World Languages Middletown Public Schools. Spanish I Curriculum. Grades 8 12

Transcription

1 World Languages Middletown Public Schools Spanish I Curriculum Grades 8 12 Curriculum Writers: Amy Kalif, Christine Karoly, Kristen Lyon, and Luis Oliveria 1/1/2012

2 1/31/2012 1

3 1. COMMUNICATION 1.1 Provides and obtains information, expresses feelings and emotions, and exchanges opinions (speaking) Uses accurate pronunciation Employs formal/informal greetings and introductions, Cómo te llamas?, Cómo estás?, De dónde eres?, Cuántos años tienes? Applies numbers (1 1000) to a variety of situations, e.g. math problems, time, conversions, etc. (2.MD.7) Uses adjective agreement to describe people, places, situations, and objects Constructs questions and answers involving the core vocabulary and related ideas body parts clothing countries days, months, dates, calendar family geography/countries greetings home idiomatic expressions interrogatives likes/dislikes meals/food numbers objects, classroom, school subjects personal/physical characteristics (adjectives) places in town seasons/weather sports/leisure activities time Demonstrates command of the structures of sentences, paragraphs in spoken language in order to sustain a conversation in Spanish Gives and follows directions, commands and instructions in Spanish related to daily classroom activities Exchanges information In the target language Engages in Spanish role playing situations where they request and Employs foreign language best receive information, goods, and services, such as going to a restaurant practices e.g., and ordering food. 1/31/ Teachers Use formative assessment to guide instruction Provide opportunities for independent, partner and collaborative group work Differentiate instruction by varying the content, process, and product and providing opportunities for: Anchoring Cubing Jig sawing Pre/post assessments Think/pair/share Tiered assignments Address multiple intelligences instructional strategies, e.g. visual, bodily kinesthetic, interpersonal Provide opportunities for higher level thinking: Bloom s Taxonomy, e.g. analyzing, synthesizing, predicting, evaluating, creating, etc. Webb s Depth of Knowledge, 2,3,4, skill/conceptual understanding, strategic reasoning, extended reasoning Facilitate integration of the Applied Learning Standards (SCANS): Communication Critical thinking Problem solving Reflection/evaluation Research Model the use of graphic organizers: Categorize/classify organizers (categories, tree) Compare/contrast organizers (venn diagrams, comparison charts) Concept development (mind map) Evaluation organizers (charts, scales) Organizers (word web, concept map) Relational organizers (fish bone, pie chart) Sequence organizers (chains, cycle) Textbook TBD Supplementary Books, Teacher (T) Student (S) Ancillary Materials Assessment programs book CD/audio program Fine arts transparencies Guided practice workbook Magazine subscriptions (informational text) Online resources Practice Workbook Quiz show CD Rom Teacher s resource book Video/DVD s Vocabulary and Grammar transparencies Writing, Audio, and video workbook Technology CD player Computer lab Computers/Internet Digital voice recorders Elmo Interactive boards Internet access LCD projector/laptop Radio Smart Boards VCR/DVD Websites Materials Bingo games Clocks Craft suppliers Flashcards Maps Music Picture file Realia authentic materials from Hispanic countries Situation cards Whiteboards (individual), markers, erasers REQUIRED COMMON Portfolio Common s (see TIENET) two per year, one per semester e.g. o My House o My Family o My Autobiography SUGGESTED FORMATIVE/ SUMMATIVE Anecdotal records Conferencing Exhibits Interviews Graphic organizers Journals Multiple Intelligences assessments, e.g. o Role playing bodily kinesthetic o Graphic organizing visual o Collaboration interpersonal Oral presentations Problem/Performance based/common tasks (available on TIENET) Rubrics/checklists Tests and quizzes Technology Think alouds Writing genres o Arguments o Informative o Narrative o Research

4 Shares opinions, preferences, and feelings in Spanish with classmates Engages effectively in a range of collaborative discussions (one on one, in groups, and teacher led) with diverse partners on Spanish topics, texts, and issues, building on others ideas and expressing their own clearly. (SL.6.1) Adds audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes. (SL.4.5) Uses knowledge of language and its conventions when writing, speaking, reading, or listening. (L.5.3) Expand, combine, and reduce sentences for meaning, reader/listener interest, and style. (L.5.3a) facilitating paired dialogues modeling accurate language providing authentic models critiquing & correcting creating opportunities for peer and self assessment facilitating an environment conducive to risk taking engendering curiosity providing opportunities for simple dictation providing opportunities for choral repetition modeling the alphabet and accurate sound system providing appropriate materials modeling appropriate translation techniques Community Field trips Guest speakers Presents information on a variety of simple topics. Provide rubrics and models Engages effectively in a range of collaborative discussions using correct subject/verb agreement and sentence structure Prepares and presents short announcements in Spanish, such as the current date, time, and weather information Prepares and presents brief reports in Spanish about personal experiences, school happenings, and current events Prepares, illustrates, and presents materials in Spanish such as advertisements, posters, menus, puppet shows, and fashion shows. 1. COMMUNICATION 1.2 Understands and interprets spoken Spanish on a variety of topics (listening) Recognizes alphabet, basic sound/letter relationships (i.e., consonants, vowels, blends, and accent marks) Distinguishes number and gender of nouns, adjectives, and articles. group of Follows verbal instructions to perform specific tasks and to answer questions. (GSE, OC ) Recognizes and uses subject/verb agreement infinitives subject pronouns present tense of AR/ER/IR verbs irregular verbs in the present tense 1/31/2012 3

5 o dar o encantar o estar o gustar o hacer o hay o ir o ser o tener o traer o venir some forms of stem changing verbs o almorzar o costar o dormir o entender o jugar o pedir/servir o pensar o poder o preferir o querer affirmative tú commands ir + a + infinitive preterite tense of AR/ER/IR verbs preterite tense of some irregular verbs, e.g. ir, hacer, ver Infers meaning via situational, context clues, and cognates Understands and follows oral and written directions in Spanish related to daily classroom activities Understands spoken and written messages in Spanish on topics of personal interest, such as family life, leisure and school activities, and everyday occurrences Demonstrates comprehension of information from simple and accessible Spanish language materials Adds audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes. (SL.4.5) Uses knowledge of language and its conventions when writing, speaking, reading, or listening. (L.5.3) Expands, combines, and reduces sentences for meaning, reader/listener interest, and style. (L.5.3a) 1/31/2012 4

6 Identifies components of visual texts, e.g. schedules, menus, advertisements, etc Identifies main ideas of familiar texts and dialogues, e.g. literary, cultural, informational and visual Detects appropriate intonation and syllabic stress Recognizes that regional differences in pronunciation and vocabulary exist Distinguishes between ser/estar. 1. COMMUNICATION 1.3 Understands and interprets written Spanish on a variety of topics (reading ) Employs reading strategies such as cognate recognition, context, and syntax to facilitate understanding of the text Reads for a variety of purposes to: increase and reinforce vocabulary expand knowledge and cultural awareness reinforce the conventions of the language group of Follows written instructions in Spanish Reads a variety of narrative and informational texts Draws on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. (RI.5.7) Integrates information from several texts on the same topic in order to write or speak about the subject knowledgeably. (RI.5.9) Identifies the main topic of a multi paragraph text as well as the focus of specific paragraphs within the text. (RI.2.1) Determines a theme or central idea of a text and how it is conveyed through particular details; provides a summary of the text distinct from personal opinions or judgments. (RL.6.2) Uses knowledge of language and its conventions when writing, speaking, reading, or listening. (L.5.3) Expands, combines, and reduces sentences for meaning, reader/listener interest, and style. (L.5.3a) 1/31/2012 5

7 1. COMMUNICATION 1.4 Presents information concepts, and ideas in Spanish to an audience of listeners or readers (writing) With guidance and support from peers and adults, develops and strengthens writing as needed by planning, revising, editing, rewriting, or trying a new approach. (W.6.5) Demonstrates command of the conventions of standard English and target language capitalization, punctuation, and spelling when writing. Capitalizes appropriate words in titles. Uses commas in addresses. Uses commas and quotation marks in dialogue. Forms and uses possessives. Uses conventional spelling for high frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness). Uses spelling patterns and generalizations (e.g., word families, position based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. Consults reference materials, including beginning dictionaries, as needed to check and correct spellings. (L.3.2) group of Demonstrates a command of the conventions of standard English and target language grammar and usage when writing or speaking. (L.6.1) Adds audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes. (SL.4.5) Uses knowledge of language and its conventions when writing, speaking, reading, or listening. (L.5.3) Expands, combines, and reduces sentences for meaning, reader/listener interest, and style. (L.5.3a) 2. CULTURES 2.1 Demonstrates general knowledge of the Spanish speaking world Identifies the location of the Spanish speaking countries Compares customs of greetings and introductions. group of Identifies the similarities and differences between school life in their own region and in one or more Spanish speaking countries Explores the unique social customs and traditions of the Spanishspeaking cultures. 1/31/2012 6

8 2.1.5 Draws on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. (RI.5.7) Integrates information from several texts on the same topic in order to write or speak about the subject knowledgeably. (RI. 5.9) Determines a central idea of a text and how it is conveyed through particular details; provides a summary of the text distinct from personal opinions or judgments. (RI.6.2) Recognizes the dance and music of different countries. 2.CULTURES 2.2 Demonstrates an understanding of the relationship between the products and perspectives of the culture studied Explores the products and perspectives that define the Spanishspeaking cultures ( including art museums, monuments, foods and cultural icons) Listens to music and watches Spanish language film or television programs that are popular with young people in various parts of the world. group of Learns about and recognizes artistic contributions from Spanishspeaking cultures in areas such as art, music, dance, drama, theater, film, fashion, and cuisine With guidance and support from peers and adults, develops and strengthens writing as needed by planning, revising, editing, rewriting, or trying a new approach. (W.5.5) Recognizes the differences and similarities that distinguish Spanish cultures from each other. 3. CONNECTIONS 3.1 Reinforces and furthers their knowledge of other disciplines through the study of Spanish Recognizes and uses appropriate mathematical notations and measurements, such as: 24 hour clock currency decimal usage metric system temperature as used in the Spanish speaking world. group of 1/31/2012 7

9 3.1.2 Identifies and uses parts of speech that include nouns verbs adverbs gerunds subjects adjectives pronouns interrogatives prepositions Strengthens oral presentational skills in target language and English through: presentations dialogues role playing communication activities, etc Uses technology skills such as: Internet research Power Point Publisher Microsoft Word Excel Web pages to demonstrate understanding of the target language Includes multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information. (SL.6.5) Integrates visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. (RH 6 8.7) Examines basic arts o dance o music o artists and their work geography of the Spanish speaking world o climate o continents o bodies of water technology o research o wiki o podcasts 1/31/2012 8

10 o Power point 3. CONNECTIONS 3.2 Acquires information and recognizes distinctive viewpoints that are only available through the Spanish language and the Spanish culture Utilizes a variety of research strategies (e.g. summarizing, utilizing graphic organizers, note taking) Employs appropriate reading strategies e.g. summarizing and jigsaw reading, Think Pair Share, choral reading, read aloud, guessing meaning from context Self assesses world views by comparing/contrasting his/her culture to others. group of Listens attentively and analyzes various perspectives, e.g. nuances with language tú vs. Ud. COMPARISONS 4.1 Demonstrates understanding of the nature of language through comparisons of Spanish and their native language Compares grammar and structure between Spanish and English Recognizes and uses cognates/false cognates and derivatives Compares and contrasts the use of idioms Predicts the meaning of words based on prior knowledge. group of Compares the construction of negatives between Spanish and English Identifies differences in language characteristics, e.g. gender agreement and syntax Identifies differences in pronunciation systems Demonstrates understanding of figurative language, word relationships, and nuances in word meanings. Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text. Analyze nuances in the meaning of words with similar denotations (L ) 1/31/2012 9

11 4. COMPARISONS 4.2 Demonstrates understanding of the concept of culture through the comparisons of cultures and his/her own Discusses and analyzes the differences and similarities between American and Spanish speaking cultures Identifies different forms of social etiquette, e.g. forms of address, body language, and greetings Compares cultural products and practices, e.g. sports, holidays, and foods. group of Compares social structures, e.g. families and school Identifies elements of various Spanish speaking cultures Compares dance and music of Spanish speaking countries to each other and to those of the US Compares and contrasts various Spanish speaking cultures. 5 COMMUNITIES 5.1 Uses the language both within and beyond the school setting Identifies and shares examples of the target language in daily life Shares knowledge of the target language and culture with others Accesses international media and the arts. group of Uses the target language in the school community, e.g. greeting one another in hallways in target language introducing one s friends to each other in target language labeling items around the school in the target language giving a weather report in the target language giving a greeting/phrase of the week in the target language utilizing the language to experience news and entertainment available through print and electronic Spanish language media writing a letter in the target language communicating by e mail in the target language Begins to understand authentic language and culture through access to native speakers Reflects on and discusses careers promoting bilingualism Participates in the International Festival. 1/31/

12 COMMUNITIES 5.2 Shows evidence of becoming life long learners by using the language for personal enjoyment or enrichment Applies acquired knowledge for personal enrichment, such as attending. movies, plays, concerts, and art exhibits Demonstrates interpersonal skills in the target language, e.g. listening politely, working in groups, and communicating effectively Demonstrates logical decision making in real life situations, such as ordering from a menu, shopping in a store, etc. group of Listens to and sings along to music in the target language Engages in direct/indirect contact experiences with native speakers 1/31/