LOCAL OBJECTIVE: SP2 General Objective 1: The student will use, spell, read, write, apply and translate Spanish vocabulary. LEARNING ACTIVITY: The student will use, spell, read, write, and translate Spanish vocabulary. The student will take notes on thematic and miscellaneous vocabulary as well take take part in extensive daily flash card drills. In addition, the student will participate in choral vocabulary repetition drills and may participate in various drills both individually and as a class. The student will take notes for vocabulary lists and may be given a handout for these lists. Target vocabulary appears as indiviudal items as well as in articles and sentences which the student may be asked to translate both orally and sometimes in writing. Occasionally, chapters which include thematic vocabulary contain questions using the target vocab which the students must answer in complete sentences. These questions can be written but are often oral "Conversation" exercises. Some thematic units such as body parts and clothing include a video for further reinforcement. Second semester, the student will apply the vocabulary in an extensive ready and history unit in the target language in addition to learning new words. The evaluation consists of teacher observation of proper pronunciation, answers to flash cards drills, homework/classwork check of various written work, observations of responses to oral drills, and test items specifically targeting new vocabulary occur on vocabulary quizzes consisting of reading problems. Reading units also contain quizzes targeting vocabulary. Reading comprehension is heavily emphasized. The teacher will model correct pronunciation by leading the class in choral repetition drills. flash card drills follow, during which the teacher shows the Spanish and the students indicate the English, then vice-versa. The flash cards are usually shown in small groups, and the teacher goes to the next group when he is satisfied that the students have a rudimentary grasp of the current group. This process is repeated until all vocabulary words has been provisionally mastered. From that point, the drill is repeated each day until mastery is likely. Drilling and repetition is heavy. Tuesday, June 28, 2005 Page 1 of 17
LOCAL OBJECTIVE: SP2 General Objective 2: The student will use vocabulary and apply the rules of grammar in order to translate authentic discourse from Spanish into English. LEARNING ACTIVITY: The student will use vocabulary and apply the rules of grammar in order to translate passages from Spanish into English both in writing and orally. The student will orally translate authentic discourse: Passages from the history units (text), invidual sentences, dialogues, passages from readers, aural passages from videos, and films. The student will apply vocabulary and the rules of grammar to translate from English into Spanish in the course of mechanical drills and exercises targeting that objective. The teacher will correct inaccurate translations and word choice using the following rules: A good translation is what one would say in English; Words cannot be translated-- only meaning can be translated. Most passages are informal without detailed formal evaluation. These are evaluated by teacher observation of oral and written responses. More formal assignments include the translation of written passages from essays and readers, especially during the history unit. The class reads their translations and checks their own work. Since all test questions require comprehension to some degree, all require mental translation in some part. This is the nature of foreign language. Comprehension The teacher will provide instruction of vocabulary (see SP2 General Objective 1: ) and will guide students through both oral and written translations. The teacher will ask questions regarding the authentic discourse. Tuesday, June 28, 2005 Page 2 of 17
CA 2 CA 3 LOCAL OBJECTIVE: SP2 General Objective 3: The student will apply vocabulary, the rules of grammar and translation skills in order to read Spanish text and authentic discourse. LEARNING ACTIVITY: The student will use vocabulary and apply translation and the rules of grammar in order to read passages in Spanish. This is a companion objective to SP2 General Objective 2: Translation and SP2 General Objective 1:. The student will read and understand passages in Spanish. The student will read dialogues, essays, and readers, particularly during the history units. observation of responses to questions, evaluation of any written work, and lesson quizzes and tests include problems specifically targeting reading comprehension. Many include short reading passages followed by questions to which the student must respond. items usually consist of a "crossword puzzle" type "clue" in Spanish which the student must be able to read in order to determine the correct answer. Other problems dealing with reading occur on various tests and quizzes, particularly the tests for the history units. Comprehension Reading The teacher will provide instruction of vocabulary (see SP2 General Objective 1: ) and will guide students through the reading of passages both as a class and individually. The teacher will ask questions regarding the authentic discourse. Tuesday, June 28, 2005 Page 3 of 17
SS 6 LOCAL OBJECTIVE: SP2 General Objective 4: The student will practice listening to and understanding authentic discourse LEARNING ACTIVITY: The student will watch videotapes and listen to audiotapes containing authentic discourse. These may include, songs, cultural capsules, commercial advertising, animated cartoons and motion pictures such as but not limited to Con ganas de triunfar and Fiesta de comequitas. The student may be asked to list key concepts or recognized vocabulary words and write them down. Many units contain vocabulary which include a vocabulary quiz as well as written comprehension questions. Evaluation is also provided by teacher observation of the correct responses to oral questions and any written work. During vocabulary listings, the class complies a list on the board of all the recognized vocabulary from the authentic discourse that is viewed. Usually, authentic discourse activities are designed to practice listening comprehension and there is no formal evaluation. Many tests and lesson quizzes, however, include a listening section targeting vocabulary expressions, idiomatic expressions, or general comprehension of Spanish. Comprehension Aural comprehension is intrinsic. The teacher plays no role other than providing the authentic discourse and an advance organizer and asking comprehension questions as well as playing the cassette or videocassette. The teacher may ask comprehension questions. Tuesday, June 28, 2005 Page 4 of 17
CA 3 LOCAL OBJECTIVE: SP2 General Objective 5: The student will participate in a comprehensive review of Spanish I and demonstrate mastery of target objectives. LEARNING ACTIVITY: The student will participate in a comprehensive review of Spanish I and demonstrate mastery of target objectives. The student will participate in notetaking, flash card drills, overhead drills, oral drills, and complete selected teacher-produced written drills at a much faster pace than Spanish I. All vocabulary and all key structures are reviewed (See Spanish I for specific objectives and standards). Videos illustrating vocabulary and key concepts used in Spanish I are repeated. These include but are not limited to España Viva, Contacto, Time Video, Me Gusta Video, Qué dirías tú?, Elementary Spanish, Clothing Video, Body Parts Video, Qué va a hacer Raúl?, Viaje a la Paz-- Expressions with Tener, Standard Deviants, et. Al. This review unit covers the span of Spanish I in the full first quarter of Spanish II. This is especially critical for students who had Spanish I inf other programs or districts. The Comprehensive Review of Spanish I divided into units from Review Unit I to Review Unit VI. Most lessons are followed by a short quiz on which the student demonstrates mastery. These are also used for diagnostic purposes. Quiz come quickly with several on one day, or one every couple days depending on the target structures being reviewed. Each unit is followed by a test with problems that specifically target the objectives reviewed with emphasis on grammatical structures and vocabulary. problems are written in Spanish in a crossword puzzle type "clue" which the student must read and understand in order to provide the correct response. Therefore, students perform on no less that six tests and numerous classroom quizzes. Reading The teacher will provide notes and instruction via the board and the overhead projector; engage the class and individuals in oral, overhead, down-the-line, and choral drills; show videos illustrating target structures; and guide the class through tutorials. Tuesday, June 28, 2005 Page 5 of 17
SS 6 LOCAL OBJECTIVE: SP2 L8A: The student will conjugate and apply reflexive verbs in the present indicative. LEARNING ACTIVITY: The student will apply and conjugate reflexive verbs in the present indicative and correctly place the reflexive pronoun. The student will take notes, participate in flash card, taped, overhead, and teacher-directed oral drills targeting this construction and complete written text-based and teacher-made mechanical drills and exercises. The student will recognize that the previously learned expression Cómo te llamas? --Me llamo... is indeed a reflexive construction and will compare those expressions to the conjugation of reflexive verbs chart. The student will also complete a tutorial on the reflexive construction. The reflexive verb list is considered vocabulary. assignments. Problems targeting the reflexive construction appear on the Lesson 8A Reflexive quiz, which includes a listening section (reflexive or non-reflexive?) as well as matching and fill-in sections, and the Lesson 8 chapter test. The meaning of reflexive verbs as vocabulary as well as their formation as conjugations are targeted. The teacher will model the correct responses and material on the board, provide examples, give notes, conduct flash card, taped, choral, and oral drills directed to both the class and the individual, conduct overhead drills, lead the class through a tutorial, and may direct students to respond on the board by doing problems or checking homework. Tuesday, June 28, 2005 Page 6 of 17
SS 5 LOCAL OBJECTIVE: SP2 L8B: The student will conjugate and apply -ar, -er, and - ir verbs in the preterite. LEARNING ACTIVITY: The student will apply and conjugate regular verbs in the preterite tense and define the meaning and use of the preterite. Practice of this structure is intense. The student will take notes, participate in numerous overhead, and teacher-directed oral drills targeting this construction and complete several written text-based and teacher-made mechanical drills and exercises. Although the focus is the regular preterite, the student will be introduced to verbs whose yoform is an orthographic changer, e.g., jugué, empecé, and toqué, and to the the irregulars dar, ver, ir, ser, creer and leer. assignments. Problems targeting the regular preterite and selected irregular forms occur on a classroom quiz (one -ar with a listening activity included, one for -er/-ir and selected irregular verbs, and a practice chapter quiz) and the Lesson 8 test. The teacher will preview the preterite on the board by reviewing the present tense and showing the meaning of the preterite, followed by its formation for regular verbs. Students take notes as the teacher shows irregular yo-forms, 3rd person forms, the lack of orthographic stem changers in the preterite, and several examples of irregular verbs. The teacher will model the correct responses and material on the board, provide examples, give notes, conduct choral, and oral drills directed to both the class and the individual, conduct overhead drills, lead the class through a tutorial, and may direct students to respond on the board by doing problems or checking homework. Tuesday, June 28, 2005 Page 7 of 17
SS 5 LOCAL OBJECTIVE: SP2 L9A: The student will conjugate and apply irregular verbs in the preterite. LEARNING ACTIVITY: The student will apply and conjugate irregular verbs in the preterite tense and define the meaning and use of the preterite as well as the target verb(s). There include but are not limited to andar, estar, tener, poder, saber, poner, venir, hacer, querer, decir, traer, producir, traducir, ver, dar, ir, ser, pedir, dormir, repetir, caer, creer, leer, oír, buscar, llegar, empezar, comenzar, caber, divertir(se), and preferir. Practice of this structure is intense. The unit is divided into mini-units labled Roman numeral I to X and are made up of three to four verbs each, most of which are similar in their construction or form. In each mini-unit, the student will take notes, participate in numerous overhead, and teacher-directed oral drills directed at the target verbs and complete several written text-based and teacher-made mechanical drills and exercises before taking the daily quiz on the target verb group. Time permitting, the student will discuss and translate a song in the preterite ("Ayer") and view the Video Pasaporte and Salsariffic Video on the preterite. In addition, the student will define the special meaning of certain verbs whose preterite meaning differs from the infinitive meaning: Conocer, saber, (no) querer, tener, and poder. assignments. Problems targeting the irregular preterite occur on daily classroom quizzes (ten in number) until all target verbs are mastered. Numerous problems covering the irregular preterite and the special meanings of certain verbs in the preterite occur on the Lesson 9 test. The teacher will review the regular preterite (see SP2 8B The Regular Preterite) on the board by reviewing the formation for regular verbs. Student may be asked to provide examples of regular verbs they know. The teacher will model the correct responses and material on the board, provide examples, give notes, conduct choral, and oral drills directed to both the class and the individual, conduct overhead drills, lead the class through the mini-unit drills, and may direct students to respond on the board by doing problems or checking homework. Tuesday, June 28, 2005 Page 8 of 17
SS 5 LOCAL OBJECTIVE: SP2 L9B: The student will apply the preterite and the idiomatic expression "hacer" + time to convery "ago." LEARNING ACTIVITY: The student will apply and conjugate verbs in the preterite tense and apply the formula hacer + time = ago to indicate "ago." The student will take notes, participate in overhead, and teacher-directed oral drills and complete a tutorial on this construction. The student will provide examples. assignments. Problems targeting the expression of "ago" appear on the Lesson 9 test. The teacher will use the board to show how "ago" is expressed with preterite clause + hacer + time or hace + time + que + preterite clause. The teacher will provide several examples of this construction. Tuesday, June 28, 2005 Page 9 of 17
SS 5 LOCAL OBJECTIVE: SP2 L10A: The student will apply and conjugate regular and irregular verbs in the imperfect tense. LEARNING ACTIVITY: The student will apply and conjugate verbs in the imperfect tense, including the three irregular verbs ir, ser, and ver. The student will take notes, participate in numerous overhead, and teacher-directed oral drills and complete written teacher-designed and commerically designed drills. The student will indicate what he or she used to do, was doing, would always do and did (over a period of time) by responding in the imperfect tense. assignments. Problems targeting the imperfect appear on the Lesson 10 test. There is also a classroom quiz for the regular and another for the irregular imperfect. The teacher will provide notes, and direct the class in oral and overhead drills both to individual students and the class, including oral questions. Overhead drills are numerous for this unit. Tuesday, June 28, 2005 Page 10 of 17
SS 5 LOCAL OBJECTIVE: SP2 L10B: The student will apply and conjugate regular and irregular verbs in the imperfect tense and preterite tenses and discriminate between the two. LEARNING ACTIVITY: The student will apply and conjugate verbs in the imperfect tense and the preterite tense and discriminate between the two (SEE SP2 L8B, The Preterite; SP2 L9A, The Irregular Preterite; and SP2 L10A, The Imperfect). The student will use time cues (ayer, anteayer, el mes pasado; cuando era joven, de costumbre, de vez en cuando, et. al.), context, and meaning to determine which tense is used and will make up their own sentences based on the flash cards. The student will also apply those verbs with special irregular meanings in the preterite in order to determine if that tense or the imperfect should be used. The student will translate sentences and paragraphs in order to determine if the preterite or imperfect should be used in a particular circumstance and EXPLAIN their choice. The student will complete written question-and-answer drills; worksheet tutorials, including one which focuses on time cues; overhead drills; oral drills; flash card drills; and will take notes on the rules governing the use of these two tenses. A handout on these rules is included in the lesson. assignments. Problems targeting the imperfect vs. the preterite appear on the Lesson 10 test. There is also a classroom quiz for the preterite vs. the imperfect. The teacher will provide notes, and direct the class in oral and overhead drills both to individual students and the class, including oral questions. Overhead drills are numerous for this unit. The teacher will conduct tutorials and paragraph drills. Tuesday, June 28, 2005 Page 11 of 17
SS 5 LOCAL OBJECTIVE: SP2 L11A: The student will apply the present progressive tense by conjugating "estar" and forming a present participle. LEARNING ACTIVITY: The student will apply the present progressive tense by: Conjugating estar; forming a present participle from regular -ar, -er, and -ir verbs; forming a participle from irregular, orthographic changing (-yendo) and stemchanging verbs (e.g., dormir--durmiendo). The student will change objects to pronouns, attach the pronouns to the participle, and add the required accent mark in the correct location (including double-object pronouns). assignments. This is a multi-phase lesson with classroom quizzes assessing each step: A participle formation quiz, a present progressive quiz, and a present progressive with pronouns quiz. Further problems regarding the formation of participles and the present progressive occur on the Lesson 11 test. The teacher will provide notes, direct the class in oral and overhead drills both to individual students and the class, guide students through written drills, and conduct tutorials. Tuesday, June 28, 2005 Page 12 of 17
SS 5 LOCAL OBJECTIVE: SP2 L11B: The student will conjugate the verb "seguir" in the present, preterite and imperfect tenses and form the construction "seguir" + present participle. LEARNING ACTIVITY: The student will apply elements learned in the previous lesson (SEE SP2 L11A The Present Progressive) to form the construction seguir + present participle = to keep on doing something/kept on doing something. The student will conjugate seguir in the present, preterite, and imperfect tenses. The student will take notes; participate in choral repetition drills; read a handout; participate in overhead drills; and complete mechanical and other written drills from teacher-made worksheets and tutorials. There is a practice test for this lesson. assignments. This is a multi-phase lesson with classroom quizzes assessing each step: A quiz on the verb seguir in all three tenses and a quiz on the construction seguir + present participle. More problems on this construction and the conjugations of seguir occur on the Lesson 11 Test. The teacher will provide notes, direct the class in oral and overhead drills both to individual students and the class, guide students through written drills, and conduct tutorials. Tuesday, June 28, 2005 Page 13 of 17
SS 5 LOCAL OBJECTIVE: SP2 L12A: The student will form the formal and plural imperative. LEARNING ACTIVITY: The student will form the formal imperative of regular -ar, - er, and -ir verbs; orthographic-changing verbs (toque, pague; dirija); and those that derive their command form from -go verbs and irregular yo-forms (diga, conozca, etc.). The student will correctly replace objects with pronouns and place the pronouns in the proper location in both affirmative and negative constructions. The student will also form the Uds.-command. The student will take notes and participate in overhead and oral drills and written tutorials. The students receive a handout on the verb forms and complete a comprehensive chart of all known command forms of all verb types. assignments. This is a multi-phase lesson with classroom quizzes assessing each step: A quiz on forming Ud. & Uds. commands; then a quiz on commands with object pronouns. Further problems occur on the Lesson 12 Test. The teacher will provide notes, direct the class in oral and overhead drills both to individual students and the class, guide students through written drills, and conduct tutorials. Tuesday, June 28, 2005 Page 14 of 17
1.9 CA 2 CA 3 SS 6 LOCAL OBJECTIVE: SP2 CIVII: The student will apply grammar and vocabulary to read and translate selections about early Spanish history from the Iberians to the Reconquest. LEARNING ACTIVITY: The student will apply grammar and vocabulary as well as context and cognates to read and translate selections about early Spanish history from the Iberians to the Reconquest. The student will demonstrate familiarity with key points in early Spanish history dealing with its early peoples, including the Iberians, Celts, Celto-Iberians, Carthaginians, Phoenicians, Greeks, and Romans. The student will also demonstrate familiarity the the Moorish invasion of 711 A.D., its impact on Spanish history, and the Christian Reconquest, including El Cid. The student will translate selections both in writing as a formal group assignment and out loud as a class, and answer oral and written questions in Spanish regarding the text both individually and as a part of a group. The student will complete a cloze-type fill-in reading comprehension worksheet that also includes open-ended questions in Spanish as well as answer overhead questions. The student will takes notes and identify key dates in Spanish history. The student will view and complete a worksheet on the video El Cid and read an English study guide. The tests and quizzes are entirely in Spanish. The student will READ the problems and respond. The reading aspect of the unit is heavily emphasized. There are three "Reading Comprehension Quizzes" regarding the reading selections and a Unit Test. There is also an optional El Cid quiz. A seperate vocabulary test contains problems written in Spanish and targets the large number of vocabulary items in this unit. Culture Reading The teacher will provide notes and lecture, direct the class in oral translation, provide overhead questions and drills and assist groups in written translations. Tuesday, June 28, 2005 Page 15 of 17
1.9 CA 2 CA 3 SS 6 LOCAL OBJECTIVE: SP2 CIVIII: The student will apply grammar and vocabulary to read and translate selections about Spanish history during the time of the Inquisition and 16th Century Imperial Spain. LEARNING ACTIVITY: The student will apply grammar and vocabulary as well as context and cognates to read and translate selections in Spanish about sixteenth Century Spain. The student will demonstrate familiarity with key points dealing with the Inquisition, the Conquest of the Americas, and the age of Charles V and the Protestant Reformation. The student will translate selections both in writing as a formal group assignment and out loud as a class, and answer oral and written questions in Spanish regarding the text both individually and as a part of a group. The student will complete a cloze-type fill-in reading comprehension worksheet that also includes open-ended questions in Spanish as well as answer overhead questions. The student will takes notes and identify key dates in Spanish history. In addition, the student will take notes and complete study guides on videos dealing with Cortés, the Mexica-Aztec, the Inca, the Maya and Machu Picchu. The student will compare and contrast in a discussion the different videos taking different points of view on this time period. Also, in a discussion the student will discuss the impact of this time period on modern American history. The tests and quizzes are entirely in Spanish. The student will READ the problems and respond. The reading aspect of the unit is heavily emphasized. There are three "Reading Comprehension Quizzes" regarding the reading selections and a Unit Test. A seperate vocabulary test contains problems written in Spanish and targets the large number of vocabulary items in this unit. Each video is accompanied by a quiz. Culture Reading The teacher will provide notes and lecture, direct the class in oral translation, provide overhead questions and drills and assist groups in written translations. The teacher will serve as a moderator in class discussion. Tuesday, June 28, 2005 Page 16 of 17
1.9 CA 3 SS 6 LOCAL OBJECTIVE: SP2 CIVIIB Columbus: The student will demonstrate familiarity with the events surrounding Columbus and these events' impact on the modern age. There is a quiz on each video followed by a Unit Test. Culture LEARNING ACTIVITY: This unit is in English. The student will demonstrate familiarity with the events surrounding Columbus and these events' impact on the modern age. The student will write what they know about Columbus as a pre-test; describe why we study Columbus; describe Columbus as a hero or as a villain/a flop or a great explorer. The student will discuss misnomers and misconceptions about Columbus. The student will discuss historical events surrounding Columbus. The student will view several videos on Columbus and complete study guides on each. The student will apply their knowledge of Columbus to critique a movie on Columbus by pointing out bloopers, deletions, and errors. The student will list things they learned about Columbus in this unit and compare this list to the one they made at the start of this unit. The teacher will provide notes and lecture and will serve as a moderator in class discussion. Tuesday, June 28, 2005 Page 17 of 17