3 - Kingsway Regional School District

Transcripción

Kingsway Regional School District
Committed to Excellence
Course Name: Spanish III
Department: World Languages
BOE Adoption Date: September 24, 2015
Grade Level(s): 9-12
Credits:
Revision Date(s): October 22, 2015; October 20, 2016
ABSTRACT
In Spanish 3, students build upon the fundamentals learned in Spanish 1 and Spanish 2. The students review the present tense and
preterit past tenses. They are introduced to direct and indirect object pronouns and the imperfect past tense. The students will also
interact with formal commands. Special emphasis is placed on conversations, composition, and reading literacy. Spanish and
Hispanic culture continues simultaneously as a cornerstone of learning and celebrating the cultural diversity of the Spanish-Speaking
world. The student will be transported from the classroom to authentic locations through presentations of art, celebrations, the
environment, fashion, food, geography, historical sites and places of interest, history, language, literature, music and dance,
pastimes and leisure, people, sports, technology, television, traditions, and customs. We seek to motivate students to think critically
with essential questions and set clear goals for each unit of study in order to make learning more manageable and long lasting.
Advanced grammatical structures are presented along with recycled material to enhance retention of concepts and deepen their
understanding and production of the language. Throughout the year, students will be able to assess themselves at any leveled
practice of their choice, utilizing the resources provided through various literature, online and text references, and video and audio
programs.
KRSD Office of Curriculum and Instruction
TABLE OF CONTENTS
Mission Statement
Page 3
Curriculum and Instruction Goals
Page 3
Philosophy of Shared Curriculum Service with South Harrison Township Elementary
Page 3
How to Read this Document
Page 4
Terms to Know
Page 4-6
Pacing Guide
Pages 7-15
Curriculum Units
Pages 16-53
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Mission Statement
The Kingsway Regional School District believes that this school district is responsible for developing and maintaining a comprehensive
educational program that will foster the academic, social, and personal growth of all students. The Kingsway Regional School District provides a
secure, supportive environment. It also provides high quality resources to challenge and empower each individual to pursue his/her potential, to
develop a passion for learning in a diverse and challenging world, to encourage active citizenship, and to reach a high standard of achievement
at all grade levels as defined by the New Jersey Core Curriculum Content Standards (NJCCCS) & Common Core State Standards (CCSS).
Curriculum & Instruction Goals
Goal(s):
1. To ensure students are college and career ready upon graduation
2. To vertically and horizontally align curriculum K-12 to ensure successful transition of students at each grade level
3. To identify individual student strengths and weaknesses utilizing various assessment measures (formative, summative, alternative, etc.)
so as to differentiate instruction while meeting the rigor of the applicable content standards
4. To improve student achievement as assessed through multiple measures including, but not limited to, state testing, local assessments,
and intermediate benchmarking
Philosophy of the Shared Curriculum Service with South Harrison Township Elementary
The ultimate goal of the newly established shared curriculum service with South Harrison Township Elementary is to provide clearly coherent
curriculum for grades K-12 to enhance student growth and achievement and provide learning experiences that assist in providing an inherent
love of learning. With true vertical and horizontal curricular alignment all students will be effectively prepared for their arrival onto the campus
of Kingsway Regional Middle School. Through this shared vision, both school districts are able to work earlier and more productively with
students to ensure they are properly equipped with the knowledge and skills necessary to be successful in college and career upon graduation
from high school. The alignment of curriculum K-12 safeguards countless benefits for our children; it is the very foundation for the improved
teaching and learning that is our goal as educators, parents, and community members. Most notably, an aligned curriculum K-12 creates a
common ownership and understanding of what must be taught and learned at each grade level for each subject area. No matter where a
student attends, the curriculum requirements are the same across buildings, grade levels and teachers. Additionally, an aligned curriculum
serves to provide valuable information to parents who will know what each child is expected to learn while in the classroom.
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How to Read this Document
This curricular document contains both pacing guides and curriculum units. The pacing guides serve to communicate an estimated timeframe as
to when skills and topics will be taught throughout the year. The pacing, however, may differ slightly depending upon the unique needs of each
learner. The curriculum units contain more detailed information as to the content, goals, and objectives of the course well as how students will
be assessed. The terms and definitions below will assist the reader to better understand the sections and components of this curriculum
document.
Terms to Know
1.
Accommodation(s): The term "accommodation" may be used to describe an alteration of environment, curriculum format, or
equipment that allows an individual with a disability to gain access to content and/or complete assigned tasks. They allow students with
disabilities to pursue a regular course of study. The term accommodation is often used interchangeable with the term modification.
However, it is important to remember that modifications change or modify the intended learning goal while accommodations result in
the same learning goal being expected but with added assistance in that achievement. Since accommodations do not alter what is
being taught, instructors should be able to implement the same grading scale for students with disabilities as they do for students
without disabilities.
2.
Differentiated Instruction: Differentiation of instruction relies on the idea that instructional approaches should be tailored to each
individual student’s learning needs. It provides students an array of options during the learning process that allows them make sense of
ideas as it relates to them. The integration of differentiated instructional techniques is a curriculum design approach to increase
flexibility in teaching and decrease the barriers that frequently limit student access to materials and learning in classrooms.
3.
Enduring Understanding: Enduring understandings (aka big ideas) are statements of understanding that articulate deep conceptual
understandings at the heart of each content area. Enduring understandings are noted in the alongside essential questions within each
unit in this document.
4.
Essential Question: These are questions whose purpose is to stimulate thought, to provoke inquiry, and to spark more questions. They
extend beyond a single lesson or unit. Essential questions are noted in the beginning of each unit in this document.
5.
Formative Assessments: Formative assessments monitor student learning to provide ongoing feedback that can be used by (1)
instructors to improve teaching and (2) by students to improve their learning. Formative assessments help identify students’ strengths
and weaknesses and address problems immediately.
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6.
Learning Activity(s): Learning activities are those activities that take place in the classroom for which the teacher facilitates and the
students participate in to ensure active engagement in the learning process. (Robert J. Marzano, The Art and Science of Teaching)
7.
Learning Assignment(s): Learning assignments are those activities that take place independently by the student inside the classroom or
outside the classroom (i.e. homework) to extend concepts and skills within a lesson.
8.
Learning Goal(s): Learning goals are broad statements that note what students “should know” and/or “be able to do” as they progress
through a unit. Learning goals correlate specifically to the NJCCCS and CCSS are noted within each unit.
9.
Learning Objective(s): Learning objectives are more specific skills and concepts that students must achieve as they progress towards the
broader learning goal. These are included within each unit and are assessed frequently by the teacher to ensure students are
progressing appropriately.
10. Model Assessment: Within the model curriculum, model assessments are provided that included assessments that allow for measuring
student proficiency of those target skills as the year of instruction progresses.
11. Model Curriculum: The model curriculum has been provided by the state of New Jersey to provide a “model” for which districts can
properly implement the NJSLS (New Jersey Student Learning Standards) by providing an example from which to work and/or a product
for implementation.
12. Modification(s): The term "modification" may be used to describe a change in the curriculum. Modifications are typically made for
students with disabilities who are unable to comprehend all of the content an instructor is teaching. The term modification is often used
interchangeable with the term accommodations. However, it is important to remember that modifications change or modify the
intended learning goal while accommodations result in the same learning goal being expected but with assistance in that achievement.
13. Performance Assessments:
(aka alternative or authentic assessments) Performance assessments are a form of assessment that
requires students to perform tasks that generate a more authentic evaluation of a student’s knowledge, skills, and abilities.
Performance assessments stress the application of knowledge and extend beyond traditional assessments (i.e. multiple-choice question,
matching, true & false, etc.).
14. Standards: Academic standards, from which the curriculum is built, are statements that of what students “should know” or “be able to
do” upon completion of a grade-level or course of study. Educational standards help teachers ensure their students have the skills and
knowledge they Academic standards, from which the curriculum is built, are statements that of what students “should know” or “be
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able to do” upon completion of a grade-level or course of study. Educational standards help teachers ensure their students have the
skills and knowledge they need to be successful by providing clear goals for student learning.
o
State: The New Jersey Student Learning Standards (NJSLSs) include Preschool Teaching and Learning Standards as well as K-12
standards for: Visual and Performing Arts; Comprehensive Health and Physical Education; Science; Social Studies; World
Languages; Technology; 21st-Century Life and Careers; Language Arts Literacy; and, Mathematics.
15. Summative Assessments: Summative assessments evaluate student learning at the end of an instructional time period by comparing it
against some standard or benchmark. Information from summative assessments can be used formatively when students or faculty use it
to guide their efforts and activities in subsequent courses.
st
16. 21 Century Skills: These skills emphasis the growing need to focus on those skills that prepare students successfully by focusing on core
subjects and 21st century themes; learning and innovation skills; information, media and technology skills; and life and career skills.
These concepts are embedded in each unit of the curriculum.
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Proficiencies and Pacing Guide:
Course Title: Spanish III
Prerequisite(s): Spanish II
Unit Title:
Unit 1:
My Friends and I – Florida
Mis amigos y yo
Duration/
Month(s)
5-6 weeks
(September October)
AP Theme(s):
Personal and Public
Identities
Contemporary Life
Global Challenges
Related Standards:
Power Standards:
7.1.IL.A.4 – Use the target
language to describe people,
places, objects and daily
activities learned about
through oral or written
descriptions.
7.1.IL.B.3 - Use appropriate
gestures, intonation, and
common idiomatic
expressions of the target
culture(s)/language in
familiar situations.
7.1.IL.C.3 - Use language
creatively to respond in
writing to a variety of oral or
visual prompts.
Secondary Standards:
7.1.IL.A.2,5,7,8
7.1.IL.B.2,4,5
7.1.IL.C.2,4,5,6
Interdisciplinary Standards:
Technology:
TECH.8.1.12
Learning Goals:
1. The students will be able to
describe people, places, and things
using the present tense in the
target language through oral and
written descriptions.
2. The students will understand
Hispanic influence in the United
States.
Topics and Skills:
1. Describe and demonstrate
understanding of Spanish III course,
requirements, rubrics, and
expectations.
2. Read and discuss the influence of
Hispanic/Latino population in the
U.S.
3. Identify and describe people,
places, and things using review
nouns, adjectives, and verbs in the
present tense.
4. Ask basic questions in the target
language to get to know others.
5. Use gustar and other verbs to talk
describe likes and dislikes.
6. Use the verb ir to tell where
people go and what they are going
to do.
7. Conjugate and use regular /
irregular/stem-changing -ar, -er, -ir
verbs in the present tense to tell
what people do.
8. Describe how people feel using
estar /tener and other appropriate
vocabulary.
Unit Title:
Duration/
Month(s)
Related Standards:
Learning Goals:
ELA:
ELA.9-10.RL.2,4,6
ELA.9-10.RI.1,2,4
ELA.9-10.W.2,6
ELA.9-10.SL.1,2,4,5
Topics and Skills:
9. Examine and discover more about
Hispanic Heritage and Cultural
Influence in the United States.
Health and PE:
HPE.2.4.12.A.CS1,1
HPE.2.2.12.A.1,CS2
Unit 2:
Getting to Know New
Places – Costa Rica
¡A conocer nuevos
lugares!
VPA:
VPA.1.3.12.B.CS1
Power Standards:
8-9 weeks
(OctoberDecember)
AP Theme(s):
Contemporary Life
Global Challenges
7.1.IL.A.4 – Use the target
places, objects and daily
descriptions.
7.1.IL.B.3 - Use appropriate
gestures, intonation, and
common idiomatic
expressions of the target
culture(s)/language in
familiar situations.
visual prompts.
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present a written presentation in
the target language on travel
preparations and things to do at an
airport.
2. The students will be able to create
and ask information questions in
the target language to get around
town.
3. The students will be able to give an
explanation in the target language
of where they went, what they did
on vacation, and what gifts and
souvenirs they purchased through
written response.
1. Discuss the geography and
culture of Costa Rica.
2. Describe what you need to travel
to Costa Rica and other countries.
3. Use vocabulary to talk about
travel and transportation.
4. Use the personal a in complete
sentences whenever a person is the
object of a verb.
5. Identify and practice the use of
Direct Object pronouns.
6. Locate items and places on a
map.
7. Pronounce and compare the
sounds “L and LL.”
Unit Title:
Duration/
Month(s)
Related Standards:
Learning Goals:
8. Identify and use Indirect Object
pronouns.
7.1.IL.A.2,5,7,8
7.1.IL.B.2,4,5
7.1.IL.C.2,4,5,6
9. Describe the biodiversity in Costa
Rica.
ELA:
ELA.9-10.RL.2,4,6
ELA.9-10.RI.1,2,4
ELA.9-10.W.2
ELA.9-10.SL.1,2,4,5
10. Use vocabulary to talk about
what people like to do on vacation
and where they stay.
11. Create and answer information
questions using interrogative words.
Health:
HPE.2.4.12.A.1
12. Use the preterite tense of –ar, er, and –ir verbs to describe what
you and others did in the past.
VPA:
VPA.1.3.12.B.CS1
Unit 3:
We are healthy! Argentina
¡Somos saludables!
Power Standards:
8-9 weeks
(January –
February)
AP Theme(s):
Contemporary Life
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7.1.IL.A.2 - Demonstrate
comprehension of oral and
written instructions
connected to daily activities
through appropriate
responses.
Topics and Skills:
13. Conjugate the preterite of the
irregular verbs: ir, ser, hacer, ver,
and dar.
14. Compare resources and the
environment of Costa Rica and the
United States.
talk about and report on
sporting events and athletes
discuss ways to stay healthy
and daily routines
1. Discuss the geography and culture
of Argentina.
2. Use the vocabulary to discuss
competitive sporting events and
ways to stay healthy.
3. Identify and use adverbs in
contextualized examples.
Unit Title:
Duration/
Month(s)
Beauty and Aesthetics
Personal and Public
Identities
Related Standards:
7.1.IL.B.5 - Engage in short
conversations about personal
experiences or events and/or
topics studied in other
content areas.
visual prompts.
7.1.IL.A.1,3,4,7,8
7.1.IL.B.1,2,3,4
7.1.IL.C.2,4,5,6
Health:
HPE.2.1.12.A.1,B.CS1
HPE.2.5.12.C.CS2
HPE.2.6.12.A.CS1,1,4
ELA:
ELA.9-10.RL.2,4,6
ELA.9-10.RI.1,2,4
ELA.9-10.W.2
ELA.9-10.SL.1,2,4,5
Music
VPA:
VPA.1.3.12.B.CS1
VPA.1.3.12.A.CS1
10
Learning Goals:
Topics and Skills:
4. Recall colors, clothing, sports
equipment, and classroom objects.
5. Use demonstrative pronouns and
adjectives to point out people and
things.
6. Compare and discuss team chants
and school chants.
7. Pronunciation of the sound /k/.
8. Read, watch and discuss the
World Cup.
9. Apply the preterite tense to
describe sporting and other events
that occurred in the past.
10. Use vocabulary and identify
items needed for personal care and
daily routine.
11. Use pensar + infinitive to discuss
what you plan to do.
12. Use reflexive verbs to describe
actions done to or for oneself.
13. Talk about what is happening
and what people are doing right now
using the present progressive tense.
Unit Title:
Duration/
Month(s)
Related Standards:
Learning Goals:
Topics and Skills:
15. Discuss and compare gestures,
body language, and personal space
in Spanish and English.
Unit 4:
Let’s go shopping! –
Puerto Rico
Power Standards:
8-9 weeks
(February –
April)
¡Vamos de compras!
AP Theme(s):
Contemporary Life
7.1.IL.A.5 - Demonstrate
comprehension of
conversations and written
information on a variety of
topics.
7.1.IL.B.1 - Use digital tools
to participate in short
conversations and to
exchange information related
to a variety of familiar topics
and some unfamiliar topics.
7.1.IL.C.1 - Use knowledge
about cultural products and
cultural practices to create a
multimedia-rich presentation
on targeted themes to be
shared virtually with a target
language audience.
7.1.IL.A.1,2,3,4,7
7.1.IL.B.2,3,4,5
7.1.IL.C.2,3,4,5
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describe past activities and events
through oral and written response
in the target language.
2. The students will be able to create
a dialog presentation in the target
language on clothing and
shopping, and express their
personal opinions and needs.
1. Discuss the history, art, and
culture of Puerto Rico.
2. Use the vocabulary to talk about
clothing preferences and places to
shop in the community.
3. Use verbs like gustar (encantar,
interesar, importar, and quedar).
4. Review the present tense of
irregular yo verbs (ei: hacer, poner,
salir, traer, decir, venir, tener,
conocer, dar, saber, and ver).
5. Read and discuss historic art of
Puerto Rico as it relates to the
people, clothing, and times in the
past.
6. Practice using pronouns after
prepositions.
7. Discuss and compare shopping in
various Spanish-speaking countries.
8. Use the vocabulary to address
people politely and talk about
Unit Title:
Duration/
Month(s)
Related Standards:
Learning Goals:
Topics and Skills:
ELA:
ELA.9-10.RL.2,4,6
ELA.9-10.RI.1,2,4
ELA.9-10.W.2,3,6
ELA.9-10.SL.1,2,4,5
different craft items in the
marketplace.
VPA:
VPA.1.3.12.B.CS1
10. Conjugate and use the irregular
preterite verbs (examples: estar,
poder, poner, saber, and tener).
9. Describe how long something has
been going on using hace+period of
time+que+the present tense.
11. Compare celebrations of
Carnaval around the Spanish
Speaking World.
12. Tell how long ago something
happened using hace + period of
time + que + preterite.
13. Pronunciation of the letter g.
14. Present the preterite of –ir
stem-changing verbs (examples:
pedir, dormir, preferir, server,
vestirse, competir, seguir).
Unit 5:
Ancient culture, modern
city – México
Power Standards:
9-10 weeks
(April – June)
Cultura antigua, ciudad
moderna
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7.1.IL.A.4 - Use the target
places, objects, and daily
1. The students will be able to listen
to, create and narrate original
stories in the target language after
the study and exploration of World
legends.
1. Describe and research the
culture, history, and present day life
in Mexico.
2. Use new vocabulary to
understand describe legends and
stories.
Unit Title:
AP Theme(s):
Global Challenges
Personal and Public
Identities
Contemporary Life
Duration/
Month(s)
Related Standards:
descriptions.
7.1.IL.B.1 - Use digital tools
to participate in short
conversations and to
exchange information related
to targeted themes.
visual prompts.
7.1.IL.A.2,5,7
7.1.IL.B.2,4,5
7.1.IL.C.2,4,5
ELA:
ELA.9-10.RL.2,4,6
ELA.9-10.RI.1,2,4
ELA.9-10.W.2,3
ELA.9-10.SL.1,2,4,5
Health:
HPE.2.4.12.A.1
VPA:
VPA.1.3.12.B.CS1
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Learning Goals:
construct an essay on early
civilizations in the target language.
Topics and Skills:
3. Recognize and form Past
participles (ei: cerrar – cerrado).
4. Use the imperfect tense to
describe what used to be.
5. Read and discuss the impact of
Mexico preserving their past.
6. Pronunciation of the sound r and
rr.
7. Compare and differentiate
between the uses of Preterit past
tense and the Imperfect.
8. Read and analyze different
legends.
9. Use of the vocabulary to discuss
both ancient and modern cities of
Mexico.
10. Recognize and follow formal
commands to get around places.
13. Make connections between the
Spanish language and others
(English).
14. Pronunciation of the sound s.
Unit 1: My Friends and I – Florida
Recommended Duration: [3-4 weeks / September]
Mis amigos y yo
AP Theme(s):
Personal and Public Identities / Contemporary Life / Global Challenges
Unit Description:
This unit is designed to review the fundamentals of Spanish I and II. The students will be asked to identify and describe themselves and others using learned
grammar concepts like ser / estar / tener / ir through reading, writing, listening, and speaking activities. They will also talk about what they like to do with
friends and family using gustar and a variety of appropriate sentence structures. The students will also describe Hispanic influence in the United States through
further exploration of Florida.
Essential Questions:
Enduring Understandings:
1. ¿Cuál es la influencia de la comunidad hispana en los Estados Unidos?
What influence does the Hispanic community have in the U.S.?
1. Students will think, research, and learn of the impact of the Hispanic
culture in their community. The students will consider Florida and the
large population of Latinos present there—from Cuba, Columbia,
Nicaragua, and Puerto Rico in the Miami-Dade County area. Evidence
of the culture can be found in the restaurants, music, television and
media, and the people in the community.
2. ¿Tienen las mismas palabras en español en todas partes del mundo
hispano?
Do all parts of the Spanish-Speaking world use the same words in
Spanish?
2.
There are many words and expressions that are commonly used
regionally within specific Spanish-speaking countries. These are called
regionalisms. Students will explore many of these examples. For
instance, the phrase “What’s up?” would be translated into “¿Qué
pasa?” but change depending on where the speaker lives. “¿Qué
onda?” is used in Mexico, while “¿Qué hubo?” is used in Colombia.
Sandwiches, or “sándwiches”, are referred to as “emparedados” in
many South American countries. However, in Spain they are called
“bocadillos”, and in Mexico they are “tortas”.
3. ¿Cómo son tú y tu familia?
Describe yourself and your family?
3.
Students will communicate in the target language using appropriate
vocabulary and grammar with correct forms of the verbs ser, gustar,
tener, and other -ar,-er, and –ir regular and irregular verbs. Possible
answers may include: “Yo soy Mateo. Tengo dieciséis años y vivo en
Woolwich con mi madre, Susana, mi padre, Roberto, y mi hermana,
Tere. Somos altos. Yo soy rubio pero mis padres tienen pelo castaño.
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Soy cómico y me gusta jugar fútbol y pasar un rato con los amigos.”
4.
4. Students will communicate in the target language using a variety of
learned vocabulary and grammar relative to the topic. Possible
responses may include: “Mis amigos y yo practicamos deportes,
comemos en el centro commercial, y estudiamos en la biblioteca
después de las clases.”
¿Qué hacen tú y tus amigos?
What do you and your friends do?
Relevant Standards:
Learning Goals:
7.1.IL.A.4 – Use the target language to describe
people, places, objects and daily activities
learned about through oral or written
descriptions.
1. The students will be able to describe people,
places, and things using the present tense in
the target language through oral and written
descriptions.
7.1.IL.B.3 - Use appropriate gestures, intonation,
and common idiomatic expressions of the target
culture(s)/language in familiar situations.
2. The students will understand Hispanic
influence in Florida and within their own
community in the United States.
7.1.IL.C.3 - Use language creatively to respond in
writing to a variety of oral or visual prompts.
Learning Objectives:
1. Describe and demonstrate understanding of Spanish
III course, requirements, rubrics, and expectations.
2. Read and discuss the influence of Hispanic/Latino
population within the region of Florida.
3. Identify and describe people, places, and things
using review nouns, adjectives and verbs in the present
tense.
4. Ask basic questions in the target language to get to
know others.
5. Use gustar and other verbs to talk describe likes and
dislikes.
6. Use the verb ir to tell where people go and what
they are going to do.
7. Conjugate and use regular / irregular / stemchanging -ar, -er, -ir verbs in the present tense to tell
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Relevant Standards:
Learning Goals:
what people do.
8. Describe how people feel using estar / tener and
other appropriate vocabulary.
9. Examine and discover more about Hispanic Heritage
and Cultural Influence in the United States.
Formative Assessments
Summative Assessments:
Performance Assessments:
•
•
•
•
•
•
•
Partner Conversation and Dialog
Major Activities/ Assignments
(required):
• Diagnostic Test
•
Teacher / Student Conversation
•
Vocabulary Quiz
•
Practice Presentations
•
Grammar Quiz
•
Created and Performed Skits
•
Test
•
National Hispanic Heritage Month
Project / Essay
•
Unit Test
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Graphic Organizers
Student Conference
Hand Signals
Choral Responses
Listening, Reading, Writing, and
Speaking Activities
Think – Pair – Share /
Turn to Your Partner
Entrance Activities / Warm ups
Exit Activities
Spelling Bee Activities
Around the World (Classroom)
Gallery Walk
Academic Games – Fly Swatter,
Row Races, Backpack, Pass the
Ball, etc.
One Minute Activities / Papers
Scoot
Mini white board
Find the Errors and Fix Them
Speaking Quizzes
Listen and Draw
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•
•
•
•
Diagnostic Test (PreAssessment)
Vocabulary and Grammar
Quizzes (Reading, Listening,
Writing, and / or Speaking)
Tests (Reading, Listening,
National Hispanic Heritage
Month Project / Essay
Unit Test (presentation)
•
•
•
Quick Search
Step Forward or Back
Oral Questioning
Possible Assessment Modifications /Accommodations/Differentiation:
• Extended time
• Preferred Seating and/or Grouping
• Reading of directions
• Pace Administration of Test
• Tiered options based on readiness level
• Answer / Output through Speaking or Writing – or other method
Instructional Strategies (Robert Marzano’s 41 Elements):
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Learning Goals and Scales
Modeling
Small group demonstration
Relate New Concept to Prior Knowledge
Graphic Organizers
Connect to Previously learned Material
Note Taking
Give Time to Talk
Give Time to Listen, Read, and Write
Scaffolding
Short Video Clips
Illustrations (listening comprehension and depiction)
Physical Movement (TPR)
Using Homework
Examining Similarities and Differences
Examining Errors in Reasoning
Find and Fix the Errors
17
(required):
Possible Instructional Modifications /Accommodations / Differentiation:
• Set Short-Term and Long-Term Goals
• Provide preferential seating and / or grouping
• Provide one-on-one instructions with Enhanced directions
• Refocus student if he/she is off task
• Create Flexible grouping opportunities
• Provide Additional or Modified Homework or Practice Activities
• Facilitate Learning Stations
• Encourage / Suggest helpful Study Methods
• Organize Literature Circles
• Provide additional resources including Textbook for home
• Provide Learning Menus/Choice Boards
• Provide Tiered Assignments
• Read and Give examples
• Provide Study Guides
Unit Vocabulary:
Essential: Review Vocabulary from Preliminary Lesson
el(la) director(a) de la escuela, el hombre, el(la) maestro(a), la mujer, alto(a), bajo(a), pelirrojo(a), rubio(a), artístico(a), atlético(a), bonito(a), cómico(a),
desorganizado(a), estudioso(a), organizado(a), perezoso(a), serio(a), simpatico(a), trabajador(a), la biblioteca, el café, la cafeteria, la casa del amigo, el centro, el
centro commercial, el cine, la clase, el concierto, la escuela, el estadio, la fiesta, el gimnasio, la oficina, el parque, el partido de básquetbol/de béisbol/de fútbol,
la piscine, el restaurant, el teatro, la tienda, estar…alegre / bien / cansado(a) / contento(a) / deprimido(a) / emocionado(a) / enfermo(a) / enojado(a) / mal / más
o menos / nervioso(a) / ocupado(a) / regular / tranquilo(a) / triste, tener… calor / frío / hambre / miedo / razón / sed, almorzar, beber refrescos, escribir correos
electrónicos, escuchar música, estudiar, ir de compras, jugar al fútbol, leer un libro, mirar la television, pasar un rato con los amigos, practicar deportes, el
almuerzo, la carne, la cena, el desayuno, la ensalada, los frijoles, la fruta, la hamburguesa, la manzana, la naranja, el pescado, el pollo, el postre, el sandwich, las
18
Unit Vocabulary:
verduras
Interdisciplinary Connections
(Applicable Standards):
E/LA:
ELA.9-10.RL.2,4,6
ELA.9-10.RI.1,2,4
ELA.9-10.W.2,6
ELA.9-10.SL.1,2,4,5
Technology:
TECH.8.1.12
Visual and Performing Arts:
VPA.1.3.12.B.CS1
Health/PE:
HPE.2.4.12.A.CS1,1
HPE.2.2.12.A.1,CS2
21st Century Life and Careers:
CRP.K-12.CRP5
Integration of Technology:
21st Century Themes:
21st Century Skills:
Technology:
_x__ Global Awareness
_x__ Creativity & Innovation
Classzone.com –present lessons
of the text with online textbook,
practice grammar and vocabulary
lessons, tutorials, self-check
quizzes, etc.
_x__ Civic Literacy
_x__ Media Literacy
_x__ Financial, Economic, Business,
____ Critical Thinking and Problem Solving
& Entrepreneurial Literacy
_x__ Life and Career Skills
Conjuguemos – practice
conjugations of verbs in all tenses
_x__ Health Literacy
_x__ Information & Communication
Google – reinforce lessons with
short video clips, pictures,
translations, research, presenting
assignments; pinterest
Youtube – reinforce lessons with
short video clips, presenting
assignments
Text Audio Program – listening
exercises
Text Video Program – listening
exercises, text soap opera
World Language Videos from
Library – reinforce and further
interact with the target language
19
Technologies Literacy
_x__ Communication & Collaboration
_x__ Information Literacy
and culture of the Unit
Resources:
Texts/Materials:
¡Avancemos! Level 2 McDougal Littell
Audio Program (CDs)
Video Program (DVDs)
Workbook
Unit 1 Resource Book
Pre-AP and On Level Assessment Books
Graphic Organizers (vocabulary, grammar, study guides, etc.)
Major Assignments (required):
Diagnostic Test
Vocabulary Quiz
Grammar Quiz
Test
National Hispanic Heritage Month Project / Essay
Unit Test
Major Activities (required):
Open-ended questions
Short Essay Writing (5-20 sentences)
20
Resources:
Quizzes (Writing, Reading, and/or Listening)
Tests (Writing, Reading, and / or Listening)
Choral Reading and Response – pronunciation practice
Think – Pair – Share or Turn to your Partner
Practice Presentations and Conversations
21
Unit 2: Getting to Know New Places – Costa Rica
Recommended Duration: [8-10 weeks /October - December]
¡A conocer nuevos lugares!
AP Theme(s):
Contemporary Life / Global Challenges
Unit Description:
This unit explores the many wonders of Costa Rica as the students learn key phrases for travel and talk about things they do before and after a flight. Students
will be introduced to direct and indirect object pronouns. They will also be able to talk about where they went and what they did on vacation using the regular
and irregular preterit past tense in the target language.
1. ¿Qué pasa antes y después de un vuelo?
What happens before and after a flight?
2. ¿Adónde quieres viajar y por qué?
Where do you want to travel to and why?
3. ¿Por qué debe un pais preservar su naturaleza?
Why should a country preserve nature?
4.
¿Cómo es la cultura Costarricense?
How is Costa Rican culture?
22
1.
Possible responses in the target language are: Cuando vas de
vacaciones tienes que hacer muchas cosas. Primero, hablas con agente
de viajes para comprar el boleto y hacer un itinerario. Después, haces
la maleta. En el aeropuerto, hacen cola para facturar el equipaje…
2.
Possible response in the target language would be: Quiero ir a Costa
Rica porque puedo ver la naturaleza, ir a los parques nacionales, nadar,
visitar al museo, montar a caballo, acampar, y ir de compras…
3. One response in the target language is: Un país debe preservar su
naturaleza para proteger todas las especies nativas de su pais y
tenerlas para sus hijos.
4. Answers will vary and can lead to deeper discussion of the people of
Costa Rica and the culture in the target language. Pura vida es la frase
que expresa la identidad de los costarricenses: su felicidad y optimismo
en la vida. La gente de Costa Rica se llaman ticos y es el nombre del
equipo nacional de fútbol. Tienen una gran variedad de flora y fauna
que están protegida en unas reservas. Es un pais tropical y puedes
hacer muchas aventuras y otras actividades extremas, montar a
caballo, y ver a las mariposas y otros animales.
Relevant Standards:
Power Standards:
7.1.IL.A.4 – Use the target language to describe
people, places, objects and daily activities
descriptions.
7.1.IL.B.3 - Use appropriate gestures, intonation,
and common idiomatic expressions of the target
culture(s)/language in familiar situations.
7.1.IL.A.2,5,7,8
7.1.IL.B.2,4,5
7.1.IL.C.2,4,5,6
ELA:
ELA.9-10.RL.2,4,6
ELA.9-10.RI.1,2,4
ELA.9-10.W.2
ELA.9-10.SL.1,2,4,5
Health:
HPE.2.4.12.A.1
VPA:
VPA.1.3.12.B.CS1
23
Learning Goals:
1. The students will be able to construct a blog
entry in the target language on travel
preparations, and things to do at an airport.
2. The students will be able to create and ask
information questions in the target language
to get around town.
3. The students will be able to give an
explanation in the target language of where
they went, what they did on vacation, and
what gifts and souvenirs they purchased
through written response.
1. Discuss the geography and culture of Costa Rica.
2. Describe what you need to travel to Costa Rica and
other countries.
3. Use vocabulary to talk about travel and
transportation.
4. Use the personal a in complete sentences whenever
a person is the object of a verb.
5. Identify and practice using Direct Object pronouns.
6. Locate items and places on a map.
7. Pronounce and compare the sounds “L and LL.”
8. Identify and use Indirect Object pronouns.
9. Describe the biodiversity in Costa Rica.
10. Use vocabulary to talk about what people like to do
on vacation and where they stay.
11. Create and answer information questions using
interrogative words.
12. Use the preterite tense of –ar, -er, and –ir verbs to
describe what you and others did in the past.
13. Conjugate the preterite of the irregular verbs: ir,
ser, hacer, ver, and dar.
Relevant Standards:
Learning Goals:
14. Compare resources and the environment
of Costa Rica and the United States.
•
•
•
•
•
•
•
•
(required):
• Vocabulary and Grammar Quizzes
(Reading, Listening, Writing, and / or
Speaking)
•
•
Tests
•
Unit Project (Research – blog entry /
information page on featured
vacation packages – need-to-know
expressions to use while traveling to
featured locations, etc.)
•
Unit Test
•
CSA 1 (Benchmark – writing and
speaking )
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Graphic Organizers
Student Conference
Hand Signals
Choral Responses
Speaking Activities
Exit Activities
Gallery Walk
Ball, etc.
Scoot
Mini white board
Speaking Quizzes
Listen and Draw
Quick Search
Oral Questioning
24
•
•
Unit Project (Research)
•
Unit Test
•
CSA 1 (Benchmark)
• Extended time
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Modeling
Graphic Organizers
Note Taking
Give Time to Talk
Scaffolding
Short Video Clips
Using Homework
Possible Instructional Modifications /Accommodations/Differentiation:
25
Unit Vocabulary:
Essential:
la agencia de viajes, el (la) agente de viajes, confirmar el vuelo, hacer la maleta, hacer un viaje, ir de vacaciones, llamar a, viajar, el boleto, el boleto de ida y
vuelta, el equipaje, la identificación, el itinerario, la maleta, el pasaporte, la tarjeta de embarque, el traje de baño, Por favor, ¿dónde queda…?, la estación de
tren, la oficina de turismo, la parada de autobús, tomar un taxi, abordar, el aeropuerto, el (la) auxiliar de vuelo, facturar el equipaje, hacer cola, la pantalla, el
(la) pasajero(a), pasar por seguridad, la puerta, la salida, el vuelo, la llegada, pasar por la aduana, el reclamo de equipaje
acampar, dar una caminata, estar de vacaciones, hacer una excursión, mandar tarjetas postales, montar a caballo, pescar, el tiempo libre, tomar fotos, el (la)
turista, ver las atracciones, visitar un museo, el alojamiento, el ascensor, la habitación, la habitación doble, la habitación singular, hacer / tener una reservación,
el hostal, el hotel, la llave, la recepción, anteayer, el año pasado, el mes pasado, la semana pasada, le dejo… en…, Me gustaría…, ¿Podría ver…?, ¡Qué…!, ¡Qué
bello(a)!, ¡Qué caro(a)!, el anillo, el arête, las artesanías, el collar, las joyas, el recuerdo, la tarjeta postal, bello(a), caro(a), demasiado(a), el dinero en efectivo, el
mercado al aire libre, regatear, la tarjeta de crédito
26
Unit Vocabulary:
Non-essential:
a pie, la calle, en autobus, en coche, encontrar (ue), llegar, tomar, la cosa, el disco compacto, el lector DVD, el radio, el televisor, el tocadiscos compactos, los
videojuegos, el certificado de nacimiento, la inmigración, la visa, aterrizar, la escala, hacer escala en, la ventanilla, un vuelo sin escala, el pasillo, el campo de
golf, el centro de videojuegos, el centro recreativo, la discoteca, la iglesia, el municipio, la sinagoga
bucear, el mar, nadar, patina, patina en línea, la playa, tomar el sol, dar, envolver (ue), nuevo(a), el papel de regalo, recibir, el regalo, adónde, cómo, cuál(es),
cuándo, cuánto(a), cuántos(as), dónde, por qué, qué, quién, anoche, ayer, el barco, el bote de vela / velero, la canoa, hacer un crucero, hacer esquí acuático,
hacer moto acuática, hacer el surf de vela, la isla, los autitos chocadores, la montaña rusa, el parquet de diversions, subir a, el toboggan acuático, la vuelta al
mundo, la cabaña, el (la) huésped
E/LA:
Technology:
____ Creativity & Innovation
ELA.9-10.RL.2,4,6
ELA.9-10.RI.1,2,4
ELA.9-10.W.2
ELA.9-10.SL.1,2,4,5
quizzes, etc.
____ Civic Literacy
____ Media Literacy
____ Financial, Economic, Business,
__x_ Life and Career Skills
____ Information & Communication
_x__ Environmental Literacy
____Technologies Literacy
Math:
A.SSE.1,3
Visual and Performing Arts:
VPA.1.3.12.B.CS1
27
Health/PE:
HPE.2.4.12.A.1
CRP.K-12.CRP5
assignments
exercises
exercises, Telehistoria
Resources:
Texts/Materials:
Audio Program (CDs)
Workbook
Graphic Organizers
28
Resources:
Vocabulary Quiz
Grammar Quiz
Test
Unit Test
Unit Project (Research)
Short Essay Writing (5-20 sentences)
29
Unit 3: We are healthy! – Argentina
Recommended Duration: [8-10 Weeks / December - February]
¡Somos saludables!
AP Theme(s):
Contemporary Life / Beauty and Aesthetics / Personal and Public Identities
Unit Description:
This unit is designed to have the students discuss competitive sporting events and ways to stay healthy. They will give health advice and use the preterit tense
to discuss what they did at a particular time in the past to have fun and be healthy. They will also use reflexive verbs, and present progressive to talk about
their surroundings, daily routines, and what they are doing right now.
1. ¿Como es la cultura de Argentina?
Describe Argentinian culture.
1.
2. ¿Qué recomienda para tener buena salud?
What are your recommendations on staying healthy?
3. Describe tu rutina diaria – indica en qué orden y con qué frecuencia
haces las actividades
Describe your daily routine – indicate in what order and how often you
do the activities.
Relevant Standards:
7.1.IL.A.2 - Demonstrate comprehension of oral
and written instructions connected to daily
activities through appropriate responses.
30
Answers will vary and lend to further discussion of Argentina, its
culture and people, and geography: La capital de Argentina es Buenos
Aires y está en Sudamérica. El baile nacional es el tango. El clima y el
terreno son muy variados. Puedes acampar, hacer kayac en lagos con
glaciares, hacer excursions a las montañas, o ir a la playa…
2. Answers will vary. Es importante mantenerse en forma, seguir una
dieta balanceada, y ser positivo y activo.
3. Students will have a wide range of vocabulary to incorporate into their
discussions of their daily routine. They will also use adverbs,
sequencing words and phrases, reflexive verbs, present progressive,
and attempt the use of DOPs and IOPs: Mi rutina normalmente es
muy divertida. Primero me levanto a las siete y me cepillo los dientes.
Me ducho y me pongo la ropa….
Learning Goals:
1. The students will be able to observe
others to find out and write an essay in
the target language on what they think
1. Discuss the geography and culture of Argentina.
2. Use the vocabulary to discuss competitive sporting
Relevant Standards:
7.1.IL.B.5 - Engage in short conversations about
personal experiences or events and/or topics
studied in other content areas.
Learning Goals:
about sporting events and athletes.
2. The students will be able to prepare a
report in the target language about their
daily routines and ways to stay healthy.
events and ways to stay healthy.
3. Identify and use adverbs in contextualized examples.
4. Recall colors, clothing, sports equipment, and
classroom objects.
5. Use demonstrative pronouns and adjectives to point
out people and things.
6. Compare and discuss team chants and school
chants.
7. Pronunciation of the sound /k/.
8. Read, watch and discuss the World Cup.
9. Apply the preterite tense to describe sporting and
other events that occurred in the past.
10. Use vocabulary and identify items needed for
personal care and daily routine.
11. Use pensar + infinitive to discuss what you plan to
do.
12. Use reflexive verbs to describe actions done to or
for oneself.
13. Talk about what is happening and what people are
doing right now using the present progressive tense.
14. Compare comic strip characters.
31
Relevant Standards:
Learning Goals:
15. Discuss and compare gestures, body language, and
personal space in Spanish and English.
•
•
•
•
•
•
•
•
(required):
Speaking)
•
•
•
Tests
•
•
Unit Project (Menu)
Unit Project (Menu of wellness
activities)
•
Unit Test
•
•
CSA 2 (Benchmark)
Unit Test (Daily Routine album –
write, present – 2 in class days to
work)
•
CSA 2 (Benchmark)
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Graphic Organizers
Student Conference
Hand Signals
Choral Responses
Speaking Activities
Exit Activities
Gallery Walk
Ball, etc.
Scoot
Mini white board
Speaking Quizzes
Listen and Draw
Quick Search
32
•
Oral Questioning
• Extended time
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Modeling
Graphic Organizers
Note Taking
Give Time to Talk
Scaffolding
Short Video Clips
Using Homework
33
(required):
Unit Vocabulary:
Essential:
el campeonato, el ciclismo, la competencia, competir (i), estar empatado, jugar (ue) en equipo, meter un gol, el premio, la pista, la red, el uniforme, ¡Ay, por
favor!, ¡Bravo!, ¡Dale!, ¡Uy!, Es bueno…, Es importante…, Es necesario…, hacer ejercicio, mantenerse (ie) en forma, saludable, seguir (i) una dieta balanceada, la
Copa Mundial, los Juegos Olímpicos, los Juegos Panamericanos, la Vuelta a Francia, activo(a), el (la) deportista, lento(a), musculoso(a), rápido(a)
acostarse (ue), afeitarse, apagar la luz, arreglarse, bañarse, cepillarse los dientes, despertarse (ie), dormirse (ue), ducharse, encender (ie) la luz, entrenarse,
lavarse, levantarse, maquillarse, peinarse, ponerse la ropa, la rutina, secarse, tener prisa, tener sueño, el cepillo (de dientes), el champú, la crema de afeitar, el
desodorante, el jabón, la pasta de dientes, el peine, el secador de pelo, la toalla, la cara, el codo, el cuello, el dedo, el dedo del pie, el diente, la garganta, el
hombre, la muñeca, el oído, la uña, primero, entonces, luego, más tarde, por fin, a veces, frecuentemente, generalmente, normalmente
34
Unit Vocabulary:
Non-Essential:
el fútbol americano, ganar, la natación, perder (ie), el tenis, el voleibol, el bate, el casco, el guante, los patines en línea, la pelota, la raqueta, los aficionados, el
campeón(a), el campo, la cancha, el equipo, el (la) ganador(a), el (la) jugador(a), doler, fuerte, herido(a), la salud, sano(a), el arco, el cesto / la canasta / el aro,
los esquís, los guantes de boxeo, el (la) arquero(a), el (la) bateador(a), el (la) lanzador(a), el (la) porrista, el árbitro, batear, el boxeo, caerse, la carrera, la
gymnasia, hacer un aro, la lucha (libre), saltar, practicar yoga, perder peso, subir de peso, usar las máquinas para hacer ejercicio
la boca, el brazo, la cabeza, el corazón, el cuerpo el estómago, la mano, la nariz, el ojo, la oreja, el pelo, el pie, la piel, la pierna, la rodilla, el tobillo, tener, tener
ganas de…, tener que, alisarse el pelo, la base, lacolonia, cortarse el pelo, los cortaúñas, el espalte, la loción (para después de afeitarse), el perfume, el
pintalabios / el lapis, pintarse el pelo (las uñas), el rímel, rizarse el pelo, la seda dental, la sombra de ojos, los pulmones
Health:
HPE.2.1.12.A.1,B.CS1
HPE.2.5.12.C.CS2
HPE.2.6.12.A.CS1,1,4
ELA:
ELA.9-10.RL.2,4,6
ELA.9-10.RI.1,2,4
ELA.9-10.W.2
ELA.9-10.SL.1,2,4,5
35
Technology:
quizzes, etc.
____ Civic Literacy
_x__ Media Literacy
_x__ Financial, Economic, Business,
_x__ Information & Communication -
_x__Technologies Literacy
VPA: Music and Dance
VPA.1.3.12.B.CS1
VPA.1.3.12.A.CS1
CRP.K-12.CRP12
Informational Websites –
ESPNdeportes, News, etc. for
sports articles and performances
broadcasted in the target
language
assignments
exercises
Resources:
Texts/Materials:
Audio Program (CDs)
36
Resources:
Workbook
Graphic Organizers(vocabulary, grammar, study guides, etc.)
Vocabulary Quizzes
Grammar Quizzes
Tests
Unit Test (Essay)
Unit Project (Menu)
Short Essay Writing (15 - 30 sentences)
37
Unit 4: Let’s go shopping! – Puerto Rico
¡Vamos de compras!
AP Theme(s): Contemporary Life
Recommended Duration: [8-10 Weeks / February - April]
Unit Description:
We head to Puerto Rico for this chapter and explore shopping for goods in a marketplace. The students will express themselves courteously and share their
opinions and preferences in places to shop, fashion trends, describe craft items. They continue practicing the preterit past tense and incorporate more
irregular forms of verbs.
1. ¿Cómo es la cultura de Puerto Rico?
Describe the culture of Puerto Rico.
1.
Students will read, research, and share their understandinsg of the
economic and political ties of Puerto Rico and mainland U.S. They will
compare items you can buy and places you can go. The people of
Puerto Rico, Boricuas, are proud of their rich heritage and beautiful
country. There are many festivals, parades, and styles of music—como
plena, bomba, salsa, and folklore. Students will be able to incorporate
and share in their knowledge of the historic and modern areas of
Puerto Rico and its’ capital San Juan.
2. ¿Adónde prefieres ir para comprar ropa y por qué?
Where do you prefer to shop for clothing and why?
2.
Students will answer in the target language using varied and
appropriate vocabulary. They will use verbs like gustar, present
irregular verbs, and other grammar concepts learned: Para mí,
prefiero ir al centro commercial para comprar ropa de moda. Allí
puedo ir a la joyería a comprar anillos de oro. También puedo ir a la
librería a relajar y leer revistas y tomar café…
3. ¿Te gusta la ropa de moda? Por que sí o no?
Do you like clothing that is in style / trending? Why or Why not?
3.
Answers will vary according to student opinion and trends of the
current year: No me importa la moda porque siempre cambia. Me
gusta la ropa que me queda bien y que es muy cómoda.
4. ¿Cómo celebran Carnaval?
How do they celebrate Carnaval?
4. Answers will lend to further discovery of Puerto Rican culture and
influence in the U.S.: La máscara del vejigante se refleja Puerto Rico.
Los vejigantes aparecen en la celebración en Ponce y otros partes. Hay
música, desfiles, cantos.
38
Relevant Standards:
Power Standards:
7.1.IL.A.5 - Demonstrate comprehension of
conversations and written information on a
variety of topics.
7.1.IL.B.1 - Use digital tools to participate in
short conversations and to exchange
information related to a variety of familiar topics
and some unfamiliar topics.
7.1.IL.C.1 - Use knowledge about cultural
products and cultural practices to create a
multimedia-rich presentation on targeted
themes to be shared virtually with a target
language audience.
7.1.IL.A.1,2,3,4,7
7.1.IL.B.2,3,4,5
7.1.IL.C.2,3,4,5
Learning Goals:
1. The students will be able to describe past
activities and events through oral and written
response in the target language.
2. The students will be able to create a dialog
presentation in the target language on
clothing and shopping and express their
personal opinions and needs.
1. Discuss the history, art, and culture of Puerto Rico.
2. Use the vocabulary to talk about clothing
preferences and places to shop in the community.
3. Use verbs like gustar (encantar, interesar, importar,
and quedar).
4. Review the present tense of irregular yo verbs (ei:
hacer, poner, salir, traer, decir, venir, tener, conocer,
dar, saber, and ver).
5. Read and discuss historic art of Puerto Rico as it
relates to the people, clothing, and times in the past.
6. Practice using pronouns after prepositions.
7. Discuss and compare shopping in various Spanishspeaking countries.
8. Use the vocabulary to address people politely and
talk about different craft items in the marketplace.
9. Describe how long something has been going on
using hace+period of time+que+the present tense.
10. Conjugate and use the irregular preterite verbs
(examples: estar, poder, poner, saber, and tener).
11. Compare celebrations of Carnaval around the
Spanish Speaking World.
39
Relevant Standards:
Learning Goals:
12. Tell how long ago something happened using hace
+ period of time + que + preterite.
13. Pronunciation of the letter g.
14. Present the preterite of –ir stem-changing verbs
(examples: pedir, dormir, preferir, server, vestirse,
competir, seguir).
•
•
•
•
•
•
•
•
(required):
Speaking)
•
•
•
Tests
•
•
Unit Project (Presentation)
Unit Project (Presentation)
•
Unit Test
•
•
•
•
•
•
•
•
•
•
•
•
•
Graphic Organizers
Student Conference
Hand Signals
Choral Responses
Speaking Activities
Exit Activities
Gallery Walk
Ball, etc.
Scoot
Mini white board
40
•
Unit Test
•
•
•
•
Speaking Quizzes
Listen and Draw
Quick Search
Oral Questioning
• Extended time
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Modeling
Graphic Organizers
Note Taking
Give Time to Talk
Scaffolding
Short Video Clips
Using Homework
41
(required):
Unit Vocabulary:
Essential:
el abrigo, las botas, el chaleco, el cinturón, la falda, la gorra, la pulsera, el reloj, las sandalias, el suéter, el traje, de cuadros, de rayas, estar de moda, el número,
la talla, vestirse(i), ¿Cómo me queda(n)?, quedar…, bien, mal, flojo(a), apretado(a), el almacén, la farmacia, Internet, la joyería, la librería, la panadería, la
zapatería, Está abierto(a), Está cerrado(a), Creo que sí, Creo que no, En mi opinión…, Es Buena idea / mala idea, Me parece que…, encantar, importar, interesar,
recomendar(ie)
los artículos, barato(a), la escultura, fino(a), una ganga, la pintura, el retrato, único(a), estar hecho(a) a mano, ser de…, ceramic, cuero, madera, metal, oro,
piedra, plata, Con mucho gusto, Con permiso, De nada, Disculpe, No hay de qué, Pase, Perdóneme, ¿Me deja ver…?
42
Unit Vocabulary:
Non-Essential:
la blusa, los calcetines, la camisa, la camiseta, la chaqueta, el gorro, llevar, los pantalones, los pantalones cortos, la ropa, el vestido, los zapatos, amarillo(a), azul,
blanco(a), marrón, negro(a), rojo(a), verde, abrir, cerrar(ie), comprar, gustar, necesitar, pensar(ie), preferir(ie), querer(ie), la bata, la bufanda, los guantes, la
minifalda, los pantalones deportivos, las pantuflas, el pajama, el saco, la sudadera con capucha, corto(a), largo(a), ahorrar, la caja, la carnicería, el centro de
restaurant de comida rápida, el cheque de pago de sueldo, la cuenta corriente, el estipendio, la juguetería, la peluquería, el quiosco, el salon de belleza, la
tienda de discos
¿Cuánto cuesta(n)?, Cuesta(n)…, el dinero, el dólar, el euro, pagar, el precio, lo siento, perdón, por favor, acabar de, ayudar, barrer el suelo, cocinar, cortar el
césped, darle de comer al perro, decir, hacer, hacer la cama, lavar los platos limpiar la cocina, pasar la aspiradora, planchar la ropa, poner la mesa, los
quehaceres, sacar la basura, delicado(a), el 9la) comprador(a), en venta, frágil, ofrecer, el pago, pedir una rebaja, el puesto, rebajar el precio, el (la) vendedor(a),
¿Me puede ayudar?, Necesito ayuda
ELA:
ELA.9-10.RL.2,4,6
ELA.9-10.RI.1,2,4
ELA.9-10.W.2,3,6
ELA.9-10.SL.1,2,4,5
VPA:
VPA.1.3.12.B.CS1
43
Technology:
____ Creativity & Innovation
quizzes, etc.
_x__ Civic Literacy
_x__ Media Literacy
____ Health Literacy
_x__ Information & Communication -
CRP.K-12.CRP12
assignments
Informational Websites –
pinterest
assignments
exercises
Resources:
Texts/Materials:
44
Resources:
Audio Program (CDs)
Workbook
Vocabulary Quizzes
Grammar Quizzes
Tests
Unit Test (Essay)
Unit Project (Dialog Presentation)
Essay Writing (15 - 30 sentences)
45
Unit 5: Ancient culture, modern city – México
Recommended Duration: [9-10 Weeks / April - June]
Cultura Antigua, Ciudad Moderna
AP Theme(s):
Global Challenges / Personal and Public Identities / Contemporary Life
Unit Description:
This unit covers the rich history and culture of Mexico. Students will read and tell legends and stories of the past as well as create their own using the imperfect
and preterit past tenses. The students will also discover and learn of Mexico’s ancient civilizations and how they translate into modern society.
1. Describe una leyenda.
Describe a legend.
1. Answers will vary and students will have the opportunity to rewrite a legend
they remember or design their own. They will use the past tenses preterit and
imperfect along with varied learned vocabulary: Hace muchos siglos, había
una princesa hermosa que vivía en un palacio con su padre, el emperador
azteca…
2. ¿Cómo es la cultura indígena de Mexico?
Describe the indigenous culture of Mexico.
2. Mexico has many notable people, including Frida Kahlo and Diego Rivera
who were very famous artists. Mexico has a rich history and culture that has a
strong connection and preservation of the indigenous civilization, the Aztecs.
There are many famous museums as well, including the National Museum of
anthropology, Exhibit Halls Museum, and the Chapultepec Museum.
Relevant Standards:
Learning Goals:
Power Standards:
7.1.IL.A.4 - Use the target language to describe
people, places, objects, and daily activities
descriptions.
1. The students will be able to create and narrate
original stories in the target language after the
study and exploration of Mexican legends.
1. Describe and research the culture, history, and
present day life in Mexico.
7.1.IL.B.1 - Use digital tools to participate in
short conversations and to exchange
46
2. Use new vocabulary to understand describe legends
and stories.
3. Recognize and form Past participles (ei: cerrar –
Relevant Standards:
Learning Goals:
information related to targeted themes.
cerrado).
4. Use the imperfect tense to describe what used to be.
7.1.IL.A.2,5,7
7.1.IL.B.2,4,5
7.1.IL.C.2,4,5
5. Pronunciation of the sound r and rr.
6. Compare and differentiate between the uses of
Preterit past tense and the Imperfect.
7. Read and Analyze different legends.
8. Use of the vocabulary to discuss both ancient and
modern cities of Mexico.
9. Preterit of irregular verbs (ei: leer and construir).
10. Preterite of –car, -gar, -zar verbs (ei: buscar, pagar,
empezar).
11. Irregular preterite verbs (ei: venir, querer, decir,
traer).
•
•
•
•
•
•
•
•
•
•
Graphic Organizers
Student Conference
Hand Signals
Choral Responses
Speaking Activities
47
•
(required):
Speaking) (follow directions to take
you to different locations around the
classroom / city)
• Tests
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Exit Activities
Gallery Walk
Ball, etc.
Scoot
Mini white board
Speaking Quizzes
Listen and Draw
Quick Search
Oral Questioning
•
Unit Test
•
CSA 3 (Benchmark)
• Extended time
•
•
•
Modeling
48
(required):
• Unit Test
•
CSA 3 (Benchmark)
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Graphic Organizers
Note Taking
Give Time to Talk
Scaffolding
Short Video Clips
Using Homework
Unit Vocabulary:
49
Unit Vocabulary:
Essential:
el (la) dios(a), el ejército, el emperador, el (la) enemigo(a), el (la) guerrero(a), el héroe, la heroína, el (la) joven, la princesa, la montaña, el palacio, el volcán, la
batalla, la Guerra, casarse, contar(ue), llevar, llorar, morir(ue), pelear, regresar, transformar, la leyenda, el mensaje, la narración, el personaje, azteca, estar
enamorado(a) (de), hermoso(a), heroico(a), histórico(a), querido(a), los celos, tener celos, valiente, Había una vez…, Hace muchos siglos…, sobre
antiguo(a), avanzado(a), el calendario, la civilización, la estatua, la herramienta, el monument, el objeto, la pirámide, la religion, las ruinas, el temple, la tumba,
la agricultura, cazar, construir, la excavación, el (la) agricultor(a), los toltecas, la acera, la avenida, el barrio, la cathedral, la ciudad, la cuadra, el edificio,
modern(a), la plaza, el rascacielos, ¿Cómo llego a…?, cruzar, doblar…, a la derecha, a la izquierda,seguir (i) derecho, desde, entre, frente a, hasta, (en) la esquina,
el semáforo
Non-Essential:
de vez en cuando, muchas veces, mucho, nunca, siempre, todos los días, Hace calor, Hace frío, Hace sol, Hace viento, Llueve, Nieva, ¿Qué tiempo hace?, amar, el
amor, el capítulo, el cuento / la historia, de repente, la magia, mágico(a), la novela, romantico(a), un suceso, la bruja, el dragon, el duende, el hada, el mago, el
monstruo, el (la) protagonist, a menudo, jamás, por siempre, raras veces
al lado (de), cerca (de), debajo (de) delante (de), dentro (de), detrás (de), encima (de), lejos (de), qllí, aquí, correr, descansar, dibujar, empezar (ie), llegar, nadar,
pagar, pasear, trabajar, la cultura, la emperatriz, los indígenas, el líder, el príncipe, la reina, el reino, el rey, la sociedad, la autopista, el cruce / la intersección, el
50
Unit Vocabulary:
metro, el Puente, el túnel, a lo largo (de), adentro, afuera, alrededor (de), hacia, más allá
ELA:
ELA.9-10.RL.2,4,6
ELA.9-10.RI.1,2,4
ELA.9-10.W.2,3
ELA.9-10.SL.1,2,4,5
Health:
HPE.2.4.12.A.1
VPA:
VPA.1.3.12.B.CS1
CRP.K-12.CRP12
Technology:
quizzes, etc.
____ Civic Literacy
_x__ Media Literacy
_x__ Critical Thinking and Problem Solving
____ Life and Career Skills
____ Health Literacy
_x__ Information & Communication
assignments, pinterest
Informational Websites – ei:
News, for current events and
reports
assignments
exercises
51
Resources:
Texts/Materials:
Audio Program (CDs)
Workbook
Vocabulary Quizzes
Grammar Quizzes
Tests
Unit Test (Narration)
Unit Project (Creative)
Essay Writing (20 - 40 sentences)
52
Resources:
53

3 - Kingsway Regional School District

Transcripción

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