Spanish II. A. Foods, Likes and Dislikes. I can say "I like, I love, I dislike, I don't like.." and name foods. I can say a "food is/ are..

Transcription

1 St. Michael-Albertville High School Teacher: Laura Schuster Spanish II September 2014 HOW DO I COMMUNICATE IN SPANISH? WHAT KNOWLEDGE AND UNDERSTANDING CAN I GAIN ABOUT HISPANIC CULTURE? HOW DOES SPANISH CONNECT WITH OTHER CLASSES I TAKE? HOW DOES THE HISPANIC LANGUAGE AND CULTURE CONNECT TO MY OWN? HOW DO I USE SPANISH IN THE COMMUNITY? UEQ: Can identify different foods and meals in Spanish? Can I communicate my food preferences in Spanish? How are foods different and similar in Spanish speaking countries? How can I order a meal in Spanish at home or in another country? In which situations do I use A. Foods, Likes and Dislikes A1-A2. Identify and talk about foods you like, don't like, and love at each meal, and foods you love. A. Foods, Likes and Dislikes I can say "I like, I love, I dislike, I don't like.." and name foods. I can say a "food is/ are.." A.Foods, Likes and Dislikes A1. CA = Listening quiz of native speakers talking about foods. A1.Written quiz identifying Realidades video episode chapter 5B Textbook Realidades 1 chapters 5B & 6A Realidades 5B--review, 6A Listening resources Google.com pictures of cultural dishes. Video clip from Ecuador 1 of 21

2 the verb "ser" - to be? In which situations do I use the verb "estar" - to be? Can I describe different people and places? Can I explain what activities I and others are able to do? Can I talk about how often I do certain activites, including how long I sleep? Can I describe my room and what my ideal room would look like? A1-A2. Use descriptive words tasty, flavorful, gross, delicious, etc. to describe foods. A1-A2. Listen to and understand native speakers talking about foods. A1-A2. Correctly respond to what students have heard. and I can use the words tasty, flavorful, gross, delicious, etc. I can use the past tense of "I ate.." and "I drank..." and name foods and meals I had foods at. I can understand and choose correct responses during food likes/ dislikes listening activities. foods at various meals. A2. Written test describing personal likes and dislikes of foods at various meals. A2. CA =Speaking quizstudents talk about their likes and dislikes of foods at various meals. B. Restaurant video - cuy and sugar cane juice. Video worksheet Realidades 1 chapters 5B & 6A resources: Guided Practice Activities, vocaublary lists, Activity book, communicative activities, clip art, flashcards Skip McWillams video on food A. Foods, Likes and Dislikes A1. Vocab of food and drinks and names of meals breakfast, lunch, supper, words that describe foods. A2. Likes and Dislikes of foods at various meals. A3. Cultural conceptions and differences about foods and meals. B. Restaurant B1. Vocab and phrases of table settings, menus, and A3. Compare and contrast meals from Hispanic family video with their own meals. A3. Analyze the steroetypes each culture has about the other from the video. A3. Identify culturally significant foods and drinks. A4. State what people ate and drank. B. Restaurant B1-2. Respond to a waiter B. Restaurant See targets - October - same. B1-2.Worksheet on completing a dialogue while ordering food. B1-2. Communication activities on ordering food in a restaurant B1-B2. Dialogue in which students had to order in a resaurant and one be the waiter, express items that are missing, ask how everything is, ask for the bill. C. Descriptions C1. Worksheets using ser vs. estar Food BINGO Text book online resources and games GramActivia videos on grammar 2 of 21

3 ordering meals, tipping. B1-2. Order a meal C1-C2. Quiz on forms and B2. Cultural perspectives and differences in eating out. uses of ser and estar. B3. Discuss what people "ate" and "drank" C. Descriptions C1. ser vs estar C2. Personality and physical descriptions using the verb ser C3. Temporary conditions - the verb "estar" B1. Express what is missing from the table and ask for it. B1-2. Ask for the bill. B1-2. Discuss tipping. C. Descriptions C2. Use ser to correctly describe the personality and physical descriptions of others. C. Descriptions See targets - October - same. D. Daily Life and Your Home D1. CA = Vocabulary quiz on items in your house. D1. Listening activites involving items in your bedroom D2-D3. Written sentences describing what people are or aren't able to do D. Daily Life and Your Home D1. items in your room D2. poder /to be able and dormir /to sleep D3. Expressions of frequency D4. Review of colors C2, D2, D4. Use ser to describe your bedroom. C3. Use estar correctly when talking about location and emotion D. Daily LIfe and Your Home D1. Identify items in a bedroom. D2-D3, C1 Write descriptive sentences 3 of 21

4 using ser and estar C3, D1. Use estar correctly to state location of items in bedroom D2-D3. State house rules using poder and dormir with expressions of frequency D2-D3. Express what you are able to do October 2014 C1-D2. State house rules using poder and dormir with expressions of frequency UEQ: How can I order a meal in Spanish at home or in another country? In which situations do I use the verb "ser" - to be? In which situations do I use the verb "estar" - to be? Can I describe different people and places? Can I explain what 4 of 21

5 activities I and others are able to do? Can I talk about how often I do certain activites, including how long I sleep? Can I describe my room and what my ideal room would look like? Can I explain where people, places and things are located in a house? Can I describe my house or my ideal house? How are houses in Spanish speaking countries different than my own? A. Restaurant A1. Vocab and phrases of table settings, menus, and ordering meals, tipping. A2. Cultural perspectives and differences in eating out. B. Descriptions B1. ser vs estar A. Restaurant A1-2. Respond to a waiter A1-2. Order a meal A1. Express what is missing from the table and ask for it. A1-2. Ask for the bill. A1-2. Discuss tipping. B. Descriptions B2. Use ser to correctly describe the personality and physical descriptions of others. B2, C2, C4. Use ser to describe your bedroom. A. Restaurant I can ask for a table at a resaurant. I can say "I would like" and Spanish names of foods/drinks. I know when I'm being asked for my food order vs. my drink order. I can say "I'm missing..." and table items. I can say "waiter, the bill please." I can use the word for 'tip'. B. Descriptions I can Say "I am..."and fill in what my personality is like, what color my hair is, and A. Restaurant A1-2.Worksheet on completing a dialogue while ordering food. A1-2. Communication activities on ordering food in a restaurant B. Descriptions B1. Worksheets using ser vs. estar B1-B2. Quiz on forms and uses of ser and estar. B1-2. quiz on describing people. C. Daily Life and Your Home Realidades 1 chapter 5B and 6A-B resources: Guided Practice Activities, vocaublary lists, Activity book, communicative activities, clip art, flashcards Quack DVD on ser Quack DVD on estar Text book online resources and games GramActivia videos on grammar Pictures from internet of famous people to compare/contrast Quack DVD on prepositions of location 5 of 21

6 how tall I am C1. CA = Vocabulary quiz Realidades 1 6A B2. Personality and physical descriptions using the verb ser, especially adjectives describing hair color and stature B3. Use estar correctly when talking about location and emotion C. Daily LIfe and Your Home (tall/short/medium). I can say "My (family member(s) is/are..." and the same above descriptions. I can say "my room is...with describing words- colors, on items in your house. C1. Listening activites involving items in your bedroom videohistoria - El Cuarto de Ignacio Text book online resources and games B3. Temporary conditions -the verb "estar" C1. Identify items in a bedroom. large small, comfortable, disorganized, etc. I can say "my room is..." wth C2-C3. Written sentences describing what people are or aren't able to do GramActivia videos on grammar C. Daily Life and Your Home B2-B3, C1 Write descriptive sentences the level of the house its on, and what rooms are near/far/next to/right/left of D. Rooms and levels of the house C1. items in your room using ser and estar it, etc. I know and can use a D1-D4. Drawing and labels C2. poder /to be able and dormir /to sleep different form of 'is' for the above 2 skills. of student's house layout C3. Expressions of frequency C4. Review of colors D. Rooms and levels of the house D1. Vocabulary of room names and levels D2. Descriptions of your house D3. Prepositions of B3, C1. Use estar correctly to state location of items in bedroom C2-C3. State house rules using poder and dormir with expressions of frequency C2-C3. Express what you are able to do B1-B2. State house rules using poder and dormir with expressions of frequency D. Rooms and levels of C. Daily Life and Your Home I can say what I have in my room, and what color and relative size each item is.(small medium, large) I can say where items are located in my room. I can say "I can/ she,he, you, we, you all, they can..." or "can't"... followed by verbs people can or can't do in the house and in general. 6 of 21

7 location and estar the house I can say "I sleep.." and the D4. Cultural difference in housing architecture D1-D2. Describe your house and its rooms number of hours. I can say "you, he/she, we, you all, they sleep..." with a number D1-D3. State where rooms in your house are located in relation to each other. of hours. I can say the phrases "every day, always, never, sometimes, once in a while, D1-D3. Draw your house and label rooms and levels somewhat/more or less, each, all) D4. Identify building levels correctly according to Hispanic practice. D4. State how houses and the same are different in other Spanish speaking countries Added 1/23/14: I can use stem-changing verbs correctly in context. (tener, venir, pensar, entender, empezar, preferir, querer, cerrar, jugar, encontrar, poder, dormer, decir, pedir, server and repetir). D. Rooms and levels of the house I can say where all the rooms in my house are and each of their names. I use forms of estar for 'is/am/are" to talk about locations. I can say the names of the levels of a house or building. I know that 'the first floor", 7 of 21

8 etc. means something different than in English. I can explain in English about where a Hispanic house's patio is and other characteristics of Hispanic architecture. I can express possession without a possessive s and understand that doesn't exist in Spanish. November 2014 UEQ: Can I describe my house or my ideal house? Can I state where things are located in relation to each other? How are houses different in Spanish speaking countries? Can I tell people what chores to do? How can I express ongoing actions happening now? Can I state what people needed to do in the past? A. Rooms and Levels of the House A1-A2. Write and describe your house B. Chores A1-2, B1-B2. Describe aloud what people are doing in various rooms in the house A. Rooms and Levels of the House. See targets - October - same. B. Chores A. Rooms and Levels of the House Listening activities from chapter 1 A-b dealing with prepositions of location CA = Draw your house and label it- state where different rooms or objects are in relation to each other B. Chores Chore vocabulary quiz Realidades 1 chapters 6B resources: Videohistoria, Guided Practice Activities, vocaublary lists, Activity book, communicative activities, clip art, flashcards Realidades 1 6B - Los quehaceres de Elena Place it! Activity with chores and prepositions Text book online resources and games A1-2, B1-3. Read "Cantaclara," a story about a girl who does different chores I can say a person/people "is / are sweeping, washing clothes/dishes/car, CA =Written quiz with 8 of 21

9 A. Rooms and Levels of vacuuming etc. in..." and GramActivia videos on the House name which room. grammar A1. Vocabulary of room names and levels A2. Prepositions of location and estar A3. Cultural difference in housing architecture B. Chores B1. Chore Vocabulary B1, B3. Tell people what to do using using chore vocabulary and informal commands B4. Tell chores that people had to do past tense. I can tell someone in a command to "wash, sweep, vaccuum", etc using all chores. Added 11/13: I can use the 8 irregular tú form commands. I can say in the past tense "I had to..." and name chores. present progressive and chores, tener que infinitive preterit, and some commands. Added 11/13: Commands quiz, including the 8 irregular preterits. Worksheets practicing writing informal commands and chore vocabulary Added 11/13: Chapter 6B Test B2. The Present Progressive B3. Informal Commands B4. The preterit of tener que infinitive 11/13 Added: I can talk about what I ate and drank in the past tense and can use the words ayer and anoche. I can use yo forms to say which chores I normally do. I can say how often I do these. Added 11/13: I can talk about the location of objects, rooms and floors in the house in relation to each other. Added 11/13: I can use CA = Trimester Final 9 of 21

10 possessives to where one person's room is in relation to other rooms in the house. December 2014 Week 1-2 Can I talk about clothing, especially what people are buying, bought, are wearing and wore? What vocabulary and phrases will I need to shop in Spanish speaking situations? Can I state how clothing fits? A. Clothing (Chapter 7A, abbreviated) A1. Clothing Vocabulary A2. Demonstrative Adjectives A3. e-->ie Stem changing verbs Querer (to want), A. Clothing A1, A5, B1. Discuss what you have bought and wore using the preterit (past tense) of comprar (to buy) and llevar (to wear) A1-2. Chose when to use the different demonstrative adjectvies based on gender/number/location A1-3. State preferences (clothing and others) using demonstrative adjectives and the verb "preferir" A-B. Clothing I can talk about clothing wants and preferences and describe clothing using words like this, that, these, those. I can talk about what people are buying, bought, are wearing or wore. I can tell how clothing fits. I can understand Spanish shopping phrases and vocabulary. A. Clothing A1. CFA=Quiz on clothing, shopping vocab & e->ie stem-changers A2-3. CSA=7A Examencito (80%) on on demonstrative adjectives, additional e->ie stem changing verbs, numbers , shopping/clothing. 7A workbook packet 7A e->ie stem-changing verb worksheet (added for 2012, Tri2 as extra practice) A. Realidades 1 chapters 7A and 7B resources: Guided Practice Activities, vocaublary lists, Activity book, GramActivia videos on grammar, communicative activities, clip art, flashcards Skip McWillams video on clothing and accessories A. Clothing vocabulary BINGO Text book online resources and games 10 of 21

11 preferir (to prefer), pensar (to think) -->review of first tirmester A1-3. Discuss what you want (objects or what you want to do) A4. Quedar and expressing fit of clothing A5. Numbers A1-3. State opinions or what you plan on doing using the verb "pensar" - to think A4. Discuss how things fit different people using quedar and adjectives expressing fit. I can tell what happened in the past using -AR verbs in the preterite (past tense). B. Shopping for Clothing and Accessories B. Shopping for Clothing and Accessories B. Shopping for Clothing and Accessories (Chapter 7B, begin) B1. Regular -ar Preterite endings B2. Accessories Vocabulary B. Shopping for Clothing and Accessories B1. Use the preterite of AR verbs to write about things that happened in the past. B2. Know the clothing accessories. B. Shopping for Clothing and Accessories I can tell what happened in the past using AR verbs. I can name clothing accessories B1= Quiz on AR preterite verbs C. Immigration and Christmas Traditions of Realidaded 1, Chapter 7B & Realidades 2 Chapter 2B, shopping vocabulary & various resources -AR preterite worksheet & workbook pages Internet activity The song "Te quiero" by Flex Chapter 7B Workbook Packet AR verb preterite practice worksheet 11 of 21

12 Mexico Can I understand the issues around legal and illegal immigration? Can I form my own educated opinions about immigration? Can I sing and interpret authentic Christmas carols of Mexico? Week 3 (right before Christmas break) C. Immigration and Christmas Traditions of Mexico C1. Immigration issues C2. Christmas Carols of Mexico C3. La Virgin de Guadelupe C. Immigration and Christmas Traditions of Mexico C1. Watch and discuss the movie "La misma luna" C2. Sing traditional Christmas carols of Mexico C3. Read and discuss the significance of "La Virgin de Guadelupe" C. Immigration and Christmas Traditions of Mexico I can begin to form informed opinions about legal and illegal immigration. I can sing and interpret Mexican Christmas carols. I can tell of the story of La Virgen of Guadalupe. C1. In class discussion of La Misma Luna movie, previewing mental map activity, post-viewing writing activitiy addressing illegal immigration and the current writing standards. C2. Christmas Caroling around the building C3. In class discussion of reading C. Immigration and Christmas Reading & worksheet on La Virgin de Guadalupe (in shared folder) Christmas carol lyric packets Under the Same Moon DVD - packet of activities, worksheet for writing assignment 12 of 21

13 A. Realidades 1 chapters 8A resources: Guided Practice Activities, vocaublary lists, Activity book, communicative activities, clip art, flashcards Additional resources for irregular preterite verbs (not in Realidades 1) Hacer/Dar: Chapter 8B Hace + time: Chapter 7B Text book online resources 13 of 21

14 and games January 2015 GramActivia videos on grammar Content Skills Learning Targets Assessment Resources & Technology Can I use vocabulary and grammatical concepts from the past semester in differnt contexts to convey and gain meaning? Week 1-2 Can I talk about clothing, especially what people are buying, bought, are wearing and wore? What vocabulary and phrases will I need to shop in Spanish speaking situations? Can I state how clothing fits? (from Dec.) A. Shopping for Clothing and Accessories (Chapter 7B) A. Shopping for Clothing and Accessories A1, A5. Discuss what you have bought and wore using the preterit (past tense) of comprar (to buy) and llevar (to wear) A. Shopping for Clothing and Accessories I can talk about what people bought, wore, gave, did and saw. I can understand Spanish shopping and clothing phrases and A Shopping for Clothing and Accessories A1,3,7. CFA = Quizzes on -AR and irregular preterite verbs, shopping & clothing vocabulary, accessories, currency and numbers and direct A Shopping for Clothing and Accessories Realidades 1 Chapter 7B resources: Guided Practice Activities, vocaublary lists, Activity book, communicative activities, clip art, 14 of 21

15 Content Skills Learning Targets Assessment Resources & Technology A1. Direct Object Pronouns A1. Choose when to use the correct direct object pronoun vocabulary. object pronouns. flashcards based on gender/number/location. A2. -ar Preterite endings and, -car, -gar, -zar preterites A3. Accessories Vocabulary, material and pattern vocabulary A4. Numbers (recycle from December) A5. Currencies of different countries and conversions A6. Vocabulary of shop names and adjectives describing prices, "it's cheap/expensive/a bargain/a rip-off" A7. Adjective matching and placement A8. Preterite forms of "dar", "ver", and "hacer" A9. Hace time expressions, (introduction) A1. Demonstrate correct placement of pronoun. A2. Use the preterite of AR verbs to write about things that happened in the past and how long ago. A2-8. Communicate about purchasing for yourself and others, especially in relation to price and bartering. A3, A7. Write and present descriptions of outfits. A7. Describe articles of clothing A9. State how long ago something happened, (introduction) I can tell what happened in the past using regular -AR verbs (including CAR, GAR, ZAR) in the preterite (past tense). I can correctly place direct object pronouns in a sentence. I can describe in detail what others are wearing. I can talk about clothing wants and preferences and describe clothing using words like this, that, these, those. I can describe what people buy and wear. I can tell how clothing fits. I can state how long ago something happened (hace + time expression) Updated May 2014 CSA=Chapter 7B exam. (Chapter 2B, Realidades 2) A2-7. Fashion show presentation using different clothing vocabulary correctly Realidades 2 Chapter 2B, shopping vocabulary & various resources Rubric for fashion show or fashion presentation Hacer/Dar: Chapter 8B (ver added in notes on shared folder) Clothing vocabulary BINGO Textbook online resources and games GramActivia videos on grammar 15 of 21

16 Content Skills Learning Targets Assessment Resources & Technology UEQ: Can I talk about events that happened in the past and have finished? Can I communicate with others about traveling and past trips, including where they went what they saw, how they got there, and how their trip was? (Week 3-4) B. Talking about Past Activites, Travel, and Trips (Chapter 8A & 8B, Realidades 1) B1. Irregular Preterite of ir - "to go" and ser "to be" B2. Vocabulary dealing with means of transportation and locations B. Talking about Past Activites, Travel, and Trips B1-2. Write how people travelled B1-B6. Listening interpretation involving irregular preterite verbs and pronouns B3-5. Discuss what people had to do (tener que), did (er/ir verbs), said/brought (decir/traer), gave (dar), was (estar) in the past. B1-6. Discuss aloud with a partner about a real trip or a pretend trip. B1-6. Talk about Where did B. Talking about Past Activites, Travel, and Trips I can talk about events that happened in the past. I can talk about a past trip: what happened, what I had to do, what B. Talking about Past Activites, Travel, and Trips B1-6. CFA = 8A Quizzes on ir/er verb endings and irregular verbs CSA=Chapter 8A exam B1-6. CFA = Quiz on decir and traer, irregular preterite B1-6. CFA = Quiz on 8A vacation vocabulary B1-6 = Poster describing Where did you go? What did you see? What did you B. Talking about Past Activites, Travel, and Trips Realidades 1 chapters 8A & some 8B resources: Guided Practice Activities, vocaublary lists, Activity book, communicative activities, clip art, flashcards Additional resources for irregular preterite verbs (not in Realidades 1, check shared folder) 16 of 21

17 Content Skills Learning Targets Assessment Resources & Technology B3. Ir and er preterite verb endings (chapter 8A) was said/brought/seen/given, bring? What did you say about how it went? B4. Hace time expressions, (recycle, Chapter 7B) B5. Irregular preterite verbs: decir, traer, dar, ver, estar, tener B6. Indirect Object Pronouns (Ch. 8B) you go? How did you get there? What activities did you do? What did you see? How was your trip? B4. State how long ago something happened, (recyle) B5. Conjugate irregular verbs in the past. B5-B6. Use direct object pronouns with the verbs hacer, decir, traer, dar, ver, and tener B5-B6. Use indirect object pronouns with the verbs decir, traer, dar, and ver how I got there. I can conjugate irregular past tense verbs and use them in a sentence. I can state how long ago something happened. I can identify and use indirect object pronouns correctly in a sentence. February 2015 UEQ: Can I discuss pain of specific body parts? A. Discussing Pain and A.Discussing Pain and Body Part Vocabulary A. Talking about events of A. Discussing Pain and Body Part Vocabulary A. Discussing Pain and Body Part Vocabulary 17 of 21

18 Body Part Vocabulary the past A1. Sing, speak, and write I can talk about B1-2. Face to shoulders A1. Body Part Vocabulary using vocabulary and events that happened vocabulary quiz with doler Sing, Laugh, Dance and Eat phrases expressing pain. in the past using ER Tacos 3 song "La cabeza" A2. Doler and review of Indirect Object Pronouns How can I describe my daily routine? How can I order events using sequencing words? B. Daily Routines (Ch. 2A, R2) B1. Reflexive verbs, reflexive pronouns B2. Sequencing vocabulary such as primero, despues, luego, por fin C. A2. Play "Simon dice" and participate in TPR practice to reinforce body parts vocabulary. A1-2. Sing "La cabeza" from "Sing, Laugh, Dance and Eat Tacos 3" B. Daily Routines B1. Use reflexive verbs in present, present progressive, immediate future, and past tense forms B1-2. Discuss your daily routine (including using despertarse, acostarse, and divertirse) B1-2. Read a dialogue on daily routines (Primera Vista & Videohistoria) B1-2 Read a children's book and comic book on and IR ending verbs. I know and can use transportation and vacation phrases vocabulary. I know when to use personal "a" in a sentence. I can conjugate irregular past tense verbs and use them in a sentence: DECIR, TRAER, TENER, ESTAR, IR, SER. I can identify and us Indirect Object Pronouns (IOP) correctly in a sentence. A.Discussing Pain and Body Part Vocabulary I can identify parts of the body. I can tell what body part hurts (doler) and B. Daily Routines B1. CA = Speaking quiz with reflexive verbs B1,B2, CA = Quiz on reflexive verbs B1-2. Poster of daily routine using 7 activities (reflexives) B. Daily Routines Realidades 2 chapters 2A resources: Guided Practice Activities, vocaublary lists, Activity book, communicative activities, clip art, flashcards Realidades 2: 2A Videohistoria: Mas maquillaje? Kids' book... "Mi vida diaria" Text book online resources and games GramActivia videos on grammar 18 of 21

19 reflexive verbs who it hurts (indirect object pronouns). B. Daily Routines I can write down and tell of my daily routine. I can use reflexive verbs correctly in a sentence. I can identify verbs and vocabulary related to daily routines. I can tell when I wake/woke up, go/went to bed and if I have/had fun in both present and past tense. Updated May 2014 March of 21

20 UEQ: D. Second Semester Final D. Second Semester Final D. Second Semester Final D1. Irregular preterite verbs D2. Regular preterite verbs D3. Indirect object pronouns D4. Direct object pronouns D5. Reflexive verbs D6. Clothing vocabulary D7. Body parts D8. the verb "doler" & quedar April 2015 D1-8: Translate sentences using vocabulary for the final C. Direct and Indirect Pronouns: C1, B2-B3. Use direct object pronouns with the verbs hacer, decir, traer, dar, ver, and tener D1-8: CA = Rubric on kids' book D1-8. CSA = Second Semester writing, speaking, and listening finals May 2015 June of 21

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