Spanish I (First Quarter)

Transcription

1 WORLD LANGUAGES CURRICULUM MAP Spanish I (First Quarter) Course Number:

2 Course Number: Spanish 1 Language Level: Novice Low Novice High High School Spanish, Unit 1, Unit 2 PACING: 1 st 9 Weeks (1 st quarter) MEASUREMENT TOPICS AND ESSENTIAL QUESTION(S): Standard 1-Interpretive Listening: Is the student able to understand and interpret information, concepts, and ideas orally from culturally authentic sources on a variety of topics in the target language? Standard 2-Interpretive Reading: Is the student able to understand and interpret information, concepts, and ideas in writing from culturally authentic sources on a variety of topics in the target language? Standard 3-Interpersonal Communication: Is the student able to engage in conversations and exchange information, concepts, and ideas orally and in writing with a variety of speakers or readers on a variety of topics in a culturally appropriate context in the target language? Standard 4-Presentational Speaking: Is the student able to present information, concepts, and ideas to an audience of listeners on a variety of topics in a culturally appropriate context in the target language? Standard 5-Presentational Writing: Is the student able to present information, concepts, and ideas to an audience of readers on a variety of topics in a culturally appropriate context in the target language? Standard 6-Culture: Is the student able to use the target language to gain knowledge and demonstrate understanding of the relationship among practices, products, and perspectives of cultures other than his/her own? Standard 7-Connections: Is the student able to acquire, reinforce, and further his/her knowledge of other disciplines through the target language? Standard 8-Comparisons: Is the student able to develop insight into the nature of the target language and culture by comparing his/her own language(s) and cultures to others? Standard 9-Communities: Is the student able to use the target language both within and beyond the school setting to investigate and improve 2

3 his/her world beyond his/her immediate surroundings for personal growth and enrichment? MEASUREMENT TOPIC Standard 1: Interpretive Listening Standard 2: Interpretive Reading Standard 3: Interpersonal Commmunication LEARNING TARGETS/SKILLS BENCHMARKS Textbook Resource Correlation WL.K12.NH.1.1: NH 1.1, 1.2, Demonstrate understanding of familiar topics, and frequently used 1.3, 1.4, 1.5, expressions-supported by a variety of actions. WL.K12.NH.1.2: 1.6 Demonstrate understanding of short conversations in familiar contexts. WL.K12.NH.1.3: Demonstrate understanding of short, simple messages and announcements on familiar topics. WL.K12.NH.1.4: Demonstrate understanding of key points on familiar topics presented through a variety of media. WL.K12.NH.1.5: Demonstrate understanding of simple stories or narratives WL.K12.NH.1.6: Follow directions or instructions to complete a task when expressed in short conversations. WL.K12.NH.2.1: Determine main idea from simple texts that contain familiar vocabulary used in context. WL.K12.NH.2.2: Identify the elements of story such as setting, theme, and characters. WL. K12.NH.2.4: Identify key detailed information needed to fill out forms. WL.K12.NH.3.1: Engage in short social interactions using phrases and simple sentences. WL.K12.NH.3.2: Exchange information about familiar task, topics and activities, including personal information. WL.K12.NH.3.3: Exchange information using simple language about personal NH 2.1, 2.2, 2.4 NH 3.1,3.2, 3.3,3.4, 3.5, 3.7 3

4 Standard 4: Presentational Speaking Standard 5: Presentational Writing Standard 6: Culture preferences, needs, and feelings. WL.K12.NH.3.4: Ask and answer a variety of questions about personal information. WL.K12.NH.3.5: Exchange information about meeting someone including where to go, how to get there, and what to do and why. WL.K12.NH.3.7: Describe a problem or a situation with sufficient details in order to be understood. WL.K12.NH.4.1: Provide basic information on familiar topics using phrases and simple sentences WL.K12.NH.4.4: Present personal information about oneself and others. WL.K12.NH.4.5: Retell the main idea of a simple, culturally authentic story in the target language with prompting and support. WL.K12.NH.4.6: Use verbal and non-verbal communication when making announcements or introductions. WL.K12.NH.5.1: Write descriptions and short messages to request or provide information on familiar topics using phrases and simple sentences. WL.K12.NH.5.4: Write short personal notes using a variety of media. WL.K12.NH.5.5: Request information in writing to obtain something needed. WL.K12.NH.5.6: Prepare a draft of an itinerary for a personal experience or event (such as for a trip to a country where the target language is spoken). WL.K12.NH.6.1: Use information acquired through the study of the practices, and perspectives of the target culture(s) to identify some of their characteristics and compare them to own culture. WL.K12.NH.6.2: Identify examples of common beliefs and attitudes and their relationship to practices in the cultures studied. NH 4.1, 4.4, 4.5, 4.6 NH 5.1, 5.4, 5.5, 5.6 NH , 6.3, 6.4 Culture/Celebrations Culture/Celebrations 4

5 WL.K12.NH.6.3: Recognize different contributions from countries where the target language is spoken and how these contributions impact our global society (e.g., food, music, art, sports, recreation, famous international figures, movies, etc.) WL.K12.NH.6.4: Identify cultural artifacts, symbols, and images of the target culture(s). Standard 7: Connections Standard 8: Comparison WL.K12.NH.7.1: Use vocabulary acquired in the target language to access new knowledge from other disciplines. WL.K12.NH.7.2: Use maps, graphs, and other graphic organizers to facilitate comprehension and expression of key vocabulary in the target language to reinforce existing content area knowledge. WL.K12.NH.8.1: Distinguish similarities and differences among the patterns of behavior of the target language by comparing information acquired in the target language to further knowledge of own language and culture. WL.K12.NH.8.2: Compare basic sound patterns and grammatical structures between the target language and own language. WL.K12.NH.8.3: Compare and contrast specific cultural traits of the target culture and compare to own culture (typical dances, food, celebrations, etc.) NH 7.1, 7.2 NH 8.1, 8.2, 8.3 Culture/Celebrations Standard 9: Communities WL.K12.NH.9.1: Use key target language vocabulary to communicate with others within and beyond the school setting. NH 9.1 5

6 MEASUREMENT TOPIC Standard 1: Interpretive Listening LEARNING TARGETS/SKILLS BENCHMARKS ACADEMIC LANGUAGE WL.K12.NM.1.1: Demonstrate understanding of basic words, phrases, and questions about self and personal experiences, through gestures, drawings, pictures, and actions. WL.K12.NM.1.2: Demonstrate understanding of everyday expressions dealing with simple and concrete daily activities, and needs presented in clear, slow, and repeated speech. WL.K12.NM.1.3: Demonstrate understanding of basic words and phrases in simple messages and announcements in familiar settings. WL.K12.NM.1.4: Demonstrate understanding of simple information supported by visuals through a variety of media. WL.K12.NM.1.5: Demonstrate understanding of simple rhymes, songs, poems, and read aloud stories. WL.K12.NM.1.6: Follow short, simple directions. NM: 1.1, 1.2, 1.3, 1.4, 1.5, 1.6 Unit 2, Lesson 1 6

7 Standard 2: Interpretive Reading WL.K12.NM.2.1: Demonstrate understanding of written familiar words, and simple sentences supported by visuals. WL.K12.NM.2.2: Demonstrate understanding of short, simple literary stories. WL.K12.NM.2.3: Demonstrate understanding of simple written announcements with prompting and support. WL.K12.NM.2.4: Recognize words and phrases when used in context on familiar topics. NM 2.1, 2.2,2.3, 2.4 Unit 2, Lesson 1 Standard 3: Interpersonal Communication Standard 4: Presentational Speaking WL.K12.NM.3.1: Introduce self and others using basic culturally appropriate greetings. WL.K12.NM.3.2: Participate in basic conversations using words, phrases, and memorized expressions. WL.K12.NM.3.3: Ask simple questions and provide responses related to personal references. WL.K12.NM.3.5: Understand and use in context common concepts (such as members, days of the week, etc.) in simple situations. WL.K12.NM.3.7: Ask for and give simple directions to go somewhere or to complete a task. WL.K12.NM.3.8: Differentiate among oral statements, questions and exclamations in order to determine meaning. WL.K12.NM.4.1: Provide basic information about self and immediate surroundings using words and phrases, and memorized expressions. NM 3.1, 3.2,3.3, 3.5, 3.7, 3.8 NM 4.1, 4.2, 4.3, 4.4, 4.5 Unit 2, Lesson 1 7

8 WL.K12.NM.4.2: Present personal information about self and others. WL.K12.NM.4.3: Express likes and dislikes. WL.K12.NM.4.4: Provide an account of daily activities. WL.K12.NM.4.5: Role-play skits, songs, or poetry in the target language that deal with familiar topics. Culture/Celebrations Standard 5: Presentational Writing Standard 6: Culture WL.K12.NM.5.1: Provide basic information in writing using familiar topics, often using previously learned expressions and phrases. WL.K12.NM.5.2: Fill out a simple form with basic information. WL.K12.NM.5.3: Write simple sentences about self and/or others. WL.K12.NM.5.4: Write simple sentences that help in a day-to-day life communication. WL.K12.NM.5.5: Write about previously acquired knowledge and experiences. WL.K12.NM.5.6: Pre-write by drawing pictures to support ideas related to a task. WL.K12.NM.5.7: Pre-write by generating ideas from multiple sources based upon teacher-directed topics. WL.K12.NM.6.1: Recognize basic practices and perspectives of cultures where the target language is spoken (such NM 5.1, 5.2, 5.3, 5.4, 5.5, 5.6, 5.7 NM 6.1, 6.2, 6.3 Unit 2, Lesson 1 8

9 as greetings, holiday celebrations, etc.). WL.K12.NM.6.2: Recognize common patterns of behavior (such as body language, gestures) and cultural practices and/or traditions associated with the target culture(s). WL.K12.NM.6.3: Participate in age-appropiate and culturally authentic activities such as celebrations, songs, games, and dances. Unit 2, Lesson 1 Culture/Celebrations Standard 7: Connections WL.K12.NM.7.1 Identify keywords and phrases in the target language that are based on previous knowledge acquired in subject area classes. NM 7.1, 7.2 Unit 2, Lesson 1 Standard 8: Comparisons Standard 9: Communities WL.K12.NM.7.2 Identify (within a familiar context and supported by visuals), basic information common to the world language classroom and other disciplines. WL.K12.NM.8.1 Demonstrate basic knowledge acquired in the target language in order to compare words that are similar to those in his/her own language. WL.K12.NM.8.2 Recognize true and false cognates in the target language and compare them to own language. WL.K12.NM.8.3 Identify celebrations typical of the target culture and one s own. WL.K12.NM.9.1 Use key words and phrases in the target language to participate in different activities in the school and community settings. NM 8.1, 8.2, 8.3 NM 9.1, 9.2 Culture/Celebrations Unit 2, Lesson 1 9

10 WL.K12.NM.9.2 Participate in simple presentations, activities, and cultural events in local, global, and/or online communities. Themes Sources/Instruction/Suggested Activities Benchmarks NH Novice High VOCABULARY What is vocabulary? Alphabet Greetings and introductions Countries Numbers 1-10 Days of the Week Weather Expressions Classroom Vocabulary Activities Food and Beverages Likes and Dislikes Descriptive Adjectives Nouns GRAMMAR: Subject pronouns and ser de to describe Using gustar with an infinitive Personal a + noun/pronoun Definite articles VOCABULARY: Define the term culture Define the term vocabulary Define the term grammar Spell and recite the Spanish alphabet Name the numbers 0-10 Name the days of the week Differentiate between familiar and formal greetings Learn vocabulary related to weather expressions Learn vocabulary related to activities Learn vocabulary related to food and beverages Use vocabulary related to likes and dislikes Learn adjectives to describe people Learn singular and plural nouns Learn feminine and masculine nouns GRAMMAR: Give reasons for studying grammar Use subject pronouns, ser & ser de Use de to describe Use gustar with an infinitive Use ser to describe what someone is like Identify definite and indefinite articles in sentences Identify masculine and feminine nouns WL.K12.NH.1.1; 1.2; 1.3; 1.4; 1.5; 1.6; 2.1; 2.2; 2.4; 3.1; 3.2; 3.3; 3.4; 3.5; 3.7; 3.8; 4.1; 4.4, 4.5; 4.6; 5.1; 5.4; 5.5; 5.6; 6.1; 6.2; 6.3; 6.4; 7.1; 7.2; 8.1; 8.3; 9.1 WL.K12.NH.1.1; 1.2; 1.3; 1.4; 1.5; 1.6; 2.1; 2.2; 2.4; 3.1; 3.2; 3.3; 3.4; 3.5; 3.6; 3.7; 3.8; 4.1; 4.2; 4.3; 4.4; 4.5; Benchmarks NM Novice Low-Mid WL.K12.NM.1.1; 1.2; 1.3; 1.4; 1.5; 1.6; 2.1; 2.2; 2.3; 2.4; 3.1; 3.2; 3.3; 3.4; 3.5; 3.7; 3.8; 4.1; 4.2; 4.3; 4.4; 4.6; 5.1; 5.2; 5.3; 5.4; 5.6; 5.7; 6.1; 6.3; 7.1; 7.2; 8.1; 8.2; 9.1; 9.2 WL.K12.NM.1.1; 1.2; 1.3; 1.4; 1.5; 1.6; 2.1; 2.2; 2.3; 2.4; 3.1; 3.2; 3.3; 3.4; 3.5; 3.7; 3.8; 4.1; 4.2; 4.3; 4.4; 4.6; 5.1; 5.2; 5.3; 5.4; 5.5; 7.1; 7.2; 10

11 Indefinite articles Descriptive adjectives Nouns Noun-adjective agreement CULTURE: What is Culture? Spanish speaking people in New York City Countries/Cities Art Cuban community in Miami United States Colombia Activities Foods and Beverages Hernando de Soto Tex-Mex Mexico COMMUNICATION: Why study Spanish? What is grammar? Spanish alphabet Greetings and Introductions Classroom Phrases Pronunciation of vowels Form plural of nouns Compare noun-adjective agreement in English and Spanish Apply the rules for noun-adjective agreement in Spanish CULTURE: Culture--Infused enrichment within lessons Give reason why studying Spanish is important Define culture Describe how artists can give back to their neighborhood through their work Identify Spanish speaking countries Explain how the culture of an artist would affect their work Use surveys to compare favorite activities of teens Describe Hernando de Soto s exploration of the southeastern United States Identify locations in the United States with Spanish names Compare Mexican and Tex-Mex food Explain how local environment affects the food that people eat Compare regional variations in foods Explain how cultural traditions influence an artist s work Compare and discuss how traditional dishes change from one country to another COMMUNICATION: Use vocabulary in context Greet people, introduce self and others, and say good-bye Use familiar and formal greetings Learn and recite the Spanish alphabet, learn how to spell using the Spanish alphabet Identify day of the week Say where he/she is from Pronounce numbers ; 5.1; 5.2; 5.3; 5.4; 5.5; 5.6; 5.7; 6.1; 6.2; 6.3; 6.4; 7.2; 8.1; 8.2; 8.3; 9.1; 9.2 WL.K12.NH.1.5; 2.3; 3.6; 4.2; 4.3; 4.5; 4.6; 5.2; 5.3; 5.6; 6.1; 6.2; 6.3; 6.4; 8.1;8.3; 9.2 WL.K12.NH.1.1; 1.2; 1.3; 1.4; 1.5; 1.6; 2.3; 2.4; 3.1; 3.2; 3.3; 3.4; 3.5; 3.6; 3.7; 3.8; 4.1; 4.2; 4.3; 4.4; 4.5; 4.6; 8.1; 8.2; 9.1; 9.2 WL.K12.NM.1.5; 2.2; 3.1; 3.6; 5.7; 6.1; 6.2; 6.3; 6.4; 8.3; 9.2 WL.K12.NM.1.1; 1.2; 1.3; 1.4; 1.5; 1.6; 2.1; 2.2; 2.3; 2.4; 3.1; 3.2; 3.3; 3.4; 3.5; 3.6; 3.7; 3.8; 4.1; 4.2; 4.3; 4.4; 4.5; 4.6; 5.1; 5.2; 5.3; 5.4; 5.5; 11

12 Numbers Activities Likes and dislikes Locations Verbs Describing Definite articles Indefinite articles Pronunciation of letters ñ and h Pronounce Spanish vowels correctly Describe the weather Pronounce the letter h correctly Use de to describe where people are from Use verb gustar to describe what people like to do State preferences about favorite activities Use verb forms of ser with de to identify where people are from Use definite and indefinite articles to identify and describe people Use the verb ser and the correct indefinite article to describe people Pronounce the letter ñ correctly Write descriptions of people Use adjectives for describing 5.1; 5.2; 5.3; 5.4; 5.5; 5.6; 5.7; 6.1; 7.1; 7.2; 8.1; 9.1; ; 5.7; 6.2; 6.3; 8.2; 9.1;

13 ACTIVITIES AND RESOURCES: Suggested Resources: Textbook: Avancemos! Level 1 McDougal Littell Units:, Unit 1-Unit 8, and Las Celebraciones- C1-C24 (Select appropriate celebrations for time of year) Textbook Companion Website: Spanish Cognates On-line Dictionary: Spanish-English On-line Dictionary: Links to Educational websites: --quia web, students, Spanish, Avancemos sections - Center for Applied Linguistics Florida Foreign Language Association American Council on theteaching of Foreign Languages Southern Conference of Language Teaching Language Acquisition Strategies: Deborah Bunker- Oregon State University Use comprehensible language to communicate with students ASSESSMENTS: Suggested Assessments: FCAT style assessments Listening comprehension Oral pronunciation tests Fill in the blank Matching Oral Questions and Answers Dictation Dialogues Fill in the blanks can be used for vocabulary as well as grammar assessments. They can be done in individual sentences, informal exercises, formal letters, or written dialogues. Word banks can be used for lower level students and they can be eliminated for more advanced students. Matching questions can also be used for grammar and vocabulary testing. Oral question and answer drills are assessment tools for both grammar and vocabulary, as well. These can be performed on an individual basis or as a group activity. Oral pronunciation tests work well with new vocabulary lists. This may be performed by the teacher prompting students using, How do you say in? or using visual clues and asking, What is this? in the target language. Dictation is another assessment option for vocabulary. It is an excellent assessment of a student s listening skills. FCAT style reading comprehension questions assess grammar and vocabulary comprehension by the student. Complexity of the questions can be based on the level of 13

14 Tap into students prior knowledge and experience Give students daily practice to use acquired language Use visuals, realia, manipulatives, and other concrete materials Use gestures, facial expressions, and body language Speak clearly in less complex sentences with a slightly slower rate of speech, longer natural pauses, fewer pronouns, proper intonation, and elevated volume to aid meaning Repeat, rephrase, or paraphrase key concepts and directions Model and demonstrate procedures & thought processes through pantomime and role playing Provide only essential information when giving directions Explain idioms and slang when they occur Clarify meaning in context Encourage participation Focus on making meaning Provide a classroom rich in print, literature and language Use technology, video, music, and communications activities to increase exposure Address multiple intelligences Be non-judgmental and remain objective Use a variety of assessment techniques to determine level of students progress Search out community resources and resources within school and district:-- students in the class. Dialogues assess the students comprehension of how the language works, speaking skills, and use of proper grammar. Dialogues can be teacher guided with students simply translating teacher made lines, or students can be prompted and given guidelines for grammar or vocabulary usage which they use to create an original dialogue. Listening comprehension can be presented in a variety of ways. Students can hear questions and have to choose a written answer or provide one orally. Students could listen to a conversation at the end of which they would have to answer questions based on what they heard. They could also listen to an advertisement or book/magazine excerpt and again be required to provide answers to questions about what they understood. 14

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