The KING S Medium Term Plan - SPANISH. Y9 LC1 Programme

Transcription

1 The KING S Medium Term Plan - SPANISH Y9 LC1 Programme Module This unit is about developing information and detail concerning self and others through understanding the importance of grammar and morphology within the linguistic system and how it builds a foundation for higher level language learning. It will focus on developing key speaking skills such as pronunciation, intonation, confidence as well as analysis of techniques to aid writing, reading and listening progression. Key objectives are taken from the AQA GCSE Spanish Specification 8698 for the new curriculum, focusing on Theme 1 (Identity and Culture), tying into Theme 2 (Local, National, International and Global areas of interest). Building on prior learning Overarching Challenge question Subject Challenging Question Lines of Enquiry Exam board links: Topic Progress Statement For most of the students it will not be the first encounter with learning Spanish, although the first time with intensive study. However, they will be able to use their knowledge of English as well as French to find differences and similarities between the languages. They will be focusing on identifying cognates and near cognates with will facilitate their understanding of the target language. What have been the major events that have shaped our history? What does education bring to society? Week 1: What role do language breakdown techniques have in the learning of a foreign language? Week 2: What language components do we need to make a language work? Week 3: How is grammar like a skeleton? Week 4: How can opinion with reason structures add value to a sentence? Week 5: What are the key components needed to understand and create a higher level piece of Spanish work about you and others? Week 6-7: Revision and assessment followed by gap teaching from assessment analysis. Weeks 1-5: Introducing and describing oneself (AQA 8698: Identity and Culture) In this unit, pupils will learn how to introduce themselves and give simple information about them. They will then study the present tense of the verbs tener ser and estar and how this structure is used to describe physical appearance and personality. Students will apply their understanding of the positive and negative sentence structure of a few verbs tener ser and estar and express opinions about others in order to analyse and evaluate information in a series of reading and listening tasks. Students will then apply their understanding of other subject pronouns to describe a famous person. Pupils working towards a GP 1-3 analyse and create using subject pronouns yo/tú/él,ella whilst pupils working towards a GP 3-4 extend further incorporating a wider variety of subject pronouns and analysing texts with this variety built in.

2 Literacy: Literacy focus present throughout every lesson when discussing sentence structures and the importance of spelling and grammatical accuracy. Writing frame support for pupils where appropriate and the highlighting of key words. Learning strategies Week 1 3 hours of lessons plus 1 hour of home learning each week Numeracy: Application of number and their impact on plural structures within a sentence. Use of numbers and sequencing words in pupils work. Use of numbers and patterns to break down different sentence structures. Cognitive Acceleration: Cognitive Acceleration strategies are used in lessons each week targeting specific skills sets and consolidation of these. Three 1 hour cognitive acceleration lessons are taught throughout the learning cycle whilst other lessons incorporate cognitive acceleration strategies targeting specific parts of the lesson journey. This is done through the medium of varied activities e.g. find the odd one out, find the link between the words or pictures, Socratic discussion and problem solving in groups that supports the ultimate goal of mastery. Line of Enquiry - Week 1: What role do language breakdown techniques have in the learning of a foreign language? Learning intentions in order of delivery: 1. Understand the different sounds and sound patterns of the Spanish alphabet 2. Recall the basic information required to introduce oneself Students will learn to: 1. Memorise the Spanish alphabet. 2. Use cardinal numbers and use them to answer a series of mathematical sums 3. Understand how to form a positive sentence structure with verb tener. 4. Explain how language patterns enable us to accelerate Spanish language learning. 5. Identify breakdown techniques for words relating to personal information. 6. Compose a short spoken introduction on self detailing basic factual information. Weekly success criteria across 3 lessons: GP wt1 = Students will learn the basic Spanish units of language that make up a sentence. They will recognise basic information about self and recall the Spanish alphabet. GP 1 = Students will understand a variety of basic phrasal structures describing self and how these can be broken down into smaller units of language. GP 1 = Students will analyse a variety of language components used to form words. GP 1 = Students will evaluate a text and identify the different language patterns to aid contextual understanding. They will evaluate a text to pick out key information about themselves and others. GP 1/2 = Students will compose a short spoken introduction on self detailing basic factual information.

3 Lesson Hypotheses: Hypothesis 1 The number of letters and their sounds in the Spanish alphabet are the same as the French alphabet. Hypothesis 2 In Spanish I tell people how many years I have. Hypothesis 3 The Spanish days of the week all end in s. Linguistic structures to consider: Spanish alphabet, pronunciation and comparison to French/English. Me llamo... Tengo... años Vivo en... Greetings Hola, Qué tal? Etc. Cardinal numbers 1-31 Ordinal numbers to describe position of something : 1st, 2 nd, 3rd etc no negative sentence structure Days of the week and months Numbers used in conjunction with days of the month The use of simple positive and negative sentence structures to show contrast Home Learning: This week s home learning requires students to learn numbers up to 31 as well as the alphabet. This will be marked by the teacher in the following week after a test. Then students will complete a personalised REACH TASK based on the outcome of their home learning. Underneath this, pupils will write a brief analysis of how their understanding of French has helped with this week s new knowledge and how accuracy can support their Spanish language learning. Additional learning support: / / / REACH: (Research; Explore; Analyse; Create and Hypothesise) Students will research five Spanish words of their choice and determine how these words are pronounced based on their knowledge and accurate use of phonemes.

4 Week 2 3 hours of lessons plus 1 hour of home learning each week Line of Enquiry Week 2: What language components do we need to make language work? Lesson 1: Review and Evaluate, Attain then Challenge and Hone (REACH) Pupils will use this lesson feedback and respond to work marked and done in their books. They will read through teacher comments and respond by following a given set of criteria (MFL). This will allow them to make improvements on their work, carry out corrections, seek help and make further progress before moving to the next unit of work. To consolidate their existing knowledge and understanding throughout the learning cycle so far, pupils will be required to explore mistakes and areas of misunderstanding and research the correct answer using a variety of criteria from marking in books, work done in exercise books to dictionary use. Pupils will be given examination style questions that complement the GCSE specification at and above their targeted grade point to stretch their comprehension. Linguascope and GCSEPod will also be used as REACH activities and can be personalised in the level of difficulty.. Learning intentions in order of delivery: 1. Identify how masculine, feminine and plural language patterns can be found in Spanish adjectives (hair, eyes ) 2. Identify masculine and feminine language patterns that can be found in Spanish adjectives. 3. Understand how the 1 st person singular is used for physical description as well as personality and character. Students will learn to: 1. Understand how the 1 st person Soy and Tengo is used in describing physical traits 2. Recognise the placement of an adjective in relation to a noun within a sentence (eg.hair, eyes ) 3. Apply an understanding of adjectival structures to explain the adjectival rules with Soy and Tengo 4. Analyse and accurately translate a series of sentence structures into Spanish using the 1 st person singular. 5. Produce a short paragraph describing the physical characteristics of a famous celebrity. 6. Apply an understanding of adjectival structures to explain the adjectival rules for gender with Soy. O/A/E. Weekly success criteria across 3 lessons: GP wt1/1 = Students will recall how masculine, feminine and plural gender is applied to Spanish nouns. Then, they will recognise how adjectives must agree with the noun they describe and recall how to describe self and someone else physically. GP 1/2 = Students will apply knowledge of adjectival agreements and structures in 1 st and 3 rd person to accurately produce a structure describing physical characteristics of you and someone else. GP 2 = Students will analyse a variety of sentences/ or a text using 1 st and 3 rd person references. REACH GP 2 = Students will produce a paragraph describing self and others using a variety of structures accurately eg. Correct adjectival agreements. Lesson Hypotheses: Hypothesis 1 (REACH time) Gender is important in Spanish vocabulary.

5 Hypothesis 2 A girl and a boy can give a physical description using the EXACT same adjectives. Hypothesis 3 We can use the 1 st person singular form of the verb ser to describe our personality. Linguistic structures to consider: Tengo los ojos + adjective of colour Tengo el pelo + adjective of colour Soy + adejctive describing size (bajo/a; alto/a) SER/TENER 3rd person singular references : tiene / es.. Home learning: This week s home learning requires students to choose a famous Spanish person from history. Using the 1st person singular, students create a (fake) personal blog giving personal information as if they were said famous person. This will be peer marked following a set success criteria. Additional learning support: / / / REACH: Students will build upon their vocabulary by researching additional Spanish adjectives and adverbs and discover their English meaning. Pupils then need to organise their written description of a famous Spanish person from history to accurately incorporate at least two of these adjectives and adverbs. Week 3 3 hours of lessons plus 1 hour of home learning each week Line of Enquiry - Week 3: How is grammar like a skeleton? Learning intentions in order of delivery: 1. Identify the third person singular subject pronouns for both male and female. 2. Apply the knowledge of different forms of verb ser and tener to describe personality of self and others. 3. Identify and understand different family members. 4. Use the verb tener plus siblings and negative form if an only child. Students will learn to: 1. Use the vocabulary for family members and distinguish between masculine/feminine/plural nouns.

6 2. Research and model how the YO and ÉL/ELLA subject pronouns are used with the corresponding verb stem of SER in a sentence. 3. Formulate a structure describing somebody else incorporating adjectival agreements relating to gender & discussing size etc. 4. Describe their family using tener and the reflexive llamarse. Weekly success criteria across 3 lessons: GP1/2 = Students will recognise the pattern for m/f/pl adjectival structures (size & gender); negative structure no.. and how it is used in a sentence. Then they will recall a variety of different subject pronouns and how different possessive adjectives are used with different people. GP 1/2 = Students will understand the role that adverbs play in improving a sentence. GP 2 = Students will analyse a variety of sentence structures that use different word categories and identify particular points. GP 2 = Student will evaluate how all structures learnt can be pieced together to create a series of extended sentences describing own personality and that of others. RGP 2/3 (REACH) = Students will create own extended paragraph describing self and others. Lesson Hypotheses: Hypothesis 1 Spanish adjectives play an important role in representing gender. (Cognitive Acceleration lesson focusing on discovering the differences between the masculine and feminine form of adjectives). Hypothesis 2 Describing somebody else adds depth to my work. Hypothesis 3 (Mid-term assessment) I have to use a reflexive verb to say what my siblings are called. Linguistic structures to consider: Él/Ella es + adjective (describing personality traits) Muy, bastante, un poco (REACH) Third person singular forms of verbs ser and tener Él/Ella tiene + noun + colour Él/Ella es + adjective (describing physical attributes) Home Learning: This week s home learning requires students to complete a worksheet in which they will translate 10 sentences into Spanish using the correct subject pronouns, adjectives and agreement. Students will need to refer to class learning for support. This will be self-marked following the answers displayed on the board. Additional learning support: / /

7 REACH: Students research the correct corresponding possessive adjectives for proper nouns and write both equivalents down eg. él = su (hermano). Week 4 3 hours of lessons plus 1 hour of home learning each week Line of Enquiry - Week 4: How can opinion structures add value to a sentence? Lesson 1: REACH task and feedback from Mid-Cycle assessment. Pupils will correct their Mid-Cycle assessment and complete REACH task based on their results. Learning intentions in order of delivery: 1. Learn phrases to enable pupils to express opinions about others. 2. Evaluate the use of positive and negative sentence structures when discussing other peoples appearance or personality. 3. Use of adverbs and intensifiers. Students will learn to: 1. Use the four simple opinions and demonstrate their use in a sentence. 2. Examine a variety of positive and negative adjectives and phrasal structures used to describe others physically & personally. 3. Recommend a variety of connectives that can be used to connect the opinion structure with the reason 4. Develop an extended structure incorporating positive and negative opinions with reasons structures to complement description of self & others. 5. Incorporate adverbs and intensifiers into sentences to make it even more interesting. Weekly success criteria across 3 lessons: GP 2 = Students will recall and explain the meaning of different simple opinions and higher level opinion phrases. GP 2 = Students will apply knowledge to give a simple opinion and a reason about self and others. GP 2 = Students will evaluate how positive and negative structures, when used together, increase the complexity and level of a sentence. RGP 2/3 (REACH) = Students will describe the positive OR negative aspects of their own and another s personality using higher level language structures. Lesson Hypotheses: Hypothesis 1 Opinion structures add flavour to a sentence. Hypothesis 2 An opinion cannot be made even better using intensifiers. Hypothesis 3 Positive versus Negative OR Positive and Negative?

8 Linguistic structures to consider: Me gusta / Me encanta / No me gusta / Odio + name + connective + reason Soy / No soy Él es / Él no es Ella es / Ella no es Intensifiers - Muy, bastante, demasiado, poco, mucho Adverbs ahora, ya Home Learning: This week s home learning requires students to prepare an oral presentation about themselves and family members/friends that will last no more than two minutes, but at least 45 seconds. This will be peer-marked following a set success criteria. Additional learning support: / / / REACH: Research a variety of: 1. Alternative Spanish higher level opinions that can be used. 2. Additional adjectives that can be used to describe people. 3. Investigate how time phrases can be incorporated in student s own work. Week 5 3 hours of lessons plus 1 hour of home learning each week Line of Enquiry - Week 5: What are the key components needed to understand and create a higher-level piece of Spanish work about you and others? Learning intentions in order of delivery: 1. Consolidate the use of positive and negative sentence structures when describing a person s physical appearance and personality traits. 2. Identify time statements incorporate them with opinion. Eg. Mi hermana es bastante tímida, de vez en cuando. Students will learn to: 1. Reflect on the past five weeks worth of knowledge gained 2. Understand and explain how the negative No + verb and Nunca + verb structures in Spanish is constructed in relation to the verb 3. Demonstrate understanding of additional word categories to further extend physical & character description 4. Analyse and use A* opinion phrases to increase detail and add complexity to a sentence structure

9 5. Identify and use time statements to extend detail given 6. Apply this knowledge to produce an extended piece of writing using higher level content Weekly success criteria across 3 lessons: GP 2 = Students will recall additional negative structure Nunca + verb and opinion phrases GP 2/3 = Students will apply knowledge of positive and negative structures to describe self. GP 3 = Students will evaluate key information given in a series of short texts and suggest improvements to it. RGP 3 (REACH) = Students will produce a short presentation describing themselves and at least two other members of their family. Lesson Hypotheses: Hypothesis 1 I can only use one time statement when describing somebody. Hypothesis 2 Word categories act like pieces of a jigsaw to build a sentence in Spanish. Hypothesis 3 Practice makes perfect when putting together everything I have learned so far. Linguistic structures to consider: Time statements: a veces / de vez en cuando / siempre / nunca (+ verb) / dos veces a la semana etc. Opinions pienso que, creo que Home Learning: Students are required to revise all they have learnt throughout the learning cycle in preparation for the end of learning cycle assessment next week. Examples of GCSE questions Extended Learning Students can consolidate knowledge through the practice of REACH GCSE (or similar) past paper questions. Students can further consolidate knowledge through accessing the: Linguascope website: Beginners version GCSEPod GCSE BBC Bitesize Native Spanish Newspapers (online El Mundo, El País). Keep up to date with Spanish news in English (The Local Spain

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