Atlas - Spanish Curriculum 7
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Green Brook Township School District
Spanish Curriculum 7
Grade 7, Foreign Language, District Middle Curriculum
Sep
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¿Desayuno o
almuerzo?
Para mantener la
salud
¿Adónde vas?
¿Quieres ir
conmigo?
Last Updated: Monday, October 8, 2012, 10:53AM
Atlas Version 8.0
© Rubicon International 2013. All rights reserved
http://greenbrook.rubiconatlas.org/Atlas/Browse/View/UnitCalendar?SourceSiteID=& CurriculumMapID=1111& YearID=2014
8/31/2013
Atlas - ¿Desayuno o almuerzo?
Page 1 of 6
Green Brook Township School District
Spanish Curriculum 7 > ¿Desayuno o almuerzo?
Grade 7, Foreign Language, District Middle Curriculum
Unit: ¿Desayuno o almuerzo? (Week 1, 9 Weeks)
New Jersey Core Curriculum Standards
2009 CCCS: Standard 7: World Languages, Novice-High, A. Interpretive Mode
Linguistic:
The Novice-High language learner has progressed from understanding and communicating at the word level to understanding and communicating at the
sentence level and can use words, lists, and simple sentences independently to:
- Identify the main idea and some supporting details when reading.
- Understand the gist and some supporting details of conversations dealing with everyday life.
- Infer the meaning of some unfamiliar words when used in familiar contexts.
7.1.NH.A.1 Recognize familiar words and phrases, understand the main idea, and infer the meaning of some highly contextualized, unfamiliar
spoken or written words contained in culturally authentic materials using electronic information sources related to targeted themes.
7.1.NH.A.2 Demonstrate comprehension of a series of oral and written directions, commands, and requests through appropriate physical response.
7.1.NH.A.3 Recognize some common gestures and cultural practices associated with target culture(s).
7.1.NH.A.4 Identify people, places, objects, and activities in daily life based on oral or written descriptions.
7.1.NH.A.5 Demonstrate comprehension of short conversations and brief written messages on familiar topics.
7.1.NH.A.6 Identify the main idea and other significant ideas in readings from age- and level-appropriate, culturally authentic materials.
2009 CCCS: Standard 7: World Languages, Novice-High, B. Interpersonal Mode
Linguistic:
The Novice-High language learner has progressed from understanding and communicating at the word level to understanding and communicating at the
sentence level and can use words, lists, and simple sentences independently to:
Ask and answer questions related to everyday life.
Handle simple transactions related to everyday life:
1. Initiate, maintain, and end a conversation.
2. Ask for and give permission.
3. Express needs.
4. Give reasons.
5. Request, suggest, and make arrangements.
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Atlas - ¿Desayuno o almuerzo?
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6. Extend, accept, and decline an invitation.
7. Express an opinion and preference.
7.1.NH.B.1 Use digital tools to exchange basic information by recombining memorized words, phrases, and sentences on topics related to self and
targeted themes.
7.1.NH.B.2 Give and follow a series of oral and written directions, commands, and requests for participating in age- and level- appropriate
classroom and cultural activities.
7.1.NH.B.3 Imitate appropriate gestures, intonation, and common idiomatic expressions of the target culture(s)/language during daily interactions.
7.1.NH.B.4 Ask and respond to questions, make requests, and express preferences in various social situations.
7.1.NH.B.5 Converse on a variety of familiar topics and/or topics studied in other content areas.
2009 CCCS: Standard 7: World Languages, Novice-High, C. Presentational Mode
Linguistic:
The Novice-High language learner has progressed from understanding and communicating at the word level to understanding and communicating at the
sentence level and can use words, lists, and simple sentences independently to:
-Handle simple transactions related to everyday life:
1. Express needs.
2. Give reasons.
3. Express an opinion and preference.
4. Request and suggest.
7.1.NH.C.1 Recombine basic information at the word and sentence level related to self and targeted themes to create a multimedia-rich
presentation to be shared virtually with a target language audience.
7.1.NH.C.2 Create and present brief messages, poems, rhymes, songs, short plays, or role-plays using familiar vocabulary orally or in writing.
7.1.NH.C.3 Describe in writing people and things from the home and school environment.
7.1.NH.C.4 Tell or retell stories from age- and level-appropriate, culturally authentic materials orally or in writing.
7.1.NH.C.5 Tell or write about cultural products associated with the target culture(s), and simulate common cultural practices.
Description of Unit
In this unit, students will learn how to describe what people eat for breakfast
and lunch in Spanish. This unit will instruct students on how to express their
personal food preferences. They will also understand cultural perspectives
on meals.
Knowledge
Essential Questions
How can understanding the cultural perspectives of meal times
and their contents help you in your personal life?
How does food define a culture? (pasta, tacos)
Why is it important to be able to discuss a food in the native
language of a country?
Skills
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Atlas - ¿Desayuno o almuerzo?
The students will know that:
In Spanish-speaking countries, there are some foods that are more
typical for breakfast and lunch than for dinner (eggs, bacon, yogurt,
cookies).
the verbs gustar (to like) and encantar (to love) are used to express
opinions regarding meals
to create the present tense of ER verbs they drop the endings from
the infinitives, then add the verb endings -o, -es, -e, -emos, -eis and en.
to create the present tense of IR verbs they drop the endings from
the infinitives, then add the verb endings -o, -es, -e, -imos, -is and en.
to indicate how often something is being done, they use
words like: nunca (never), siempre (always) and todos los dias
(everyday)
churros are a very popular snack in Spanish-speaking
countries; often paired up with chocolate.
Page 3 of 6
The students will be able to:
Identify foods and beverages for breakfast and lunch
Express opinions regarding meals
Conjugate -ER verbs in the present tense
Conjugate -IR verbs in the present tense
Express how often something is being done
Understand the cultural importance of churros
Assessments
Word Splash - Food
Diagnostic: Other visual assessments
On the SmartBoard, students will be provided with visuals of food vocabulary that they have learned in the past. Using prior knowledge, they will
match the appropriate word with the visual.
Daily formative assessments
Formative: Other written assessments
Formative assessments such as do-nows, homework and ticket-to-leave will be used to provide daily data to teacher.
Vocabulary Quiz
Summative: Other written assessments
Quiz students on the vocabulary that they have learned this unit: breakfast foods, lunch foods and beverages.
Grammar Quiz: Er and Ir Verbs
Summative: Other written assessments
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Quiz students on the conjugations of Er and Ir verbs.
Project: Creating a Menu
Summative: Other written assessments
Students will work in groups of two or three during class time to create a menu for their own Spanish restaurant. They will provide the name as well as
the prices of the foods they are selling.
Grammar Quiz: Gustar and Encantar
Summative: Other written assessments
Quiz students on the singular and plural forms of the verbs Gustar and Encantar.
Unit Test
Summative: Written Test
Unit test
Rubric for Spanish Menu
Activities
Find five examples of how one noun modifies another, write them
down and share with the rest of the class.
Make a list of five foods that you like and five foods that you love.
Choose three and write a complete sentence to express your opinion
regarding those foods.
Select two ER verbs and two IR verbs; conjugate them and then use
them in a sentence.
Create a Venn Diagram comparing and contrasting the foods that are
eaten for breakfast and lunch.
Create a grocery list using the appropriate vocabulary.
Find clip-art or draw pictures of fifteen vocabulary words.
Create a chart of AR, ER and IR verbs and show how the endings
are different for each verb. Use the chart to explain how the
verb conjugates are similar or different.
SmartBoard activity: Write the vocabulary word for the visual
presented.
SmartBoard activity: Conjugate the verbs from the spinner.
Use attached sheet to write the answers.
Activities to Differentiate Instruction
Provide students with skeleton notes.
Provide opportunities for students to work together in teacherdesigned groups (Design groups according to: ability, learning style,
etc)
Provide tiered activities and homework.
SmartBoard activities
Spanish "experts"
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Use the Internet to find a menu from a restaurant in a Spanishspeaking country. Translate the menu into English. Share with
the class.
Complete the chapter study guide to review for test (study
guide attached)
SmartBoard activity: Under the headings "Nunca", "Siempre" and
"Todos los dias", record foods that you never eat, always eat, and
eat everyday.
Read the dialogue "El Desayuno" on page 126-127 in Realidades
1 and underline all conjugated verbs.
Complete textbook listening activities for vocabulary words.
El desayuno: Read the skit and act out the different characters.
Complete interactive activities in text chapter 3A (pages 122-145).
Complete worksheets from Teacher Guided Activities book that
correspond with the unit.
Complete activities from practice and WAV workbooks.
Play Bingo games for vocabulary review.
Worksheet to accompany Spinning Verbs SmartBoard activity
Study Guide.docx
Spinning Verbs SmartBoard activity
ER and IR verbs PowerPoint
Integrated/Cross-Disciplinary Instruction
Related Arts - Bartelome Murillo and his painting "Niños
comiendo fruta".
Language Arts - noun modification
Resources
Realidades 1 Textbook
Textbook online website (PHSchool.com)
Teacher Guided Practice Book
Practice Workbook to accompany text
Writing, Audio, Visual Workbook to accompany text
Audio exercises
Flashcards
SmartBoard
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www.google.com (images)
exchange.smarttech.com (SmartBoard activities)
SmartBoard Unit Test Review
<< Previous Year
Last Updated: Friday, September 28, 2012, 9:55AM
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Atlas - Para mantener la salud
Page 1 of 5
Green Brook Township School District
Spanish Curriculum 7 > Para mantener la salud
Grade 7, Foreign Language, District Middle Curriculum
Unit: Para mantener la salud (Week 10, 10 Weeks)
New Jersey Core Curriculum Standards
2009 CCCS: Standard 7: World Languages, Novice-High, A. Interpretive Mode
Linguistic:
The Novice-High language learner has progressed from understanding and communicating at the word level to understanding and communicating at the
sentence level and can use words, lists, and simple sentences independently to:
- Identify the main idea and some supporting details when reading.
- Understand the gist and some supporting details of conversations dealing with everyday life.
- Infer the meaning of some unfamiliar words when used in familiar contexts.
7.1.NH.A.1 Recognize familiar words and phrases, understand the main idea, and infer the meaning of some highly contextualized, unfamiliar
spoken or written words contained in culturally authentic materials using electronic information sources related to targeted themes.
7.1.NH.A.2 Demonstrate comprehension of a series of oral and written directions, commands, and requests through appropriate physical response.
7.1.NH.A.3 Recognize some common gestures and cultural practices associated with target culture(s).
7.1.NH.A.4 Identify people, places, objects, and activities in daily life based on oral or written descriptions.
7.1.NH.A.5 Demonstrate comprehension of short conversations and brief written messages on familiar topics.
7.1.NH.A.6 Identify the main idea and other significant ideas in readings from age- and level-appropriate, culturally authentic materials.
2009 CCCS: Standard 7: World Languages, Novice-High, B. Interpersonal Mode
Linguistic:
The Novice-High language learner has progressed from understanding and communicating at the word level to understanding and communicating at the
sentence level and can use words, lists, and simple sentences independently to:
Ask and answer questions related to everyday life.
Handle simple transactions related to everyday life:
1. Initiate, maintain, and end a conversation.
2. Ask for and give permission.
3. Express needs.
4. Give reasons.
5. Request, suggest, and make arrangements.
http://greenbrook.rubiconatlas.org/Atlas/Browse/UnitMap/View/Default?SourceSiteID=& UnitID=4377& YearID=2014& Curric... 8/31/2013
Atlas - Para mantener la salud
Page 2 of 5
6. Extend, accept, and decline an invitation.
7. Express an opinion and preference.
7.1.NH.B.1 Use digital tools to exchange basic information by recombining memorized words, phrases, and sentences on topics related to self and
targeted themes.
7.1.NH.B.2 Give and follow a series of oral and written directions, commands, and requests for participating in age- and level- appropriate
classroom and cultural activities.
7.1.NH.B.3 Imitate appropriate gestures, intonation, and common idiomatic expressions of the target culture(s)/language during daily interactions.
7.1.NH.B.4 Ask and respond to questions, make requests, and express preferences in various social situations.
7.1.NH.B.5 Converse on a variety of familiar topics and/or topics studied in other content areas.
2009 CCCS: Standard 7: World Languages, Novice-High, C. Presentational Mode
Linguistic:
The Novice-High language learner has progressed from understanding and communicating at the word level to understanding and communicating at the
sentence level and can use words, lists, and simple sentences independently to:
-Handle simple transactions related to everyday life:
1. Express needs.
2. Give reasons.
3. Express an opinion and preference.
4. Request and suggest.
7.1.NH.C.1 Recombine basic information at the word and sentence level related to self and targeted themes to create a multimedia-rich
presentation to be shared virtually with a target language audience.
7.1.NH.C.2 Create and present brief messages, poems, rhymes, songs, short plays, or role-plays using familiar vocabulary orally or in writing.
7.1.NH.C.3 Describe in writing people and things from the home and school environment.
7.1.NH.C.4 Tell or retell stories from age- and level-appropriate, culturally authentic materials orally or in writing.
7.1.NH.C.5 Tell or write about cultural products associated with the target culture(s), and simulate common cultural practices.
Description of Unit
In this unit, students will learn how to describe what people eat for dinner in
Spanish. This unit will include instruction on how to express own's personal
food preferences. Students will also understand cultural
perspectives relative to meals.
Essential Questions
How can the understanding of meal time customs help you in your
personal life?
Why is it important to know about other cultures' food preferences
and mealtime habits?
Why is it important to be able to discuss food in the native language
of a country?
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Atlas - Para mantener la salud
Page 3 of 5
Knowledge
Skills
The students will know that:
The students will be able to:
caminar (to walk), hacer ejercicio (exercise) and levantar pesas (lift
weights) are exercises that can be done to maintain one's health
following the food recommendations on the food
pyramid/plate assists one to make healthy food choices and develop
healthy eating habits
in many Spanish-speaking countries, traditional remedies made from
various foods are used to treat common medical problems.
the mercados (open-air markets) are common throughout Latin
America.
the verb SER (to be) is used to describe, and its conjugations are:
soy, eres, es, somos, sois and son.
adjectives are used to describe people and things
adjectives must agree with the noun they are describing in
both gender (masculine, feminine) and quantity (singular,plural).
In Spanish-speaking countries, some foods are always eaten for
dinner, never for lunch or for breakfast.
Identify the exercises they do to maintain good health
Compare healthy and non-healthy food habits
Appreciate cultural differences regarding food and nutrition
Conjugate the verb SER
Use adjectives correctly to describe people and things
Discuss food and beverages consumed for dinner
Assessments
Pre-Assessment
Diagnostic: Other written assessments
Students will be asked to identify things that they do to maintain their health. (i.e. What foods do they eat? What do they drink? What types of exercises
do they do?)
Daily formative assessments
Formative: Other written assessments
Formative assessments such as do-nows, homework and ticket-to-leave will be used to provide daily data to teacher.
Vocabulary quiz
Summative: Other written assessments
Quiz students on the vocabulary that they have learned in this unit: foods and beverages, ways to talk about being thirsty and hungry, and words to
discuss health.
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Atlas - Para mantener la salud
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Grammar Quiz: Adjectives
Summative: Other written assessments
Quiz on making adjectives plural and agreeing with the noun they are describing in gender and quantity.
Project: Maintaining your health
Summative: Other oral assessments
Students will work in groups of four to create a skit about maintaining their health. See attachment for complete directions on the project.
Grammar Quiz: SER
Summative: Other written assessments
Quiz students on the conjugations of the verb SER and its uses. Have them use SER in sentences to describe a person, place or thing.
Unit Test
Summative: Written Test
Unit test
Directions for Skit Project
Activities
Use the Internet to research and list of five Spanish food names that
come from other languages; share with the class.
SmartBoard activity: Identify the foods that are in the food
pyramid/plate. Label them using Spanish vocabulary words.
SmartBoard activity: Match the vocabulary word with its
corresponding visual.
Using the vocabulary from the unit, make two lists: refrigerated and
non-refrigerated. Separate the foods into the two groups.
Survey your classmates to find out what types of exercises they
do. Create a bar graph with the information and identify the favorite
activity.
Make a list of three important Do's and Don'ts' for maintaining good
health. Share your list with your classmates.
Draw your own food pyramid/plate based on the things that you eat
at home. Label all the foods and then write a brief paragraph stating
whether the food is healthy or not.
Activities to Differentiate Instruction
Allow students to hold their written skit in their hand during their
performance instead of having to memorize it.
Provide students with skeleton notes.
Provide opportunities for students to work together in teacherdesigned groups (Design groups according to: ability, learning style,
etc)
Provide tiered activities and homework.
SmartBoard activities
Spanish "experts"
http://greenbrook.rubiconatlas.org/Atlas/Browse/UnitMap/View/Default?SourceSiteID=& UnitID=4377& YearID=2014& Curric... 8/31/2013
Atlas - Para mantener la salud
Page 5 of 5
Read the dialogue "Para mantener la salud" on page 150-151 of
Realidades 1. Underline all the new vocabulary words and define
them.
Complete textbook listening activities for new vocabulary words.
Para mantener la salud: Read the skit and act out the different
characters.
Complete interactive activities in text chapter 3B (pages 146-169).
Complete worksheets from Teacher Guided Activities book that
correspond with the unit.
Complete activities from practice and WAV workbooks.
Play Bingo games for vocabulary review.
Integrated/Cross-Disciplinary Instruction
Related Arts - Diego Rivera and his painting "La Gran Tenochtitlan".
Health - food pyramid/plate and exercise
Language Arts - the verb SER (to be)
Resources
Realidades 1 Textbook
Textbook online website (PHSchool.com)
Teacher Guided Practice Book
Practice Workbook to accompany text
Writing, Audio, Visual Workbook to accompany text
Audio exercises
Flashcards
SmartBoard
www.google.com (images)
exchange.smarttech.com (SmartBoard activities)
<< Previous Year
Last Updated: Friday, September 28, 2012, 9:56AM
Atlas Version 8.0
© Rubicon International 2013. All rights reserved
http://greenbrook.rubiconatlas.org/Atlas/Browse/UnitMap/View/Default?SourceSiteID=& UnitID=4377& YearID=2014& Curric... 8/31/2013
Atlas - ¿Adónde vas?
Page 1 of 6
Green Brook Township School District
Spanish Curriculum 7 > ¿Adónde vas?
Grade 7, Foreign Language, District Middle Curriculum
Unit: ¿Adónde vas? (Week 20, 10 Weeks)
New Jersey Core Curriculum Standards
2009 CCCS: Standard 7: World Languages, Novice-High, A. Interpretive Mode
Linguistic:
The Novice-High language learner has progressed from understanding and communicating at the word level to understanding and communicating at the
sentence level and can use words, lists, and simple sentences independently to:
- Identify the main idea and some supporting details when reading.
- Understand the gist and some supporting details of conversations dealing with everyday life.
- Infer the meaning of some unfamiliar words when used in familiar contexts.
7.1.NH.A.1 Recognize familiar words and phrases, understand the main idea, and infer the meaning of some highly contextualized, unfamiliar
spoken or written words contained in culturally authentic materials using electronic information sources related to targeted themes.
7.1.NH.A.2 Demonstrate comprehension of a series of oral and written directions, commands, and requests through appropriate physical response.
7.1.NH.A.3 Recognize some common gestures and cultural practices associated with target culture(s).
7.1.NH.A.4 Identify people, places, objects, and activities in daily life based on oral or written descriptions.
7.1.NH.A.5 Demonstrate comprehension of short conversations and brief written messages on familiar topics.
7.1.NH.A.6 Identify the main idea and other significant ideas in readings from age- and level-appropriate, culturally authentic materials.
2009 CCCS: Standard 7: World Languages, Novice-High, B. Interpersonal Mode
Linguistic:
The Novice-High language learner has progressed from understanding and communicating at the word level to understanding and communicating at the
sentence level and can use words, lists, and simple sentences independently to:
Ask and answer questions related to everyday life.
Handle simple transactions related to everyday life:
1. Initiate, maintain, and end a conversation.
2. Ask for and give permission.
3. Express needs.
4. Give reasons.
5. Request, suggest, and make arrangements.
http://greenbrook.rubiconatlas.org/Atlas/Browse/UnitMap/View/Default?SourceSiteID=& UnitID=4378& YearID=2014& Curric... 8/31/2013
Atlas - ¿Adónde vas?
Page 2 of 6
6. Extend, accept, and decline an invitation.
7. Express an opinion and preference.
7.1.NH.B.1 Use digital tools to exchange basic information by recombining memorized words, phrases, and sentences on topics related to self and
targeted themes.
7.1.NH.B.2 Give and follow a series of oral and written directions, commands, and requests for participating in age- and level- appropriate
classroom and cultural activities.
7.1.NH.B.3 Imitate appropriate gestures, intonation, and common idiomatic expressions of the target culture(s)/language during daily interactions.
7.1.NH.B.4 Ask and respond to questions, make requests, and express preferences in various social situations.
7.1.NH.B.5 Converse on a variety of familiar topics and/or topics studied in other content areas.
2009 CCCS: Standard 7: World Languages, Novice-High, C. Presentational Mode
Linguistic:
The Novice-High language learner has progressed from understanding and communicating at the word level to understanding and communicating at the
sentence level and can use words, lists, and simple sentences independently to:
-Handle simple transactions related to everyday life:
1. Express needs.
2. Give reasons.
3. Express an opinion and preference.
4. Request and suggest.
7.1.NH.C.1 Recombine basic information at the word and sentence level related to self and targeted themes to create a multimedia-rich
presentation to be shared virtually with a target language audience.
7.1.NH.C.2 Create and present brief messages, poems, rhymes, songs, short plays, or role-plays using familiar vocabulary orally or in writing.
7.1.NH.C.3 Describe in writing people and things from the home and school environment.
7.1.NH.C.4 Tell or retell stories from age- and level-appropriate, culturally authentic materials orally or in writing.
7.1.NH.C.5 Tell or write about cultural products associated with the target culture(s), and simulate common cultural practices.
Description of Unit
In this unit, students will learn about asking questions, locations in the
community, leisure activities, and cultural perspectives on leisure activities.
The unit also introduces students to ways to express where they are going
on different days of the week and with whom they are going.
Essential Questions
How is the social life of teenagers in the US the same or different
from that of Spanish-speaking students?
How do recreational events in big US cities compare to those in
Spanish-speaking countries?
What are some places in your community?
Why is it important for a traveler to know the names of common
locations in cities?
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Knowledge
Skills
The students will know that:
The students will be able to:
common sites in typical cities are: biblioteca (library), cafe
(cafe), casa (home), centro comercial (mall), cine (movie theater),
gimnasio (gym), iglesia (church) and parque (park).
leisure activities are activities that people do for fun, such as: ir de
compras (to go shopping), ver una pelicula (to watch a movie), la
leccion de piano (piano lesson) and quedar en casa (staying at
home).
there are eleven total interrogatives that they can use when asking
about activities that are done in town. The interrogatives they will
know are: Que?, Como?, Quien?, Con
quien? Donde?, Cuantos?, Adonde?, De Donde?, Cual?, Por que?
and Cuando?.
the verb IR is used to say where someone is going, and the
conjugations for the verb are voy, vas, va, vamos, vais and van.
to express where they will go and with whom they need to use
the verb IR (to go) and the word CON (with).
Identify common sites in typical cities
Discuss leisure activities
Ask questions about activities in town
Conjugate the verb IR
Express where they will go and with whom
Assessments
Word Splash: Locations
Diagnostic: Other written assessments
Reflecting on previous vocabulary, students will list as many words as they can relative to locations in a community.
Daily formative assessments
Formative: Other written assessments
Formative assessments such as do-nows, homework and ticket-to-leave will be used to provide daily data to teacher.
Vocabulary quiz
Summative: Other written assessments
Quiz on the unit vocabulary: leisure activities and locations in the community.
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Grammar Quiz: Interrogatives
Summative: Other visual assessments
Using scenes displayed on the SmartBoard, students write three questions using the interrogatives.
Grammar Quiz: IR
Summative: Other written assessments
Quiz students on the verb IR (to go) and its uses.
My favorite Spanish-Speaking city
Summative: Personal Project
Students will randomly select a Spanish-speaking city. They will research the history and the attractions located in the city and will create a poster board
or Glogster and share with the class.
Group Project - Skit
Summative: Other oral assessments
Students will work in groups of four to create a skit, which they will perform for the rest of the class. See attachment for skit directions and grading rubric.
Unit Test
Summative: Written Test
Unit test
Ticket-to-leave - IR
Rubric for Skit
Directions for group project
Activities
Complete the note sheet that accompanies the IR PowerPoint (see
attached).
Complete unit study guide (see attached).
SmartBoard activity: Picture Prompt - label the locations in the city.
Find clip art or draw pictures to represent fifteen vocabulary words of
your choice.
Use the Internet to research the origins of the Spanish names for
the days of the week. Write down the god that each day honors and
the god's "responsibility" .
Complete a worksheet on interrogatives (see attached).
Activities to Differentiate Instruction
Choice of poster board or Glogster.com for student individual project.
Provide students with skeleton notes.
Provide opportunities for students to work together in teacherdesigned groups (Design groups according to: ability, learning style,
etc)
Provide tiered activities and homework.
SmartBoard activities
Spanish "experts".
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Using the interrogatives, create your own original question for each
one, switch papers with a classmate and have him/her answer the
questions (see attached).
Write the interrogatives in the correct order (see attached).
Complete textbook listening activities for new vocabulary words.
Un chico reservado: Read the skit and act out the different
characters.
Complete interactive activities in text chapter 4A (pages 170-195).
Complete worksheets from Teacher Guided Activities book that
correspond with the unit.
Complete activities from practice and WAV workbooks.
Play Bingo games for vocabulary review prior to an assessment.
Note sheet on the verb IR
PowerPoint presentation - IR
Study Guide
Scrambled Questions
Original Question Activity
Answering the questions in Spanish
Integrated/Cross-Disciplinary Instruction
Related Arts - Francisco de Goya and his painting "El quitasol".
Latin - the origins of the days of the week and the gods that each day
honors
Language Arts - interrogatives
Social Studies - the history of a Spanish-speaking city
Resources
Realidades 1 Textbook
Textbook online website (PHSchool.com)
Teacher Guided Practice Book
Practice Workbook to accompany text
Writing, Audio, Visual Workbook to accompany text
Audio exercises
Flashcards
SmartBoard
Glogster.com
exchange.smarttech.com (SmartBoard activities)
The Verb IR - SmartBoard activity
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SmartBoard activity - Interrogatives
SmartBoard - Test Review
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Atlas - ¿Quieres ir conmigo?
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Green Brook Township School District
Spanish Curriculum 7 > ¿Quieres ir conmigo?
Grade 7, Foreign Language, District Middle Curriculum
Unit: ¿Quieres ir conmigo? (Week 30, 10 Weeks)
New Jersey Core Curriculum Standards
2009 CCCS: Standard 7: World Languages, Novice-High, A. Interpretive Mode
Linguistic:
The Novice-High language learner has progressed from understanding and communicating at the word level to understanding and communicating at the
sentence level and can use words, lists, and simple sentences independently to:
- Identify the main idea and some supporting details when reading.
- Understand the gist and some supporting details of conversations dealing with everyday life.
- Infer the meaning of some unfamiliar words when used in familiar contexts.
7.1.NH.A.1 Recognize familiar words and phrases, understand the main idea, and infer the meaning of some highly contextualized, unfamiliar
spoken or written words contained in culturally authentic materials using electronic information sources related to targeted themes.
7.1.NH.A.2 Demonstrate comprehension of a series of oral and written directions, commands, and requests through appropriate physical response.
7.1.NH.A.3 Recognize some common gestures and cultural practices associated with target culture(s).
7.1.NH.A.4 Identify people, places, objects, and activities in daily life based on oral or written descriptions.
7.1.NH.A.5 Demonstrate comprehension of short conversations and brief written messages on familiar topics.
7.1.NH.A.6 Identify the main idea and other significant ideas in readings from age- and level-appropriate, culturally authentic materials.
2009 CCCS: Standard 7: World Languages, Novice-High, B. Interpersonal Mode
Linguistic:
The Novice-High language learner has progressed from understanding and communicating at the word level to understanding and communicating at the
sentence level and can use words, lists, and simple sentences independently to:
Ask and answer questions related to everyday life.
Handle simple transactions related to everyday life:
1. Initiate, maintain, and end a conversation.
2. Ask for and give permission.
3. Express needs.
4. Give reasons.
5. Request, suggest, and make arrangements.
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6. Extend, accept, and decline an invitation.
7. Express an opinion and preference.
7.1.NH.B.1 Use digital tools to exchange basic information by recombining memorized words, phrases, and sentences on topics related to self and
targeted themes.
7.1.NH.B.2 Give and follow a series of oral and written directions, commands, and requests for participating in age- and level- appropriate
classroom and cultural activities.
7.1.NH.B.3 Imitate appropriate gestures, intonation, and common idiomatic expressions of the target culture(s)/language during daily interactions.
7.1.NH.B.4 Ask and respond to questions, make requests, and express preferences in various social situations.
7.1.NH.B.5 Converse on a variety of familiar topics and/or topics studied in other content areas.
2009 CCCS: Standard 7: World Languages, Novice-High, C. Presentational Mode
Linguistic:
The Novice-High language learner has progressed from understanding and communicating at the word level to understanding and communicating at the
sentence level and can use words, lists, and simple sentences independently to:
-Handle simple transactions related to everyday life:
1. Express needs.
2. Give reasons.
3. Express an opinion and preference.
4. Request and suggest.
7.1.NH.C.1 Recombine basic information at the word and sentence level related to self and targeted themes to create a multimedia-rich
presentation to be shared virtually with a target language audience.
7.1.NH.C.2 Create and present brief messages, poems, rhymes, songs, short plays, or role-plays using familiar vocabulary orally or in writing.
7.1.NH.C.3 Describe in writing people and things from the home and school environment.
7.1.NH.C.4 Tell or retell stories from age- and level-appropriate, culturally authentic materials orally or in writing.
7.1.NH.C.5 Tell or write about cultural products associated with the target culture(s), and simulate common cultural practices.
Description of Unit
In this unit, students will learn about activities that students participate in
outside of school, when they take place, and the cultural perspectives on
after-school activities, regional crafts and products. The unit presents to the
students ways to extend and decline invitations.
Knowledge
Essential Questions
What do Spanish-speaking students do during their leisure time?
How is the social life of teenagers in the US the same or
different from that of Spanish-speaking teenagers?
Skills
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The students will know that:
the vocabulary to discuss activities that are done outside of
school includes that of activities that are done for fun, such as: baile
(dance), ir de pesca (to go fishing), jugar al futbol (to play
soccer), jugar al golf (to play golf) and jugar al tenis (to play tennis).
just as you use "going" plus an infinitive in English to say what you
are going to do, in Spanish you use a form of the verb ir+a+an
infinitive to express the same idea.
to extend, accept and decline an invitation you use vocabulary
words, such as lo siento (I'm sorry), que buena idea (what a
nice idea), Te gustaria (would you like) and Genial (great).
to identify when an event takes place, you use a certain specific or
general time, such as a las tres (at three) or esta noche
(this evening).
you use the verb jugar to talk about playing a sport or a game.
jugar is a stem-changing verb, which conjugates: juego,
juegas, juega, jugamos, jugais and juegan.
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The students will be able to:
Discuss activities that are done outside of school
Use the immediate future to state where they are going
Extend, accept and decline an invitation
Identify when an event takes place
Conjugate the verb jugar
Assessments
Pre-Assessment: Activities
Diagnostic: Other written assessments
Create a list of what students like to do for fun. Create a second list of what they think students in a Spanish-speaking country do for fun. Have the
students orally compare and contrast the two lists.
Daily formative assessments
Formative: Other written assessments
Formative assessments such as do-nows, homework and ticket-to-leave will be used to provide daily data to teacher.
Vocabulary Quiz
Summative: Other written assessments
Quiz students on the vocabulary that they have learned this unit: leisure activities, words to describe how someone is feeling, and words to tell at what
time something is happening.
Project: An invitation
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Summative: Personal Project
Create an invitation using the vocabulary from the unit. Use the attached directions to present the project to students.
Grammar Quiz: Jugar
Summative: Other written assessments
Quiz students on the verb JUGAR and its use in sentences.
Grammar Quiz: Ir+a+infinitive
Summative: Other written assessments
Quiz students on using ir+a+infinitive to state what they are going to be doing in the near future.
Unit Test
Summative: Written Test
Unit test
Project Directions - An invitation
Activities
SmartBoard Picture Prompt: label the activities that people are
doing in the pictures. Write the location in which they can complete
each activity.
Students will be given four invitations, which they must accept or
decline according to their personal preferences (see attached for
sample questions).
Find clip art or draw pictures that represent fifteen of the vocabulary
words from the unit, switch papers with another student and have
them write in the matching vocabulary word.
Create a dialogue between you and a friend. In the dialogue
invite your friend to do something with you. Respond as though your
friend can't go, and give an excuse (see attached for directions).
Work with a partner to create a study guide for the unit test.
Survey your classmates to find out what kind of activities they do for
fun. Create a bar graph to illustrate the survey results.
Read dialogue using the vocabulary in context and identify what the
vocabulary words mean without using notes.
Activities to Differentiate Instruction
Provide students with skeleton notes.
Provide opportunities for students to work together in teacherdesigned groups (Design groups according to: ability, learning style,
etc)
Provide tiered activities and homework.
SmartBoard activities
Spanish "experts"
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Use the Internet to research and find five Spanish words that have
been borrowed from English. Share your list with the rest of the
class.
Complete textbook listening activities for new vocabulary words.
A jugar!: Read the skit and act out the different characters.
Complete interactive activities in text chapter 4B (pages 196-219).
Complete worksheets from Teacher Guided Activities book that
correspond with the unit.
Complete activities from practice and WAV workbooks.
Play Bingo games for vocabulary review prior to an assessment.
Write five sentences stating what you will do in the near future using
ir+a+infinitive. Share sentences with the rest of the class.
Create a dialogue of an invitation
Accept or Decline the invitations
Integrated/Cross-Disciplinary Instruction
Language Arts - Spanish words borrowed from English
Resources
Realidades 1 Textbook
Textbook online website (PHSchool.com)
Teacher Guided Practice Book
Practice Workbook to accompany text
Writing, Audio, Visual Workbook to accompany text
Audio exercises
Flashcards
SmartBoard
exchange.smarttech.com (SmartBoard activities)
Teaching the verb Jugar on SmartBoard
<< Previous Year
Last Updated: Wednesday, September 26, 2012, 3:05PM
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