MADISON PUBLIC SCHOOL DISTRICT. SPANISH II Madison High School

Transcription

1 MADISON PUBLIC SCHOOL DISTRICT SPANISH II Madison High School Authored by: Barbara Neto Reviewed by: Stacy Snider Supervisor of Visual & Performing Arts/World Language Adopted by the Board: August 27, 2013 Members of the Board of Education: Lisa Ellis, President Patrick Rowe, Vice-President David Arthur Kevin Blair Shade Grahling Linda Gilbert Thomas Haralampoudis James Novotny Superintendent: Dr. Michael Rossi Madison Public Schools 359 Woodland Road, Madison, NJ Madison Public Schools

2 I. OVERVIEW Spanish II continues the Spanish language sequence at the High School. This full year course continues the development of listening, speaking, reading and writing competency in Spanish. It is designed for students who have successfully completed Spanish I in the high school or eighth grade Spanish. Students improve their control of the present tense and learn to express their desires and recommendations via the simple past tense. The textbook is Realidades I. All objectives are practiced with the goal of communicative and cultural awareness. Students will communicate with spoken and written forms using interpretive, interpersonal and presentation modes. Students will demonstrate understanding of a culture via these same three modes. II. RATIONALE New Jersey citizens are part of a dynamic, interconnected, and technologically driven global society centered on the creation and communication of knowledge and ideas across geographical, cultural, and linguistic borders. Individuals who effectively communicate in more than one language, with an appropriate understanding of cultural contexts, are globally literate. The study of another language and culture enables individuals to communicate with people from diverse cultures. The study of another language fosters attitudes, values, and skills that indicate a positive disposition and understanding of cultural differences and that enhance cross-cultural communication. III. GOALS (Linked to NJ Core Content Standards) 7.1 World Languages: All students will be able to use a world language in addition to English to engage in meaningful conversation, to understand and interpret spoken and written language, and to present information, concepts, and ideas, while also gaining an understanding of the perspectives of other cultures. Through language study, they will make connections with other content areas, compare the language and culture studied with their own, and participate in home and global communities. Language learners can be expected to move through levels of proficiency at different rates. In addition, language learners may demonstrate differing proficiencies depending upon the communicative mode in which they are functioning (interpersonal, interpretive, or presentational). In Madison High School, students who are taking Spanish II should meet the cumulative progress indicators for the Novice-High Level of proficiency. Novice-High Level students communicate using strings of sentences to ask and answer questions, to handle simple transactions related to everyday life, and to talk about subject matter studied in other classes. By the end of Spanish II, students taking a continuing sequence of language from middle school will: A. Interpretive Mode: 1. Recognize familiar words and phrases, understand the main idea, and infer the meaning of some highly contextualized, unfamiliar spoken or written words contained in culturally authentic materials using electronic information sources related to targeted themes. 2. Demonstrate comprehension of a series of oral and written directions, commands, and requests through appropriate physical response. 3. Recognize some common gestures and cultural practices associated with target culture(s). 4. Identify people, places, objects, and activities in daily life based on oral or written descriptions. 5. Demonstrate comprehension of short conversations and brief written messages on familiar topics.

3 6. Identify the main idea and other significant ideas in readings from age- and level-appropriate, culturally authentic materials. B. Interpersonal Mode: 1. Use digital tools to participate in short conversations and to exchange information related to a variety of familiar topics and some unfamiliar topics. 2. Give and follow a series of oral and written directions, commands, and requests for participating in age- and level-appropriate classroom and cultural activities in familiar and some unfamiliar situations. 3. Use appropriate gestures, intonation, and common idiomatic expressions of the target culture(s)/language in familiar and some unfamiliar situations. 4. Ask and respond to factual and interpretive questions of a personal nature, on school-related topics, and on some unfamiliar topics and situations. 5. Engage in short conversations about personal experiences or events, topics studied in other content areas, and some unfamiliar topics and situations. C. Presentational Mode: 1. Synthesize information related to the cultural products, cultural practices, and cultural perspectives associated with targeted culture(s) to create a multimedia-rich presentation on targeted themes to be shared virtually with a target language audience 2. Dramatize student-created and/or authentic short plays, skits, poems, songs, stories, or reports. 3. Use language creatively to respond in writing to a variety of oral or visual prompts about familiar and some unfamiliar situations. 4. Synthesize information found in age- and level-appropriate culturally authentic materials 5. Compare the cultural perspectives of the target culture(s) with those of one s own culture, as evidenced through the cultural products and cultural practices associated with each. IV. ESSENTIAL CONTENT AND ACTIVITIES See attached. V. EVALUATION Listening, speaking, reading and writing in a variety of modes will be considered to determine the final grade. Assessments will include: Tests and quizzes that accompany the text Teacher-made achievement tests and quizzes Aural testing Oral testing in interpersonal and presentational modes Written evaluations in interpersonal and presentational modes Homework VI. RESOURCES A. Basic Materials Realidades 1, Peggy Palo Boyles, et al. Prentice Hall Pearson, New Jersey, 2011 Realidades 1, Leveled Vocabulary and Grammar Workbook Realidades 1, Communication Workbook with Test Preparation Realidades 1, Video Program on DVD Realidades 1, Videocultura on DVD Realidades 1, Vocabulary and Grammar Transparencies Realidades 1, Fine Art Transparencies Realidades 1, Assessment Program

4 B. Correlated Materials: Magazines Videocassettes and DVDs from various sources Newspaper articles Travel posters Internet sources

5 Madison School District Spanish II Scope and Sequence Unit of Study Chapter 5 (A&B) Theme: Family & Food Fiesta en Familia Key Vocabulary/ Language in Key Use Vocabulary/ Language in Use Describe families & related Talk about celebrations & parties Ask & tell ages Understand cultural perspectives on family & celebrations The verb tener Possessive adjectives Pronounciation (the letters p, t, & q) Describe friends Ask politely to have something brought to you Order a meal in a restaurant The verbs venir, ser, & estar Pronounciation (the letters b & v) Activities/Assessment/Project Cultural Connections Related Literature, Video, and Activities/Assessment/Project Country/Birthday Cultural Connections Mexico Related Songs Literature, Video, and Songs partners Central America Songs: Pictionary Spanish royal family El Alfabeto Quién tiene? with Artists (Francisco de Cien Muy Bien Goya, Diego Rivera) Frutas Relay Races La quinceañera La Piñata Scavenger Hunts Cultural perspectives Himno Mexicano Dialogs/Skits on mealtimes Chocolate Group posters/bulletin Telenovelas Naranja Dulce boards UNICEF Songs Peace Corps Tongue Twisters Correspondence Literature: Proverbs Qué Tal? Fill in the blanks The Piñata Maker Multiple choice Spanish cook books True/False A Sembrar Sopa de Short answers Verduras Guided Paragraphs Fiesta Reading Comprehension Piñata Using manipulatives (dolls, family pictures, Videos: food, flatware, silverware, Foods of Mexico & decorations, clocks, etc.) Spain La Quinceañera

6 Unit of Study Chapter 6 (A&B) Theme: The Home La Casa Key Vocabulary/ Language in Use Talk about your bedroom & related Describe bedroom items & electronic equipment Make comparisons Understand cultural perspectives on homes Stemchanging verbs: poder & dormir The superlative Review of colors & other adjectives Opposites Pronounciation (the letters r & rr) Using root words Identify the rooms of the house Name household chores Tell where you live Understand cultural perspectives on different types of Activities/Assessment/Project Cultural Connections Related Literature, Video, and Songs Country/Birthday partners Pictionary Quién tiene? with Relay Races Scavenger Hunts Dialogs/Skits Group posters/bulletin boards (Food Pyramid) Songs Tongue Twisters Proverbs Fill in the blanks Multiple choice True/False Short answers Guided Paragraphs Reading Comprehension Using manipulatives (objects to reflect rooms such as pictures, flatware, doll furniture, clocks, color sheets, etc.) Spanish-style architecture Latin Grammy Awards Country flags La siesta Las luminaries (originated in Mexico) Role of Latin child versus North American child in the home Telenovelas Peace Corps Correspondence Songs: El Alfabeto Cien Muy Bien De Colores Literature: Qué Tal? Barrio Videos: Spain (Globe Trekker) Cinco de Mayo (Teacher s Discovery) Cinco de Mayo (The History Channel) Celebramos el Cinco de Mayo!

7 Unit of Study Unit 6A&B Theme: Activities, Family & Celebrations, & The Home Los Pasatiempos, Fiesta en Familia, y La Casa Key Vocabulary/ Language in Use Greetings Introductions Alphabet Vocabulary regarding location & community Calendar, weather, seasons, & time The verb ir Words of frequency Interrogatives The verb jugar Vocabulary regarding family & celebrations The verbs tener, venir, ser, & estar Possessive adjectives Vocabulary regarding the home & household chores Stem-changing verbs poder & dormir The superlative Adjectives Affirmative tú commands Present progressive Activities/Assessment/Project Cultural Connections Related Literature, Video, and Songs Country/Birthday partners Pictionary Quién tiene? with Relay Races Scavenger Hunts Dialogs/Skits Group posters /bulletin boards Songs Fill in the blanks Multiple choice True/False Short answers Guided Paragraphs Reading Comprehension Using Manipulatives (pictures of places, homes, family, & celebrations, color sheets, numbers, etc.) Why Study Spanish (Overview of Countries) Cultural Names Celebrations in Spanish speaking countries Infrastructure in Spanish speaking countries. Songs: Los Paises El Rock de las Capitales Qué Bonita Bandera? Cien Muy Bien El Alfabeto Qué hora es? Los Meses del Año El Invierno Damos Gracias Literature: Qué Tal? The Piñata Maker.

8 Unit of Study Key Vocabulary/ Language in Songs: Use Activities/Assessment/Project Cultural Connections Related Literature, Video, and Songs Chapter 7 (A&B) Theme: Shopping De Compras Talk about clothing, shopping, & prices Describe your plans Talk about what you want & what you prefer Point out specific items Understand cultural perspectives on shopping Stem-changing verbs: pensar, querer, & preferir Demonstrative adjectives Pronounciation (the letter z) Talk about buying gifts Tell what happened in the past Understand cultural perspectives on giftgiving The preterite tense of - ar verbs The preterite tense of verbs ending in -car & -gar Direct object pronouns Nouns that end in -ería Country/Birthday partners Pictionary Quién tiene? with Relay Races Scavenger Hunts Dialogs/Skits Group posters/bulletin boards (Food Pyramid) Songs Tongue Twisters Proverbs Fill in the blanks Multiple choice True/False Short answers Guided Paragraphs Reading Comprehension Using Manipulatives (suitcase with clothing, color sheets, Traditional clothing of Panama Currencies of Spanish speaking world Nonverbal language Carnival Latin fashion designers Indian fabric artwork Telenovelas Fine lace weavings of Paraguay (ñanduti) Role of malls, department stores, & traditional specialty stores in Latin communities Colombian museums The Zapotecs Madrid s El Rastro Las artesanias. Songs: El Alfabeto Cien Muy Bien Zapatos Rap De Colores Himno de Panama Burrito Enfermo La Ropa Coqui Holiday Songs Literature: Qué Tal? Salta y Brinca (preterite) Salíde Paseo (preterite) Videos: Qué quieres comprar? (Dime Más U5L2).

9 Chapter 8 (A&B) Theme: Experiences Experiencias Talk about things you do on vacation Describe places to visit while you are on vacation Talk about events in the past Understand cultural perspectives on travel & vacations The preterite tense of -er verbs The preterite tense of the verb ir The personal "a" Vocabulary related to activities Pronounciation (diphthongs = blended vowels to make one sound) Discuss volunteer work & ways to protect the environment Talk about what people say Talk about what people did for others Understand Country/Birthday partners Pictionary Quién tiene? with Relay Races Scavenger Hunts Dialogs/Skits Group posters/bulletin boards (Food Pyramid) Songs Tongue Twisters Proverbs Fill in the blanks Multiple choice True/False Short answers Guided Paragraphs Reading Comprehension Using Manipulatives (pictures of tourist attractions in Spanish speaking countries, toy car, toy bus, toy train, toy boat, & toy airplane, stuffed animals, etc.) El Greco National Parks in Costa Rica, Puerto Rico, & Mexico Nonverbal language Places & public transportation in Mexico City Patagonia (southern tip of South America) Geography of South & Central America Trip to Peru Telenovelas El ojo de Dios (Mexican craft) Recycling efforts in Spain Costa Rica rain forest Blown glass art made from recycled glass Hospital de la Caridad (Spain) Endangered species in Spanish Songs: Cielito Lindo Himnos de Costa Rica, Puerto Rico, y Mexico Literature: Qué Tal? Salta y Brinca (preterite) Salíde Paseo (preterite) Videos: Qué linda es la ciudad! (Dime Más U6L1) Qué compraste? (Dime Más U6L2) Qué pasó? (Dime Más U6L3).

10 cultural perspectives on volunteer work The present tense of decir Indirect object pronouns The preterite tense of the verbs hacer & dar Nouns that end in - dad, -tad, -ción, & sión Pronounciation (the letter x) speaking countries Hábitat para la Humanidad Internacional Cultural perspectives on volunteer work Peace Corps Correspondence

11 Chapter 9 (A&B) Theme: Experiences Experiencias Talk about movies & television programs Express opinions & preferences about entertainment Use acabar de + infinitive to talk about things you have just done Gustar & similar verbs Tell why you don t do something Talk about traditional & electronic forms of communication Talk about how computers are used Express opinions about computers Pronunciation (linking verbs in a sentence) Present tense of e>i stem-changing verbs (pedir & servir) Pronunciation (syllables) Compare/contrast saber & conocer Country/Birthday partners Pictionary Quién tiene? with Relay Races Scavenger Hunts Dialogs/Skits Group posters/bulletin boards (Food Pyramid) Songs Tongue Twisters Proverbs Fill in the blanks Multiple choice True/False Short answers Guided Paragraphs Reading Comprehension Using Manipulatives (pictures/dvd case of different types of movies, adjectives, technology props, etc.) Luis Buñuel & Salvador Dalí Telenovelas Cultural perspectives on television (Sábado Gigante) Words of Greek & Arabic origin Spanishlanguage television networks Communicating without words Pablo Picasso Caves of Altamira Real Academia de la Lengua Española Internet use in Spain (ciberspanglish) Inventions in Spanish speaking countries Songs: Cielito Lindo Himnos de Chile, Argentina, Venezuela, y Peru Literature: Qué Tal? Hola People en español Video: Betty la Fea Cinco de Mayo

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