Idaho World Language Content Standard I: Acquisition and Use of Language

Transcription

1 Joint School District No. 2 Spanish Curriculum World Languages Curriculum Idaho World Language Content Standard I: Acquisition and Use of Language I. Enduring Understanding: Foreign Language learning extends beyond the classroom to real-life situations. II. Enduring Understanding: The use of foreign language for personal enjoyment, travel, work and enrichment encourages life-long language learning. III. Enduring Understanding: Languages are distinguished by their grammar and structure. IV. Enduring Understanding: Foreign language skills enhance and can contribute to future job opportunities. First Year Second Year Advanced Listening: Discriminate between each phonetic sound in the Spanish alphabet. ( ) Ask questions using interrogatives. ( ) Demonstrate comprehension of forms of address. ( ) Use correct forms of tu and usted. ( ) Discriminate between masculine and feminine articles and adjectives. ( ) Demonstrate comprehension of single words and idiomatic expressions. ( ) Demonstrating understanding of grammatical concepts (gender, number, negatives, tenses, etc.). ( ) Ask and answer questions using present tense of regular and irregular verbs. ( ) Listen and comprehend speakers from their own age group, the teacher, and other realia. ( ) Demonstrate comprehension of basic commands. ( ) Practice everyday situations in Spanish using idiomatic expressions, present regular and irregular verbs and grammatical constructions. ( ) Listening: Present, past and future verb tenses in aural input. ( ) Recognize verbal commands. ( ) Listen to and follow general classroom instruction in the target language. ( ) Reinforce and build on vocabulary and grammar concepts in context and isolation introduced in first year. ( ) Comprehension of videos, cassettes, dialogues, teacher dictation from authentic literature or realia. ( ) Build on first year skills of using telephones, ordering in restaurants, making reservations, asking for directions, asking for assistance, shopping, getting around in the city. ( ) Speaking: Respond to questions and situations in target language. ( ) Orally and silently read unit-related passages, realia, short stories, plays and dialogues. ( ) Build on first-year skills simple narratives, retell stories and present information. ( ) Acquire vocabulary for: vacations, geography, accidents, recipes, prepositions, family, pastimes, Listening: Comprehend vocabulary related to the study of art, music, literature and history and its cultural impact. ( ) Comprehend extended passages and peer conversations by students taking notes, answering questions, or a discussion. ( ) Gather key information from longer passages. ( ) Interpret the intent or meaning of a spoken passage (tone, idioms, nuance, sarcasm, irony). ( ) Demonstrate comprehension of Spanish at a level which would be understood in everyday social situations, including emergency situations, job situations, telephone conversations, restaurants, educations situations (study abroad, tutoring). ( ) Speaking: *Taking part in and sustaining a normal conversation. ( ) *Demonstrate oral competency in a wide variety of social situations, business situations, educational situations (study abroad, tutoring or translation), emergency situations and competency in basic survival skills. ( ) *Use alternatives to express meaning (e.g. circumlocution, synonyms, and antonyms.). ( ) *Demonstrate increased fluency through presentation of dialogues, plays, poetry, panels, and songs in a variety of social, literary and

2 Speaking: Agreeing and disagreeing; initiating conversations; expressing feelings; asking questions; telling time; ordering food; extending, accepting, declining invitations. ( ) Composing dialogues of social situations in which they may find themselves. ( ) Use correct forms of tu and usted.( ) Ask and answer oral questions. ( ) Ask and answer questions using present tense of regular and irregular verbs. ( ) Reading: Dialogues using vocabulary related to specific topics. ( ) Recognition and use of cognates. ( ) Associate the written text with spoken forms. ( ) Read simple/basic sentences, dialogues, songs, paragraphs and cultural capsules. ( ), ( ) Reading basic realia, such as advertisements, menus, tickets and street signs. ( ) Writing: Ask and answer questions using present tense of regular and irregular verbs. ( ) Dialogues using vocabulary related to specific topics. ( ) Practice everyday situations in Spanish using idiomatic expressions, present tense regular and irregular verbs, present progressive verbs, and grammatical constructions. ( ) Composing dialogues of social situations in which they may find themselves. ( ) house and shopping. ( ) Reading: Orally and silently read unit-related passages, realia, short stories, plays, dialogues. ( ) Read increasingly complex articles in newspapers and magazines, maps, letters, recipes, menus, ads and instructions. ( ) Read contemporary and authentic literature (i.e., teen magazines, novels, poetry, short stories, plays, and children s fairy tales). ( ), ( ), ( ) Writing: Writing questions, commands, short dialogues which include present, past, present perfect of regular and irregular verbs, reflexive verbs, object pronouns, stem-changers, adverbs and adjectives. ( ) Writing about personal and social situations telephone conversations, greeting cards, thank-you notes, letters to Hispanic friends, , pen pals, menus, post card and advertisements. ( ) Reinforce and build on first-year skills and expand on vocabulary related to familiar concepts in short writings. ( ) contemporary topics, arenas and audiences. ( ) Discuss poetry, short stories, novels, plays, taking roles in presenting plays in the target language. ( ) Reading: Reading Spanish for personal enjoyment, employment, enrichment, study and travel. ( ) Identify the key elements or main idea of authentic information texts. ( ) Summarize content of passages (poetry, song lyrics, folktales, fiction, novels and other text.) ( ) Read and comprehend extended narratives i.e. short novels/stories. ( ) Writing: Use advanced grammatical structures, including compound past, future and conditional tenses. ( ) Demonstrate proficiency in choices of plays and skits, dialogues, essays, critiques, songs, children s stories, fables, short stories, etc., incorporating all verb tenses and grammatical structures studied. ( ), ( ) Recognize and incorporate all verb and grammatical forms in writing. ( )

3 Rewrite sentences substituting subject pronouns and direct object pronouns. ( )

4 Joint School District No. 2 Spanish Curriculum World Languages Curriculum Idaho World Languages Content Standard II: Critical Thinking V. Enduring Understanding: The study of foreign languages reinforces and integrates content from other disciplines. VI. Enduring Understanding: Similarities and differences exist in the vocabulary, phonetics and structures of world languages. First Year Second Year Advanced Analysis of Language Elements and Products: Analysis of Language Elements and Products: Analysis of Language Elements and Products: Recognize intonation patterns (questions, commands and statements). ( ) Organize components of sentence structure, verb usage, formation of questions, negative expressions. ( ) Use commands, subject pronouns, direct object pronouns, definite and indefinite articles and contractions ( ). Conjugating regular and irregular verbs, stem-changers, adjectives-noun agreement, word order, possessive adjectives, question formation, negative expressions. ( ) Identify present tense regular and irregular verbs and cognates. ( ), ( ) Conjugating regular and irregular verbs, present progressive verbs, stemchangers, adjectives-noun agreement, word order, possessive adjectives, question formation, negative expressions. ( ) Modification and Manipulation of Language Elements and Products: Practice everyday situations in Spanish using idiomatic expressions, present regular and irregular verbs and grammatical constructions. ( ) Organize components of sentence structure, verb usage, formation of questions, negative expressions. ( ), ( ) Use commands, subject pronouns, definite and indefinite articles. ( ) Conjugating regular and irregular verbs, stem-changers, adjectives-noun agreement, word order, possessive adjectives, question formation, Use present, imperfect, preterite and tenses of regular and irregular verbs, reflexive verbs, object pronouns, stem-changers, adverbs and adjectives in context. ( ) Expressing regret; preferences; expressing doubt; consoling and sympathizing with someone; reprimanding; relating a series of events; talk about the past, using idiomatic expressions correctly. ( ) Orally and silently read unit-related passages, realia, short stories, plays, dialogues. ( ) Recognize similarities and differences between Spanish and English language grammar and usage. ( ) Reinforce and build on first-year skills reading literature and realia which includes present, past, progressive, tenses and related grammatical constructions. ( ) Comprehension of videos, cassettes, dialogues, teacher dictation from authentic literature or realia. ( ) Modification and Manipulation of Language Elements and Products: Use present, imperfect, preterite and tenses of regular and irregular verbs, reflexive verbs, object pronouns, stem-changers, adverbs and adjectives in context. ( ) Read literacy forms including poetry, short stories, novels, and legends, utilizing both traditional and internet sources. ( ) Recognize appropriate verb endings in all tenses and voices learned i.e. create verb charts. ( ) Compare idiomatic and figurative expressions by using refrains, sayings, songs, etc. ( ) Predict meanings of word based on origin and usage in sentence using contextual cues. ( ) Modification and Manipulation of Language Elements and Products: Read literacy forms including poetry, short stories, novels, and legends, utilizing both traditional and internet sources. ( ) Expressing opinions and responding to others appropriately. ( )

5 negative expressions. ( ), ( ) Identify present tense regular and irregular verbs and cognates. ( ), ( ) Expressing regret; preferences; expressing doubt; consoling and sympathizing with someone; reprimanding; relating a series of events; talk about the past, using idiomatic expressions correctly. ( Demonstrate listening comprehension for proper forms of address, levels of politeness and use of vocabulary appropriate to the situation. ( ) Recognize similarities and differences between Spanish and English language grammar and usage. ( )

6 Joint School District No. 2 Spanish Curriculum World Languages Curriculum Idaho World Languages Content Standard III: History, Geography, and Culture VII. Enduring Understanding: Different cultures have different social etiquettes. VIII. Enduring Understanding: Culture influences the art, literature and music of a society. IX. Enduring Understanding: Countries with a common language share cultural, historical and geographical connections. X. Enduring Understanding: The study of cultures promotes an awareness of diverse beliefs and languages in a global context. XI. Enduring Understanding; Geography directly influences the culture and history of a people. XII. Enduring Understanding; Cultural traditions influence family structure, rites of passage, dining etiquette, clothing styles and living accommodations. XIII. Enduring Understanding; Language and culture are interdependent. First Year Second Year Advanced History: Recognize major historical and cultural figures and events including: Quinceanera, Dia de los muertos and Cinco de mayo/mexican Independence Day. ( ) Identify historical connections between English and Spanish (i.e. cognates, language origins). ( ) Geography: Demonstrate geographical awareness of Spanish-speaking worlds including capitals/countries and nationalities. ( ) Understand the different seasons and varying climates in relation to the hemispheres. ( ) Culture: Compare differences in currencies between Hispanic countries and the US. ( ) Compare and contrast cultural aspects of Spanish-speaking countries including greetings, Mercado, family structure, and meal times ( ), ( ), ( ). Understand the correct usage of tu and usted. ( ) History: Analyze the impact of selected historical figures and events on the target culture, i.e. Lady of Guadalupe ( ) Reading authentic literature, brief histories of artists/famous persons, i.e. Simon Bolivar, Velazquez, Picasso, Dali, Botero, Rivera and Kahlo. ( ) Geography: Examine geopolitical regions selected from target culture, i.e. Mexico. ( ) Culture: Identify unique cultural aspects of regions in target culture, i.e. food (such as Paella), holidays (such as Reyes Magos and Semana Santa/Pascua), ( ) History: Investigate ancient indigenous cultures, i.e. Aztecs, Mayans and Incans. ( ) Investigate the historical context of selected examples of art, music, literature and film from target culture, i.e. artists (El Greco, Velazquez, Goya, Dali and Picasso). ( ) Investigate regions of Spain; history, geography, and political contributions to culture. ( ) Geography: Investigate regions of Spain; history, geography, and political contributions to culture. ( ) Culture: Write short reports about an artist or author or cultural theme. ( ) Expose students to Basque communities and history comparing with local Basque culture and history. ( ) Study contemporary Hispanic authors and topics relevant to current world situations. ( ) ( ) Discuss stories, articles, dialogs, news reports and other authentic realia of Hispanic countries. ( ), ( ), ( ). Gain an understanding of similarities and differences (uniforms, hours and classes) between Hispanic and American educational systems React to current events in target language. ( ), ( );