Course Title – Spanish 3
Implement start year – 2014-2015
Revision Committee Members, email, extension – Carlie Cattanea [email protected] (8462), Nichelle
Frisch [email protected] (8568), Shawn Kirby [email protected] (8241), Jennifer O'Connell [email protected]
(8861)
Unit #5, topic - [Recomendaciones y consejos, Recommendations and Advice]
Transfer Goal: Students will be able to independently use their learning to give recommendations and advice with the subjunctive mood.
Stage 1 – Desired Results
Established Goals
2009 NJCCC Standard(s), Strand(s)/CPI #
(http://www.nj.gov/education/cccs/2009/final.htm)
Common Core Curriculum Standards for Math and English
(http://www.corestandards.org/)
7.1 World Languages: All students will be able to use a world language in
addition to English to engage in meaningful conversation, to understand
and interpret spoken and written language, to present information,
concepts, and ideas, while also gaining an undertsanding of the
perspectives of other cultures. Through language study, they will make
connections with other content areas, compare the language and culture
studied with their own, and participate in home and global communities.
A. Interpretive
B. Interpersonal
C. Presentational
st
21 Century Themes
( www.21stcenturyskills.org )
Global Awareness
Financial, Economic, Business and
Entrepreneurial Literacy
Civic Literacy
Health Literacy
Environmental Literacy
st
21 Century Skills
Learning and Innovation Skills:
Creativity and Innovation
Critical Thinking and Problem Solving
Communication and Collaboration
Information, Media and Technology Skills:
Information Literacy
Media Literacy
ICT (Information, Communications and
Technology) Literacy
Life and Career Skills:
Flexibility and Adaptability
Initiative and Self-Direction
Social and Cross-Cultural Skills
Productivity and Accountability
Leadership and Responsibility
LRHSD (2011) Adapted from ASCD © 2004
Enduring Understandings:
Students will understand that . . .
Essential Questions:
EU 1
The difference between subjunctive mood and indicative mood is the
difference between certainty/ objectivity (indicative) and
possibility/subjectivity (subjunctive).
EU 1
•
Why is the subjunctive mood necessary for effective
communication?
EU 2
The subjunctive mood must be used in order to give advice and
recommendations.
Knowledge:
Students will know . . .
Skills:
Students will be able to . . .
EU 1& EU 2
Recycled vocabulary
• Any selection of vocabulary from previously taught units
EU 1 & EU 2
• Give recommendations and advice based on issues presented by
other students.
• Tell others what is important to do in a specific situation.
• Say how they feel about a particular situation.
• Express doubt and uncertainty regarding various topics.
• Write suggestions for various problems using the subjunctive.
New Vocabulary
• Health and well-being vocabulary
• Common teen problems
• Verbs and expressions that elicit the use of the subjunctive in the
dependent clause
Recycled Grammar
• Present Tense Indicative
New Grammar
• Present Tense Subjunctive
LRHSD (2011) Adapted from ASCD © 2004
Stage 2 – Assessment Evidence
Recommended Performance Tasks: Each unit must have at least 1 Performance Task. Each EU must be addressed in a performance task.
Consider the GRASPS form.
Other Recommended Evidence: Tests, Quizzes, Prompts, Self-assessment, Observations, Dialogues, etc.
•
•
•
•
•
Pair a list of problems with the most logical corresponding advice
Offer recommendations based on a specific problem
Quizzes on formation of the subjunctive
Quizzes on use of subjunctive vs. indicative
Create an original dialogue between two people in which one person states a problem and the other offers advice
LRHSD (2011) Adapted from ASCD © 2004
Stage 3 – Learning Plan
Suggested Learning Activities to Include Differentiated Instruction and Interdisciplinary Connections: Consider the WHERETO elements.
Each learning activity listed must be accompanied by a learning goal of A= Acquiring basic knowledge and skills, M= Making meaning and/or a T=
Transfer.
•
•
•
•
•
•
•
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Play media that utilizes the subjunctive such as: Gwen Stefani “If I was a rich girl,” Fiddler on the roof “If I were a rich man,” Justin Bieber’s “If I
was your boyfriend,” and Big Bang Theory: Sheldon on the bongos. (A)
Students create a T chart on which they list common teen problems and possible solutions. (A)
Use ancillaries to practice / reinforce how to properly conjugate the forms of the subjunctive. (A)
Students write suggestions for their peers to answer questions about daily life. (M)
Give advice to a friend on how to lose/gain weight. (T)
Use ancillaries where students differentiate between indicative and subjunctive sentences and conjugate appropriately. (T)
Students write original sentences using a variety of expressions that elicit the use of the subjunctive. (T)
Students respond to real problems in a Dear Abby column. (T)
Suggested Readings and Videos
• Selected episodes of Destinos/El Gran Desafío/ La Catrina
• Éramos pocos (short film available at http://vimeo.com/60180886)
• EBSCOhost Salud en Español health articles
LRHSD (2011) Adapted from ASCD © 2004