West Windsor-Plainsboro Regional School District Spanish Beginning Grade 8-1

Transcription

1 West Windsor-Plainsboro Regional School District Spanish Beginning Grade 8-1

2 Unit 1: AMIGOS POR LA RED Content Area: World Language Course & Grade Level: Spanish Beginning (8 1), Grade 8 Summary and Rationale The theme of the first unit of the year focuses on making new friends. Students write pen pal letters to students in a Spanish speaking country and/or to peers at another middle school in the United States. They introduce themselves talking about school experiences, their families, and interests. The vocabulary and language functions introduced at the elementary level are re entered and expanded as formal reading and writing in Spanish are introduced. 35 days Recommended Pacing State Standards Standard 7.1 All students will be able to use a world language in addition to English to engage in meaningful conversation, to understand and interpret spoken and written language, and to present information, concepts, and ideas, while also gaining an understanding of the perspectives of other cultures. Through language study, they will make connections with other content areas, compare the language and culture studied with their own, and participate in home and global communities. CPI # Strand A 7.1.NM.A NM.A NM.A NM.A NM.A.5 Stand B 7.1.NM.B NM.B NM.B NM.B NM.B.5 Strand C 7.1.NM.C NM.C NM.C.3 Cumulative Progress Indicator (CPI) Interpretive Mode Recognize familiar spoken or written words and phrases contained in culturally authentic materials using electronic information sources related to targeted themes. Demonstrate comprehension of simple, oral and written directions, commands, and requests through appropriate physical response. Recognize a few common gestures and cultural practices associated with the target culture(s). Identify familiar people, places, and objects based on simple oral and/or written descriptions. Demonstrate comprehension of brief oral and written messages using age and level appropriate, culturally authentic materials on familiar topics. Interpersonal Mode Use digital tools to exchange basic information at the word and memorized phrase level related to self and targeted themes. Give and follow simple oral and written directions, commands, and requests when participating in age appropriate classroom and cultural activities. Imitate appropriate gestures and intonation of the target culture(s)/language during greetings, leave takings, and daily interactions. Ask and respond to simple questions, make requests, and express preferences using memorized words and phrases. Exchange information using words, phrases, and short sentences practiced in class on familiar topics or on topics studied in other content areas. Presentational Mode Use basic information at the word and memorized phrase level to create a multimedia rich presentation on targeted themes to be shared virtually with a target language audience. Imitate, recite, and/or dramatize simple poetry, rhymes, songs, and skits. Copy/write words, phrases, or simple guided texts on familiar topics.

3 7.1.NM.C NM.C.5 Present information from age and level appropriate, culturally authentic materials orally or in writing. Name and label tangible cultural products and imitate cultural practices from the target culture(s). Instructional Focus Unit Enduring Understandings Students will understand that asking and answering questions is essential when meeting and getting to know new people. Students will understand that school experiences vary between cultures and reflect cultural perspectives. Unit Essential Questions Who am I and how I can get to know you? How are my experiences at school similar yet different than my Spanish speaking pen pal? Objectives Students will know: Names of courses, teachers' titles Time of the day expressed using the 24 hour clock in reference to daily routine/activities in and out of school Prepositions of location Family(members, relationships, expanded descriptions) House(rooms, description) Formulaic questions/answers for names, age, physical descriptions Gustar, encantar, chocar to express likes and dislikes as re entry Simple introductions Adjectives to describe physical appearance as well as personality characteristics Daily routine activities Nationalities School activities(curricular, extracurricular)/hobbies Basic similarities and differences between American and Latin American/Spanish schools as well as other cultures Students will be able to: Describe and compare parts of the school building, classes, personnel, and typical school schedules Talk about their likes and dislikes regarding school activities(curricular, extracurricular) and hobbies Follow and give directions around the school building Identify professions in a school setting as re entry Identify and describe family members; present their families or a fictional family to the class by creating a "face book" page Design a 21st century house to reflect their interests and needs Ask and answer personal identity questions(age, birthday, origin) as they survey classmates Describe self and others(physical and personality description) Express likes and dislikes Introduce people and respond in a culturally appropriate way to an introduction Create a daily schedule specifying routines, household responsibilities, and extra curricular activities Compare and contrast school systems from different cultures Resources Core Text: Nuestro Barrio: El Amigo Nuevo Suggested Resources: Materiales Magazine November 2003

4 Family Communicative Activity: Family worksheet: Family Tree Reading: Daily routine description of 2 kids: Sample pen pal letter : Students read and figure out classroom seating arrangement: Responsibility Survey: Compare and Contrast Activity: Personal Information Worksheet: Clip art of appropriate classroom behaviors Clip art of classes (found in text) Large clock/student clocks Flashcards Blank schedules Dry erase boards Ven Conmigo I p (classes) Links to various school s websites o o (Scavenger hunt at the bottom of the page.) *Eliminate the English questions. o Students can shop for school supplies on this Spanish store office supply store website. You don t even have to make a worksheet! Ven Conmigo I p.77, 78, 80 (time) Ven Conmigo I p.107 Large shower curtain map of school building Ven Conmigo I p.47,48, 49 School supplies Backpack Fly swatters Visuals depicting classroom passwords Ven Conmigo I Frases útiles p.8 Nuestro Barrio: El amigo nuevo p.26, 27 Fotonovela: Bienvenida al colegio Textbook p Cómo es un día escolar típico? Textbook p.85 Vamos a Leer: Calificaniones y horarios textbook p Objects (balls, instruments, toys, books, music) Interview sheet Flyswatters p.12,13,14 (educational links) A qué juegas tú? cultural games

5 Unit 2: QUE FORMA MI HOGAR? Content Area: World Language Course & Grade Level: Spanish Beginning (8 1), Grade 8 Summary and Rationale As students investigate the facets of family life in Spanish speaking cultures, they communicate (listen, read, speak) about family members, what constitutes "family," homes, and responsibilities. This will lead to a comparison with their own families and homes. By the end of the unit, they understand that "family" might have many connotations here in the United States and abroad. 50 days Recommended Pacing State Standards Standard 7.1 All students will be able to use a world language in addition to English to engage in meaningful conversation, to understand and interpret spoken and written language, and to present information, concepts, and ideas, while also gaining an understanding of the perspectives of other cultures. Through language study, they will make connections with other content areas, compare the language and culture studied with their own, and participate in home and global communities. CPI # Strand A 7.1.NM.A NM.A NM.A NM.A NM.A.5 Stand B 7.1.NM.B NM.B NM.B NM.B NM.B.5 Strand C 7.1.NM.C NM.C NM.C NM.C.4 Cumulative Progress Indicator (CPI) Interpretive Mode Recognize familiar spoken or written words and phrases contained in culturally authentic materials using electronic information sources related to targeted themes. Demonstrate comprehension of simple, oral and written directions, commands, and requests through appropriate physical response. Recognize a few common gestures and cultural practices associated with the target culture(s). Identify familiar people, places, and objects based on simple oral and/or written descriptions. Demonstrate comprehension of brief oral and written messages using age and level appropriate, culturally authentic materials on familiar topics. Interpersonal Mode Use digital tools to exchange basic information at the word and memorized phrase level related to self and targeted themes. Give and follow simple oral and written directions, commands, and requests when participating in age appropriate classroom and cultural activities. Imitate appropriate gestures and intonation of the target culture(s)/language during greetings, leave takings, and daily interactions. Ask and respond to simple questions, make requests, and express preferences using memorized words and phrases. Exchange information using words, phrases, and short sentences practiced in class on familiar topics or on topics studied in other content areas. Presentational Mode Use basic information at the word and memorized phrase level to create a multimedia rich presentation on targeted themes to be shared virtually with a target language audience. Imitate, recite, and/or dramatize simple poetry, rhymes, songs, and skits. Copy/write words, phrases, or simple guided texts on familiar topics. Present information from age and level appropriate, culturally authentic materials orally or in

6 7.1.NM.C.5 writing. Name and label tangible cultural products and imitate cultural practices from the target culture(s). Instructional Focus Unit Enduring Understandings Families in Spanish speaking countries have similar and yet different characteristics and those qualities reflect their cultural perspectives. Unit Essential Questions How does family life reveal the cultural perspectives of a people? Is my family life similar or different than that of a Hispanic teenager? How? Why? Objectives Students will know: Names of extended family members and the relationships among the various people Basic uses of ser and estar Expressions for describing physical and personality traits Types of houses found in Spanish speaking countries Names of rooms of the house Names of items found in various locations in a house Locations of rooms of a house and items in each room (prepositions of place) Vocabulary describing household chores Frequency expressions Names of a selection of professions that reflect the jobs that students' parents hold Vocabulary to describe a variety of hobbies/leisure time activities Comparative and superlative expressions Information questions vocabulary and formation Students will be able to: Identify and describe family members, rooms of a house/apartment, and furniture Ask where someone is from and say where they are from Ask and say how old someone is Describe the contents of various rooms of a house Tell where people and things are located in a house using prepositions of location and the verb estar Discuss activities that families do together Talk about physical and personality characteristics of family members Categorize household activities Ask and answer questions about family routines Describe characters from a fairy tale (Domitila: A Cinderella Tale from the Mexican Tradition adapted by Coburn) Recognize cultural values depicted in the story Compare and contrast the families and home life represented in the cultures of Mexico and USA Resources Core Text: Suggested Resources: Domitila: A Cinderella Tale from the Mexican Tradition Cuadros de familia (Garza) Video clip of The Price is Right Familia by Joan Miró

7 Calor by Peňa & Alba Creative Communicative Activities for the Spanish class

8 Unit 3: DÓNDE COMPRAMOS? QUÉ COMPRAMOS? Content Area: World Language Course & Grade Level: Spanish Beginning (8 1), Grade 8 Summary and Rationale Students "visit" outdoor markets typically found in Spanish speaking countries. In the process, they learn to identify and describe the food and clothing items displayed at the market, make purchases, and bargain with shop owners to get the best prices. At the same time, they examine life in Hispanic countries and make comparisons with their own experiences. 65 days Recommended Pacing State Standards Standard 7.1 All students will be able to use a world language in addition to English to engage in meaningful conversation, to understand and interpret spoken and written language, and to present information, concepts, and ideas, while also gaining an understanding of the perspectives of other cultures. Through language study, they will make connections with other content areas, compare the language and culture studied with their own, and participate in home and global communities. CPI # Strand A 7.1.NM.A NM.A NM.A NM.A NM.A.5 Stand B 7.1.NM.B NM.B NM.B NM.B NM.B.5 Strand C 7.1.NM.C NM.C NM.C NM.C.4 Cumulative Progress Indicator (CPI) Interpretive Mode Recognize familiar spoken or written words and phrases contained in culturally authentic materials using electronic information sources related to targeted themes. Demonstrate comprehension of simple, oral and written directions, commands, and requests through appropriate physical response. Recognize a few common gestures and cultural practices associated with the target culture(s). Identify familiar people, places, and objects based on simple oral and/or written descriptions. Demonstrate comprehension of brief oral and written messages using age and level appropriate, culturally authentic materials on familiar topics. Interpersonal Mode Use digital tools to exchange basic information at the word and memorized phrase level related to self and targeted themes. Give and follow simple oral and written directions, commands, and requests when participating in age appropriate classroom and cultural activities. Imitate appropriate gestures and intonation of the target culture(s)/language during greetings, leave takings, and daily interactions. Ask and respond to simple questions, make requests, and express preferences using memorized words and phrases. Exchange information using words, phrases, and short sentences practiced in class on familiar topics or on topics studied in other content areas. Presentational Mode Use basic information at the word and memorized phrase level to create a multimedia rich presentation on targeted themes to be shared virtually with a target language audience. Imitate, recite, and/or dramatize simple poetry, rhymes, songs, and skits. Copy/write words, phrases, or simple guided texts on familiar topics. Present information from age and level appropriate, culturally authentic materials orally or in

9 7.1.NM.C.5 writing. Name and label tangible cultural products and imitate cultural practices from the target culture(s). Instructional Focus Unit Enduring Understandings Products sold in markets and shopping practices differ between Latin American and North American cultures and, at the same time, impart important information about the people and their perspectives. Unit Essential Questions How does the market reflect life in Latin American society? Why is it important in understanding the people and their values? Objectives Students will know: Types of shops found in typical Hispanic cities and towns Names of foods and other items sold at outdoor markets in Hispanic cities and towns Colors, clothing styles, and fabric patterns Numbers Vocabulary expressions used when making purchases Various currencies used in Latin America and the conversion rates with the US dollar Expressions used when bargaining in a market Comparative and superlative expressions Information question words and how to form these types of questions Expressions for describing items found in a market Expressions of preference Direct object pronouns Students will be able to: Identify and describe food and clothing Ask and answer questions about colors, styles, prices Comment on clothes and other items one might purchase at a market Use numbers and foreign currency when making purchases Express preferences and needs Convert American money into the currency of the target culture Bargain with shopkeepers to secure lower prices Compare and contrast an American market with an Hispanic market Resources Core Text: Suggested Resources: Clip Art/Props El Tianguis, by Diego Rivera Slideshow shopping at a market: Currency calculator: rates.com/calculator.html This is a lesson plan for the market The following questions that were asked: o How is the space used in the market? Is it crowded? o What interpersonal (person to person) interactions did you see? o What is the distance between people? Are they closer together or farther apart than Americans?

10 Unit 4: QUÉ CELEBRAMOS Y COMO LO CELEBRAMOS? Content Area: World Language Course & Grade Level: Spanish Beginning (8 1), Grade 8 Summary and Rationale Students will discuss parties and celebrations. They learn to extend/accept/ reject invitations, plan parties, engage in a telephone conversation in Spanish, and identify typical ethnic foods and clothing associated with celebrations. They become familiar with various Hispanic holidays including the quinceañeara celebrated in the Latin American world. The unit focuses on many aspects of cultural festivals and holidays including the history of the events, their purpose, and how they are celebrated. 45 days Recommended Pacing State Standards Standard 7.1 All students will be able to use a world language in addition to English to engage in meaningful conversation, to understand and interpret spoken and written language, and to present information, concepts, and ideas, while also gaining an understanding of the perspectives of other cultures. Through language study, they will make connections with other content areas, compare the language and culture studied with their own, and participate in home and global communities. CPI # Strand A 7.1.NM.A NM.A NM.A NM.A NM.A.5 Stand B 7.1.NM.B NM.B NM.B NM.B NM.B.5 Strand C 7.1.NM.C NM.C NM.C.3 Cumulative Progress Indicator (CPI) Interpretive Mode Recognize familiar spoken or written words and phrases contained in culturally authentic materials using electronic information sources related to targeted themes. Demonstrate comprehension of simple, oral and written directions, commands, and requests through appropriate physical response. Recognize a few common gestures and cultural practices associated with the target culture(s). Identify familiar people, places, and objects based on simple oral and/or written descriptions. Demonstrate comprehension of brief oral and written messages using age and level appropriate, culturally authentic materials on familiar topics. Interpersonal Mode Use digital tools to exchange basic information at the word and memorized phrase level related to self and targeted themes. Give and follow simple oral and written directions, commands, and requests when participating in age appropriate classroom and cultural activities. Imitate appropriate gestures and intonation of the target culture(s)/language during greetings, leave takings, and daily interactions. Ask and respond to simple questions, make requests, and express preferences using memorized words and phrases. Exchange information using words, phrases, and short sentences practiced in class on familiar topics or on topics studied in other content areas. Presentational Mode Use basic information at the word and memorized phrase level to create a multimedia rich presentation on targeted themes to be shared virtually with a target language audience. Imitate, recite, and/or dramatize simple poetry, rhymes, songs, and skits. Copy/write words, phrases, or simple guided texts on familiar topics.

11 7.1.NM.C NM.C.5 Present information from age and level appropriate, culturally authentic materials orally or in writing. Name and label tangible cultural products and imitate cultural practices from the target culture(s). Instructional Focus Unit Enduring Understandings History and traditions determine how people celebrate holidays and special events. Types of celebrations and traditions reveal cultural perspectives of a society. Unit Essential Questions Do celebrations reflect or shape culture? How and why? How do Latin American and North American celebrations differ? Objectives Students will know: Names of celebrations and related vocabulary Traditions and rituals Calendar expressions Dates and numbers Names of party places Celebration activities Cumplir Marcar el número de teléfono Excuses Tener expressions o Tengo que o Tengo ganas de o Tengo hambre o Etc. Estar (estoy contenta) Adjective agreement Te gustaría ir conmigo? Quieres ir a Quisiera. Cultural celebrations and traditional events Types of kinds of music (mariachi vs. rock and roll band) Specific (ethnic) clothing and foods Rituals and party activities Uses of the present progressive tense when talking about ongoing events and activities (Está + ando iendo) Party preparation activities Chores/clean up activities Sequencing words Buying and giving gifts Immediate future ir + a + inf. Asking for and offering help Asking for and giving opinions Reflexive verbs Deber Students will be able to:

12 Identify and describe celebrations Extend/accept/rejecting an invitation Sequence pre and post celebration activities Give and follow commands using deber for helping with preparations Talk about what is going on right now Ask for and give an opinion Read articles about festivals around the Spanish speaking world Demonstrate an understanding of the relationship between the practices and perspectives of the celebration of quinceañeara in the Latin American world Describe the quinceañeara celebration Demonstrate an understanding of traditions Resources Core Text: Suggested Resources: Quinceañeara info: Slideshow making an invitation: This site shows of map of Spain with some of its major cities. Click on the city and you will get information (in English) on festivals celebrated in that city. This is a great source if you want to brush up on your Spanish festival knowledge: map.html

13 Unit 5: La Copa Mundial Content Area: World Language Course & Grade Level: Spanish Beginning (8 1), Grade 8 Summary and Rationale This unit centers on health and fitness. Students discuss stress in their lives and explore ways to relieve some of the tension they experience. They also talk about healthy eating habits (Food Pyramid) and the importance of exercise. Students also learn about and play in a simulated World Cup tournament. They learn basic soccer terms in Spanish, body parts and injuries as well as remedies. 35 days Recommended Pacing State Standards Standard 7.1 All students will be able to use a world language in addition to English to engage in meaningful conversation, to understand and interpret spoken and written language, and to present information, concepts, and ideas, while also gaining an understanding of the perspectives of other cultures. Through language study, they will make connections with other content areas, compare the language and culture studied with their own, and participate in home and global communities. CPI # Strand A 7.1.NM.A NM.A NM.A NM.A NM.A.5 Stand B 7.1.NM.B NM.B NM.B NM.B NM.B.5 Strand C 7.1.NM.C NM.C NM.C NM.C.4 Cumulative Progress Indicator (CPI) Interpretive Mode Recognize familiar spoken or written words and phrases contained in culturally authentic materials using electronic information sources related to targeted themes. Demonstrate comprehension of simple, oral and written directions, commands, and requests through appropriate physical response. Recognize a few common gestures and cultural practices associated with the target culture(s). Identify familiar people, places, and objects based on simple oral and/or written descriptions. Demonstrate comprehension of brief oral and written messages using age and level appropriate, culturally authentic materials on familiar topics. Interpersonal Mode Use digital tools to exchange basic information at the word and memorized phrase level related to self and targeted themes. Give and follow simple oral and written directions, commands, and requests when participating in age appropriate classroom and cultural activities. Imitate appropriate gestures and intonation of the target culture(s)/language during greetings, leave takings, and daily interactions. Ask and respond to simple questions, make requests, and express preferences using memorized words and phrases. Exchange information using words, phrases, and short sentences practiced in class on familiar topics or on topics studied in other content areas. Presentational Mode Use basic information at the word and memorized phrase level to create a multimedia rich presentation on targeted themes to be shared virtually with a target language audience. Imitate, recite, and/or dramatize simple poetry, rhymes, songs, and skits. Copy/write words, phrases, or simple guided texts on familiar topics. Present information from age and level appropriate, culturally authentic materials orally or in

14 7.1.NM.C.5 writing. Name and label tangible cultural products and imitate cultural practices from the target culture(s). Instructional Focus Unit Enduring Understandings The choices they make about lifestyle (foods they eat, stresses in their lives, sports they play) make an impact their well being. Although sports have universal appeal, each country has its national favorite and that activity has a cultural connection. Unit Essential Questions How do decisions I make affect my physical, mental, and social health? How do sports reflect culture? Objectives Students will know: Names of food categories and examples of foods in each area Reflexive verbs that express feelings and emotions Present and past tense of verbs used in the thematic unit to discuss healthy living and playing soccer Command forms of commonly used verbs Direct object pronouns Names of body parts Names of exercises Injuries and remedies Parts of soccer field Player positions on soccer field Numbers (to express age and birth dates) Names of soccer positions Names of nationalities Names of languages Verbs: o Soy o Estoy o Tengo o Me gusta/gustan o Me encanta/encantan o Me siento o Me duele/me duelen Actions on soccer field Training activities Prepositions of location: o A la derecha o A la izquierda o Abajo o Arriba o Enfrente o Detrás o Al lado Students will be able to:

15 Talk about staying fit and healthy Identify areas of stress in people s lives and suggest remedies to reduce the tensions Explore eating habits Discuss exercise habits, equipment, and possible injuries Talk about positive changes made in order to live a healthier life Talk about the World Cup Identify and locate Spanish speaking countries around the world and their flags Give and follow directions Introduce famous soccer players from Spanish speaking countries giving pertinent personal identity information Give and follow instructions for playing soccer Give advice on playing soccer Plan a training regimen for getting into shape Resources Core Text: Suggested Resources: Las partes del cuerpo partes del cuerpo Adivinanza game Las partes del cuerpo de juegos/casino/cuerpo_casino.htm This website has a pdf file Asi comemos, asi estaremos. It has excellent readings on nutrition and obesity. Spanish terminology for ANYTHING you want to know about soccer GREAT!! An article about a person who lost weight by playing Nintendo Wii every day. It seems very interesting and they use the metric system when discussing weight and measurements. pierde peso wii/ A list of soccer vocabulary Soccer statistics