Clover Park School District World Language Curriculum Guide SPANISH Level 1 Revised June 2016

Transcription

1 Clover Park School District World Language WA State World Language Learning Standards, (version 1.3) Spanish 1 Tema: Un rato con mis amigos -introductions -basic information -basic questions FIRST QUARTER A SPANISH 1, Stage 1 Desired Results Transfer Students will be able to independently use their learning to use basic communication in the target language to share information UNDERSTANDINGS Students will understand that engaging in conversation will help them obtain information and express themselves Meaning ESSENTIAL QUESTIONS Students will keep considering how does the nature of language transfer across the Latin roots? Duration: First Half of First Quarter Communicate effectively in more than one language in order to function in a variety of situations and for multiple purposes Standard 1.1: Interpersonal : Learners interact and negotiate meaning in spoken, signed, or written conversations to share information, reactions, feelings, and opinions. Standard 1.3: Presentational : Learners present information, concepts, and ideas to inform, explain, persuade, and narrate on a variety of topics using appropriate media and adapting to various audiences of listeners, readers, or viewers. Interact with cultural competence and understanding Standard 2.2: Relating Cultural Products to Perspectives: Learners use the language to investigate, explain, and reflect on the relationship between the products and perspectives of the cultures Develop insight into the nature of language and culture in order to interact with cultural competence Standard 4.1: Language : Learners use the language to investigate, explain, and reflect on the nature of language through comparisons of the language Standard 4.2: Cultural : Learners use the language to investigate, explain, and reflect on the concept of culture through comparisons of the cultures Students will know -greet/introduce people, -say where they re from, -identify #1-10, -exchange phone numbers, -ser and gustar -Spanish alphabet -speaking introductions -speaking a little bit about themselves -describe themselves and others in oral and written formats Acquisition o of Kof Students will be skilled at they transfer knowledge of subject pronouns and definite and indefinite articles to Spanish they can conjugate ser and gustar they have to have their nouns and adjectives agree Page 1 of 16

2 Evaluative Criteria Communicate effectively in more than one language in order to function in a variety of situations and for multiple purposes Standard 1.1: Interpersonal : Learners interact and negotiate meaning in spoken, signed, or written conversations to share information, reactions, feelings, and opinions. Standard 1.2 Interpretive : Learners understand, interpret, and analyze what is heard, read, or viewed on a. Standard 1.3: Presentational : Learners present information, concepts, and ideas to inform, explain, persuade, and narrate on a using appropriate media and adapting to various audiences of listeners, readers, or viewers. Develop insight into the nature of language and culture in order to interact with cultural competence Standard 4.1: Language : Learners use the language to investigate, explain, and reflect on the nature of language through comparisons of the language HP Only: IB Criteria A (Oral), C (Written), D (Reading) Stage 2 - Students will show Evidence their learning by PERFORMANCE (SUMMATIVE) TASK(S): Written summative tasks: conjugation quiz, vocabulary quiz, short answer written responses, letter to penpal Oral summative tasks: presentation of self to class/peer/teacher Listening summative tasks: identifying information from a spoken source (CD, Youtube, DVD, etc.) Reading summative tasks: identifying information from a written source (Easy Reader, textbook, online source, etc.) Look fors -consistent written and/or oral growth of use of noun-adjective agreement -consistent written and/or oral growth of correct conjugation of ser and gustar -consistent identification of Spanish subject pronouns and articles -students can explain the difference between tú and usted -consistent correct pronunciation of Spanish sounds OTHER (FORMATIVE) EVIDENCE: Pre-assessment In class worksheets In class skits In class investigations Exit slips Homework Practice conjugation Informal observations Informal conversations Question and answer Self-evaluations Peer evaluations Surveys Stage 3 - Learning Plan Teacher Created Daily Lesson Plans Page 2 of 16

3 WA State World Language Learning Standards, July (version 1.3) FIRST QUARTER B SPANISH 1Stage 1 Desired Results Transfer Spanish 1 Vamos a la escuela -school -classes Duration: Second Half of First Quarter Communicate effectively in more than one language in order to function in a variety of situations and for multiple purposes Standard 1.1: Interpersonal : Learners interact and negotiate meaning in spoken, signed, or written conversations to share information, reactions, feelings, and opinions. Standard 1.2 Interpretive : Learners understand, interpret, and analyze what is heard, read, or viewed on a. Standard 1.3: Presentational : Learners present information, concepts, and ideas to inform, explain, persuade, and narrate on a variety of topics using appropriate media and adapting to various audiences of listeners, readers, or viewers. Interact with cultural competence and understanding Standard 2.1 Relating Cultural Practices to Perspectives: Learners use the language to investigate, explain, and reflect on the relationship between s Standard 2.2 Relating Cultural Products to Perspectives: Learners use the language to investigate, explain, and reflect on the relationship between s Connect with other disciplines and acquire information and diverse perspectives in order to use the language to function in academic and career-related situations Standard 3.1 Making : Learners build, reinforce, and expand their knowledge of other disciplines while using the language to develop critical thinking and to solve problems creatively. Standard 3.2 Acquiring and Diverse Perspectives: Learners access and evaluate information and diverse perspectives that are available through the explain, and reflect on the nature Develop insight into the nature of language and culture in order to interact with cultural competence Standard 4.1 Language : Learners use the language to investigate, explain, and reflect on the nature of language through comparisons of the language Standard 4.2 Cultural : Learners use the language to investigate, explain, and reflect on the concept of culture through comparisons of the cultures Students will be able to independently use their learning to communicate about their school and classes UNDERSTANDINGS Students will understand that engaging in conversation will help them obtain information there are school differences in other countries Meaning Students will know -greet/introduce people, -weather, -classroom phrases -making negatives -identifying in written and oral formats days of the week, numbers 1-30s, weather and classroom phrases, time -estar -compare and contrast school life in different countries ESSENTIAL QUESTIONS Students will keep considering how does school influence our life choices? Acquisition o of Kof Students will be skilled at they can use after-school activities, food, snacks and beverages and descriptions in context they can read a daily schedule and tell time they can describe their classes, location and express their feelings Page 3 of 16

4 Evaluative Criteria Communicate effectively in more than one language in order to function in a variety of situations and for multiple purposes Standard 1.1: Interpersonal : Learners interact and negotiate meaning in spoken, signed, or written conversations to share information, reactions, feelings, and opinions. Standard 1.2 Interpretive : Learners understand, interpret, and analyze what is heard, read, or viewed on a. Standard 1.3: Presentational : Learners present information, concepts, and ideas to inform, explain, persuade, and narrate on a using appropriate media and adapting to various audiences of listeners, readers, or viewers. Interact with cultural competence and understanding Standard 2.1 Relating Cultural Practices to Perspectives: Learners use the language to investigate, explain, and reflect on the relationship between the practices and perspectives of the cultures Connect with other disciplines and acquire information and diverse perspectives in order to use the language to function in academic and career-related situations Standard 3.1 Making : Learners build, reinforce, and expand their knowledge of other disciplines while using the language to develop critical thinking and to solve problems creatively. Standard 3.2 Acquiring and Diverse Perspectives: Learners access and evaluate information and diverse perspectives that are available through the explain, and reflect on the nature Develop insight into the nature of language and culture in order to interact with cultural competence Standard 4.1 Language : Learners use the language to investigate, explain, and reflect on the nature of language through comparisons of the language Standard 4.2 Cultural : Learners use the language to investigate, explain, and reflect on the concept of culture through comparisons of the cultures own. Stage 2 - Evidence Students will show their learning by PERFORMANCE (SUMMATIVE) TASK(S): Written summative tasks: conjugation quiz, vocabulary quiz, short answer written responses, compare/contrast schools and school systems Oral summative tasks: conversation with peer about school schedule/classes and descriptions of (observed by teacher) Listening summative tasks: identifying school information from a spoken source (CD, Youtube, DVD, etc.) Reading summative tasks: compare/contrast schools and school systems (Easy Reader, textbook, online source, etc.) reading a schedule with time Look fors -consistent written and/or oral growth of use of noun-adjective agreement -consistent identification of Spanish subject pronouns and articles -consistent correct pronunciation of Spanish sounds -consistent written and/or oral growth of correct conjugation of estar and ser -students begin to differentiate between the uses of estar and ser -consistent use of proper time structure -growth in ability to read a schedule OTHER (FORMATIVE) EVIDENCE: Pre-assessment In class worksheets In class skits In class investigations Exit slips Homework Practice conjugation Informal observations Informal conversations Question and answer Self-evaluations Peer evaluations Surveys Stage 3 - Learning Plan Teacher Created Daily Lesson Plans Page 4 of 16

5 SPANISH Level 1 WA State World Language Learning Standards, July (version 1.3) Spanish 1 Comida y Familia -food -family Duration: Beginning of Second Quarter listeners or readers on a Other s Language and SECOND QUARTER A SPANISH 1Stage 1 Desired Results Transfer Students will be able to independently use their learning to communicate information about family and food UNDERSTANDINGS Students will understand that cuisine differs from country to country while families are important in all parts of the world, the nuclear family may differ in different places Meaning Students will know -food vocabulary -specific cultural meals -question words -family vocabulary -stem changing verbs -possessive adjectives -comparatives -asking questions -talking about their family -identifying in written and oral formats food and family -compare and contrast family life in different countries ESSENTIAL QUESTIONS Students will keep considering how does cultural dishes reflect the products of the countries? how is the idea of family universal? Acquisition o of Kof Students will be skilled at they can use meals and food they ask questions they can conjugate ser and gustar they identify family members they give dates they can identify numbers 200-1,000,000 they can conjugate stem changing verbs and use direct object pronouns they can use possessive adjectives and comparatives Page 5 of 16

6 SPANISH Level 1 Evaluative Criteria listeners or readers on a Other s (math) Language and Communities Communicate and interact with cultural competence in order to participate in multilingual communities at home and around the world Standard 5.1 School and Global Communities: Learners use the language both within and beyond the classroom to interact and collaborate in their community and the globalized world. HP Only: IB Criteria A (Oral), B (Visual), C (Written), D (Reading) Stage 2 - Evidence Students will show their learning by PERFORMANCE (SUMMATIVE) TASK(S): Written summative tasks: conjugation quiz, vocabulary quiz, short answer written responses, compare/contrast cultural food dishes, create a family tree Oral summative tasks: compare/contrast cultural food dishes (observed by teacher), present their family tree, asking/answering questions about their family (observed by teacher) Listening summative tasks: Spanish cooking show (Made in Spain, Bizarre Foods) introduction of family (CD, Youtube, DVD, etc.) Reading summative tasks: reading a menu, reading a family tree, reading on family during the holidays +compare/contrast (Day of the Dead, Posadas, immigrants celebrating Thanksgiving) (Easy Reader, textbook, online source, etc.) Look fors -consistent written and/or oral growth of use of noun-adjective agreement -consistent identification of Spanish subject pronouns and articles -consistent correct pronunciation of Spanish sounds -consistent written and/or oral growth of correct conjugation of present tense verbs -students able to consistently differentiate between the uses of estar and ser -consistent use of family and food vocabulary -ability to express themselves orally with some fluidity OTHER (FORMATIVE) EVIDENCE: Pre-assessment In class worksheets In class skits In class investigations Exit slips Homework Practice conjugation Informal observations Informal conversations Question and answer Self-evaluations Peer evaluations Surveys Stage 3 - Learning Plan Teacher Created Daily Lesson Plans Page 6 of 16

7 SPANISH Level 1 WA State World Language Learning Standards, July (version 1.3) SECOND QUARTER B SPANISH 1 Stage 1 Desired Results Transfer Students will be able to independently use their learning to communicate information about their town and their clothing Spanish 1 La ciudad y el centro comercial -clothing -the city Duration: Second Half of Second Quarter listeners or readers on a Other s Language and UNDERSTANDINGS Students will understand that traditional clothing styles are unique to every culture and country Students will know -question words -numbers -clothing vocabulary -city vocabulary -stem changing verbs -possessive adjectives -comparatives -asking questions -identifying in written and oral formats dates, times, advanced numbers, clothing, and shopping -describe their clothing and others in oral and written formats Meaning ESSENTIAL QUESTIONS Students will keep considering how is the perspective of the culture reflected in their traditional dress? how did society develop cities in different areas? Acquisition o of Kof Students will be skilled at they ask questions they can identify numbers 200-1,000,000 they can describe clothing they can describe places and events they can describe how to get somewhere they can conjugate stem changing verbs and use direct object pronouns they can use possessive adjectives and comparatives Page 7 of 16

8 SPANISH Level 1 Evaluative Criteria listeners or readers on a Other s (math) Language and HP Only: IB Criteria A (Oral), B (Visual), C (Written), D (Reading) Stage 2 - Evidence Students will show their learning by PERFORMANCE (SUMMATIVE) TASK(S): Written summative tasks: conjugation quiz, vocabulary quiz, short answer written responses, create a city map, describe what one is wearing, buying clothing from a catalog Oral summative tasks: compare/contrast cultural clothing (observed by teacher), present their city, asking/answering questions about a city (observed by teacher), shopping skits (observed by teacher) Listening summative tasks: Spanish clothing commercials, people going shopping listening activity, Expedia tourism videos (CD, Youtube, DVD, etc.) Reading summative tasks: reading a fashion catalog/magazine with exchange rates, reading a map, compare/contrast city maps (Easy Reader, textbook, online source, etc.) Look fors -consistent written and/or oral growth of use of noun-adjective agreement -consistent identification of Spanish subject pronouns and articles -consistent correct pronunciation of Spanish sounds -consistent written and/or oral growth of correct conjugation of present tense verbs including stem changing verbs -consistent use of clothing and city vocabulary -ability to express themselves orally with some fluidity OTHER (FORMATIVE) EVIDENCE: Pre-assessment In class worksheets In class skits In class investigations Exit slips Homework Practice conjugation Informal observations Informal conversations Question and answer Self-evaluations Peer evaluations Surveys Stage 3 - Learning Plan Teacher Created Daily Lesson Plans Page 8 of 16

9 SPANISH Level 1 WA State World Language Learning Standards, July (version 1.3) Spanish 1 Bienvenido a nuestra casa -house -chores Duration: Beginning of Third Quarter listeners or readers on a Other s Language and THIRD QUARTER A SPANISH 1 Stage 1 Desired Results Transfer Students will be able to independently use their learning to communicate information about their house UNDERSTANDINGS Students will understand that there is a cultural difference with homes based on materials available, climate, geographic location and lifestyles engaging in conversations with others helps us learn about others lifestyles Students will know -house vocabulary -furniture vocabulary -chores -when to use ser or estar -irregular verbs -reflexive verbs -tener que expressions -affirmative tú commands Meaning ESSENTIAL QUESTIONS Students will keep considering how does the style of houses reflect the society that they re in? Acquisition o of Kof Students will be skilled at describing a house and household items and furniture planning a party and talking about their chores using ser OR estar using ordinal numbers Page 9 of 16

10 Stage 2 - Evidence Evaluative Criteria Students will show their learning by PERFORMANCE (SUMMATIVE) TASK(S): Written summative tasks: conjugation quiz, vocabulary quiz, short answer written responses, house plan, dream house project, compare/contrast their house to a Spanish house Oral summative tasks: dream house presentation, describe their room to a peer (teacher observed) compare/contrast houses in Spanish speaking countries (teacher observed) talk about their chores/daily routine to a peer (teacher observed) Listening summative tasks: drawing as a peer describes a room, describing a messy room, listen to a peer s daily routine (CD, Youtube, DVD, etc.) Reading summative tasks: renting a Madrid apartment worksheet, House listeners or readers on a logic puzzle (Easy Reader, textbook, online source, etc.) Other s Language and Communities Participate in Multilingual Communities at Home and Around the World Standard 5.1: Students use the language both within and beyond the school setting. HP Only: IB Criteria A (Oral), B (Visual), C (Written), D (Reading) Look fors -consistent written and/or oral growth of use of noun-adjective agreement -consistent identification of Spanish subject pronouns and articles -consistent correct pronunciation of Spanish sounds -consistent written and/or oral growth of correct conjugation of present tense verbs including stem changing verbs, irregular verbs and tener -consistent correct use of ser and estar -growth in the use of affirmative tú commands and reflexive verbs -consistent use of house, chores and furniture vocabulary -ability to express themselves orally with growing fluidity OTHER (FORMATIVE) EVIDENCE: Pre-assessment In class worksheets In class skits In class investigations Exit slips Homework Practice conjugation Informal observations Informal conversations Question and answer Self-evaluations Peer evaluations Surveys Stage 3 - Learning Plan Teacher Created Daily Lesson Plans Page 10 of 16

11 WA State World Language Learning Standards, July (version 1.3) THIRD QUARTER B SPANISH 1 Stage 1 Desired Results Transfer Students will be able to independently use their learning to communicate information about healthy eating and active lifestyle Spanish 1 La Salud y Pasatiempos Duration: Second Half of Third Quarter listeners or readers on a Other s Language and UNDERSTANDINGS Students will understand that engaging in conversations with others helps us learn about others lifestyles and how they live in a healthy manner Students will know -parts of the body vocabulary -verbs jugar, tocar, gustar, conocer and saber -illnesses and doctor s visit vocabulary -sports and past times vocabulary -personal a Meaning ESSENTIAL QUESTIONS Students will keep considering how do sports reflect the culture they re played in? Acquisition o of Kof Students will be skilled at identifying sports describing how to stay healthy and parts of the body conjugating the verbs jugar, gustar, saber and conocer Page 11 of 16

12 Evaluative Criteria Other s verbs including stem changing verbs, irregular verbs and tener -consistent use of sports and body vocabulary -ability to express themselves orally with growing fluidity Language and Stage 2 - Evidence Students will show their learning by PERFORMANCE (SUMMATIVE) TASK(S): Written summative tasks: conjugation quiz, vocabulary quiz, short answer written responses, (teacher monster) body labeling, write an opinion letter about bullfighting (or other controversial sport) Oral summative tasks: doctor s visit skit (teacher observed) compare/contrast sports in Spanish speaking countries with a peer (teacher observed) Listening summative tasks: listening to a daily routine, news clips about sports (CD, Youtube, DVD, etc.) Reading summative tasks: CSI Spanish Class murder mystery, articles about bullfighting/jai alai/la Liga/pato/rodeo/etc. (Easy Reader, textbook, online source, etc.) Look fors -consistent written and/or oral growth of use of noun-adjective agreement -consistent identification of Spanish subject pronouns and articles -consistent correct pronunciation of Spanish sounds -consistent written and/or oral growth of correct conjugation of present tense OTHER (FORMATIVE) EVIDENCE: Pre-assessment In class worksheets In class skits In class investigations Exit slips Homework Practice conjugation Informal observations Informal conversations Question and answer Self-evaluations Peer evaluations Surveys Games: Simon Dice HP Only: IB Criteria A (Oral), B (Visual), C (Written), D (Reading) Stage 3 - Learning Plan Teacher Created Daily Lesson Plans Page 12 of 16

13 WA State World Language Learning Standards, July (version 1.3) Spanish 1 Comunicacion y tecnologia -technology Duration: First Half of Fourth Quarter listeners or readers on a Other s Language and FOURTH QUARTER A SPANISH 1 Stage 1 Desired Results Transfer Students will be able to independently use their learning to identify parts of common technology and write in the target language Meaning UNDERSTANDINGS Students will understand that technology has changed communication in a vast and comprehensive way communicating with the US from another country can be difficult Students will know -parts of technology including computer, printer, cell phones, etc. -how to answer the telephone ESSENTIAL QUESTIONS Students will keep considering how does different technology influence society? Acquisition o of Kof Students will be skilled at identifying parts of technology writing an talking on the phone asking and answering questions Page 13 of 16

14 Stage 2 - Evidence Evaluative Criteria Students will show their learning by PERFORMANCE (SUMMATIVE) TASK(S): Written summative tasks: conjugation quiz, vocabulary quiz, short answer written responses, Facebook template, writing texts and s in Spanish, Oral summative tasks: talk on a phone/take a message skit (teacher observed) compare/contrast effects of technology in Spanish speaking countries with a peer (teacher observed) Listening summative tasks: listen to phone messages/take a message, TED Talk in target language about technology available, (CD, Youtube, DVD, etc.) Reading summative tasks: put your social media in Spanish, reading about technology uses in third world Spanish speaking countries and how its listeners or readers on a changing, reading Spanish texts (Easy Reader, textbook, online source, etc.) Other s Language and Communities Participate in Multilingual Communities at Home and Around the World Standard 5.1: Students use the language both within and beyond the school setting. HP Only: IB Criteria A (Oral), B (Visual), C (Written), D (Reading) Look fors -consistent written and/or oral growth of use of noun-adjective agreement -consistent identification of Spanish subject pronouns and articles -consistent correct pronunciation of Spanish sounds -consistent written and/or oral growth of correct conjugation of present tense verbs including stem changing verbs, irregular verbs and tener -consistent use of technology vocabulary -ability to express themselves orally with growing fluidity OTHER (FORMATIVE) EVIDENCE: Pre-assessment In class worksheets In class skits In class investigations Exit slips Homework Practice conjugation Informal observations Informal conversations Question and answer Self-evaluations Peer evaluations Surveys Games: Telefono Stage 3 - Learning Plan Teacher Created Daily Lesson Plans Page 14 of 16

15 WA State World Language Learning Standards, July (version 1.3) Spanish 1 Viajes y transportacion -travel -transportation Duration: Second Half of Fourth Quarter listeners or readers on a Other s Language and FOURTH QUARTER B SPANISH 1 Stage 1 Desired Results Transfer Students will be able to independently use their learning to communicate in simulations involving travelling and using transportation Meaning UNDERSTANDINGS Students will understand that travelling will broaden and enrich their lives transportation systems in other countries look different Students will know -train vocabulary -plane vocabulary -metro vocabulary -simple future (ir + a) -how to read various maps like a metro map - mandatos, both formal and informal ESSENTIAL QUESTIONS Students will keep considering how does travelling broaden us? how does transportation aid us in exploring our world? Acquisition o of Kof Students will be skilled at conjugating ir communicating in simulations involving buying tickets, transferring and asking directions reading a map and a train/bus schedule Page 15 of 16

16 Evaluative Criteria listeners or readers on a Other s Language and Communities Participate in Multilingual Communities at Home and Around the World Standard 5.1: Students use the language both within and beyond the school setting. HP Only: IB Criteria A (Oral), B (Visual), C (Written), D (Reading) Stage 2 - Evidence Students will show their learning by PERFORMANCE (SUMMATIVE) TASK(S): Written summative tasks: conjugation quiz, vocabulary quiz, short answer written responses, planning a dream vacation Oral summative tasks: travelling on the metro activity (teacher observed), presentation about a vacation you will take in the future Listening summative tasks: Expedia travel videos, exploring the metro videos (CD, Youtube, DVD, etc.) Reading summative tasks: reading a bus/train schedule (Easy Reader, textbook, online source, etc.) Look fors -consistent written and/or oral growth of use of noun-adjective agreement -consistent identification of Spanish subject pronouns and articles -consistent correct pronunciation of Spanish sounds -consistent written and/or oral growth of correct conjugation of present tense verbs including stem changing verbs, irregular verbs, tener and simple future tense (ir + a) -consistent use of travel and transportation vocabulary -ability to express themselves orally with growing fluidity OTHER (FORMATIVE) EVIDENCE: Pre-assessment In class worksheets In class skits In class investigations Exit slips Homework Practice conjugation Informal observations Informal conversations Question and answer Self-evaluations Peer evaluations Surveys Games Stage 3 - Learning Plan Teacher Created Daily Lesson Plans Page 16 of 16