Duval County Public Schools District Curriculum Guide

Transcription

1 Duval County Public Schools District Curriculum Guide Grades 9-12 Course: Spanish I Big Idea/Supporting Idea: My Social Life Topic XII: Dining Out (Integrated Culture: Typical Foods) Standards Objectives Essential Content NGSSS: Students will be able to: Students will know: INTERPRETIVE LISTENING: WL.K12.NM.1.1 Demonstrate understanding of basic words, phrases, and questions about self, and personal experiences, through gestures, drawings, pictures, and actions. WL.K12.NM.1.2 Demonstrate understanding of everyday expressions dealing with simple and concrete daily activities and needs presented in a clear, slow, and repeated speech. WL.K12.NM.1.3 Demonstrate understanding of basic words and phrases in simple messages and announcements on familiar settings. WL.K12.NH.1.2 Demonstrate understanding of short conversations in familiar contexts. WL.K12.NH.1.3 Demonstrate understanding of short, simple messages and announcements on familiar topics. - Recognize vocabulary related to dining out and table settings. - Describe themselves and others using gender-appropriate adjectives related to physical traits. - Conjugate and use the verb "venir" in the present tense. - Produce the forms of the verbs "ser" and "estar"in the present tense and identify their uses. - Distinguish bewteen the uses of the verbs "ser" and "estar". - Use the present progressive tense to express actions that are in progress. - Vocabulary related to dining out and table settings. - Vocabulary related to physical traits (masculine, feminine and neuter forms). - Forms of the verb "venir". - Forms and uses of the verb "ser". - Forms and uses of the verb "estar". - Rules for forming present participles (present progressive). - Typical foods of the Hispanic culture. Pacing Evidence of Learning (Progression of Standards) DEVELOPING: - Recognize vocabulary related to dining out and table settings. - Recognize vocabulary related to physical traits. - Conjugate "venir" according to given subject pronouns. - Identify the uses of the verbs "ser" and "estar". - Form the present participle of familiar verbs. ACHIEVING: - Produce vocabulary related to dining out and table settings. - Produce vocabulary related to physical traits. - Produce detailed sentences containing conjugations of the verb "venir". - Produce detailed sentences using the verb "ser" and produce detailed sentences using the verb "estar". - Produce simple sentences using forms of the verb "estar" and the present participle. EXCELLING: - Ask and answer questions about dining out and table settings. - Ask and answer questions about physical traits. - Ask and respond to questions containing conjugations of the verb "venir". - Use conjugations of both the verbs "ser" and "estar" correctly in a paragraph or dialogue. - Produce detailed sentences using the present progressive tense. WL.K12.NH.1.4 Demonstrate understanding of key points on familiar topics presented through a variety of media. WL.K12.NH.1.5 Demonstrate understanding of simple stories or narratives. INTERPRETIVE READING: WL.K12.NM.2.1 Demonstrate understanding of written familiar words, phrases, and simple sentences supported by visuals. WL.K12.NM.2.3 Demonstrate understanding of simple written announcements with prompting and support. WL.K12.NH.2.1 Determine main idea from simple texts that contain familiar vocabulary used in context. WL.K12.NH.2.2 Identify the elements of story such as setting, theme and characters. WL.K12.NH.2.4 Identify key detailed information needed to fill out forms. INTERPERSONAL COMMUNICATION: WL.K12.NM.3.2 Participate in basic conversations using words, phrases, and memorized expressions. WL.K12.NH.3.2 Exchange information about familiar tasks, topics and activities, including personal information. WL.K12.NH.3.3 Exchange information using simple language about personal preferences, needs, and feelings. WL.K12.NH.3.8 Describe a problem or a situation with sufficient details in order to be understood. PRESENTATIONAL SPEAKING: WL.K12.NM.4.1 Provide basic information about self and immediate surroundings using words and phrases, and memorized expressions. WL.K12.NM.4.5 Role-play skits, songs, or poetry in the target language that deal with familiar topics. WL.K12.NH.4.1 Provide basic information on familiar topics using phrases and simple sentences. WL.K12.NH.4.2 Describe aspects of daily life using complete sentences. WL.K12.NH.4.5 Retell the main idea of a simple, culturally authentic story in the target language with prompting and support.

2 in the target language with prompting and support. PRESENTATIONAL WRITING: WL.K12.NM.5.1 Provide basic information in writing using familiar topics, often using previously learned expressions and phrases. WL.K12.NM.5.2 Fill out a simple form with basic information. WL.K12.NM.5.3 Write simple sentences about self and/or others. WL.K12.NM.5.4 Write simple sentences that help in day-to-day life communication. WL.K12.NH.5.1 Write descriptions and short messages to request or provide information on familiar topics using phrases and simple sentences. WL.K12.NH.5.2 Write simple statements to describe aspects of daily life. CULTURE: WL.K12.NM.6.1 Recognize basic practices, and perspectives of cultures where the target language is spoken (such as greetings, holiday celebrations, etc.) WL.K12.NM.6.4 Recognize products of culture (e.g., food, shelter, clothing, transportation, toys). WL.K12.NH.6.1 Use information acquired through the study of the practices, and perspectives of the target culture(s) to identify some of their characteristics and compare them to own culture. WL.K12.NH.6.3 Recognize different contributions from countries where the target language is spoken and how these contributions impact our global society (e.g., food, music, art, sports, recreation, famous international figures, movies, etc.) WL.K12.NH.6.4 Identify cultural artifacts, symbols, and images of the target culture(s). CONNECTIONS: WL.K12.NH.7.2 Use maps, graphs, and other graphic organizers to facilitate comprehension and expression of key vocabulary in the target language to reinforce existing content area knowledge. COMPARISONS: WL.K12.NM.8.3 Identify celebrations typical of the target culture and one s own. WL.K12.NH.8.2 Compare basic sound patterns and grammatical structures between the target language and own language.

3 Duval County Public Schools District Curriculum Lesson Guide Grades 9-12 Course: Spanish I Pacing Topic XII: Dining Out (Integrated Culture: Typical Foods) 90 minute blocks Suggested ESOL/ESE Objectives Essential Questions Resources & Activities Higher Order Questions Vocabulary & Structures Accommodations 82 Students will be able to recognize vocabulary related to dining out and table settings. Cuál es tu restaurante favorito? - Vocabulary list, p A primera vista, pp (NM.1.4/NM.2.1) - Listening Act. 2, p. 249 (NM1.1) - Reading/Writing Act. 6, p. 253 (NM.2.3) - Writing Act. 7, p. 253 (NH.5.2) - Fondo cultural-getting a server's attention, p. 253 (NH.6.1) - Speaking Act. 8, p. 254 (NM.2.3) - Speaking Act. 9, p. 254 (NM.3.2) - 5B-1, p. 94 (NM.5.1) - 5B-3, p. 96 (NH.3.3) - WAVA Listening Act. 5, p. 102 (NM.1.2) - WAVA Listening Act. 7, p. 104 (NH.1.2) Eres tú, María? Episodio 6: - Realidades 1 Textbook, p (NH.2.2/NH.4.5) Wordplay: - Temas 5-6 through 5-9 (NM.2.1) Video-Show 8-Parte 4 Etiqueta "Como poner la mesa": - (NM.1.1) Lista del Chef Solus de Artículos Necesarios para Cocinar de A- Z(Enrichment vocabulary): - (NM.1.1) - Have students make flashcards for table settings. (NM.5.1) - You're planning an imaginary field trip to the Columbia Restaurant (featured on pp. 270a-b). Have students complete a field trip permission slip in Spanish. (See Addendum) (NH.2.4/NM.5.2) - Assign Group Presentation: Dining Out Skit (SEE ADDENDUM) - Reading Act. 9, p. 131 (NH.6.3) - Reading/Writing Act. 10, p. 131 (NM.2.3) Article-The enchilada: A tradition that has transcended conquest, borders and cultures: - (NH.6.3) YouTube Video-Homemade Chicken Enchiladas: - (NM.6.4) Which vocabulary words do you anticipate having trouble remembering? Is there a way that you can connect them to something that you already know? - Restaurant vocabulary - Table settings - Faltar [me/te falta(n)] - Tener idioms - Idiom/idiomatic expression Provide students a vocabulary list in Spanish and English. 83 Students will be able to describe themselves and others using genderappropriate adjectives related to physical traits. Cómo eres? - Listening Act. 1, p. 249 (NM.1.1) - Listening Act 4, p. 252 (NH.1.3) - Writing Act. 5, p. 252 (NM.5.3) - Reading/Writing Act. 10, p. 255 (NM.2.3) - Exploración del lenguaje-adjectives ending in -ísimo, p. 255 (NH.8.2) Realidades 1 Workbook: - 5B-2, p. 95 (NH.5.2) - 5B-8, p. 101 (NM.5.1) - WAVA Listening Act. 6, pp (NH.1.2) - WAVA Writing Act. 10, p. 105 (NH.5.2) Eres tú, María? Episodio 7: - Realidades 1 Textbook, p (NH.2.2/NH.4.5) What do you need to keep in mind when describing people? - Gender - Adjective - Noun-adjective agreement Have students highlight masculine adjectives blue and feminine adjectives pink. - Capítulo 5B: Practice Activities-Vocabulary practice 1 (NM.5.1) - Students write a description of their favorite celebrity including their personality traits, physical traits, likes/dislikes but not their name. Teacher collects descriptions and reads them to the class. Students try to guess the identity of the celebrity. (NM.5.3/NH.1.3) - La cultura en vivo-churros y chocolate, p. 140 (NM.6.4) YouTube Video-Madrid, Spain #4 Chocolatería San Gines - (NM.6.4)

4 84 Students will be able to conjugate and use the verb "venir" in the present tense. Students will be able to produce the forms of the verbs "ser" and "estar"in the present tense and identify their uses. A qué hora vienes a la escuela? Cuáles son las formas del verbo ser? Cuáles son las formas del verbo estar? - Gramática, p. 256 (NH.8.2) - Reading/Writing Act. 11, p. 256 (NH.8.2) - Listening/Writing Act. 12, p. 256 (NH.1.3) - Speaking Act. 14, p. 257 (NH.3.2) - Speaking Act. 15, p. 258 (NH.3.2) - 5B-5, p. 98 (NH.5.1) - WAVA LIstening Act. 9, p.104 (NH.1.2) - WAVA Writing Act. 11, p. 106 (NH.3.2) - 5B-1, p. 175 (NH.8.2) - 5B-2, p. 176 (NH.8.2) - GramActiva Video-The verb venir (NH.8.2) Eres tú, María? Episodio 8: - Realidades 1 Textbook, p (NH.2.2/NH.4.5) Compare the conjugation of the verb "venir" with the conjugation of the verb "tener". Why does the "nosotros" form of "venir" end in "-imos" and "tener" end in "-emos"? - Venir Have students make a foldable for the forms of "venir." Have students review their foldables for the verbs "ser" and "estar" and allow them to use during written activities. - Capítulo 5B: Practice Activities-Practice with venir (NH.8.2) - Have students create a 2-column chart for the uses of "ser" and "estar." (NH.7.2/NH.8.2) - Justo Lamas song: "Te toca a ti, me toca a mí" (SEE ADDENDUM) (NM.1.5) - Fondo cultural-el mate, p. 152 (NM.6.4) Article-Mate: A Guarani tradition goes global: - atures/main/2012/01/24/feature-01 (NH.6.3) 85 Students will be able to distinguish between the uses of the verbs "ser" and "estar". Cuáles son los usos del verbo ser? Cuáles son los usos del verbo estar? Cómo eres? / Cómo estás? De dónde eres? / Dónde estás? - Gramática, p. 258 (NH.8.2) - Reading Act. 16, p. 259 (NH.8.2) - Writing/Speaking Act. 18, p.260, Part 1 (NM.5.1); Part 2 (NH.3.3) - Speaking Act. 19, p. 260 (NH.3.2) - 5B-6, p. 99 (NM.2.3/NH.8.2) - WAVA Writing Act. 12, p. 107 (NH.5.1) - 5B-3, p. 177 (NH.8.2) - 5B-4, p. 178 (NH.8.2) - GramActiva Video-The verbs ser and estar (NH.8.2) Eres tú, María? Episodio 9: - Realidades 1 Textbook, p (NH.2.2/NH.4.5) Create an acronym to help remember the different uses of "ser" and "estar". Have students work with a partner or teacher to create a chart for the uses of "ser" and "estar" and allow them to use it during written activities. - Capítulo 5B: Practice Activities-Practice with ser vs. estar (NH.8.2) - Canciones de Hip Hop - Camarero, Camarero (NM.1.5) - Prepare several sentence strips with statements or questions, leaving out the form of "ser" or "estar" (e.g., Yo de Colombia.) Students, working in groups, determine if the missing verb is "ser" or "estar" and the appropriate form. Ask students to give the reason for their choice. (NH.8.2) - Reading Act 17, p. 259 (NM.2.1) YouTube Video-Arroz con Leche or Rice Pudding with Amelia Ceja: - (NM.6.4) 86 Students will be able to use the present progressive tense to express actions that are in progress. Qué estás haciendo ahora? - Gramática, p. 308 (NH.8.2) - Writing Act. 16, p. 308 (NH.5.2) - 6B-3, p. 209 (NH.8.2) - 6B-4, p. 210 (NH.8.2) - GramActiva Video-The present progressive tense (NH.8.2) Eres tú, María? Episodio 10: - Realidades 1 Textbook, p (NH.2.2/NH.4.5) Compare the English meanings of the following sentences: Ella corre. Ella está corriendo. - Activities - Present progressive tense - Present participle Have students make a list of present participles of all familiar verbs. Textbook Companion Website ( - Capítulo 6B: Practice with present progressive (NH.8.2)

5 - Show pictures of different scenes with people doing different activities. Students create sentences using the present progressive to describe the scenes. (NH.4.2) - Fondo Cultural-La Tomatina, p. 156 (NH.6.1) Article (with imbedded video) -La Tomatina Festival: (NM.8.3) 87 REVIEW AND ENRICHMENT - Videohistoria, pp (NM.2.1/NH.1.2/NH.1.4) - Writing Act. 3 (NM.2.1) - Adelante-Una visita a Santa Fe, pp (NM.2.1) Realidades 1 Pratice Workbook: - 5B-9, p. 102, Part I (NM.5.1); Part II (NH.8.2) FCAT Support and Test Practice: - Identifying Methods of Development and Patterns of Organization, p. 54 (NH.7.2) - Making and Confirming Inferences, p. 55 (NH.7.2) - Noticias de celebraciones, pp (NM.6.1/NH.2.1) Textbook Companion Website ( - Capítulo 5B: Test Preparation - Prepare and distribute various situation cards describing problems that could occur at a restaurant (e.g., The food is cold, you don't have any silverware, etc.) Students take turns role playing the customer, describing the problem to the waiter with sufficient details and non-verbal communication to ensure understanding. (NH.3.8) - Allow students time to rehearse for their Dining Out Skits. - Fondo cultural-la noche de los rábanos, p. 205 (NH. 8.3) Article: Noche de rábanos (with link to photos): - (NH.8.3) YouTube Video-Night of the Radishes Festival - (NH.8.3) - Restaurant vocabulary - Table settings - Activities - Faltar [me/te falta(n)] - Venir - Present progressive tense - Gender - Adjective - Noun-adjective agreement - Present participle Provide an exam study guide. 88 ASSESSMENT ASSESSMENT OPTIONS - Create an exam for Capítulo 5B. - Dining Out Skit (SEE ADDENDUM) (NM.4.5/NM.5.4) Allow extended time on exam or project. Provide a word bank on exam ENRICHMENT ENRICHMENT PROJECT OPTIONS - La comida en un país hispano (SEE ADDENDUM) (NM.4.1/NH.5.1/NM.6.4) - Hispanic Celebration in a Bag (SEE ADDENDUM) (NM.6.4/NH.4.1/NH.6.4) Simplify directions. Provide an example of finished presentation.