Grade: 9 Spanish I. Course Cirriculum Report. Alignment with Show-Me Standards MEASURABLE LEARNER OBJECTIVES ASSESSMENT CONCEPTS EXPECTATION

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1 CA 6 CA 6 SS 6 LOCAL OBJECTIVE: (1.1)The students will use expressions of courtesy, salutations, and civility in a basic conversation. Student-generated dialogues; translation/completion worksheets to check for accuary. Teacher observation of drill response. Aural comprehension quiz: The teacher gives a prompt in the target language; the student chooses the proper response to the prompt. May include a written response in an informal quiz. Conversation Comprehension LEARNING ACTIVITY: In the target language, the student will greet each other; ask for each others' names; tell their own; ask someone how one is; tell how they feel; indicate how many siblings they have; tell where they are from; and in English will decribe and recognize the difference between formal and informal language. The students willl perform choral repetition drills; take notes; answer teachergenerated oral questions; engage in peer conversation in the target language; read, translate and write dialogues in the target language (using new vocabulary and expressions); and complete practice worksheets. Questions and problems relating to this lesson would appear on a comprehensive exam at a later date. The teacher speaks to the class in the target language (total immersion technique). The teacher provides expressions and information for students' notes. Oral questions by teacher in the target language. Video over target expressions. Tuesday, June 28, 2005 Page 1 of 45

2 SS 6 LOCAL OBJECTIVE: (2.1) The student will describe himself and others in the target language. Teacher observation of pronunciation and proper student responses during drills. Coverage/Discussion of homework/worksheet responses. Conversation Comprehension LEARNING ACTIVITY: Using simple adjectives, the student will answer the question Es Ud/ Eres tú. + adj.? The student will also describe others using a similar construction. The student will employ simple logic by answering your (tu, su) with my (mi) in both the formal and the informal. The students will also form the declension of adjectives based on the subject's gender. The student will translate the target vocabulary orally, answer questions from the overhead, and chorally repeat the vocabulary. The student will complete a worksheet practicing the target expressions Es Ud.? Eres tú? Es él? Es ella? + adjective. Think/Write activity using the target expressions. Textbook assignment answering the target expressions. Questions/Problems regarding this objective will occur on a later quiz. Teacher-generated notes and board explanation. Teacher questioning and drills using the target expressions in around-theroom drills and overhead drills. Flash card drills on target adjective vocabulary. Tuesday, June 28, 2005 Page 2 of 45

3 2.1 CA 6 SS 6 LOCAL OBJECTIVE: (1.2) The student will learn the Spanish alphabet. Dictation practice. Dictation quiz. Teacher observation of proper pronunciation and names of the letters. Speaking Pronunciation Comprehension LEARNING ACTIVITY: The student will demonstrate mastery of the Spanish alphabet by reciting the Spanish alphabet; naming all the letters; indicating the sounds the letters make; spelling their own name and other words; writing down dictation using the alphabet; and properly using diacritical marks. Oral questions by the teacher. Student notes. Practice dictation. Choral repetition. Modeling the pronunciation of the alphabet by the teacher. Handout over the letters. Video and song over material. Vowel song. Tuesday, June 28, 2005 Page 3 of 45

4 2.1 LOCAL OBJECTIVE: (2.3) The student will use the expression "hay." Worksheet practice. Quiz. Translation Grammar LEARNING ACTIVITY: The student will use the expression "hay" to say "There is, There are, Are there, Is there?" The student will use logic in answering questions. Choral drills directed by the teacher. Worksheet practice. Teacher-generated notes and board explanation. Teacher questioning drills. Overhead / board practice. Tuesday, June 28, 2005 Page 4 of 45

5 2.1 LOCAL OBJECTIVE: () The student will name and identify classroom objects and tell of what material they are made. LEARNING ACTIVITY: The student will identify objects which the teacher either holds up or refers to. The student will identify pictures of target objects and answer questions regarding them from an overhead/board. The student will translate, say, and write the spelling of the target vocabulary both informally and on a worksheet and text assignment. Teacher observation of oral student responses. Homework/Assignment check of assignments. Mini quiz: Identification of classroom objects (pictures). Further questions and problems regarding this objective occurs on a quiz and later exam. Translation Comprehension Teacher modeling of target vocabulary. Use of props representing target vocabulary. Oral questioning and drills Overhead drills Notes Tuesday, June 28, 2005 Page 5 of 45

6 3.5 LOCAL OBJECTIVE: (3.1) The student will learn adjectives of nationality. LEARNING ACTIVITY: The student will name the adjectives of nationality; the student will apply the adjectives of nationality. The student will make adjectives agree in number and gender with the noun they modify. The student will NOT capitalize adjectives of nationality. The student will discriminate between adjectives of nationality and countries. The student will name some Latin American countries. The student will use the expression "si" (if) and tell from where someone is. Choral repetition drills. Dialogs with classmates and teacher using adjectives of nationality in the target language. Practice worksheets. Teacher listens to students' pronunciation and word usage in the target language. Quiz. Comprehension Conversation Introduction of subject material by the teacher, text may be used during introduction. Choral response led by teacher. Practice worksheet. Tuesday, June 28, 2005 Page 6 of 45

7 3.5 LOCAL OBJECTIVE: (3.2) The student will name and translate family vocabulary. LEARNING ACTIVITY: The students will chorally repeat and name the various terms regarding family members. The student will tell if they have a particular family member. The student will take notes on extra vocabulary, chorally participate in flash card drills, solve "clues" regarding the family vocabulary (e.g., El hermano de mi padre es mi (tío)), and view several videos regarding the family terms. Teacher observation of correct responses and pronunciation during oral and flash card drills. Homework/Worksheet check. Quiz targeting family vocabulary, including solving "riddles" (reading comprehension). Further questions/problems appear on a later major quiz and exam. Translation Comprehension Conversation Teacher-generated notes (board, overhead) Flash card drills Oral questioning Overhead/Board drills Video song Videos Tuesday, June 28, 2005 Page 7 of 45

8 CA 6 LOCAL OBJECTIVE: (3.3) The student will express their likes and dislikes, answering the question Le gusta? Te gusta? Teacher observation of correct responses during oral drills, flash cards drills and choral repeitition. Homework/Classwork check (discussion). Small quiz: "Me gusta" vs. "Me gustan" Translation Conversation Comprehension LEARNING ACTIVITY: The student will answer questions such as " Te gusta? Qué te gusta? Qué te gusta más?" in order to express their likes and dislikes. Students take notes on vocabulary items related to things people like and dislike to include in their answers. The student will choose between "gusta" (singular) and "gustan" (plural) both in written and oral forms. The student will watch several videos illustrating the concept of "gusta". The student will practice this construction on written assignments (worksheets and text). Further question and problems regarding vocabulary are included on a sectional quiz and later exam. Board and overhead explanation; lecture; notes; handout of terms; oral drills ( Te gusta? Qué te gusta? Qué te gusta más?); flash card drills; videos. Tuesday, June 28, 2005 Page 8 of 45

9 3.5 LOCAL OBJECTIVE: (3.4) The student will count to twelve in the target language. The student will use the numbers to indicate how many exist (The Expression "Hay"--see 2.3) LEARNING ACTIVITY: The student will chorally repeat the numbers in sequence and randomly; the student will chorally repeat numbers based on the flash card. A video illustrates a numbers song (mnemonic device). The student will employ the terms "hay" (see objective 2.3) and the interrogative " Cuántos?" to indicate "how many" there are. A worksheet and a text drill provide further independent practice. The students will recite simple mathematical forumulae and solve simple math problems in Spanish out loud. Teacher observation of oral responses to drills and activities; homework/classwork check; numbers quiz (Students circle the numeral they hear). Further problems and questions appear on a later quiz and exam. Translation Comprehension Board notes on numbers and spelling; choral repetition (modeling); flash card drills; video; oral drills. Tuesday, June 28, 2005 Page 9 of 45

10 3.5 LOCAL OBJECTIVE: (3.5) The student indicate the time in Spanish and tell at what time something occurs. Teacher observation of responses to oral drills and tutorial problems. A quiz includes a listening and written section. Further problems occur on the sectional quiz and unit exam. Conversation LEARNING ACTIVITY: The student will repeat chorally, take notes, tell the time in Spanish (including different time problems in drills), and answer time questions and problems in Spanish. The student will practice various circumstances of time (Es la una,, son las dos, etc.) on a worksheet and will complete a teacher-led "tutorial" on which the student completes a part of the objective in sequence until he/she is able to tell time in all circumstances (top of the hour, quarter-past, halfpast, mintues 'til, etc.). Students watch a video on time and telling "At what time". QUIZ: Nationalities, Family, Gusta, Time (Objectives 3.1, 3.2, 3.3, 3.5). Board and overhead instruction and notes; oral drills; the teacher facilitates a 'tutorial worksheet"/board explanation in which the concept is taught in parts or steps. Tuesday, June 28, 2005 Page 10 of 45

11 SS 6 LOCAL OBJECTIVE: (3.6) The student will learn the days of the week in the target language. Teacher observation on correct word usage and pronunciation. Practice worksheets. Quiz. Comprehension Conversation LEARNING ACTIVITY: The student will recite the days of the week in Spanish; tell what day today is and what day tomorrow will be. The student will use the expression "si" meaning "if". The student will form dates and write dates in the European fashion. The studetn will determine the day of the week based on"clues" The student will sing the Days of the Week song Teacher directed choral drills. Oral presentation of material, notes. Video. Practice worksheets. Teacher generated notes on board. Oral questioning over subject matter. Choral response. Tuesday, June 28, 2005 Page 11 of 45

12 3.5 LOCAL OBJECTIVE: (4.1) The student will describe various aspects of the weather. LEARNING ACTIVITY: In the target language, the student will indicate what the weather actually is and what is depicted on the flash cards; tsw answer questions about the weather regarding the season and month of the year; the student will pronounce chorally the months and seasons of the year and identify them based on flash card drills. Teacher observation of proper pronuncation and student answers to drills; homework/classwork check. Quiz: Describing weather from pictures, deciphering "riddles" regarding vocabulary, identifying and answering questions about the months of the year, and solving "riddles" regarding the days of the week (objective 3.6). Conversation Teacher-genearated notes on the board; handout of vocabulary items; modeling weather and related terms; oral drilling about the weather, months, and seasons; overhead/board drills; oral questioning; teacher-led flash card drills. Tuesday, June 28, 2005 Page 12 of 45

13 3.5 LOCAL OBJECTIVE: (II, ) The student will learn the name of colors in Spanish. Practice worksheet. Worksheet. Quiz. Comprehension Conversation LEARNING ACTIVITY: The student will name and write common colors; for declension using colors; use, translate, and describe nouns (vocabulary) associated with colors; correctly place adjectives of color; label items using colors; indicate theie favorite color. Repetion drills. Use of flashcards. Video. Dialogs with teacher and peers using new vocabualry in the target language. Teacher introduces new vocabulary. Repetition drills. Flash cards. Video. Teacher initiated question/answer session. Tuesday, June 28, 2005 Page 13 of 45

14 3.5 LOCAL OBJECTIVE: (4.1B) The student will name and use interrogative questions. LEARNING ACTIVITY: The student will indicate the interrogative expressions ( Cuál?, Quién?, Qué?, etc.) in both Spanish and English. The students will translate items from the board/overhead and create the proper forms for singular and plural (if applicable). The students will solve "riddles" based on the interrogative (e.g., the answer is given--what was the question word?). The student will practice this vocabulary on a worksheet. Teacher observation of responses from oral drills; homework/classwork check. Section of a quiz: Problems regarding the meaning of the interrogatives. Teacher-led flash card drills and notes. Tuesday, June 28, 2005 Page 14 of 45

15 CA 6 LOCAL OBJECTIVE: (II, 2.1) The student will identify -er and -ir infinitives. Practice worksheets. Worksheet. Quiz and/or test. Grammar LEARNING ACTIVITY: The student will identify infinitives; translate and conjugate -er and -ir infinitves and form subject-verb agreement; name and use the first, second, and third-person singular subject pronouns; substitute nouns for subject pronouns; read conjugated verbs and infinitives in context; answer questions using conjugations; complete and compose sentences using verb conjugations; employ logic in answering questions. Notes over conjugations and numerous infinitives. Various drills over conjugations. Oral practice with teacher and peers. Overhead/board presentation over infinitives and conjugations. Worksheets. Textbook exercises. Tuesday, June 28, 2005 Page 15 of 45

16 CA 6 SS 6 LOCAL OBJECTIVE: (II 2.0) The student will conjugate regular -ar infinitives and form subject-verb agreement in the singular. The student will replace subjects with subject pronouns. LEARNING ACTIVITY: The student will conjugate verbs to form subject-verb agreement. The student will employ conjugation in order to form simple sentences. The student will perform think/share activities and boardwork, worksheet and overhead drills and answer teacher-generated oral questions. The student will translate infinitives by giving the meaning of a target verb on a flash card in both Spanish and English. The student will take extensive notes on conjugation and make a conjugation chart. The student will also answer questions in Spanish from flash cards. The student will fill in a vocabulary handout on the target verbs. Fill-in worksheets; text problems. Teacher observation of student answers to drills; homework/classwork check. Written -ar conjugation quiz. Related questions and problems employing this objective occur on a later formal quiz. Grammar Teacher-generated notes, modeling of verb pronuncation and conjugation, oral drilling, board/overhead drilling, board instruction on question-and-answer logic, teacher-led flash card drills. Tuesday, June 28, 2005 Page 16 of 45

17 3.5 LOCAL OBJECTIVE: (II, 1.0) The student will count to 39 in Spanish. LEARNING ACTIVITY: The student will chorally repeat the numbers in sequence and randomly; the student will chorally repeat numbers based on the flashcard. A worksheet and text drill provide further independent practice. The student will recite simple mathematical formulae and solve simple math problems in Spanish. Teacher observation of oral responses to drills and activities. Homework / classwork check. Numbers quiz. Further problems and questions appear on a later quiz and exam. Comprehension Board notes on numbers and spelling. Choral repetion. Story problems. Tuesday, June 28, 2005 Page 17 of 45

18 3.5 SS 6 LOCAL OBJECTIVE: (II, 3.1) The student will learn basic Spanish adjectives. Worksheet. Teacher observes correct adjective usage and placement from the student. Quiz. Grammar Conversation LEARNING ACTIVITY: The student will identify, spell, and translate common adjectives; correctly place adjectives; describe themselves, others, and objects using adjectives; form correct adjective declension; use animal vocabulary and describe animals; complete sentences using adjectives. Choral repition drills. Video. Textbook examples and exercises. Teacher /peer dialogs comparing nouns. Teacher introduces adjectives and placement in a Spanish sentence. Referral to textbook examples. Oral practice with students (may be choral) comparing animals. Tuesday, June 28, 2005 Page 18 of 45

19 LOCAL OBJECTIVE: (II 3.3) The student will form and use the demonstrative. Teacher observation of student answers to drills; homework/classwork check. Listening activity: The student listens to a sentence and indicates if the object in question is near (este, esta, estas, estos) or far (ese, esa, esos, esas). Grammar Comprehension LEARNING ACTIVITY: The student will form demonstratives in Spanish in both the adjective and pronoun formats and discriminate between the two. The student will make a chart of demonstratives including adjective declension (gender agreement). The student will complete sentences using an opposite demonstrative, e.g, [No me gusta este libro; me gusta (ése)]. The student will complete a tutorial worksheet based on this concept and chorally repeat the forms from the text, board, and flash cards. The student will complete textbook and worksheet drills in which he/she will form demonstratives and/or convert demonstrative adjectives to demonstrative pronouns. This concept may be tested on a small quiz (competion, using the opposite noun form) and other questions are included on the sectional quiz and exam. Teacher input from board in a chart format; teacher-generated notes; lecture. Teacher-led tutorial; oral drills. Tuesday, June 28, 2005 Page 19 of 45

20 3.5 LOCAL OBJECTIVE: (II, 3.4) The student will conjugate the verb "Ir" and use contractions. Practice worksheet. Worksheet. Quiz.: Adjectives, Demonstratives, Ir Study Guide. Grammar Conversation LEARNING ACTIVITY: The student will conjugate the verb "Ir" in the singular; translate the infinitive and conjugated forms; translate "a", "de" and form contractions with those prepositions; answer questions using "ir" and contractions; translate place names; indicate to where they are going. Falsh and drill review. Oral drill initiated by the teacher. Notes. Worksheet. Teacher observes correct conjugation of "ir" by the student. Teacher presentation, student takes notes. Overhead/board drills. Quiz: Adjectives, Comparative and Superlative, Demonstratives, and Ir. (Objectives 3.1, 3.2, 3.3, 3.4) Tuesday, June 28, 2005 Page 20 of 45

21 1.8 LOCAL OBJECTIVE: (II 3.2) The student will form the comparative and superlative forms to describe and compare objects and people. Teacher observation of student answers to drills; homework/classwork check. Quiz: Answering questions using comparisons based on pictures of objects. Grammar Conversation LEARNING ACTIVITY: The student will compare objects and people in Spanish; the student will combine sentences to form comparisons (Juan es alto. Pedro es más alto. = Pedro es más alto que Juan). The student will make a comparative/superlative chart in their notes and answer questions regarding comparing things in Spanish. The student will complete a tutorial worksheet and independent assignment (worksheet; text) and will participate in overhead/board drills. The student will give the translation of selected target vocabulary in flash card drills. Lesson 3 Quiz: Problems/Questions regarding objective 3.1, 3.2, 3.3, 3.4. Teacher-generated notes on the board; overhead presentation; oral drilling; teacher-led tutorial; flash card drills; overhead/board drills. Tuesday, June 28, 2005 Page 21 of 45

22 3.5 LOCAL OBJECTIVE: (L2.1) The student will use, translate, pronounce and apply vocabulary, mainly related to items in the home. LEARNING ACTIVITY: The student chorally repeats selected vocabulary items, takes notes on certain terms and orally translates items from flash cards both from English to Spanish and Spanish to English. Students answer questions using this vocabulary both in writing and out loud in complete sentences. There may be a translation practice worksheet. The student will apply the vocabulary by reading the clue in the target language and choosing the correct response, e.g., Con qué se cocina una hamburguesa? A: Con un horno. Comprehension Reading Teacher-produced notes; teacherled flash card drills, oral drills, choral repetition and board/overhead drills. Tuesday, June 28, 2005 Page 22 of 45

23 1.8 SS 6 LOCAL OBJECTIVE: (L1.2) The student will form full conjugation of verbs. LEARNING ACTIVITY: The student will form full conjugation of -ar, -er, and -ir verbs with emphasis to the plural; discriminate between "Uds." and "vosotros"; conjugate, translate, and use the irregular verb "ser"; use logic and conjugation to answer questions in complete sentences. The student will perform think/share activies. Fill-in worksheets; text problems. Videos. Choral drills led by the teacher. Practice conjugations on board. Practice worksheets. Worksheets. Quiz over conjugations. Lesson quiz over vocabualry, full verb conjugation, Ser, De quien and De quienes (L1.1, L1.2, L1.3, L1.4) Conjugate Translate Teacher will present the new subject material using visual aids (board and/or overhead) Choral repetion drills. Teacher-generated notes. Modeling of verb pronunciation Tuesday, June 28, 2005 Page 23 of 45

24 3.5 LOCAL OBJECTIVE: (L1.1) The student will use, translate, pronounce and apply vocabulary, mainly related to parts and rooms of the house. LEARNING ACTIVITY: The student chorally repeats selected vocabulary items, takes notes on certain terms and orally translates items from flash cards both from English to Spanish and Spanish to English. Students answer questions using this vocabulary both in writing and out loud in complete sentences. There may be a translation practice worksheet. The student will apply the vocabulary by reading the clue in the target language and choosing the correct response. The student will also interpret the floor plan to a house and answer questions such as how many rooms it has, if it has certain features such as a pool, and if it is a house of one or two stories, etc. Comprehension Reading Teacher-produced notes; teacherled flash card drills, oral drills, choral repetition and board/overhead drills. Tuesday, June 28, 2005 Page 24 of 45

25 3.5 LOCAL OBJECTIVE: (L3.1) The student will use, translate, pronounce and apply vocabulary, mainly related to articles of clothing. The student applies vocabulary relating to items of clothing by identifying the article from a picture. For other items of vocabulary, the student reads a "clue" in the target language and then chooses the correct term. Reading Comprehension LEARNING ACTIVITY: The student will chorally repeat selected vocabulary items, mainly related to items of clothing. Students take notes on certain terms, and orally translate items from flash cards both from English to Spanish and Spanish to English. Students answer questions using this vocabulary both in writing and out loud. There may be a translation practice worksheet. The students view a video in which much of the target vocabulary is illustrated. The students also apply the words on a comprehension worksheet and informal quiz. Lesson 3 Quiz: Problems/Questions regarding objective 3.1, 3.2, 3.3, 3.4. Teacher-produced notes; teacherled flash card drills, oral drills, choral repetition and board/overhead drills. Tuesday, June 28, 2005 Page 25 of 45

26 1.8 SS 6 LOCAL OBJECTIVE: (L1.3) The student will conjugate and use the verb "ser." LEARNING ACTIVITY: The student will conjugate the verb "ser"; answer questions using 'ser". Teacher-generated notes. Oral drill initiated by the teacher. Worksheets. Teacher observes correct pronunciation and conjugation. Worksheet. Quiz. Lesson quiz over vocabulary, full verb conjugation, ser, de quien and de quienes (L1.1, L1.2, L1.3, L1,4) Conjugate Translate Teacher will present the new verb using visual aids. Choral repetion drills led by the teacher. Teacher-generated notes. Modeling of verb pronunciation. Tuesday, June 28, 2005 Page 26 of 45

27 3.5 LOCAL OBJECTIVE: (L4.1) The student will use, translate, pronounce and apply vocabulary, mainly dealing with parts of the body. LEARNING ACTIVITY: The student chorally repeats selected vocabulary items, takes notes on certain terms and orally translates items from flash cards both from English to Spanish and Spanish to English. Students answer questions using this vocabulary both in writing and out loud in complete sentences. The students view a film illustrating the most commonly used body parts. There may be a translation practice worksheet. Time permitting, the students will draw a creature and label its body parts in Spanish. The student will apply the vocabulary by reading the clue in the targe language and choosing the correct response. The student will identify a body part from a picture. Reading Comprehension Teacher-produced notes; teacherled flash card drills, oral drills, choral repetition and board/overhead drills. Tuesday, June 28, 2005 Page 27 of 45

28 3.5 LOCAL OBJECTIVE: (L5.1) The student will use, translate, pronounce and apply vocabulary, mainly related to shopping. The student will apply the vocabulary by reading clues in the target language and choosing the correct response. Comprehension Reading LEARNING ACTIVITY: The student chorally repeats selected vocabulary items, takes notes on certain terms and orally translates items from flash cards both from English to Spanish and Spanish to English. Students answer questions using this vocabulary both in writing and out loud in complete sentences. There may be a translation practice worksheet. Lesson 5 Quiz: Objectives 5.1, 5.2, 5.3, 5.4, 5.5. Teacher-produed notes; teacher-led flash card drills, oral drills, choral repetition and board/overhead drills. Tuesday, June 28, 2005 Page 28 of 45

29 LOCAL OBJECTIVE: (L1.4) The student will discriminate between and use "de quien" and "de quienes." LEARNING ACTIVITY: The student will discrimate and use "de quien" and "de quienes" correctly in oral and written sentences of the target language. Oral dialogs with the teacher using the correct phrase. Practice Worksheet. Worksheet. Lesson quiz over vocabulary, full verb conjugation, "ser", "de quien" and "de quienes" (L1.1, L1.2, L1.3, L1.4) Grammar Teacher-generated notes. Teacher explanation using visual aids. Textbook practice. Tuesday, June 28, 2005 Page 29 of 45

30 3.5 LOCAL OBJECTIVE: (L6.1) The student will use, translate, pronounce and apply vocabulary, mainly related to activities. LEARNING ACTIVITY: The student chorally repeats selected vocabulary items, takes notes on certain terms and orally translates items from flash cards both from English to Spanish and Spanish to English. Students answer questions using this vocabulary both in writing and out loud in complete sentences. There may be a translation practice worksheet. The student will apply the vocabulary by reading the clue in the target language and choosing the correct response. Comprehension Reading Teacher-produced notes; teacherled flash card drills, oral drills, choral repetition and board/overhead drills. Tuesday, June 28, 2005 Page 30 of 45

31 1.8 SS 6 LOCAL OBJECTIVE: (L) The student will discriminate between the verbs "tener" and "venir." LEARNING ACTIVITY: The student will use, read, discriminate between and translate, and conjugate the irregular verbs "tener" and "venir". Teacher-generated notes. Choral drill over conjugation and pronunciation. Practice, Fill-in worksheets. Textbook exercises. Practice worksheets. Worksheets. Teacher observes student using correct conjugation and pronunciation. Quiz over "tener" and "venir". Lesson quiz over vocabulary, tener vs.venir, expressions with tener, adjective declension / placement (L2.1, L, L2.3, L2.4) Grammar Visual / oral presentation of the irregular verbs "tener" and "venir". Teacher initiated question/answer drills over conjugations. Board / overhead drills. Tuesday, June 28, 2005 Page 31 of 45

32 1.8 SS 6 LOCAL OBJECTIVE: (L3.2) The student will fully conjugate and discriminate among the irregular verbs "ir," "dar," and "estar." LEARNING ACTIVITY: The student will apply previous knowledge of regular verb conjugation to the irregular verb conjugations of the target verbs. The student will form subject-verb agreement, complete sentences with the verb conjugations and orally answer questions related to these verbs. Students will apply the irregular verb conjugations by using them to answer questions in complete sentences. Practice includes oral drills from the overhead and board, several worksheets, and text assignments. Teacher observation of correct conjugation, pronunciation, and responses; homework/classwork check. On the quiz, students fill-in the correct conjugations, thus completing sentences. They must also discriminate among the three target verbs from the context of the sentence. Grammar A "mini-unit" on the verb ir includes a video demonstrating this verbs use in describing actions in the immediate future. Teacher modeling, teachergenerated notes, teacher-led choral repetition, and flash cards. Tuesday, June 28, 2005 Page 32 of 45

33 1.8 SS 6 LOCAL OBJECTIVE: (L2.3) The student will use expressions with "tener." LEARNING ACTIVITY: The student will recognize, translate, read, and use expressions with "tener" and discriminate between these expressions and others of different types. Video. Flash cards with new expression vocabulary. Practice worksheet. Textbook exercises. Overhead drills. Teacher observes student's pronunciation and word usage. Worksheet. Quiz. Quiz over Lesson 2: vocabulary, tener vs. venir, expressions with "tener", adjective declension / placement (L2.1, L, L2.3, L2.4) Grammar Teacehr-generated notes. Visual / oral presentation of new subject material. Oral question /answer session led by the teacher. Tuesday, June 28, 2005 Page 33 of 45

34 1.8 SC 6 LOCAL OBJECTIVE: (L3.3) The student will apply, conjugate, translate and discriminate between the irregular verbs "ser" and "estar." Teacher observation of correct responses and pronuncation during drills; homework/classwork/tutorial check; quiz in which the student appllies the rules by writing the correct verb and correct conjugation. Vocabuarly Grammar LEARNING ACTIVITY: Both "ser" and "estar" mean "to be." In Spanish, they are used in different contexts. The student will take notes on the rules regarding how they are used. The student will conjugate these two irregular verbs and apply rules for their use on worksheets, oral drills, and overhead drills. Lesson 3 Quiz: Problems/Questions regarding objective 3.1, 3.2, 3.3, 3.4. The teacher will model the spelling, pronunciation, and conjugation of the verbs "ser" and "estar"; provide notes, teacher-led choral repetition, and numerous examples of the uses of these verbs. Tuesday, June 28, 2005 Page 34 of 45

35 3.5 SS 6 LOCAL OBJECTIVE: (L2.4) The student will form adjective declension. LEARNING ACTIVITY: The student will use adjective placement properly in various Spanish sentences. Practice worksheets. Overhead drills. Tutorial worksheets. Teacher observes student using adjective declension properly. Worksheet. Quiz over Lesson 2: vocabulary, tener vs. venir, expressions with "tener", adjective declension / placement (L2.1, L, L2.3, L2.4) Grammar Teacher-generated notes. Overhead drills showing variations of adjective placement. Tuesday, June 28, 2005 Page 35 of 45

36 3.5 LOCAL OBJECTIVE: (L3.4) The student will discriminate between prepositional pronouns and subject pronouns. Teacher observation of correct responses during drills; homework check/classwork check; quiz on which the student gives the meaning of prepositions in the target language and applies the rules to provide the correct pronoun: subject or prepositional. Grammar Unit 3 Exam: Problems cover reading and application problems for objectives L3.1, L3.2, L3.3, and L3.4 in various contexts. LEARNING ACTIVITY: The student will list the subject pronouns and prepositional pronouns in chart form; take notes; list prepositions and translate their meaning; apply the rules for the use of prepositional pronouns on worksheets, overhead and board drills and text assignments. The student will translate prepositions from flash cards. Lesson 3 Quiz: Problems/Questions regarding objective 3.1, 3.2, 3.3, 3.4. Teacher-generated notes, teacherled oral drills and choral repetition, modeling and examples. Tuesday, June 28, 2005 Page 36 of 45

37 1.8 SS 6 LOCAL OBJECTIVE: (L4.2) The student will indicate possession using possessive adjectives. LEARNING ACTIVITY: The student will indicate possession using possessive adjectives, the preposition "de", and ask for ownership using " De quien?" vs. " De quienes?" Overhead drills. Fill-in worksheets. Tutorial worksheet. Create questions for classmates, and the response from the classmate will include the possession "de". Teacher observes the student using the possessive adjective correctly in oral and written sentences. Worksheet. Quiz. Quiz over Lesson 4:, possession, -go verbs (L4.1, L4.2, L4.3) Grammar Teacher-generated notes. Overhead / board explanation of the usage and rules Tuesday, June 28, 2005 Page 37 of 45

38 1.8 SS 6 LOCAL OBJECTIVE: (L5.2) The student will define, conjugate, and discriminate between the irregular verbs "conocer" and "saber." Teacher observation of correct responses during drills; homework/classwork check; quiz on which the student must first choose which verb is used in a particular context and then form the proper conjugated form. Grammar LEARNING ACTIVITY: Both "conocer" and "saber" mean 'to know" but in different contexts. The student will conjugate and apply these verbs both orally in various drills and in writing on worksheets. They will take notes and participate in "downthe-line" drills in which each person quickly recites a conjugation in order. The student will take notes and make a conjugation chart for each of these verbs. Lesson 5 Quiz: Objectives 5.1, 5.2, 5.3, 5.4, 5.5. Teacher-generated notes and conjugation chart; teacher-led choral repetition; teacher led downthe-line drill in which each student says a conjugation in order; various overhead drills. Tuesday, June 28, 2005 Page 38 of 45

39 1.8 SS 6 LOCAL OBJECTIVE: (L5.3) The student will apply rules for the use of the preposition "a." LEARNING ACTIVITY: The student will take notes and make a list of the four rules and numerous examples that govern the use of the preposition "a" in its contexts. On overhead drills, the students will translate sentences using these rules from both English to Spanish and Spanish to English. In addition, students will indicate if an "a" is required, and if so, which rule applies. Students may be asked to provide their own sentences as examples to the rules. Students also apply these rules on a worksheet by determining if an "a'" or "que" is required, if any, and which rule applies. There are also text assignments and oral drills. Teacher observation of drill responses; homework/classwork check; practice quiz; quiz. Lesson 5 Quiz: Objectives 5.1, 5.2, 5.3, 5.4, 5.5. Grammar Teacher-generated notes on the board; overhead information and drills; examples; teacher-led tutorial. Tuesday, June 28, 2005 Page 39 of 45

40 SS 6 LOCAL OBJECTIVE: (L5.4) The student will apply prepositions and use the preposition following the infinitive. Teacher observation of correct responses to drills; homework/classwork check; quiz on which students translate/define common prepositions and use either the conjugated verb or the infinitive depending on the context. Grammar LEARNING ACTIVITY: During flash card during drills, the student will translate target prepositions and repeat them chorally. The student will review/define what an infinitive is and give examples. The student will provide examples of common prepositions in Spanish and take notes on additional ones. On numerous worksheets, oral, board, and overhead drills, the student will determine when the verb is in the infinitive and when it is conjugated based on the presence of a preposition. Lesson 5 Quiz: Objectives 5.1, 5.2, 5.3, 5.4, 5.5. Teacher-generated notes and numerous oral, overhead, and flash card drills. Tuesday, June 28, 2005 Page 40 of 45

41 SS 6 LOCAL OBJECTIVE: (L5.5) The student will form negation. Teacher observation of correct responses from oral responses and drills; homework/classwork check; tutorial; quiz on which an answer or prompt is given, and the student must determine which negative expression applies: nada, nunca, or nadie. Grammar LEARNING ACTIVITY: Students will use negative words (nunca, nada, nadie) to indicate never/not ever; nothing/not anything and no-one/not anyone. Students will also use alternate word order to express emphasis, e.g., No está nadie aquí vs. Nadie está aquí. The student will take notes, participate in flash card drills, use the target expressions in sentences, and change the negative expression from one type to the alternate word order in oral and written drills from overheads and various worksheets and text assignments. Lesson 5 Quiz: Objectives 5.1, 5.2, 5.3, 5.4, 5.5. Teacher-generated notes and teacher-led flash card and overhead oral drills. There is a teacher-led tutorial for this objective. Tuesday, June 28, 2005 Page 41 of 45

42 1.8 SS 6 LOCAL OBJECTIVE: (L4.3) The student will use various -go verbs. LEARNING ACTIVITY: The student will conjugate, use, read, and translate -go verbs. Oral drills. Worksheet. Overhead drills. Worksheet Teacher observation of proper conjugation of a -go verb. Quiz. Quiz over Lesson 4:, possession, -go verbs (L4.1, L4.2, L4.3). Grammar Teacher-generated notes (may include the conjugation chart) Visual / oral presention of -go verbs on the board or the overhead. Oral drills. Textbook exercises. Tuesday, June 28, 2005 Page 42 of 45

43 SS 6 LOCAL OBJECTIVE: (L6.2) The student will replace direct objects with direct object pronouns. Teacher observation of correct responses from drills and tutorials; homework/classwork check; "quizettes" (short quizzes); quiz on which the student must replace an antecedent with a pronoun and correctly place the pronoun in the sentence. Grammar LEARNING ACTIVITY: In Spanish, the student will replace antecedents in the objective case with object pronouns. The student must discriminate between subject pronouns and their objective counterparts. Activities include notes, overhead drills, oral drills, written drills on worksheets and book assignments, and a tutorial. This procedure is repeated for each of the following: me/te/nos; lo/la/los/las, and "os" is mentioned informally at this level. Further problems/questions occur on the Lesson 6 Quiz: Objectives 6.1, 6.2, 6.3. Teacher-generated notes and numerous examples; tutorials; oral overhead drills and instruction. Tuesday, June 28, 2005 Page 43 of 45

44 1.8 SS 6 LOCAL OBJECTIVE: (L6.3) The student will conjugate the radical root (boot) verbs. LEARNING ACTIVITY: The student will conjugate the Radical Root verb in writing and in speech. Oral drills over the conjugation chart focusing on pronunciation and spelling changes. Worksheets Overhead drills. Video. Practice worksheet. Worksheet. Quiz. Quiz over Lesson 6: vocabulary, direct object with pronouns, radical root verbs (L6.1, L6.2, L6.3) Grammar Visual / oral presentation by the teacher over the Radical Root (Boot) verbs on board or overhead. Textbook exercises. Teacher-generated notes Teacher directed conjugation drills. Tuesday, June 28, 2005 Page 44 of 45

45 CA 2 CA 3 LOCAL OBJECTIVE: READING: The student will read, comprehend and translate authentic discourse. LEARNING ACTIVITY: The student will practice new vocabulary and oral and written translation of authentic discourse by using inference, context, and cognates. Students chorally repeat new vocabulary; perform vocabulary drills; listen to the story on the tape and translate orally as a class. For subsequent stories, students translate on paper in coöperative groups. Students answer comprehension questions in Spanish and complete written drills for various review structures. Teacher observation of translation and drill responses; comprehension questions check; written drills check; translation check. Reading Exam: The students respond to questions about the three shorts stories they have read and one which they have never seen. The text of each story is provided. Reading Comprehension Translation The teacher provides a vocabulary list and initiates a choral repetition drill. The teacher plays the tape and initiates discussion on an oral translation. For later stories, the teacher breaks the class into groups and advises/answers questions as needed. Tuesday, June 28, 2005 Page 45 of 45