Instructional Strategies

Transcription

1 Whitman-Hanson Regional High School provides all students with a high- quality education in order to develop reflective, concerned citizens and contributing members of the global community. Course Number: 342/343 Title: SPANISH III (A & B) H (2.0 each) Grade: # of Days: 120 Course Description This course is intended for the serious language student with strong language skills and a sincere interest in and commitment to refining his/her language skills at an accelerated pace. While students will have the opportunity to strengthen their conversational, reading and writing skills, more attention will be given to the cultural component of the course. In addition to the text(s), students will use assorted audiovisual materials to study the Spanish/Hispanic contribution to history, literature and the arts. This course addresses Whitman- Hanson Student Learning Expectations 1, 2 & 5. Instructional Strategies Instructional Strategies include but may not be limited to the following: Lecture Internet SMART Boards Multimedia presentations Open-ended responses Language Laboratory work Student Learning Expectations 1. Read, write and communicate effectively. 2. Utilize technologies appropriately and effectively. 3. Apply critical thinking skills. 4. Explore and express ideas creatively. 5. Participate in learning both individually and collaboratively. 6. Demonstrate personal, social, and civic responsibility. 1

2 Unit of Study: What do you do in school? MA Standard/Strands: Time Frame: Text (Chapter/Pages) Other Resources: Essential Questions Concepts, Content: 1.1, 1.2, 1.3, 2.1, 2.2, 3.1, 3.2, 4.1, 4.2, weeks Realidades II - Chapter 1A (pages 14-41) - What are typical classroom objects, rules and activities and how are they described? - How are ideas expressed affirmatively and negatively? - How do school rules and customs compare between our school and those in other countries? Students will understand that Classroom materials, rules and activities vary depending upon where the school is located and community resources Targeted Skill(s): Students will know How to describe classroom objects and activities How to talk about classroom rules How to express affirmative and negative ideas Students will be able to. Recognize and conjugate stem-changing verbs in the present and preterite tenses Ask and respond to statements made about classroom activities Use affirmative and negative words and expressions to communicate ideas Use vocabulary related to school items and activities Compare the school rules and customs in other countries with those of their own school Writing: Students will create and present a brochure for a school of their choice, either real or imaginary, utilizing the grammar and vocabulary that they learned in this unit 2

3 Assessment Practices: Vocabulary quizzes Listening comprehension activities Daily checking for understanding Unit project Unit test Performance Tasks Interpretive: Read, listen to, and interpret information on: school activities, subjects, rules and class items Read and interpret: a picture-based story, a famous person Read: sayings focusing on pronunciation; descriptions using affirmative and negative words; about coats of arms; about the school s and grading system in Mexico; about good study habits and school subjects; about Okapi, a Spanish magazine; about Guanajuato Interpersonal: Talk: about classroom activities and school; using the verb conocer Answer questions and compare experiences about classes and subjects Presentational: Present information about: school activities; subjects; rules; coats of arms Provide information about a poem Write about: a picture-based story, a favorite class; Mexican grades and subjects; quotes about education; write a letter about school Read, complete sentences, and play a game with stem-changing verbs Unit of Study: What do you do after school? MA Standard/Strands: Time Frame: Text (Chapter/Pages) Other Resources: 1.1, 1.2, 1.3, 2.1, 2.2, 3.1, 3.2, 4.1, 4.2, weeks Realidades II - Chapter 1B (pages 42-68) 3

4 Essential Questions Concepts, Content: Targeted Skill(s): - What are common extracurricular activities? - What is the difference between the two verbs meaning to know in Spanish? (saber and conocer) - How do perspectives on extracurricular activities vary between cultures? Students will understand that Spanish has two verbs that mean to know: saber which communicates what a person knows or knows how to do and conocer that says with whom or what people are familiar People s involvement in extracurricular activities is impacted by their community, culture and where they live Students will know How to talk about extracurricular activities How to compare people and things How to properly use saber and conocer when communicating what they know Students will be able to. Make comparisons Use the verbs saber and conocer in the present, preterite and imperfect tenses Ask and tell how long something has been going on Use vocabulary related to after school and extracurricular activities Understand cultural perspectives on extracurricular activities Writing: Students will create and present a brochure for a school of their choice, either real or imaginary, utilizing the grammar and vocabulary that they learned in this unit Assessment Practices: Vocabulary quizzes Listening comprehension activities Daily checking for understanding Unit project Unit test 4

5 Performance Tasks Interpretive: Read and interpret information about Antonio Berni and Celia Cruz; sports and a sports club; school in Mexico, Spain, U.S. San Miguel de Allende Read, watch, listen to, and compare information about activities and pastimes Read and listen using saber and conocer Read and interpret information about salsa, ballet, and a dance school Interpersonal: Talk: about places, activities, and pastimes; about making comparisons and how long people have been doing things; using the verbs saber and conocer Presentational: Present information: about going places and favorite activities and pastimes; using saber, conocer Write about and compare people s activities and how long they ve been doing things Unit of Study: daily routines and preparations MA Standard/Strands: Time Frame: Text (Chapter/Pages) Other Resources: Essential Questions Concepts, Content: 1.1, 1.2, 1.3, 2.1, 2.2, 3.1, 3.2, 4.1, 4.2, 5.1, weeks Realidades II - Chapter 2A (pages 70-97) - How do one s daily routines vary from society to society? - What similarities and differences are there in preparing for a special event in different cultures? Students will understand that People s routines are impacted by where they live and their schedules There are similarities and differences in daily routines in different cultures Targeted Skill(s): Students will know How to describe their day before and after school 5

6 How to express possession How to explain cultural perspectives on clothing Students will be able to. Identify and conjugate reflexive verbs in the present, preterite and imperfect tenses Use the verbs ser and estar correctly in the present, preterite and imperfect tenses Express ownership using short and long form possessive adjectives Communicate the sequence in which they do activities using Antes/Después de followed by the infinitive Use vocabulary related to daily routines Discuss the similarities and differences of perspectives on clothing between cultures Writing: Students will write and perform a song utilizing the reflexive verbs that they learned in this unit. Assessment Practices: Vocabulary quizzes Listening comprehension activities Daily checking for understanding Unit project Unit test Performance Tasks Interpretive: Listen to and interpret daily routines and choices; identify body parts Read and interpret possessive adjectives, sound-changing consonants, verbs that use the infinitive, and ser and estar Read: about getting ready for an event, preferences in attires, special events and families, traditional clothing, the Teatro Colón, other important theaters, the poncho, and Dolores Hidalgo; a picturebased story, a hair clipper ad, and about teens sleeping patterns Listen to and watch a video about getting ready for an event Interpersonal: Talk: about clothing for different events, weekend plans, and daily routines; using possessive adjectives Describe people and things using ser and estar 6

7 Presentational: Present information about: special events, clothing for different events, getting ready for an event, ser and estar and possessive adjectives; the history of jeans Write and present information about daily routines Present a personal experience of a special event Write: about a clothing purchase and shopping experience; to express an interest Unit of Study: clothing and fashion MA Standard/Strands: Time Frame: Text (Chapter/Pages) Other Resources: Essential Questions Concepts, Content: 1.1, 1.2, 1.3, 2.1, 2.2, 3.1, 3.2, 4.1, 5.1, 3 weeks Realidades II - Chapter 2B (pages ) - How is fashion defined by the culture in which a person lives? - What do fashion and clothing say about a culture? - How does culture impact fashion and how is it reflected in fashion? Students will understand that Clothing styles are impacted by the climate, geography and availability of resources and culture of where a person lives Different cultures have varying definitions of what style means Targeted Skill(s): Students will know How to describe clothing in detail How to indicate clothing preferences and make comparisons How to point out specific objects 7

8 Students will be able to. Conjugate and use regular and irregular AR, ER and IR verbs in the preterite tense Differentiate between and correctly use demonstrative adjectives, pronouns and neutral demonstratives Make statements using adjectives as nouns Discuss currency in Latin American countries and its origins Use clothing vocabulary appropriately Understand cultural perspectives on parties Writing: Students will write a narrative about a shopping experience, either real or imagined Assessment Practices: Vocabulary quizzes Listening comprehension activities Daily checking for understanding Fashion Show Unit test Performance Tasks Interpretive: Read: about royal marriage arrangements; a picture-based story; about preferences and plans; about preterite of regular verbs and about demonstrative adjectives; about native American textiles and leather and about the history of jeans; about origins of words from Arabic,; about bilingual employees; about a Latin-American designer; about family parties; about Mexican involvement in WWII Read, watch and listen to information about fashion, shopping and clothes Interpersonal: Talk: about shopping, fashion and clothes; using the preterite of verbs and cardinal numbers Give dates of important events Ask for assistance in a shopping situation Describe class objects 8

9 Presentational: Present information on: fashion, fashion shows, shopping, clothes and money; preferences, plans; the history of jeans Write: information based on illustrations; about a shopping purchase 9