KINARD SPANISH CURRICULUM MAP

Transcription

1 KINARD SPANISH CURRICULUM MAP SPANISH 1A August September October November December January February March April May Functions Lección 1 *Greetings and Leave Takings and Appropriate Titles (register) *Vocabulary: classroom, days and months *Grammar: articles (definite & indefinite) *Basic questions: asking and answering *Asking/Telling Time (Numbers 0-30) Lección 2 * Describing school experience * Talking about activities * Describe the location of people and things * Tell when classes are *Grammar: Gustar/Encantar (Me/Te), Subject pronouns, regular ar verbs, the preposition con Culture * Understanding Greeting Customs (practices) in Other Countries * Comparison of school environments and resources * Comparison of school environments and resources * Schooling in Spain Big Picture *Making a positive first impression is very important and one needs to be aware of cultural differences (verbal and non-verbal). * How important are first impressions? How do you make a good first impression? * Students will develop a greater awareness of the importance of education and the resources needed and an understanding of the differences between schooling in various countries. * How does my education shape who I am as a person and help determine my future?

2 SPANISH 1B August September October November December January February March April May August Functions Culture Big Picture Lección preliminar-repaso *Agreement *Subject pronouns *Regular ar/-er/-ir verbs *Basic questions & answers *Question words *Number *Articles *Gustar/ Encantar *Time *Possessive Adjective * Ser, tener, venir, estar Lección 3 * Explaining who is in your family * Describing people * Talking about where people are from * Talking about some things that people do * Grammar: Ser, tener, venir, regular er/-ir verbs, Gustar/Encantar (all forms), posessive adjectives, tener expressions * Comparing typical families *Concept of extended family * Ecuadorian vocalist Olimpo Cárdenas Moreira * Learn more about Ecuador * Students will develop a greater awareness of the impact of heredity and family environment and an understanding of how families are similar and different within a culture and from place to place. * How does my family shape who I am as a person and what does it mean to be a member of a family? Lección 4 * Talk about pastimes, weekend activities and sports * Make plans and invitations * Grammar: the verb ir, simple future, irregular present tense verbs *Cultures have different sports and leisure preferences that are influenced by schedules, resources and geographic location. * Cultures have different sports and leisure preferences that are influenced by schedules, resources and geographic location. * How do American sports and popular Colorado leisure activities compare to and differ from those in Hispanic countries? Lección 5 * Discuss and plan a vacation * Describe a hotel * Talk about how you feel * Talk about the seasons and the weather * Grammar: estar vs ser, direct object pronouns, direct object nouns, present progressive, para + infinitive, personal antes de/después de Lección de repaso End of year project/presentations PSD District Summative Assessments *Holidays *Incan Culture *International clock *Transportation options in the target culture *Tourism in Puerto Rico *Weather and seasons in Puerto Rico *Hotel check-in in Spanish-speaking countries *Social register *Tourism/ecology in Puerto Rico *Through travel and explorations of the world we can expand our awareness of our own cultural practices, geography, and history as well as open our minds to the differences and similarities that distinguish and connect us all. * By spending time in a different area of the world, what do we learn about the people, culture, geography, and history of that region?

3 SPANISH 2 August September October November December January February March April May Functions Lección 6 * Talk about and describe clothing * Express preferences in a store * Negotiate and pay for items you buy Culture * Open-air markets * Cuba- Celia Cruz * Carolina Herrera-Venezuelan Fashion designer Lección 7 * Describe your daily routine * Talk about personal hygiene * reassure someone * Perú * Siesta * Tapas * Access to running water in other countries * What time school/work ends and begins Lección 8 * Order food in a restaurant * Talk about and describe food * Fruits and vegetables from the Americas * Guatemala * The Spanish chef Ferrán Adriá Lección 9 * Express congratulations * Express gratitude * Ask for and pay the bill at a restaurant * Semana Santa celebrations * The Viña del Mar Festival * Chile Lección 1 * Describe how you feel physically * Talk about health and medical conditions * Parts of the body *Health professions * Health services in Spanish speaking countries * Healers and shamans * Costa Rica Big Picture * How does clothing express a person s identity? * Students will develop a greater understanding of where and how people shop * What is my daily routine and how does it vary depending upon time of day or year? * How does my routine compare to other s routine? * How do I order food in a Spanish speaking country? * How do I describe what I like to eat and drink? * How is a country s culture reflected in the food? * Celebrations are an important element of social, familial and religious aspects of Spanish speaking societies *How are religious and social celebrations in Spanish-speaking countries similar and different from those of your family and culture? *How do Spanish-speaking healthcare systems differ from our own? *How do you seek medical care in the case of health issues while traveling in a Spanish-speaking country? *How do I stay healthy?

4 K I N A R D S C I E N C E D E P A R T M E N T N O R M S Science Department Meeting Norms Start every meeting with identifying a focused goal and establishing roles for all attendees Start and end meeting agenda on time (7:20-8:00) When you are here, you are fully here and committed to what we are discussing Equal talk, equal listen, equal contribution = safe learning and effective PLC teaming Do what you say you will do Establish SMART goals centered around student achievement/growth, instructional best practices, and analyzing assessment data to provide focus Use conflict as creative energy to innovate Share something you learned from another at the end of the meeting Make group synthesized agenda at the end of every meeting for the following meeting Address team norms immediately and respectfully when they are not honored

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6 WL SMART goal- Team SMART Goal Vertically align essential skills that need to be recycled across levels; inform decisions using results of common assessments from first quarter. Strategies and Action Steps Norm using common rubrics Norm on grading practices- what is proficient? Pre-assess data for areas needing improvement (how many students are advanced, proficient, unsatisfactory, etc.- focus on areas of lower proficiencies) Responsibility Timeline Evidence of Effectiveness Mary Beth and Sept 28 WL team Rubrics for one Lindsey each bring a meeting Spanish 2 and one level 2 summative French 2 summative and rest of team will be created helps to establish rubric and proficiency All teachers bring graded summative assessments; rubrics not necessarily completed All teachers individually grade summative assessments Nov 3 WL team meeting Nov 3 WL team meeting A revised YLP has been developed based on results gathered from common assessments Bring graded assessments to team meetings along with data (see above) Plan where and how to recycle necessary essential learnings- in future units of same level or in next level (i.e. review of 1A material in a 1B unit?) All teachers individually grade summative assessments Have YLP already created (all) and bring last year s final assessment data (all) Nov 3 WL team meeting 5 th period Wed. Oct 26 (11:05-11:35 AM)

7 Spanish 1A Quarter 2- Being Recycled Numbers, basic conversational vocabulary will be reinforced in the next unit through writing and speaking. Definite and indefinite articles. Study skills for studying a language: being more specific when assigning studying. Students can make double column notes, flashcards, etc. French 1A Telling time in through writing. Practice spelling in the target language. Study skills for studying a language: being more specific when assigning studying. Students can make double column notes, flashcards, etc. Reinforce the connection between the work habits and their achievement grade. Spanish 1B Possessive adjectives Verbs: ser, tener, gustar /encantar(specifically the use of IOP and stress pronouns-clarifiers), ir and estar They use of the word hay Concept of verb conjugations for the words family Family vocabulary through writing and speaking. Practice with adjective agreement and placement Subject pronouns in dialogues French 1B Verbs: avoir, etre, faire, aller Practice with adjective agreement and placement Gender of nouns: masculine and feminine Subject pronouns vs. stress pronouns Spanish II Practice with adjective agreement and placement Verbs: ser vs estar, tener vs ser Regular/ Irregular preterit Using context clues to choose the correct verb/noun to complete a questions/sentence

8 Use of direct objects (conjugating a verb as it ) Elaborating when speaking and writing. Creating strings of sentences rather than one thought Creating questions (more fluid) Discussing context clues with specific vocabulary words Speaking practice French II Expressions with avoir, etre, faire Elaborating when speaking and writing. Creating strings of sentences rather than one thought. Creating questions (more fluid) Discussing context clues with specific vocabulary words Speaking practice ALL CLASSES Review the re-take policy to improve learning (grade) Remind students to use wiki, post activity and answer keys to help reinforce

9 KINARD SCIENCE CURRICULUM MAP SCOPE & SEQUENCE SEMESTER 1 August September October November December 6 th Grade HISTORY CURRICULUM HISTORY CURRICULUM HISTORY CURRICULUM HISTORY CURRICULUM HISTORY CURRICULUM 7 th Grade 8 th Grade Scientific Methods & Process Skills Safety, precise directions, equipment, metrics, graphing Scientific Methods & Process Skills History of Science Key Scientists & Contributions Gravity Scientific Methods & Process Skills SCIENCE FAIR Earth Systems Seasons Tilt Heat Density Scientific Methods & Process Skills Scientific Inquiry Obs./Inference Chemistry Air Quality Theme Earth Systems Seasons Tilt Heat Density Weather Heat & Density Phase Changes Chemistry Matter Phase Change & States of Matter Connections to Air Quality Weather Pressure & Energy Climate Water Cycle Chemistry Atomic Structure Periodic Table Trends Connections to Air Quality Weather Heat & Density Pressure & Energy Climate Water Cycle Chemistry Chemical Compounds Bonding Conservation of Matter SEMESTER 2 January February March April May 6 th Grade Scientific Method & Process Skills Measurement & Variables Plate Tectonics Earthquakes Volcanoes Alfred Wegener Rock Cycle Astronomy Solar System Position & Relationships (Sun Moon Earth) Oceans Water- Density and Salinity Currents & Waves Life Zones Human Body Systems Circulatory Sys Reproductive Sys Human Growth & Development 7 th Grade Genetics and Cells Division & Reproduction Mendelian Genetics Genetics and Cells Mutations & Disorders DNA Structure & Function Changes Over Time Natural Selection Adaptations Geologic Time Ecology Water Quality Analysis Invertebrates & Water Organisms Ecology Ecosystem Dynamics Photosynthesis & Respiration 8 th Grade Physics Relative Motion Forces Friction Vector Analysis Physics Newton s Laws Speed Velocity Acceleration Physics Work & Power Energy Forms of Energy Mechanical Energy Energy Energy Applications & Transformations Wave Properties EM- Spectrum Sound & Light Energy Alternative Energy Electricity & Magnetism

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