerPoint, as a demonstration, as a comic strip, etc. (IM.4.2) 76 Review and Enrichment - pp Realidades 2 FCAT Workbook: pp (IM.2.1) Brainstorm situations in which you use commands in daily life. All previously learned vocabulary, structures and linguistic terminology in this chapter. Give students time to write and practice presentation from Day 75. Circulate and help students as needed. 77 Assessment ASSESSMENT OPTIONS Oral presentation of the additional activity from Day 75. Design a test with a listening portion, a reading portion, and a writing portion. Call students up to the teacher's desk to ask a couple of the essential questions or have a short conversation to assess speaking skills. Allow extended time. Allow students a few minutes to practice with a friend before speaking to the teacher in Spanish.