Spanish Conversation 2 Course Number 607

Transcription

1 Curriculum Guide for Spanish Conversation 2 Course Number 607 Department of World Languages Belvidere High School

2 Department Philosophy In today s age of globalization and population mobility, it is essential that the students of Belvidere High School receive the benefits of studying a World Language. Students who engage in language learning exercises enhance their cognitive skills through critical thinking and reasoning activities. By studying World Languages, students receive a competitive edge in the global marketplace. They become valuable resources for international businesses located in New Jersey and throughout the entire country. Through the study of language, students also gain an understanding and appreciation of other cultures as well as their own. In a state as culturally diverse as New Jersey, it is vital that our young citizens develop positive attitudes towards others. Course Overview The purpose of Conversational Spanish 2 is to continue the practical use of Spanish language and an appreciation of its cultures. Students learn to communicate in Spanish in a relevant and engaging context, in order to function in Spanish in a variety of social situations. Cultural appreciation is gained through reading selections and observations of authentic social interactions. Class participation is stressed in this course. Course Content Weekly Curriculum Map: Spanish 1 (change as needed per unit) Duration Content New Jersey Assessment of Unit Common Core Standards 25 classes 25 Classes Review Material World Language Standard 7.1 Food and Restaurant World Language Standard 7.1 class participation, homework, quiz, test class participation, homework, quiz, test Resources Text: Navegando 1: EMC Paradigm Publishing Suplemental: Power Point Presentations, Youtube.com videos Text: Navegando 1: EMC Paradigm Publishing Suplemental: Power Point Presentations, Youtube.com videos

3 1 wk Review / Testing Mid-term Exam 25 Classes 25 Classes Daily Activities and Health Clothing and Shopping World Language Standard 7.1 World Language Standard 7.1 class participation, homework, quiz, test class participation, homework, quiz, test 1 wk Review/Testing Final Exams Text: Navegando 1: EMC Paradigm Publishing Suplemental: Power Point Presentations, Youtube.com videos Text: Navegando 1: EMC Paradigm Publishing Suplemental: Power Point Presentations, Youtube.com videos

4 Unit I. Review Material State Standard Area of Concentration: Spanish 1 Unit Summary: Ask for and give names. Ask or tell where someone is from. Ask for and state ages. Greet people and say goodbye. Ask and tell how someone is feeling. Express courtesy. Ask for and state the time. Spell words in Spanish. Identify where Spanish is spoken. State why learning Spanish may be beneficial. Read a simple narrative in Spanish. Tell about family relationships. Describe self and others using physical and personality descriptors. Using present tense verbs, expressions of sequence, and adjectives, students will describe their school day and the activities they do after school on the weekends. Use knowledge of commands to facilitate directions and responsibilities; as well as knowledge of prepositions, adjectives, and verbs of location to describe their homes and neighborhoods. Unit Rationale: Why is the unit important to the student in school? Relevant to discuss with student their families and themselves and friends. Why is it important to the student s world? Communication starts with a familiar topic of themselves and grows into self understanding.. How will it be important to the student in the future? In a global community they will be able to effectively communicate. It is relevant to discuss with students their school schedules and extracurricular activities. Communication continues with a familiar topic such as themselves and their school day and favorite activities. In a global community the student will be able to communicate effectively. It is relevant to discuss homes and neighborhoods with students. Communication starts with familiar topics such as where they live, what is in the surrounding area and grows into a comparison of their environment with that of the target language. In a global community they will be able to communicate. Standards: Standard #: 7.1.NM.A NM.A NM.A NM.A NM.A NM.B NM.B NM.B NM.B.5 Standard Statement: 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 levelappropriate, culturally authentic materials on familiar topics. Use digital tools to exchange basic information at the word and memorized-phrase level related to self and targeted themes. 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

5 7.1.NM.C NM.C NM.C NM.C.5 Essential Questions: Who are the people around me? familiar topics or on topics studied in other content areas. 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. Copy/write words, phrases, or simple guided texts on familiar topics. 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). How do I spend my time and how does that define me? How does weather affect the activities that I do? How do my home and neighborhood define me? Enduring Understanding: Family and friends influence who I am. My likes and dislikes help to define me. My home and neighborhood influence who I am. Instructional Focus: Make introductions including name, age, origin, polite expressions, greetings and farewells Use adjectives to describe themselves, family and friends Use numbers to discuss personal information including phone numbers, age and address Use subject verb agreement with verbs to discuss and describe likes and dislikes Use family vocabulary to describe relationships Use the simple future tense and time expressions to sequence activities Use adjectives to describe classes Use verbs to discuss activities they do Use subject verb agreement with verbs to discuss and describe likes and dislikes Use location vocabulary to discuss where they go Evidence of Learning Summative Assessment Speaking: Student interview with teacher (or other student) the student must create questions as well as answer questions regarding family, personality and physical traits Writing: Pen pal letters to a friend or a student from another country. Students will Use adjectives to describe their homes and neighborhoods. Use verbs of obligation and necessity to discuss what they have to do in their homes. Use prepositions and verbs of location to describe their surroundings. Use commands to discuss directions and responsibilities. Formative Assessment: Exit tickets Speaking quizzes / dialogs Class discussion Written paragraph Making a picture to comprehend oral instructions Identifications (written) Dictations

6 create letters describing themselves and their families and will ask questions about the other student s family and themselves. Reading: Students will read the pen pals responses and answer comprehension questions in English. They could then do another speaking assessment telling the class about his/her pen pal. Listening: Listen to a recording of a Spanish speaker discussing their likes and dislikes and family. Students will then answer comprehension questions in either English or the target language regarding the recording. Listening comprehension Reading comprehension Short quizzes Scrapbook / Fictional Family Tree Pair/share Venn diagrams Equipment needed and recommended: Textbooks, Websites, PowerPoint slides, Authentic realia, Listening activities, Video clips

7 Unit II. Food and Restaurants State Standard Area of Concentration: Spanish 1 Unit Summary: Use knowledge of weights, measure, count, non-count, and packaging to describe food; as well as use polite requests and response expressions in order to purchase food. Unit Rationale: It is relevant to discuss students culinary likes and dislikes. Students must be able to identify their culinary likes and dislikes and activities in order to make connections to their immediate environment and consequently to their world around them. They will be able to order food while traveling. In a global community they will be able to communicate effectively. Self confidence. Standards: Standard #: Standard Statement: 7.1.NM.A NM.A NM.A NM.A NM.B NM.B.2 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 levelappropriate, culturally authentic materials on familiar topics. 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. 7.1.NM.B NM.B.5 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. 7.1.NM.C.3 Copy/write words, phrases, or simple guided texts on familiar topics. Essential Questions: What role does food play in different cultures, including the United States? Guiding Questions: How do I purchase, describe, prepare, and order foods? Enduring Understanding: My culture and where I live influence what I eat.

8 Instructional Focus: Use adjectives to describe foods. Use appropriate verb tenses and commands to discuss culinary activities. Use polite requests and expressions to ask and order food. Evidence of Learning Summative Assessment Speaking: Students will role play a restaurant scenario. Writing: Students will plan a party and create the shopping list, write invitations, create the menu, and the schedule of activities. They will also create a nutrition plan for 5 days. Reading: Students will read restaurant critiques and select a restaurant based on a budget given to them. They will also answer comprehension questions. Listening: Dictate a grocery list to the students. Listen to a conversation between a waiter and a patron and answer comprehension questions. Formative Assessment: Exit tickets Speaking quizzes / dialogs Class discussion Written paragraph Making a picture to comprehend oral instructions Identifications (written) Dictations Listening comprehension Reading comprehension Short quizzes Restaurant skit Pair/share Venn diagrams Equipment needed and recommended: Textbooks, Websites, PowerPoint slides, Authentic realia, Listening activities, Video clips

9 Unit III. Daily Activities and Health/Stress Management State Standard Area of Concentration: Spanish 1 Unit Summary: Use knowledge of weights, measure, count, non-count, and packaging to describe food; as well as use polite requests and response expressions in order to purchase food. Unit Rationale: It is relevant to relevant to discuss with student their daily routines, ways of staying healthy, ways of staying in shape Discussing daily routines and activities are essential to who a student is and what they do. Additionally, it allows students to discuss their personal schedules and relate to one another. In a global community they will be able to effectively communicate about their daily routines and plans. Self confidence. Standards: Standard #: 7.1.NM.A NM.A NM.B NM.B NM.B NM.C NM.A NM.A NM.B NM.B NM.B NM.C NM.A.3 Standard Statement: 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. 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. Copy/write words, phrases, or simple guided texts on familiar topics. 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. 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. Copy/write words, phrases, or simple guided texts on familiar topics. Recognize a few common gestures and cultural practices associated with the target culture(s).

10 Essential Questions: How do I organize my day? How do I describe ailments and give suggestions to others? Enduring Understanding: Using time elements, reflexive verbs, and words of sequence to describe daily activities and using commands to discuss staying in shape and giving advice. Guiding Questions: How do I stay healthy and stay in shape in regards to my daily routine? How do my daily routine activities, eating and exercise habits influence my health? How are my daily routine activities, eating and exercise habits similar and different to my friends and others? What advice would I give to others to stay healthy? Instructional Focus: describe daily routines talk about health and staying fit name body parts say what hurts talk about how you feel name medical profession & sicknesses suggest remedies indicate how long one has been sick or something has hurt. Evidence of Learning Summative Assessment Speaking: Student will create an advice column where others will call in with problems regarding daily routines, health and staying in shape and then the advice person will give commands to tell them what to do or not to do depending on their ailment. Writing: Students will write an article regarding daily routines, staying in shape and health for a Spanish speaking country. Reading: Students will read an authentic article regarding health, sicknesses, daily Formative Assessment: Exit tickets Speaking quizzes / dialogs Class discussion Written paragraph Making a picture to comprehend oral instructions Identifications (written) Dictations Listening comprehension Reading comprehension Short quizzes Pair/share Venn diagrams

11 routines and staying in shape for a Spanish speaking country and answer questions. Listening: Listen to a recording of a student (could be a teacher/staff member recording) discussing their health and daily routine. Students will then answer comprehension questions in either English or the target language regarding the recording. Equipment needed and recommended: Textbooks, Websites, PowerPoint slides, Authentic realia, Listening activities, Video clips

12 Unit IV. Clothing and Shopping State Standard Area of Concentration: Spanish 1 Unit Summary: Use knowledge of numbers, measurements/size, adjectives to describe fit, colors, styles, and materials to describe clothing and the stores they shop in. This includes vocabulary to express opinions about fashion and how to ask for certain clothes/shoes and ask for assistance in a store setting. Use of the preterit to describe a past shopping trip. Unit Rationale: It is relevant to discuss with student their fashion interests. Communication starts with a familiar topic of their clothing and fashion interests. In a global community they will be able to effectively communicate. Self confidence. Standards: Standard #: 7.1.NM.A NM.A NM.A NM.A NM.B NM.B NM.B NM.B NM.B.5 Standard Statement: 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 levelappropriate, culturally authentic materials on familiar topics. 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 cultures(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

13 familiar topics or on topics studied in other content areas. 7.1.NM.C NM.C.4 Copy/write words, phrases, or simple guided texts on familiar topics. Present information from age- and level-appropriate, culturally authentic materials orally or in writing. Essential Questions: What should I buy for a specific activity, climate, or occasion? Enduring Understanding: My culture and where I live influence what I buy. Guiding Questions: How do I purchase what I need? Instructional Focus: Use adjectives to describe clothing, appearances, styles and shopping. Compare and contrast styles of clothing, prices and sizes. Discuss actions in the past to say: what they did, where they went, what they bought, what they saw, etc.. Create conversations and dialogues of shopping scenarios and experiences. Discuss different shopping experiences and preferences in regards to clothing and stores. Create different scenarios to discuss clothes worn for various weather conditions and activities. Evidence of Learning Summative Assessment Formative Assessment: Speaking: Student will create a floor plan, advertisement and clothing line for a store and present it to the class. Exit tickets Speaking quizzes / dialogs Class discussion Writing: Students will create a conversation Written paragraph Making a picture to comprehend oral instructions

14 between two people who are shopping and discuss prices, colors, size, how clothing items fit, where they went and what they saw. Reading: Students will read authentic advertisements and ask and answer questions regarding the ad. Listening: Students will receive an advertisement for a store and listen to different statements regarding the advertisement and decide whether the statements are true or false. Students will also need to respond to oral questions regarding the advertisement. Identifications (written) Dictations Listening comprehension Reading comprehension Short quizzes Shopping performance activity Pair/share Venn diagrams Equipment needed and recommended: Textbooks, Websites, PowerPoint slides, Authentic realia, Listening activities, Video clips