Duval County Public Schools District Curriculum Guide

Transcription

1 Duval County Public Schools District Curriculum Guide Grades: 9-12 Course: Spanish II Big Idea/Supporting Idea: Describing My World Topic I: Geography and Building Blocks Standards Objectives Essential Content NGSSS be able to: know: Pacing Days 9 days 1-9 Evidence of Learning (Progression of Standards) INTERPRETIVE LISTENING: WL.K12.IL.1.1 Use context cues to identify the main idea and essential details on familiar topics expressed in short conversations, presentations, and messages. WL.K12.IL.1.2 Demonstrate understanding of the main idea and essential details of short conversations and oral presentations. WL.K12.IL.1.6 Demonstrate understanding of multiple-step directions and instructions in familiar settings. INTERPRETIVE READING: WL.K12.IL.2.1 Use context clues and background knowledge to demonstrate understanding of the main idea and essential details in texts that contain familiar themes. INTERPERSONAL COMMUNICATION: WL.K12.IL.3.1 Initiate and engage in a conversation on familiar topics. WL.K12.IL.3.2 Interact with others in everyday situations. WL.K12.IL.3.4 Exchange information about familiar academic and social topics including participation in an interview. WL.K12.IL.3.5 Initiate a conversation to meet basic needs in everyday situations both in and outside the classroom. WL.K12.IL.3.6 Recount and restate information received in a conversation in order to clarify meaning. PRESENTATIONAL SPEAKING: WL.K12.IL.4.2 Describe people, objects, and situations using a series of sequenced sentences. WL.K12.IL.4.5 Present a short skit or play using well-structured sentences. PRESENTATIONAL WRITING: WL.K12.IL.5.1 Write on familiar topics and experiences using main ideas and supporting details. WL.K12.IL.5.2 Describe a familiar event or situation using a variety of sentences - Use appropriate greeting in a variety of situations. - Introduce themselves to peers and adults. - Describe the physical and personality traits of self and others. - Describe, compare and contrast different people. - Recognize the name and capital of each Spanishspeaking - Recognize and produce the nationality of each Spanish-speaking - Recognize that Hispanic people in the United States come from all the different Spanishspeaking countries - Recognize and produce vocabulary related to activities they do during different season. - Recognize that the school year in many Latin American countries differs from that of the U.S. - Ask and answer questions about familiar activities and the people who are participating. - Subject pronouns. - Conjugations of the verb ser. - Adjectives used to describe physical and personality traits of people. - Interrogatives. - Spanish-speaking countries and their nationalities. - Capitals of Spain and Spanishspeaking countries close to the U.S. DEVELOPING - Students identify a list of descriptive adjectives used in describing familiar subjects. - Students name common activities. - Students identify in Spanish the nationalities of Spanish-speaking people of various countries. ACHIEVING - Students use context clues to comprehend a conversation related to descriptions of people. - Students answer questions about common activities. - Students read and interpret a document comparing the number of immigrants from various Spanish-speaking countries who are living in the U.S. EXCELLING - Students create a dialogue of two girls describing two boys they know. - Students create poems in Spanish describing themselves. - Students construct questions about common activities. - Students compare and contrast the cultural aspects of schoolyear vacations in Spanishspeaking countries with schoolyear vacations in the U. S.

2 and with supporting details. WL.K12.IL.5.4 Compare and contrast information, concepts and ideas. WL.K12.IL.5.5 Develop questions to obtain and clarify information. CULTURE: WL.K12.IL.6.3 Examine significant historic and contemporary influences from the cultures studied such as explorers, artists, musicians, and athletes. CONNECTIONS: WL.K12.IL.7.2 Access new information on historic and/or contemporary influences that underlie selected cultural practices from the target language and culture to obtain new knowledge in the content areas. COMPARISONS: WL.K12.IL.8.1 Recognize language patterns and cultural differences when comparing own language and culture with the target language and culture. WL.K12.IL.8.2 Give examples of cognates, false cognates, idiomatic expressions, and sentence structure to show understanding of how languages are alike and different. WL.K12.IL.8.3 Discuss familiar topics in other subject areas, such as geography, history, music, art, science, math, language, or literature. WL.K12.IM.8.2 Compare and contrast structural patterns in the target language and own.

3 Course: Spanish II Topic I: Geography and Building Blocks Suggested Days 1 Objectives use appropriate greeting in a variety of situations. introduce themselves to the to peers and adults. Essential Questions Cómo te llamas? Cómo se llama Ud.? Cómo estás? Cómo está Ud.? Duval County Public Schools District Curriculum Lesson Guide Grades 9-12 Pacing Days 9 days 1-9 Resources & Activities Higher Order Questions Vocabulary & Structures (IL.1.2) - Teacher models greetings and introductions and discusses Ud. vs. tú. (AL.8.2) - Students "meet and greet" each other. (IL.3.2) What is the difference in how you would greet a student vs. a teacher in the U.S.? In a Spanish-speaking country? Why? - Greetings - Names - Interrogatives - Asking and answering questions - Tú vs. Ud. - Subject pronouns = pronombres personales ESOL/ESE Accomodations Provide list of possible greetings and translations. 2 describe the physical and personality traits of self and others. Cómo eres tú? Cómo son tus amigos? - Listening, Reading, Writing, Speaking Act. 1, p. 2 (IL.1.2; IL.2.1) - Gramática-Adjectives, p. 3 (IM.8.2) - Writing Act. 3, p. 3 (IL.5.1) - pp. 5-6 (IL.8.1) Realidades 2 Teacher's Resource Book: - Communicative Activity p. 9. (IL.3.4) Pick a handful of students to stand in the front of the room. Make statements such as Es alto. Or Son graciosas. Ask students whom you could be talking about. (IL.1.1) How do adjectives differ in Spanish when you describe more than one person? Give examples. - Personality and physical traits - Interrogatives - The verb ser - Interrogatives = interrogatives - Adjectives = adjetivos - Nouns = sustantivos - Agreement = concordancia Provide list of vocabulary words translated. Provide chart of the verb ser. describe, compare and contrast different people. Cómo es tu mejor amigo? - Reading, Listening Act. 4, p. 4 (IL.1.2; IL.2.1) - Writing Act. 5, p. 4 (IL.5.4) - Reading, Writing, Speaking Act. 6, p. 4 (IL.2.1, IL.4.5, IL.5.4) - Gramática-The verb ser, p. 5 (IM.8.2) - Reading, Writing Act. 7, p. 5 (IL.8.1) Realidades 2 Practice Workbook: - pp. 1, 2 (IL.8.1) -Realidades 2 WAV Workbook: - Audio Act. 1, p. 1 (IL.1.1) - Writing Act. pp. 3, 4 (IL.8.1) Discuss the usefulness of circumlocution when communicating in another language and give examples. How can you make yourself understood if you do not know the word? - Personality and physical traits - Noun-adjective agreement - The verb ser - Noun = sustantivo - Adjective = adjetivo - Verb = verbo - Cognate = cognado Provide list of vocabulary words. Provide chart of the verb ser. Provide Spanish- English dictionary.

4 Z3I (IM.8.2) - Circumlocution = circunloquio 3 - In pairs or small groups play Taboo with adjectives describing physical or personality traits trying to get your partner(s) to guess the word that you are describing. (IM.3.6) - Students write a description of someone in the classroom. The teacher will read the descriptions aloud and the class will guess who it is. (NH.5.1) recognize the name and capital of each Spanishspeaking recognize and produce the nationality of each Spanishspeaking De dónde eres tú? Cuál es la capital de...? Cuál es tu nacionalid ad? - Speaking, Culture Act. 11, 12, pp. 6-7 (IL.8.3) - p. 7 (IL.8.1) Realidades 2 Practice Workbook: - p. 3 Realidades 2 WAV Workbook: - Audio Act. 2, p. 1 (IL.1.2) Realidades 2 Teacher's Resource Book: - Situation Cards p. 12 (IL.3.1) br-04.pdf (See text p.6 Table 2) (IL.8.3) In Spanish there is more than one way to express that one is from the United States. What if we had a word like "estadounidense" in English? How would it sound? - Country names and capital cities - Nationalities - Noun-adjective agreement - The verb ser - Noun = sustantivo - Adjective = adjetivo - Verb = verbo Provide chart of the verb ser. Proivde a copy of the Spanishspeaking world map. 4 recognize that Hispanic people in the United States come from all the different Spanishspeaking countries. - On the board write América del Norte, América Central, América de Sur, El Caribe, and Europa. Have students use maps in the textbook to list as many Spanish-speaking countries as they can under each. Next to each country they should write its capital and the nationality in Spanish. (IL.7.2) - Role play a situation where you need to learn the nationalities of 4 fellow students. Assign countries to each student. Have students ask each other where they are from and restate their nationalities. (IL.3.1)

5 5 recognize and produce vocabulary related to activities they do during different season. recognize that the school year in many Latin American countries differs from that of the U.S. Qué haces en tu tiempo en el verano (en el invierno, en la primavera, en el otoño)? - Reading, Listening Act. 13, p. 8 (IL.1.2, IL.2.1) - Gramática-The present tense of regular verbs, p. 9 (IM.8.2) - Grammar Act. 14, p. 9 (IL.8.1) - Culture p. 1 (IL.7.2) - pp (IL.8.1) Realidades 2 Practice Workbook: - p.4 Realidades 2 WAV Workbook: - Audio Act. 3, p. 2 - Writing Act. p. 5 Realidades 2 Teacher's Resource Book - Communicative Activity p. 11. (IL.3.4) - Situation Cards p. 12. (IL.3.1) - (IL.7.2) pdf (IL.7.2) - rio-escolar/ (IL.7.2) - (Present Tense: regular verbs) (IM.8.2) How does the school year in Spanish-speaking countries differ from that in the U.S.? Why do you think that the school year is different? - Common activities - Seasons - Adverbs of frequency - Regular "-ar", "-er", and "-ir" verbs in the present tense - Regular verbs = verbos regulares Provide "-ar", "-er", and "-ir" verb charts along with subject pronouns. Provide vocabulary list of common activities and seasons. - Draw a Venn Diagram on the board. On one side write "invierno" and on the other write "verano". Students suggest activities that can be done in winter, summer or both. (IL.5.2) - Write the four seasons in Spanish at the top of four columns. Students list activities that can be done in each season. Then they take the information from the chart and write a paragraph about their favorite season including sentences saying how often they do each of the activities. (IL.5.2) 6 ask and answer questions about familiar activities and the people who are participating. Con quién pasas tiempo los fines de semana? Dónde vives? Cuál es tu estación favorita? Cuándo haces la tarea? Cuántos - Spreaking Act. 18, p. 11 (IL.3.4) - Reading, Writing Act. 19, p. 11 (IL.2.1, IL.6.3) - Reading, Writing Act. 20, p. 12 (IL.4.2) Realidades 2 WAV Workbook: - Audio Act. 3, p. 2 (IL.1.2) - (IL.6.3) (Have students write questions to ask Enrique Iglesias and look for the answers online.) - Form groups of three. First student writes a sentence saying an activity that he does. (Yo canto.) Second student asks a question about that activity. ( Con quién cantas?) Third student Compare and contrast the following sets of interrogative words: Dónde? Adónde? De dónde? Quién? Quiénes? Cuánto? Cuánta? Cuántos? Cuántas? - Common activities - Interrogatives - Regular "-ar", "-er", and "-ir" verbs in the present tense - Writing questions - Regular verbs = verbos regulares - Interrogatives = interrogativos Provide "-ar", "-er, and "-ir" verb charts along with subject pronouns. Provide vocabulary list of interrogatives with sample questions translated.

6 libros tienes para la escuela? asks another question about that activity. ( Dónde cantas?) First student then answers the two questions about the activity. This paper should go around the group two more times, each time with a different student being first. (IL.3.4, IL.5.5) - Write questions using every interrogative on p.10 to find out more about a new friend. (IL.5.5) Review and Enrichment - Written Presentation-Poemas en diamante, p. 13. (IL.5.1) - pp Dice template: Does all poetry have to rhyme? What is the rhyme scheme of the "diamante" poem? All previously learned vocabulary, structures and linguistic terminology in this chapter. Allow students to use notes and vocabulary lists as well as chart of verb ser. Review with note cards and manipulatives. 7 - Ask students all essential questions from this unit. - Have students ask each other all essential questions. - Play a dice game with verb conjugations. Make one class set of dice with the subject pronouns and another with various regular "-ar", "-er", and "-ir" verbs. Have students work in pairs or small groups and roll each dice. The student who rolls the dice must say the conjugation. The other student may check the answers on a verb chart. The student who earns the most points wins. Higher level: have students write sentences with the subject and verb they roll on the dice. - Review geography by having students fill in maps with countries, capitals, and nationalities. 8 9 Assessment District Baseline Exam ASSESSMENT OPTIONS - Design a test with a listening portion, a reading portion, and a writing portion. Call students up to the teacher's desk to ask a couple of the essential questions or have a short conversation to assess speaking skills. - Have students present their diamond poems from Day 7 to the class. Allow extended time on the test. Discuss what you feel you learned well in this chapter. Discuss what you may have needed to study a little more. What method of study yields the