Realidades 4 Chapter 6 El mundo del espectaculo Content Area: World Language Course(s): Generic Course, World Language Time Period: 3rd Marking Period Length: 5 Weeks Status: Published Unit Overview In Chapter 6, students will be introduced to vocabulary, phrases and concepts related to entertainment. The students will be able to discuss variousgenres and stars. Emphasis will be placed on basic communication and comprehension in everyday situations. Students will continue to gain a working knowledge of the structures of the target language including commands and expressions of desire. Transfer Students will be able to: 1. Describe others' in appearance and personality. 2. Describe people and things. 3. React to common situations. MEANING: Understandings Students will understand: 1. The difference between reflexive and non-reflexive verbs. 2. How to more effectively communicate feelings.
3. The difference btween Indicative and Subjunctive clauses. Essential Questions How do others see me? How do I express my feelings? What characteristics do I look in relationships? Application of Knowledge and Skill Students will know... Students will know: 1. How to describe personality and character. 2. How to discuss self-esteem. 3. Correct positioning of adjectives.
Students will be skilled at... Students will be able to: 1. Describe themselves and others. 2. Express preferences. 3. Telling what has happened. 4. Analyze a song. Academic Vocabulary aplaudir to applaud el camerino dressing room la cartelera billboard, entertainment, listing componer to compose el conjunto band, ensemble donar to donate ensayar to rehearse estrenar to premiere la gira tour grabar to record
hacer un papel to play a role jugar (ue) to play a game, to bet, to play a sport lento/a slow el/la locutor/a (radio/tv) announcer lucir bien/mal to look good/bad (appearing in context of clothing) movido/a lively ojala (que) I hope (that), I wish (that) parecer(se a) to seem (to look like) premiar to award a prize to el premio prize, award quiza(s) perhaps, maybe la resena review (of a show or book) el sencillo single (record) tal vez perhaps, maybe tocar to play a musical instrument, to touch, to knock la voz voice cuando when despues (de) que after
(a)donde (to) where en cuanto as soon as hasta que until luego que as soon as mientras que as long as segun according to tan pronto como as soon as a fin de que in order that a menos (de) que unless antes (de) que before con tal (de) que provided (that) en caso de que in case para que in order that, so that sin que without Learning Goal
Proficiency Scale NJ CCCSfor Strand: World Language Score 4.0 Realidades 4 Capitulo 6 El mundo del espectaculo Grade/Course: SpanishV and AP In addition to Score 3.0, student makes in-depth inferences and applications that go beyond what was taught. Student goes above and beyond in speaking, reading, writing and listening when describing and asking about leisure activities and in Spanish.? Student sounds very close to a native Spanish speaker. Sample Activities Including but not limited to: speaking/writing/listening/reading activities,cultural comparison/contrast, web quests, group communicative activities, projects Score 3.0 3.5 In addition to score 3.0 performance, in-depth inferences and applications with partial success. The student: Shows appropriate and accurate use of Spanish language 90% of the time. Vocabulary: Identify/Describe/Compare/Contrast Adjectives, nouns, verbs related to the arts Including but not limited to: speaking/writing/listening/reading activities,cultural comparison/contrast, web quests, group communicative activities, projects Grammar: Subjunctive vs indicative Commands Score 2.0 The student exhibits no major errors or omissions. 2.5 No major errors or omissions regarding 2.0 content and partial knowledge of the 3.0 content. The student: Shows appropriate and accurate use of Spanish language 80% of the time. Vocabulary: Identify/Describe/Compare/Contrast Adjectives, nouns, verbs related to the arts Including but not limited to: speaking/writing/listening/reading activities,cultural comparison/contrast, web quests, group communicative activities, projects Grammar: Subjunctive vs indicative Commands Score 1.0 However, the student exhibits some errors or omissions regarding the more complex ideas and processes. 1.5 Partial knowledge of the 2.0 content, but major errors or omissions regarding the 3.0 content. With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.
The student: Shows appropriate and accurate use of Spanish language 70% of the time. Vocabulary: Identify/Describe/Compare/Contrast Adjectives, nouns, verbs related to the arts Grammar: Subjunctive vs indicative Commands Score 0.0 The student exhibits major errors or omissions. 0.5 With help, a partial understanding of the 2.0 content, but not the 3.0 content. Even with help, no understanding or skill demonstrated. 2010 Marzano Research Laboratory WL.7.1.AL.A.5 WL.7.1.AL.A.2 WL.7.1.AL.A.7 WL.7.1.AL.A.1 WL.7.1.AL.A.L.1.a WL.7.1.AL.A.8 WL.7.1.AL.A.L.1.c WL.7.1.AL.A.L.1.f WL.7.1.AL.A.L.1.b WL.7.1.AL.A.L.1.d WL.7.1.AL.A.C.2 Evaluate information from oral and written discourse dealing with a variety of topics. Demonstrate comprehension of spoken and written language and nuances of culture, as expressed by speakers of the target language, in informal and some formal settings. Infer the meaning of some unfamiliar words and phrases in academic and formal contexts. Analyze and critique the validity of culturally authentic materials using electronic information and other sources related to targeted themes. Analyze written and oral text. Analyze elements of the target language that do not have a comparable linguistic element in English. Identify most supporting details in written and oral text. Identify some cultural perspectives. Synthesize written and oral text. Infer meaning of unfamiliar words in new contexts. Being able to view one s own culture through the lens of others assists in understanding global issues. (Topics that assist in the development of this understanding should include, but are not limited to: freedom of speech and other civil, international, and human rights, as they relate to a variety of issues.)
WL.7.1.AL.B.L.1.e WL.7.1.AL.B.L.1.d WL.7.1.AL.A.L.1.e Offer and support opinions. Compare and contrast. Infer and interpret author s intent. Target 1-- Retrieval SWBAT: 1.Describe themselves and others. 2. Identify examples reflexive verbs. 3. Use gender appropriate adjectives. Target 2-- Comprehension SWBAT: 1. Describe the effects of low and high esteem. 2. Describe the relationship between mood and behavior. Target 3-- Analysis
SWBAT: 1. Summarize A Julia de Burgos. 2. Explain what conclusions can be drawn from Willy Chirino's "Soy" Target 4-- Knowledge Utilization SWBAT: 1. To critique "Soy" and/or A Julia de Burgos. Summative Assessment 1. Vocabulary and grammar quizzes. 2. Assessment of reading, writing,listening, speaking skills. 3. End od unit exams. 4. Mid or end of unit projects. 5. Student presentations.
Formative Assessment and Performance Opportunities 1. In-class reading, writing, speaking and listening activities. 2. Class participation. 3. Cooperative learning activities. 4. Digital assessments with accompanying assignments. 5. Webquests. 6. Review games. 7. Surveys. 8. Think/Pair/Share activities. 9. Teacher-directed Q and A. 10. Teacher observation. 11. Additional practice activities. Differentiation / Enrichment Differentiation: 1. Strategic seating for reduced distraction, enabling better lesson focus. 2. Small-group, teacher-monitored learning activities. 3. Provision of graphic organizers, vocabulary lists, note-taking techniques and devices. Enrichment:
1. Expand and extend concepts, ideas, relationships, and generalizations. 2. Students will be provided with additional resources on relative topics. 3. Provide students with supplemental resources to expand knowedge base. 4. Create experiences for deeper learning. Unit Resources REALIDADES: Print and online interactive textbook Online practice workbook Writing, Audio and Visual workbook Leveled Vocabulary and Grammar Workbook Teacher Resource Book Temas 1-4/5-9 Additional related online websites