SPANISH II
CURRICULUM GUIDE
WICOMICO COUNTY BOARD OF EDUCATION
P. O. Box 1538
Salisbury, Maryland 21802-1538
Revised August 2008
SPANISH II
CURRICULUM GUIDE
PARENTS HAVE THE FINAL AUTHORITY IN DETERMINING THE COURSES
AND/OR GROUP LEVELS IN WHICH THEIR CHILDREN ARE ENROLLED.
HOWEVER, IF THEIR DECISION CONFLICTS WITH THE ADVICE OF SCHOOL
PERSONNEL, PARENTS MUST SIGN A FORM INDICATING THAT THEY HAVE
CHOSEN NOT TO FOLLOW THIS ADVICE.
WICOMICO COUNTY BOARD OF EDUCATION
P. O. Box 1538
Salisbury, Maryland 21802-1538
DRAFT AUGUST 2008
WICOMICO COUNTY SCHOOLS
MEMBERS OF THE WICOMICO COUNTY BOARD OF EDUCATION
Robin H. Holloway
President
Mark S. Thompson
Vice President
Tyrone A. Chase, Ph.D.
Susan A. Hitch
Brian K. Kilgore
Ronald O. Willey
L. Michelle Wright
John E. Fredericksen, Ph.D.
Superintendent of Schools
ii
FOREWORD
Through instruction in foreign language and culture, students can be prepared to live in a
global society.
The National Standards for Foreign Languages provide a framework for
instruction, allowing students to communicate in languages other than English, to gain
knowledge and understanding of other cultures, to connect with other disciplines and acquire
information, to develop insights in to their own language and culture, and tio participate in multilingual communities at home and around the world.
This document provides guidance for Spanish II teachers as they determine what to teach
and how to teach it. It provides program philosophy, outcomes, scope and sequence, appropriate
strategies, assessments and a course outline.
iii
ACKNOWLEDGEMENTS
This curriculum guide was developed by Sharon Birch at Bennett High School, Teresa
Yumul-Dekich at Bennett High School and Bennett Middle School, Patricia Powell at Wicomico
High School, and Lara Whitehead at Parkside High School. Authors are listed in each unit.
Each is willing to answer questions about activities and performance-based tasks and their
rubrics.
Serving as consultants were Dr. Daniel Pyle, Supervisor of Instruction for Wicomico
County and Dr. Arlene White of Salisbury University.
iv
TABLE OF CONTENTS
I.
How to Use This Guide........................................................................................................1
A.
B.
C.
D.
Must Teach Topics...................................................................................................5
Entering Spanish II Verbs........................................................................................8
Exiting Spanish II Verbs..........................................................................................9
Portfolio for Spanish Use Outside Classroom .......................................................10
II.
Foreign Language Philosophy ...........................................................................................11
III.
Scope and Sequence (Draft Voluntary State Curriculum).................................................13
IV.
Strategies for Teaching a Foreign Language .....................................................................25
V.
Advanced Organizer ..........................................................................................................37
A.
B.
C.
D.
VI.
Course Outline ...................................................................................................................41
A.
B.
C.
D.
E.
F.
G.
H.
I.
IX.
Course Description.................................................................................................37
Unit Descriptions ...................................................................................................37
Entering Skills........................................................................................................40
Time Frame............................................................................................................40
Unit 1 - ¿Qué recuerdas? ......................................................................................41
Unit 2 - Capítulo 8 -Vamos de Compras................................................................59
Unit 3 - Capítulo 9 – Festejemos ...........................................................................73
Unit 4 - Capítulo 10 - ¡A viajar! ............................................................................87
Unit 5 - Capítulo 2 - En el vecindario..................................................................101
Unit 6 - Capítulo 3 - Pueblos y Ciudades ...........................................................115
Unit 7 - Capítulo 4 - ¡Mantente en forma!...........................................................131
Unit 8 – Capítulo 5 - Día a día ...........................................................................157
Unit 9 - Capítulo 6 - Recuerdos ...........................................................................183
Appendix......................................................................................................................... A-1
A.
B.
C.
D.
E.
F.
Activities Reference Chart.................................................................................. A-3
Philosophies of the Wicomico County Public School System ............................B-1
Instructional Modifications..................................................................................C-1
Effective Instruction............................................................................................ D-1
Student Service Learning.....................................................................................E-1
Proficiency Descriptors........................................................................................ F-1
v
vi
HOW TO USE THIS GUIDE
I.
Understanding by Design
The format of this particular guide is based on Understanding by Design by Wiggins and
McTighe. In STAGE 1, teachers will find a brief summary of the unit, a list of materials and
resources and a tentative time frame. STAGE 2 includes those content standards which are
addressed in each unit. There are also “essential understandings” which indicate what students
should still have from the unit, even after five years. “Essential” and “Topic questions” provide a
springboard for class discussions. “Key knowledge and skills” indicate what students will be able
to do and what information they will need to accomplish the task(s). This stage also provides
information regarding the evidence which will allow students to show their understanding of the
unit. These include performance tasks, traditional quizzes and tests, and opportunities for
students to self-assess. The most significant performance task has a “blueprint” provided for
implementation and a rubric for scoring. STAGE 3 provides samples of learning experiences in
“communication,” “culture,” and “reading”that come from both inside and outside the text to
enrich the classroom experience.
II.
¡Expresate! 2
This curriculum guide was created for several purposes. First, it is to help the Level II
teacher gain an overall perspective of the material to be presented by the teacher and acquired by
the students. Second, it is to provide specific activities to accomplish the objectives based on the
draft Maryland Voluntary State Curriculum (see the items coded in purple) and based on the
descriptors found in the national standards. Third, it is to be a resource book for materials and
activities which may be used to complement and to help implement the curriculum. It is
assumed that each teacher will become familiar with the text and all the ancillaries in order to
maximize their use and to select judiciously those activities and assessments which will enhance
the students’ learning experience. Attention paid to the number of days allotted per unit should
help with pacing for both teacher and students.
Be sure to use the document entitled “Must Teach Topics” as a guide. The assumption is
going to be made, and the directive given, that ALL Spanish II teachers will have taught the
specified material in that document AND that ALL Spanish III students should have an adequate
foundation in that material. While all teachers have different teaching styles and may elect to
pick and choose among supplemental vocabulary, it is imperative that all teachers address,
instruct, prepare and assess all the material specified. There is a compelling rationale for such
use. It is the hope of all world language teachers that students continue to study the language, in
this case Spanish. Once students leave the confines of the Spanish II classroom, they are
entering a Spanish III classroom whose students may come from as many different teachers. In
order to ensure a successful transition from Spanish II to Spanish III, the Spanish III teacher
must be able to rely on the fact that all Spanish II teachers have taught the same basic
information. It is logical and necessary to conclude that this should happen in every level of
Spanish. While all students will have had different experiences based on different teachers, all
students, for example, should be able to successfully manipulate present and past tense verbs
(regular, irregular, and reflexive). We want to ensure that Spanish II students will be successful
1
in Spanish III and will be willing and able to participate in upper level classes. While a teacher
may opt to teach some segments in an order other than as listed, if the material is listed in the
“must teach” document, it must be taught. It is equally important that all teachers include all the
Performance Based Tasks for proficiency assessment over and above the chapter quizzes and
tests. Finally, it is crucial, that all teachers finish the Bridge Unit, Units 8 through 10 in the
Spanish I text, and Units 2 through 6 in the Spanish II text.
The theoretical basis for the guide and the activities is one of proficiency. An approrpaite
balance is sought between linguistic competence and communicative competence. It is believed
that students musy have some knowledge of HOW the language works but that knowledge of the
language alone is insufficient. Practice and use of the language in functional situations are alos
required. Students must ne allowed to use the language actively in a variety of situations which
approximate real life as much as possible. A focus on and the integration of the National
Standards into daily lessons is critical. It is hoped tha this guide might provide the basic for a
sound and well balanced preparation for the Level II student.
It is important to understand the dfference between active and passive learning. Active
material, both vocabulary and grammar, is that which students are expected to use orally and in
writing with good control. This material will be formally evaluated trhough performance tasks
and other pen and paper tests in class and on mid-year and final exams. Passive material, again
both vocabulary and grammar, is that which students should be familiar but for which they will
not be held accountable on tests.
The issue of pronunciation is one which is often raised. Pronunciation is not unimportant
but research has indicated that adolescents who begin their study of a foreign language in middle
or high school will rarely acquire the accent of a native speaker. Although some pronunciation
errors are more critical than others, it is not productive to spend an inordinate amount of time
working on pronunciation at this level.
Regarding testing and evaluation, the basic principle is assumed to be: TEST WHAT
YOU HAVE TAUGHT IN THE MANNER IN WHICH YOU TAUGHT IT. In the evaluation
section of each unit, suggestions are made for both informal (of personal use to both teacher and
student) and formal (recorded grades) means of evaluation. All skills should be evlauted on a
regular basis and in an integrated fashion when possible. Standarized quizzes for lessons and
tests for units are provided by the textbook company but teachers should note if appropriate
vocabulary often found in teacher notes has been practiced adequately in order to be tested.
Teachers may need to add or to delete items in order to match objectives better. One example
would be changing directions to Spanish at the appropriate time during the school year on the
¡Expresate! tests. The performance-based tasks for each unit allow students to pull together the
knowledge and skills in each unit into an authentic opportunity to use the language in meaningful
ways. Several of the rubrics included in this guide have been assigned point values but you may
wish to adjust them to accommodate your grading system. All performance-based tasks should
be completed by all students.
There are a variety of other ancillaries and options tht have not been mentioned in the
chapter plans. Of particular note is the program Puzzle Pro in which teachers can work from
2
prescribed vocabulary lists from each chapter to create their own personalized puzzles. An
additional resource that may be of great value is the Grammar Tutor which provided extra
practice for those students who may ened it. Teachers should inform their students early in the
year that anyone can access go.hrw.com from their computers at home to take advantage of
additional practice as well as cultural material. The Reading Skills Handbook contains a wide
variety of reading strategies and skills for pre-, during and post-reading activities. On the DVD
Tutor, the section called Gramavisón may appear at first viewing to include only cartoon
characters. However, each grammatical episode also contains a real-life scenario with actors. Of
utmost importance are the Core Instructions given to teachers in each chapter of the Teacher’s
Edition. They contain additional information, specific strategies and helpful hints for each
section of study. Finally, while ¡Expresate! Provides a wealth of ancillaries to augment the text,
each teacher may want to create and use his or her materials.
It is hoped that the philosophy, theory and practical activities found in this guide will aid
the teacher in creating a learning environment which will foster language learning and active
language use on the part of the students as well as provide inspiration and guidance to both new
and experienced teachers.
Because a good curriculum guide is one that responds to the needs of the teachers who
use it, it is hoped that teachers will feel free to comment upon the information found therein and
to offer their own suggestions as to how this guide might be continually updated and improved.
In this manner, both teaching and learning will constantly be revitalized.
3
4
Spanish Two: MUST Teach Topics
Chapter
Unit 1
¿Qué
recuerdas
Unit 2
Capítulo 8
Culture:
FLORIDA
Unit 3
Capítulo 9
Culture:
DOMINICAN
REPUBLIC
Unit 4
Capítulo 10
Culture:
PERU
A.
B.
C.
D.
Vocabulary
Leisure time activities
Family
School
Home and chores
Grammar
Present Tense Verb
Conjugations
Direct Object Pronouns
A. Clothing
B. Ask/give opinions
C. Ask/offer help
D. Naming stores
E. Saying where you went and what
you did
F. Using the phone
Costar and numbers to 1
million
Demonstrative adjectives
and comparisons
Preterite of –AR verbs
Preterite of IR
Quedar
A. Talk about plans
B. Talk about holidays
C. Talk about party preparations
D. Talk about past holidays
E. Make introductions
F. Greet/farewell
Preterite of –ER and –IR
verbs
Direct Object Pronouns
Conocer and personal a
Present Progressive
A. Airport
B. Travel/trips
C. Ask for information
D. Express hopes and wishes
E. Name places in town
F. Talk about things to do in town
Preterite of –CAR, -GAR, ZAR verbs
Preterite of Hacer
Informal Commands of
spelling-change and
irregular verbs
Direct Object Pronouns
Reading
Informal commands
in Learning Centers
Writing
Reading
PBT
Fashion Show
Writing
Reading
Context clues;
birthday songs; la
quinceañera
Holiday/cultural
celebration booth and
presentation
Writing
5
Reading
Making predictions;
Inca warrior
Writing
PBT short story
Writing a short story
Unit 5
Capítulo 2
Culture:
CUZCO,
PERÚ
Unit 6
Capítulo 3
Culture:
SANTO
DOMINGO,
DOMINCAN
REPULBIC
Unit 7
Capítulo 4
Culture:
MIAMI,
FLORIDA
A. Professions
B. Work related vocabulary
C. Parts of the house
D. Furniture
E. Chores
A. Names of stores
B. Places around town
C. Places in the city
A. Competitions
B. Emotional reactions
C. Parts of the body
D. Injuries/Illnesses
E. Treatments/Advice
Indirect Object Pronouns
Dar
Decir
Saber and Conocer
Ser and Estar
Preterite of regular verbs,
Hacer and Ir
Preterite of –CAR, -GAR, ZAR verbs and Conocer
Irregular Preterite: Andar,
Tener, Venir, Dar, Ver
Formal Commands
Irregular Formal
Commands
Commands with Pronouns
Review of Informal
Commands
Impersonal se and passive
se
Irregular Preterite:
Ponerse, Decir, Ser and
Estar
Preterite of stem-changing
verbs
Preterite of Caerse
Verbs with reflexive
pronouns and direct object
pronouns
Past participles used as
adjectives
6
Reading
Skim/Identify
cognates; job ads
Write a classified
advertisement for a
job
Writing
PBT
Reading
Summarize; Aesop
fable
Writing and
Following Directions
Writing
PBT
Reading
Writing
Role play for health
dialogues
Unit 8
Capítulo 5
Culture:
SAN JOSÉ,
COSTA
RICA
Unit 9
Capítulo 6
Culture:
SEGOVIA,
ESPAÑA
A. Routine activities
B. Daily routines
C. Pastimes/interests
D. Time expressions
A. Childhood activities/toys/games
B. Adjectives to describe people
Preterite of Poder and
Traer
More verbs with reflexive
pronouns
Possessive Pronouns
Negative expressions
Hace with time
expressions
Imperfect tense
Imperfect of Ir and Ver
Imperfect of Ser and
Haber
Preterite of Creer, Leer,
Construir, Oír
7
Reading
Making predictions
Writing
Reading
Pre-Reading/Using
Context Clues
Writing
PBT
Morning talk show
about the daily
routines of typical
students (athlete,
thespian, band, etc.)
Write a fairy tale
Entering Verbs from Spanish I
Abrir
Afeitarse
Almorzar
Alquilar
Arreglar
Asistir
Bailar
Bañarse
Beber
Caminar
Cantar
Cenar
Cocinar
Comer
Conocer
Cortar
Correr
Dibujar
Dormir
Empezar
Encantar (me encanta, etc.)
Escribir
Escuchar
Esquiar
Estar
Estudiar
Gustar (me gusta, etc.)
Hablar
Hacer
Invitar
Ir
Jugar
Lavar
8
Lavarse
Leer
Levantarse
Limpiar
Llamarse (me llamo)
Llevar
Maquillarse
Nadar
Pasar
Pasar un rato solo
Patinar
Pedir
Poder
Poner
Practicar
Probar
Querer
Recibir
Saber
Salir
Ser
Tener
Tomar
Usar
Trabajar
Traer
Usar
Vender
Venir
Ver
Visitar
Volver
Exiting Verbs from Spanish II
Abrir
Aburrirse
Acostarse
Afeitarse
Almorzar
Amar
Apagar
Aprender
Arreglar
Asistir
Ayudar
Bailar
Bajar
Bañarse
Barrer
Beber
Buscar
Caer
Caminar
Cansarse
Cantar
Cepillarse
Cocinar
Coleccionar
Columpiarse
Comer
Comprar
Conocer
Contar
Correr
Cortar
Cortarse
Dar
Desayunar
Decir
Dibujar
Diseñar
Doler (Me duele)
Dormir
Dormirse
Ducharse
Echar
Echar carreras
Necesitar
Odiar
Oir
Olvidarse
Parar
Parecer (Me
parece)
Pasar
Pasearse
Patinar
Pedir
Peinarse
Pelearse
Pensar
Perder
Picar
Pintarse
Poder
Poner
Ponerse
Practicar
Preferir
Preguntar
Preparar
Prestar
Probar
Quemar
Quemarse
Querer
Quitarse
Recibir
Recomendar
Recordar
Regar
Reirse
Relajarse
Revolver
Romper
Saber
Sacar
Sacudir
Salir
Secar
Empezar
Encantar (me
encanta)
Entrar
Escribir
Esquiar
Estar
Fascinar (Me
fascina)
Fastidiar
Ganar
Gritar
Gustar (me
gusta, te gusta)
Haber (Hay,
Había, Hubo)
Hablar
Hacer
Hace….tiempo
Hay
Ir
Ir de compras
Irse
Jugar
Lavar
Lavarse
Leer
Levantarse
Limpiar
Llamar
Llamarse
Llevar
Llorar
Maquillarse
Mezclar
Mirar
Molestar
Montar a caballo
Montar en
bicicleta
Nadar
Navegar (por
Internet)
9
Sentirse
Ser
Servir
Subir
Tener
Tener…años
Tener (calor,
frío, hambre,
miedo, prisa,
razón, sed,
sueño, suerte)
Terminar
Tomar
Trabajar
Traer
Trepar
Usar
Vender
Venir
Portfolio for Use of Spanish Outside Classroom
One of your goals is to stretch your knowledge beyond the classroom by taking advantage of
opportunities to use the language in situations that present themselves outside the classroom. In
order to document that you are indeed doing this, please keep a log of the times you do any of the
following. If you use Spanish in situations that are not listed here, please add them at the bottom.
Source/Situation date date date date date
Listening to people speak Spanish
outside of school
Hearing and understanding Spanish in
movies
Hearing and understanding Spanish on
the radio
Hearing and understanding Spanish on
tv
Listening to ads in Spanish
Reading ads in Spanish
Reading ads on Spanish product
packaging
Reading Spanish instructions included
with products
Reading books in Spanish (not for
school)
Reading Spanish magazines
Speaking to people in Spanish outside
the classroom
Teacher Note: This is an optional activity that can be done with students throughout the school
year. Review students’ experiences regularly and starting with Unit1.
*Delete this textbox and print for a clean student copy.
10
FOREIGN LANGUAGE PHILOSOPHY
To study another language and culture gives one the key to successful
communication: knowing how, when, and why to say what to whom. All the
linguistic and social knowledge required for effective human-to-human
interaction is encompassed in those ten words. Formerly, most teaching in foreign
language classrooms concentrated on the how (grammar) to say what
(vocabulary). While these components of language are indeed crucial, the current
organizing principle for language study is on communication--which also
highlights the why, the whom, and the when (the socio-linguistic and cultural
aspects of language). The approach to second language instruction found in
today's schools is designed to facilitate genuine interaction with others--whether
they are on another continent, across town, or sharing the porch swing.
National Standards in Foreign Language Education
Exploratory foreign language courses introduce students to strategies for language
learning through the study of the patterns and history of their native language and through an
investigation of what they may already know about communication. At the same time they will
gain insight into how to learn a foreign language and the nature of language. These courses will
challenge students to look at themselves and their world and to build upon their natural curiosity
about new and interesting things. Students will explore cultures, languages and language learning
that will make them more aware of the outside world. Through this awareness, students will
develop an understanding of and respect for individual and cultural diversities and the
importance of societal values. Target language skills will be minimal.
As students progress in foreign language study, they increase their ability to convey and
receive oral and written messages within a cultural context. They continue to acquire strategies
for language learning. For modern languages, the learner's communicative, linguistic and cultural
competence comprises proficiency. These competencies develop over time, but not at the same
rate. Additionally, the Latin curriculum provides communicative experience with an emphasis on
linguistic and cultural studies.
Foreign language teachers need to understand and anticipate the physical, intellectual,
emotional and social needs of students. As a basis for learning a new language, the classroom
should reflect culturally appropriate material. Teachers should base their teaching methods on
active learning so that students may interact with their peers, not only to develop cooperative
attitudes but also to make learning a participatory activity. The influence of peers is a highly
motivating force in the classroom which can be used advantageously in group work whether
learning about languages or working in the target language.
In Wicomico County exploratory students select foreign language courses according to
their previous experience in English language arts courses. High school students may select the
appropriate level of French, Latin or Spanish. Teachers will modify and/or individualize where
necessary to meet the unique needs of students. All students will have equitable opportunities to
master the elements of the foreign language curriculum. In addition, all foreign language courses
challenge all students to reach their maximum potential.
11
12
DRAFT
Voluntary State Curriculum – Foreign Languages
Level 1
Level 2
Level 3
Level 4
Level 5
STANDARD 1.1:
Engage in conversations in the target language in a culturally appropriate manner in order to provide and obtain
information, express feelings and emotions, and exchange opinions.
A. COMMUNICATION: INTERPERSONAL- CONVERSATION
BEGINNING
EMERGING
DEVELOPING
ADVANCING
1. INDICATOR:
Engage in short conversations about
personal interests, including what
they do, are doing, and plan to do.
1. INDICATOR:
Engage in conversations in the
present, past and future on familiar
topics about themselves and their
community.
1. INDICATOR:
Discuss and defend an opinion on
selected topics from the personal to
the abstract level.
OBJECTIVES:
a. Ask and answer simple
questions, including biographical
information.
OBJECTIVES:
a. Ask and answer a variety of
simple questions, giving reasons
for their answers.
OBJECTIVES:
a. Ask and answer a variety of
questions that elicit followup questions and responses
for more information.
1. INDICATOR:
Discuss or debate a wide variety of
topics from the personal to the
abstract level, hypothesizing,
persuading, and negotiating to reach
a conclusion.
OBJECTIVES:
a. Ask and answer a variety of
questions that elicit elaboration
and substantiation of opinions.
b.
Exchange personal preferences
and feelings.
b.
Exchange personal preferences
and feelings and provide limited
explanation.
b.
Exchange and defend
personal preferences,
feelings, and opinions and
provide explanation.
c.
Express personal needs.
c.
Make suggestions in response
to personal needs or
circumstances.
c.
Suggest options for solving
problems related to
personal needs and needs
of others.
d.
Ask for repetition and repeat to
ensure understanding.
d.
Ask for clarification to ensure
understanding.
d.
13
Ask for clarification and
suggest alternative words to
ensure understanding.
b.
Exchange and defend personal
preferences, feelings, and
opinions and provide complete
explanation with substantive
detail.
c.
Discuss options and negotiate
solutions to problems.
d.
Ask for clarification and
paraphrase to ensure
understanding.
STANDARD 1.2:
Understand and interpret the target language in its spoken and written form on a variety of topics.
A. COMMUNICATION: INTERPRETIVE MODE
BEGINNING
EMERGING
DEVELOPING
ADVANCING
1. INDICATOR:
Understand spoken and written
language on familiar topics that
incorporates basic structures and
strong visual support.
1. INDICATOR:
Understand spoken and written
language on familiar topics that
incorporates descriptive vocabulary
and expanded structures.
1. INDICATOR:
Understand spoken and written
language on a variety of topics that
incorporate abstract ideas and more
advanced structures
1. INDICATOR:
Understand spoken and written
language on a wide variety of topics
that incorporates abstract ideas and
complex structures.
OBJECTIVES:
a. Use prior experiences with the
language to understand both
spoken and written forms.
OBJECTIVES:
a. Use prediction, connections to
prior experiences, context clues,
word order, word attack skills,
and various reference materials
to derive meaning.
OBJECTIVES:
a. Use a variety of resources, prior
experiences, and strategies to
derive and negotiate meaning.
OBJECTIVES:
a. Use a variety of authentic
resources, language
experiences, and strategies to
derive and negotiate meaning
more independently.
b.
Identify the main idea and some
supporting details of daily
conversations on familiar topics
of selected products from
various media.
b.
Identify the main idea and some
supporting details of selected
authentic materials from various
media.
b.
Identify and summarize the main
ideas and key supporting ideas
of oral and written presentations
from various media products and
works of literature.
b.
Comprehend, analyze, and
make inferences about the main
idea and supporting ideas of oral
presentations and authentic
spoken and written materials.
c.
Apply information gained
through active listening or
reading to a different context as
described by the interpersonal
and presentational mode
indicators at the beginning level.
c.
Apply information gained
through active listening or
reading to a different context as
described by the interpersonal
and presentational mode
indicators at the emerging level.
Apply information gained
through active listening or
reading to a different context as
described by the interpersonal
and presentational mode
indicators at the developing
level.
c.
c.
Apply information gained
through active listening or
reading to a different context as
described by the interpersonal
and presentational mode
indicators at the advancing level.
14
STANDARD 1:3:
Present information, concepts, and ideas to an audience of listeners or readers on a variety of topics in the target
language.
A. COMMUNICATION: PRESENTATIONAL: SPEAKING AND WRITING
BEGINNING
EMERGING
DEVELOPING
1. INDICATOR:
Make short presentations and write
simple sentences on familiar topics
regarding what they do, are doing, or
plan to do.
OBJECTIVES:
•
Dramatize songs, short poems,
skits, or dialog(s).
1. INDICATOR:
Make presentations and write
paragraphs on selected topics from
the personal to the abstract level.
OBJECTIVES
a. Dramatize songs, poems, skits,
extended dialog(s), and stories.
OBJECTIVES:
a. Dramatize excerpts from
authentic music, media, or
literature.
a. Dramatize authentic music,
b.
Write and deliver presentations
on selected topics.
b. Research and deliver
Recount a story, orally and in
writing, with description and
detail.
c.
Write in a variety of forms for
multiple purposes.
d. Write in a variety of forms for
b.
•
•
Write and deliver short
narratives about themselves,
their family, or friends.
c.
Tell or write a simple story.
d.
•
ADVANCING
1. INDICATOR:
Make presentations of moderate
length and write simple paragraphs
on familiar topics in the present, past
and future tenses.
Write and deliver short
presentations about familiar
topics of personal interest.
Tell or write stories incorporating
some description and detail.
Write short paragraphs, letters,
or poems.
Write simple lists, simple
sentences, messages, or
poems.
15
c.
d.
1. INDICATOR:
Make presentations and write
compositions on a wide variety of
topics from the personal to the
abstract level.
OBJECTIVES:
media, or literature.
presentations on a variety of
topics.
Recount a story with substantive
detail and description,
incorporating sophisticated
linguistic structures.
multiple purposes, incorporating
sophisticated linguistic
structures.
STANDARD 2.1:
Demonstrate knowledge and understanding of another people's way of life, and the relationship between their patterns
of behavior, and the underlying beliefs and values that guide and shape their lives.
A. CULTURE: PRACTICES AND PERSPECTIVES
BEGINNING
EMERGING
DEVELOPING
ADVANCING
1. INDICATOR:
Identify and describe cultural
practices in the target countries and
discuss their importance.
1. INDICATOR:
Compare cultural practices within the
target countries and contrast them to
their own.
1. INDICATOR:
Research
and
explain
the
relationship
between
the
perspectives and cultural practices of
target countries.
OBJECTIVES:
a. Observe, identify, and
replicate in appropriate
contexts patterns of
behavior used with family,
friends, and acquaintances
in everyday situations.
OBJECTIVES:
a. Continue the process of
identifying and replicating
appropriate patterns of behavior
and expand upon those patterns
by interacting appropriately with
others in everyday situations.
OBJECTIVES:
a.
Interact according to the social
and cultural patterns of
behavior in real-life situations.
1. INDICATOR:
Discuss
and
analyze
cultural
practices
within
the
political,
economic,
social,
educational,
religious, and artistic realms in order
to determine their global significance.
OBJECTIVES:
a.
Interact in a culturally
appropriate manner in a variety
of contexts.
b.
Participate in a wider variety of
cultural and social activities
common to the target culture.
b.
Expand knowledge of, and
participate in, a wider variety of
cultural activities in the school
and community.
b.
Examine the role and
importance of various events
and activities within the
cultures studied
c.
Expand knowledge of beliefs
and attitudes within the cultures
studied and compare them to
their own.
c.
Refine their understanding of
how beliefs and attitudes within
the cultures studied are
affected by national and
international issues.
c.
Analyze, evaluate, and explain
how beliefs, perspectives, and
attitudes influence the target
countries’ position on global
issues.
d.
Discuss the historic,
contemporary, and/or
philosophical basis underlying
cultural and linguistic patterns
of interaction and in selected
literary works and the media.
b.
c.
Describe and participate in
school-based cultural
activities such as games,
songs, and holiday
celebrations.
Identify some common
beliefs and attitudes within
the cultures studied.
d.
d.
Identify the historic and/or
contemporary influences
that underlie selected
practices.
Expand understanding of the
historic and/or contemporary
influences that underlie different
patterns of behavior and use of
language.
16
d.
Explain historic and
contemporary influences on
cultural patterns of behavior
and use of language.
STANDARD 2.2:
Demonstrate knowledge and understanding of the relationship between the products, symbols, beliefs and values of the
target culture.
A. CULTURE: PRODUCTS AND PERSPECTIVES
BEGINNING
EMERGING
1. INDICATOR:
DEVELOPING
ADVANCING
1. INDICATOR:
Research and explain the
relationship between the
perspectives and the products of the
target countries.
1. INDICATOR:
Discuss and analyze the products
from the political, economic, social,
educational, religious, and fine arts
arenas in order to determine their
global significance.
OBJECTIVES:
a. Discuss and analyze the
relationship between objects and
symbols of the target culture to
the underlying beliefs and values
of its people.
Identify and describe the
products within the target culture
and discuss their importance.
1. INDICATOR:
Compare the products within the
target culture and contrast them to
those in their own.
OBJECTIVES:
a. Identify objects and symbols that
are used day-to-day and
represent the target culture.
OBJECTIVES:
a. Compare objects and symbols
from the target culture to those
found in their own.
a. Explain the historic background
b.
Compare contributions and
historic events from the cultures
studied to those of their own.
b. Explain the role of contributions,
c.
Expand knowledge of some
historic and contemporary
influences from the target culture
that impact today’s society.
c.
d.
Explain the impact of the target
countries’ geography on daily
life.
d. Evaluate the target countries’
b.
Identify selected contributions,
notable figures, and historic
events from the target culture.
c.
Identify some significant historic
and contemporary influences
from the target culture such as
explorers, artists, musicians, and
athletes.
d.
Identify countries, regions, and
geographic features where the
target language is spoken.
17
OBJECTIVES:
of objects and symbols and how
they came to represent aspects
of the target culture.
b. Analyze, discuss and evaluate
notable figures, and historic
events of the target culture in
today's world.
Discuss how historic and
contemporary influences from
the target culture shape people’s
views of the world and their own
attitudes toward issues facing
the world.
geography with respect to the
impact on politics, economics,
and history.
the effect of the target culture's
historic and contemporary
events on their own.
c.
Explain the impact of the target
culture’s views on what is
happening and could happen in
the world today.
d. Discuss the impact of the target
countries’ geography on the
people’s beliefs, perspectives,
and attitudes.
STANDARD 3.1:
Reinforce and further knowledge of other disciplines through a language other than English.
A. CONNECTIONS: ACROSS DISCIPLINES
BEGINNING
EMERGING
DEVELOPING
ADVANCING
1. INDICATOR: *
Access and apply information and
skills from other content areas to
extend knowledge and skills in the
target language
1. INDICATOR: *
Access and apply information and
skills from other content areas to
extend knowledge and skills in the
target language
1. INDICATOR: *
Access and apply information and
skills from other content areas to
extend knowledge and skills in the
target language
1. INDICATOR: *
Access and apply information and
skills from other content areas to
extend knowledge and skills in the
target language
OBJECTIVES:
a. Use information and skills from
other content areas to build
vocabulary and communicate
through limited structures in the
target language.
OBJECTIVES:
a. Use information and skills from
other content areas to
communicate in the target
language incorporating
expanded vocabulary and
structures.
OBJECTIVES:
a.
Use information and skills from
other content areas to
communicate in the target
language incorporating more
advanced vocabulary and
structures.
OBJECTIVES:
a. Use information and skills from
other content areas to
communicate in the target
language incorporating
sophisticated vocabulary and
structures.
b. Apply knowledge and skills
b.
b.
b. Apply knowledge and skills
gained in the target language to
make connections to other
content areas and complex real
world situations.
gained in the target language to
make connections to other
content areas and personal
situations.
Apply knowledge and skills
gained in the target language to
make connections to other
content areas and familiar
situations.
Apply knowledge and skills
gained in the target language to
make connections to other
content areas and real world
situations.
*At all stages of language study, students make connections that are appropriate to their cognitive level.
18
STANDARD 3.2:
Acquire information and recognize the distinctive viewpoints that are available only through a language and its cultures.
A. CONNNECTIONS: ADDED PERSPECTIVES
BEGINNING
EMERGING
1. INDICATOR: *
Demonstrate a greater
understanding of various topics by
examining them from the
perspectives of other cultures where
the language is spoken.
OBJECTIVES:
a. Demonstrate an
understanding of
perspectives gained from
prepared materials to
extend knowledge and skills
in the target language.
1. INDICATOR: *
Demonstrate a greater
understanding of various topics by
examining them from the
perspectives of other cultures where
the language is spoken.
OBJECTIVES:
a. Demonstrate an
understanding of
perspectives gained from
selected authentic materials
to extend knowledge and
skills in the target language.
DEVELOPING
ADVANCING
1. INDICATOR: *
Demonstrate a greater
understanding of various topics by
examining them from the
perspectives of other cultures where
the language is spoken.
OBJECTIVES:
a. Demonstrate an understanding
of perspectives gained from a
variety of authentic materials to
extend knowledge and skills in
the target language.
1. INDICATOR: *
Demonstrate a greater
understanding of various topics by
examining them from the
perspectives of other cultures where
the language is spoken.
OBJECTIVES:
a. Demonstrate an understanding
of perspectives gained from a
wide variety of authentic
sources to extend knowledge
and skills in the target
language.
b. Apply knowledge of the target
b. Apply knowledge of the
target culture’s perspectives
to other content areas or to
personal situations
b.
Apply knowledge of the
target culture’s perspectives
to other content areas or to
familiar situations
b. Apply knowledge of the target
culture’s perspectives to other
content areas or to real world
situations
*At all stages of language study, students make connections that are appropriate to their cognitive level.
19
culture’s perspectives to other
content areas or to complex
real world situations
STANDARD 4:1:
Demonstrate understanding of the nature of language through comparisons of the language studied and their own.
A. COMPARISONS: LANGUAGE
BEGINNING
EMERGING
DEVELOPING
ADVANCING
1. INDICATOR:*
Gain insight into the nature of their
own language by comparing how a
different language system expresses
meaning and reflects culture
OBJECTIVES:
a. Compare and apply basic
grammatical structures in the
target language to English.
1. INDICATOR:*
Gain insight into the nature of their
own language by comparing how a
different language system expresses
meaning and reflects culture.
OBJECTIVES:
a. Compare and apply expanded
grammatical structures in the
target language to English.
1. INDICATOR:*
Gain insight into the nature of their
own language by comparing how a
different language system expresses
meaning and reflects culture.
OBJECTIVES:
a. Compare and apply more
advanced grammatical
structures in the target language
to English.
1. INDICATOR:*
Gain insight into the nature of their
own language by comparing how a
different language system expresses
meaning and reflects culture.
OBJECTIVES:
a. Compare and apply complex
grammatical structures in the
target language to English.
b. Use the sound-symbol
b.
Refine the use of the soundsymbol association of the target
language and compare it to
English.*
b. Refine the use of the soundsymbol association of the target
language and compare it to
English.*
b. Refine the use of the soundsymbol association of the target
language and compare it to
English.*
c.
Identify and use cognates, word
roots, prefixes, suffixes, and
sentence structure to construct
meaning in different contexts as
described by the interpersonal,
interpretive, and presentational
indicators at the emerging
level.**
c. Identify and use cognates, word
roots, prefixes, suffixes, and
sentence structure to construct
meaning in different contexts as
described by the interpersonal,
interpretive, and presentational
indicators at the developing
level.**
c. Identify and use cognates, word
roots, prefixes, suffixes, and
sentence structure to construct
meaning in different contexts as
described by the interpersonal,
interpretive, and presentational
indicators at the advancing
level.**
d.
Compare and use more
complex idiomatic expressions
in order to construct meaning
and create language.
d. Compare and use abstract
idiomatic expressions in order to
construct meaning and create
language.
d. Identify and use complex abstract
idiomatic expressions and words
and expressions that have no
equivalent in another language in
order to construct meaning and
create language.
association of the target
language and compare it to
English.*
c.
Identify and use cognates, word
roots, prefixes, suffixes, and
sentence structure to construct
meaning in different contexts as
described by the interpersonal,
interpretive, and presentational
indicators at the beginning
level.**
d. Compare and use simple
concrete idiomatic expressions
in order to construct meaning
and create language.
20
e. Demonstrate an understanding
of cultural characteristics of
language, such as levels of
politeness, as compared to
English.
e.
Demonstrate an understanding
of cultural characteristics of
language such as levels of
politeness and formal
expressions as compared to
English.
e. Demonstrate an understanding
of cultural characteristics of
language such as levels of
politeness, formal expressions,
and syntax as compared to
English.
* May not be appropriate for immersion programs.
** May not apply to certain languages
*At all stages of language study, students make connections that are appropriate to their cognitive level.
21
e. Demonstrate an understanding of
cultural characteristics of
language such as levels of
politeness, formal expressions,
syntax, and informal and formal
language as compared to
English.
STANDARD 4.2:
Demonstrate an understanding of the concept of culture through comparisons of the cultures studied and their own.
A. COMPARISONS: CULTURE
BEGINNING
EMERGING
DEVELOPING
ADVANCING
1. INDICATOR:*
1. INDICATOR:*
1. INDICATOR:*
1. INDICATOR:*
Compare the perspectives, practices,
and products of people in different
cultures.
OBJECTIVES:
a. Discuss the meaning of selected
perspectives, practices, and
products in different cultures as
compared to their own.
Compare the perspectives, practices,
and products of people in different
cultures.
OBJECTIVES:
a. Explain the meaning of a
broader range of perspectives,
practices, and products in
different cultures as compared
to their own.
Compare the perspectives, practices,
and products of people in different
cultures.
OBJECTIVES:
a. Analyze the form, meaning, and
importance of perspectives,
practices, and products in
different cultures as compared
to their own.
Compare the perspectives, practices,
and products of people in different
cultures.
OBJECTIVES:
a. Interpret the form, meaning,
and importance of
perspectives, practices, and
products in different cultures
as compared to their own.
b.
Describe the concept of culture
in common perspectives,
practices and products of the
target culture as compared to
their own.
b.
Explain the concept of culture in
common perspectives,
practices, and products of the
target culture as compared to
their own.
b.
Analyze the concept of culture
in common perspectives,
practices, and products of the
target culture as compared to
their own.
*At all stages of language study, students make comparisons that are appropriate to their cognitive level.
22
b.
Interpret the concept of
culture in common
perspectives, practices, and
products of the target
culture as compared to their
own.
STANDARD 5.1:
Use the language both within and beyond the school setting.
A. COMMUNITIES: PRACTICAL APPLICATIONS
BEGINNING
EMERGING
DEVELOPING
ADVANCING
1. INDICATOR:
Use and extend their language
proficiency and cultural knowledge
through face-to-face encounters
and/or the use of technology both
within and beyond the school setting.
OBJECTIVES:
a. Communicate with people locally
and/or around the world through
avenues such as pen pals, Email, video, face-to-face
encounters, and publications
with limited use of the target
language.
1. INDICATOR:
Use and extend their language
proficiency and cultural knowledge
through face-to-face encounters
and/or the use of technology both
within and beyond the school setting.
OBJECTIVES:
a. Communicate with people locally
and/or around the world through
avenues such as pen pals, Email, video, face-to-face
encounters, and publications
with increased use of the target
language.
1. INDICATOR:
Use and extend their language
proficiency and cultural knowledge
through face-to-face encounters
and/or the use of technology both
within and beyond the school setting.
OBJECTIVES:
a. Communicate with people locally
and/or around the world through
avenues such as pen pals, Email, video, face-to-face
encounters, and publications
with exclusive use of the target
language.
1. INDICATOR:
Use and extend their language
proficiency and cultural knowledge
through face-to-face encounters
and/or the use of technology both
within and beyond the school setting.
OBJECTIVES:
a. Communicate with people locally
and/or around the world through
avenues such as pen pals, Email, video, face-to-face
encounters, and publications
with more proficient use of the
target language.
b. Provide service to their school
b. Provide service to their school
b. Provide service to their school
b. Provide service to their school
through such activities as
assisting peers with their target
language studies.
through activities such as
tutoring and assisting speakers
of other languages.
c.
23
and community through activities
such as tutoring, teaching, and
assisting speakers of other
languages.
through activities such as
tutoring, teaching, and assisting
speakers of other languages.
Participate in activities where the
ability to communicate in the
target language may be
beneficial, such as internships,
exchange programs, and sister
city projects.
c.
Participate in activities where the
ability to communicate in the
target language is necessary,
such as internships, exchange
programs, and sister city
projects.
STANDARD 5.2:
Use the language for personal enjoyment and enrichment.
A. COMMUNITIES: PERSONAL ENRICHMENT
BEGINNING
EMERGING
DEVELOPING
ADVANCING
1. INDICATOR:
Explore opportunities both at home
and abroad and have access to a
wider variety of resources where they
can pursue topics of personal
interest.
OBJECTIVES:
a. Identify opportunities to learn
more about languages and
cultures through various media.
1. INDICATOR:
Explore opportunities both at home
and abroad and have access to a
wider variety of resources where they
can pursue topics of personal
interest.
OBJECTIVES:
a. Investigate opportunities to learn
more about languages and
cultures through various media.
1. INDICATOR:
Explore opportunities both at home
and abroad and have access to a
wider variety of resources where they
can pursue topics of personal
interest.
OBJECTIVES:
a. Develop an opportunity to learn
more about languages and
cultures through various media.
1. INDICATOR:
Explore opportunities both at home
and abroad and have access to a
wider variety of resources where they
can pursue topics of personal
interest.
OBJECTIVES:
a. Participate in opportunities to
learn more about languages and
cultures through various media.
b.
Identify careers where skills in
another language and/or crosscultural understanding are
needed.
b.
Investigate careers where skills
in another language and/or
cross-cultural understanding are
needed.
b. Explore careers where skills in
b.
Explore a self-selected career
where skills in another language
and/or cross-cultural
understanding are needed.
Identify local groups and
communities where the target
culture can be experienced.
c.
Make connections with local
groups and communities where
the target culture can be
experienced.
c.
c.
Maintain relationships with local
groups and communities where
the target culture can be
experienced.
c.
24
another language and/or crosscultural understanding are
needed.
Build relationships with local
groups and communities where
the target culture can be
experienced.
STRATEGIES FOR TEACHING FOREIGN LANGUAGES
This section offers a collection of teaching strategies designed to help teachers get
students actively involved in the process of learning. These strategies help meet the needs of
students with different learning styles and varied ability levels and interests. When planning
instruction, teachers should consider the ways students learn and select a variety of these
strategies to stimulate critical thinking and to help students organize ideas and extend meaning.
Audio-Visuals
Audio-visual strategy refers to the use of pictures, photographs, slides, filmstrips, art
reproductions and videotapes to enhance learning a new language. Visuals can be used to
encourage conversation in the target language, elicit discussion about what the students see, and
serve as a reference point for students to compare and contrast their own world and the target
culture. Videotapes can be used to show examples of the target language from native speakers.
They can also be used as an editing tool for the students to check their own speaking abilities.
Brainstorming
Brainstorming is a method of exploring a given topic theme by amassing as many ideas
as possible. It permits students to gather many ideas that lead to more creative thinking and
solutions. Students share ideas and explore solutions without fear of criticism or threat of a
grade. Students also build upon other students' thoughts and suggestions. Brainstorming can be
done individually, in pairs or as a whole class.
The procedures for brainstorming follow:
1.
State a specific problem or open-ended question.
2.
Explain the rules for brainstorming.
a.
b.
c.
Express no criticism. Accept all ideas. Save arguments and discussion
until after the initial listing.
Let one's imagination go. Seek unusual and original ideas.
Build upon the ideas of other students.
3.
State, again, the specific problem or open-ended question. As students volunteer
their ideas, generate a list in writing for all to see without making any comments.
After a designated time, stop and comment on the variety of responses.
4.
After brainstorming, display brainstormed ideas appropriately, where all students
can see them plainly.
5.
Determine with the students which ideas fit the criteria established.
25
6.
Allow students the opportunity to share any feelings they may have about how
they came up with their ideas.
Concept Attainment
Concept attainment enables students to discover concepts based on information provided.
It enables children to take an active role in learning rather than a passive role.
In implementing concept attainment, follow these steps:
1.
Choose a concept. Determine the essential characteristics of the concept you have
chosen.
2.
Collect several examples of your concept. These might be pictures, objects,
sentence strips, or drawings. Collect the same number of related things that are
not examples of your concept.
3.
Select the example that best exemplifies your positive concept. This will be the
first example given, so you should not attempt to fool your students. Continue to
rank your examples from those that are most clear to those that are "gray." You
may not want any "gray" examples at all when students are first learning this
technique. Follow the same procedure in ranking your negative examples from
most clear to least clear.
4.
Be sure your examples do not contain any characteristics that are unnecessarily
distracting. For instance, if you have written on sentence strips, the color of your
magic marker, the color of the background, and the length of the sentence might
be distracting.
5.
When you begin your lesson, give general directions regarding which
characteristics are important to focus on and which are not. Do not be specific
enough to give away the concept. Line your examples up side-by-side. Make sure
that in selecting your negative examples you have eliminated all of the
characteristics contained in the positive examples that are not essential in defining
your concept. Try your lesson quickly on a peer if possible.
6.
Explain what you are going to do. Say that you have an idea that you want the
students to figure out and that you are going to use a technique called concept
attainment that will help them to guess the concept. Have the students keep their
guesses private until invited to share with the class.
26
7.
Explain the "Yes" and "No" categories. Say that as examples are presented, they
will be labeled "Yes" and "No." Explain that the "Yes" examples have one or
more characteristics in common which are all of the essential characteristics of the
concept and the "No" examples may not have anything in common other than the
fact that they do not illustrate the concept. Sometimes the "No" examples do share
characteristics.
8.
Focus the students' thinking on appropriate characteristics.
9.
Inform students that you will begin with your best "Yes." Show the example,
give the students time to study it, and leave it on display. Proceed with your best
"No."
10.
As you present alternating "Yes" and "No" examples, continually ask the students
to compare the "Yes" examples and contrast them with the "No" examples. The
students should try to form hypotheses about your concept. Remind students not
to call out their guesses. For upper grades or complex concepts, you might have
students write their guesses.
11.
Check for working hypotheses occasionally with a show of hands or some other
signal.
Cooperative Learning
Cooperative learning refers to a set of instructional strategies which include cooperative
student-student interaction over subject matter as an integral part of the learning process. These
strategies promote active learning, produce positive academic and social gains, reduce student
apprehension, and add variety to instruction, relieving the teacher from always lecturing and
directing. Cooperative learning activities involve two or more people working together toward
the same goal. A shared objective and positive interdependence are characteristics of cooperative
learning.
Studies show that cooperative learning has significant strategy advantages for cognitive
and affective development. Benefits of this include higher achievement, enjoyable learning,
practice of leadership and group skills, growth of self-esteem, and sense of belonging.
Collaborative classrooms operate on three important principles:
1.
Cooperative skills are introduced, developed and practiced. Feedback is given on
how well the skills were used.
2.
Class is structured so that students work in cohesive groups.
3.
Individuals are given responsibility for their own learning and behavior.
27
There are few limits to the number of ways cooperative learning groups can be used.
Although the following list is not inclusive of all cooperative learning strategies, it does
present many basic techniques. Teachers are encouraged to use and adapt these techniques.
1.
Turn to Your Neighbor. Ask students to turn to a neighbor and share information.
This activity can be used before, during, and/or after a lesson.
2.
Think-Pair-Share. Have students listen while you ask a question. Give students
time to think of a response. Have students then pair with another student to
discuss their responses. Invite students to share their responses with the whole
group.
3.
Focus Trios. Before a lesson have three students summarize together what they
already know about the subject and come up with questions they have about it.
Afterwards, have the trios answer questions, discuss new information, and
formulate new questions.
4.
Reading Groups. Within an established group, one student serves as the reader,
one as the recorder, and a third as the task master. The reader reads the material.
The recorder records the group responses. The taskmaster makes certain that
everyone stays on task and understands and agrees with the answers.
5.
Jigsaw. Each person on a team specializes in one part of a selection and then
teaches what he/she has learned to the others. Ultimately, all members are
responsible for all parts of the selection. (There are many variations to the
jigsaw.)
6.
Corners. Label the four corners of the room with four topic choices. Have
students choose a topic, report to that corner, and respond to the topic with the
other members of the group.
7.
Roundtable. Ask a question with many possible answers. Have students, in small
groups, make a list on one piece of paper, each writing one answer and then
passing the paper to the person on his/her left.
For more ways to use cooperative learning, see Spencer Kagan's Cooperative Learning
and Resources for Teachers.
Cultural Experiences
Culture deals with the historic, literary and artistic heritage of a target people as well as
with aspects of their everyday life. Cultural experiences enable the students to communicate
effectively within the context of another culture.
28
The goal of cultural experiences is to develop international awareness. These experiences
may involve going out of the classroom environment or bringing in native speakers in an effort
to broaden student awareness and behavior.
Dictation
Dictation is a strategy that enables students to bridge the gap between listening
comprehension and writing. It involves listening to selected material in the target language
several times at different speeds and then writing what is heard.
1.
It is often helpful to give students background knowledge on the content of the
dictation before starting the activity.
2.
A dictation can contain a list of words, several separate sentences or sentences in
a paragraph form.
Dimensions of Learning
The teaching strategies in this section take into account the ways learning takes place and
incorporate the framework presented in Dimensions of Learning: Teacher's Manual which can be
found, along with supplementary materials, in each school's professional library. A brief
explanation of each dimension follows.
Dimension 1: Attitudes and Perceptions
In all strategies teachers use, they must ensure that they are developing positive attitudes
and perceptions about learning in order for learning to occur.
Dimension 2: Acquire and Integrate Knowledge
Teachers must guide students in relating new knowledge to what they already know and
in organizing and internalizing the new knowledge.
Dimension 3: Extend and Refine Knowledge
Teachers must guide students in analyzing the knowledge in more depth.
Dimension 4: Use Knowledge Meaningfully
Teachers must provide students the opportunity to apply what they have learned.
Dimension 5: Habits of Mind
Teachers must encourage students to become aware of their own thinking, to think
critically, and to think creatively.
29
Directed Reading-Thinking Activity
DRTA (Directed Reading-Thinking Activity) is an approach to guided reading that
develops critical reading-thinking skills. Students are actively involved in thinking, predicting,
and setting their own purposes for reading. The purpose of a DRTA is to develop self-reliant,
independent, discriminating readers.
Before reading, use DRTA to activate students' prior knowledge, to help students set
purposes for reading, and to encourage students to make predictions.
During reading, guide reading with questions such as these:
a.
b.
c.
What did happen?
Was your prediction right?
What do you think will happen next?
Also teach these monitoring strategies:
a.
b.
c.
d.
e.
Question yourself. Does this make sense?
What must I do if it doesn't?
Reread.
Picture things in your mind.
Use context clues.
Ask someone.
After reading, discuss the passage or selection to extend meaning and understanding.
Check purposes, evaluate application of strategies, and express their reactions. Further extend
and expand vocabulary by helping students build word relationships and extend existing
vocabulary.
As follow-up, have students write to extend meaning and understanding. They may
express personal reactions and sometimes create new endings.
Games
Games are strategies that provide an opportunity to move away from a structured
textbook oriented classroom while utilizing the five target skills. Listening, speaking, reading
and writing in the language are incorporated into most games. They provide different levels of
competition and allow students of varying abilities to work together, united by the goal of a win
for their team.
30
Graphic Organizers
Graphic organizers are diagrammatic shapes which are used to generate and/or organize
thought by making the invisible process of thinking visible to both student and teacher.
Their initial application is to help the student get an overall idea for what they are to hear,
read, write or orally present. They are also used to help students make predictions, compare and
contrast, organize thoughts, determine cause and effect, and summarize materials read or heard.
Graphic organizers have numerous advantages. They
- make abstract information more concrete.
- appeal to different learning styles.
- improve retention of information.
- serve as useful pre-writing and listening tools.
- help students to determine main ideas.
In using an organizer, teachers should first introduce a specific graphic organizer by
describing its purpose and form. Then they should explain and demonstrate the use of the
selected organizer. Next, students should use the presented organizer in small groups, large
groups, or individually. Finally, encourage students to construct their own organizers in prewriting, pre-speaking and reading activities. Several graphic organizers appear in the appendix.
A more extensive collection can be found in the 1987 Maryland Writing Supplement and the
Writing Guide for Elementary Teachers.
Listening
Listening strategies refer to those techniques that enable the student to understand what
others are saying.
A.
Passive listening
Passive listening may include activities to practice sound discrimination, listen for
signals, gather clues from context or understand a general message. Listening may be
from tapes, the teacher, guest speakers or other students.
B.
Active listening
Active listening encourages students to give personal responses based on what they hear.
1.
Think-Pair-Share. Have students listen while you ask a question. Give students
time to think of a response. Have students then pair with another student to
discuss their responses. Invite students to share their responses with the whole
group.
31
2.
Reading Groups. Within an established group, one student serves as the reader,
one as the recorder, and a third as the taskmaster. The reader reads the material
aloud. The recorder records the group responses. The taskmaster makes certain
that everyone stays on task and understands and agrees with the answers.
3.
Jigsaw. Each person on a team specializes in one part of a selection and then
teaches what he/she has learned to the others. Ultimately, all members are
responsible for all parts of the selection. (There are many variations to the
jigsaw.)
4.
Corners. Label the four corners of the room with four topic choices. Have
students choose a topic, report to that corner, and respond to the topic with the
other members of the group.
Note-taking
Note taking is a strategy whereby students learn to take notes from written, spoken or
viewed materials. The most important thing to know about note taking is that it is not simply
writing down what one reads or hears: it is listening, thinking, questioning, summarizing,
organizing, listing, illustrating, and writing.
Note taking enables students to remember information, it improves understanding, and it
leads students to develop a life-long skill.
In teaching note taking the teacher should encourage students to do the following:
1.
2.
3.
4.
5.
6.
7.
8.
9.
Place date and topic at the top of each page of notes.
Leave space in the margin for questions, revisions or additions.
Write concisely. Leave out words that are not necessary; write notes in phrases
rather than complete sentences.
Use many abbreviations, acronyms, and symbols.
Draw simple illustrations whenever it helps make a point clearer.
Circle those words or ideas which they will need to ask about or look up later.
Read over the notes they have taken and recopy, highlight, or summarize them as
needed.
Review their notes within one day.
React to their notes by including these:
• a comment on what memory or feeling a particular concept brings to mind
• a reaction to a particular point with which they strongly agree or disagree
• a question about a concept that confuses them
• a paraphrase or rewording of a difficult concept
• a discussion of material presented in class
32
Oral Presentations
In order for students to prepare oral presentations, the teacher should guide them to focus
on the purpose, topic, audience, and form of the presentation or speech.
Teachers should lead students to consider the following questions as they develop the
content of the presentation:
1.
What are the important parts of your oral presentation?
a.
b.
c.
d.
2.
How can you capture the listeners' attention in your introduction?
a.
b.
c.
d.
e.
3.
The controlling statement provides the topic, purpose, and limits of the
oral presentation.
The introduction begins an oral presentation by capturing listeners'
attention and establishing the central idea.
The body is the main portion of the presentation in which the topic is
explained and described.
The conclusion refocuses the listeners' attention on the central idea of the
presentation.
Refer to your audience. Appeal to the needs, interests, or situation of the
listeners.
Use a direct approach. Go directly to the heart of your topic and define it
for your audience.
Use an illustration. Use an example or story, or a series of examples and
stories.
Cite a statistic. A numerical fact can provide an effective opening
statement.
Begin with a quotation. Repeat someone else's words in relation to the
topic or central idea.
What should your conclusion accomplish?
a.
b.
Redirect your listeners' attention. To begin your conclusion, give a
summary of your material. Remind your listeners of the purpose and
content of the presentation.
Provide a final thought. End with a thought that ties up all loose ends,
using any of the same methods you used in the introduction.
Partner Practice
Partner practice is a student-centered approach to learning a new concept or refining
previously learned skills. In this strategy two to three students work together to complete a task.
Partner practice may be used to review previously learned material or to provide examples of
newly presented material. It is important that, during these paired activities, each student has the
opportunity to play the role of the teacher and the student.
33
Skimming and Scanning
Skimming is a means of introducing a reading to students through questions about the
title and visuals pertaining to the story which allow students to anticipate. Scanning is a means of
giving students a general idea of what they are about to read through more specific questions
pertaining to the story. These strategies should be used prior to having students read
independently. Teachers may provide written or oral questions as prompts.
Speaking
Speaking strategies provide students with the means to express themselves formally and
informally in the target language. Improvisation refers to activities in which students are asked to
speak with a minimal amount of preparation. Spontaneous speaking is a set of activities in which
students must speak informally with no prior preparation. These activities provide practice in
speaking and listening skills. They encourage use of conversational strategies such as
paraphrasing, circumlocution, gaining time and helping the speaker. Improvisation and
spontaneous speaking may involve individuals speaking briefly in turn, dialogues in pairs, and
small group discussions or skits. Prepared speech refers to a designated topic which has been
given to the student in advance and which requires prior preparation.
Total Physical Response (TPR)
Total Physical Respnse (TPR) is a strategy whereby the teacher gives a series of
commands to which students respond by doing a physical activity or gesture. Students may also
give commands to a partner, group or the class. This strategy is effective for vocabulary practice
and some grammar content such as commands.
Total Physical Response Storytelling (TPRS)
Total Physical Response Storytelling (TPRS) is an extension of TPR where the teacher
borrows or creates a story which incorporates vocabulary and / or structures whose meaning may
be conveyed via gestures. This strategy contextualizes vocabulary and structure in a story and
allows students to eventually be able to tell the story themselves via gestures and / or words.
Translations
Translation is a strategy by which students write equivalent passages from English to the
target language or reverse the process. Passages may be of varying lengths and on a variety of
topics.
Writing
Writing strategies refer to those techniques that enable the student to communicate in
writing. These may include written descriptions, reactions, questions, lists, compositions, letters
and journals. Writing may be in response to questions, readings, teacher- or student-generated
topics or visual stimuli.
34
Conclusion
These teaching strategies enable the students to become actively involved in the process
of learning. Effective with all levels of students, these strategies increase motivation and interest
by allowing students to function as independent learners. Teachers are encouraged to use these
strategies in their daily lessons and to explore additional strategies to enhance their students'
classroom performance.
35
36
ADVANCED ORGANIZER
I.
Course Description
Spanish II continues to emphasize listening, speaking, reading and writing within a
cultural context. It involves the study and use of vocabulary and basic grammar using
textbook, visual aids and technology. Speaking Spanish will be required. Written and
oral practice beyond the classroom will be expected.
Units 1-5 should be covered by mid-term; Units 6-9 should be covered by the end of the
year.
II.
Unit Descriptions
Note: Spanish II uses a Bridge Unit, ¡Exprésate! 1, Chapters 8, 9 and 10, and ¡Exprésate!
2, Chapters 2 through 6.
A.
Unit 1 - ¿Qué recuerdas?
In this transition mini-unit students will be reviewing some of the concepts and
vocabulary learned last year in Level 1. Vocabulary topics include descriptions,
favorite activities, school, family, home and chores. Included will also be a
quickly paced review of verb forms for regular, stem-changing and some irregular
verbs and the difference between the uses of ser and estar. It will serve as a
starting point for both teacher and students to learn what has been retained and
what needs to be re-captured from the past year.
B.
Unit 2 - Capítulo 8 - Vamos de compras
Students will be able to ask for and give opinions. Students will be able to ask for
and offer help in a store. Students will be able to say where they went and what
they did. Students will be able to talk on the phone. Students will be able to use
costar and numbers to one million. Students will use demonstrative adjectives
and comparisons. Students will be able to use the forms of quedar. Students will
be able to form the preterite of –ar verbs, ir and the preterite of verbs with
reflexive pronouns. Students will be able to describe some cultural aspects of
Hispanic Florida.
C.
Unit 3 - Capítulo 9 - ¡Festejemos!
Students will be able to talk about and make plans. Students will be able to talk
about past holidays and how they celebrated by using the preterite. Students will
be able to talk about preparing for a party. Students will be able to greet,
introduce others, and say goodbye using the verb conocer and the personal a.
Students will be able to discuss some cultural aspects of the Dominican Republic.
37
D.
Unit 4 - Capítulo 10 - ¡A viajar!
Students will be able to ask and answer questions dealing with travel in the past,
present, and future. Students will be able to identify and use terms dealing with
air travel, modes of transportation, and vacation destinations and activities.
Students will be able to express reactions to good and bad experiences. Students
will be exposed to new uses of infinitives with the constructions gustaría, querer,
esperar and pensar to express wishes and hopes. Students will be able to spell
correctly verbs in the preterite which end in –zar, -car and –gar and informal
negative commands using verbs ending in –zar, -car, -gar, -ger, -gir, and -guir.
Students will comprehend discussions of others’ travel plans, travel advice and
travel experiences. Students will practice skimming and scanning for cognates
and making predictions prior to reading a travel brochure and an Inca legend.
Students will also practice identifying the purpose of a reading using the
“Probable Passage” technique. Students will scan the legend for transitional
words that they may choose to use in their original story. Students will write a
short story primarily in the past but including future wishes. Students will use
graphic organizers to summarize the Telenovela after viewing the final episode,
and to organize their short stories. Students will be able to identify a cultural norm
and describe certain cultural aspects of Peru.
E.
Unit 5 – Capítulo 2 - En el vecindario
In this unit students will be introduced to Peruvian culture with a concentration on
the Incan city of Cuzco. Students will be able to enhance their descriptions of
people by talking about their careers, what they do in these jobs and where they
do them. Students will learn new location prepositions to better describe
locations of objects and places. There will be a more detailed description of what
can be found in and around the house and the neighborhood. New uses of ser,
estar, conocer, saber, forms of dar and decir, and indirect object pronouns will be
introduced along with a re-introduction of the preterite of regular –ar, -er and –ir
verbs and ir and hacer. Students will be reading and creating classified ads.
F.
Unit 6 - Capítulo 3 - Pueblos y Ciudades
Students will be able to ask for and give information, talk about where someone
went and what he or she did. Students will be able to ask for and give directions
and ask for clarification. Students will use the impersonal and the passive se. In
the preterite, students will use -car, -gar, and –zar verbs, and the irregular verbs
andar, venir, tener, dar and ver. Students will be able to use formal commands
with pronouns. Students will be able to locate Santo Domingo in la República
Dominicana and recognize bachata and merengue music. Students will focus on
understanding ideas instead of isolated words when reading a story. Students will
practice summarizing from the reading.
38
G.
Unit 7 – Capítulo 4 - ¡Mantente en forma!
In this unit, students will be able to talk about how something turned out and react
to sporting events and school competitions using the preterite tense and irregular
preterite verbs ponerse and decir. Students will also be able to talk about getting
hurt using parts of the body, past participles used as adjectives, caerse and other
verbs related to injury. Students will be able to ask for and give simple medical
advice. Additionally, students will be able to distinguish between the uses of ser
and estar to talk about events in the past. Students will use prior knowledge and
make inferences to better analyze/understand a short reading on Hispanic sports
legends. Students will use an anticipation-reaction guide to make predictions, use
prior knowledge and make generalizations and inferences. During reading,
students will create a timeline to see connections between/among ideas and
organize information sequentially. From a cultural perspective, students will be
able to generate some examples of the influence Hispanics have had and continue
to have on the Miami community and how they are able to preserve their culture
and enrich American culture.
H.
Unit 8 - Capítulo 5 - Día a día
Students will be able to tell someone to hurry. Students will be able to remind
someone to do something. Students will be able to talk about their daily routine,
using reflexive and non-reflexive verbs accurately. Continuing with the preterite,
students will learn the irregular verbs poder and traer. Students will be able to
express interest and disinterest. Using hace with time expressions, students will
be able to talk about how long something has been going on. Students will review
the uses of ninguno and continue with more negative expressions. Students will
also review pero and contrast it with sino. Students will be able to locate San
José in Costa Rica and provide details about some unique cultural aspects of the
area. Prior to reading the selection ¿Televisión o Internet? students will complete
an anticipation guide to make predictions about the reading selection.
I.
Unit 9 - Capítulo 6 – Recuerdos
Students will be able to talk about what they used to like and dislike, and to talk
about what they used to do and what they wanted to be. Using the imperfect, they
will be able to talk about childhood pastimes. Students will be able to use regular
verbs in the imperfect as well as the irregular verbs ir, ver, and ser. Students will
be able to use ser and haber in the correct context. Students will be able to
describe people and things in the past. Students will be able to use descriptive
adjectives and talk about emotional reactions. Continuing the study of the
preterite, students will be able to use creer, leer, construir, oir and caer. Students
will be able to locate Segovia in Spain and provide details of unique cultural
aspects of the area.
39
III.
Entering skills – Students should have received a C or better in Spanish I.
IV.
Time frame
A.
B.
C.
D.
E.
F.
G.
H.
I.
Unit 1 - ¿Qué recuerdas?
Unit 2 – Capítulo 8 -Vamos de Compras
Unit 3 - Capítulo 9 – Festejemos
Unit 4 - Capítulo 10 - ¡A viajar!
Unit 5 - Capítulo 2 - En el vecindario
Unit 6 - Capítulo 3 - Pueblos y Ciudades
Unit 7 - Capítulo 4 - ¡Mantente en forma!
Unit 8 – Capítulo 5 - Día a día
Unit 9 - Capítulo 6 – Recuerdos
40
4 days
24 days
22 days
22 days
19 days
23 days
21 days
19 days
19 days
Understanding by Design
Bridge Unit 1 Cover Page
Grade Level(s): 9-12
Unit Title: ¿Qué recuerdas?
Subject/Topic Area(s): Conjugations of regular, stem-changing and irregular verbs;
Selected review vocabulary, Ser vs. Estar vs. Tener
Key Words: Conjugation, Adjective Agreement, Irregular Verbs, Stem-changing verbs, ar, -er and –ir Verbs
Designed By: Sharon Birch, Tricia Powell,
Teresa Yumul-Dekich
Time Frame: 4 days
School District: Wicomico
Unit Description (including curricular context and unit goals):
In this transition mini-unit, students will be reviewing some of the concepts and vocabulary
presented last year in Level 1. Vocabulary topics include descriptions, favorite activities,
school, family, home and chores. Included will also be a fast paced review of verb forms
for regular, stem-changing and some irregular verbs and the difference between the uses of
ser, estar and tener. It will serve as a starting point for both teacher and students to learn
what has been retained and what needs to be re-captured from the past year.
Materials and Resources:
Exprésate 1
Puente: Customized Level 1 Review
Packets for Learning Centers
Teacher-made review test (or see the end of this unit for a sample)
Teacher-made vocabulary lists (or see the end of this unit for a sample)
Vocabulary homework assignment
Verb homework assignment
Exprésate 2, Teacher’s Edition
Teacher-made grab bags of subjects and stem-changing/regular verbs for Learning
Center F
• Timer (optional)
• Portfolio for Use of Spanish Outside the Classroom
• Yo Soy Template for introductory review
•
•
•
•
•
•
•
•
41
Understanding by Design
Stage 1: Desired Results
What content standards are addressed?
ACTFL National Standards For Foreign Language Learning
1.1, 1.2, 1.3
Maryland Voluntary State Standards (Beginning)
1.1: a., b., d.; 1.2: a *; 1.3: b., d.
* Emerging
What enduring understandings are desired
(and what misunderstandings will be addressed)?
Students will be able to:
• Introduce themselves and others.
• Describe each other, family members, school, and home.
• Talk about chores and favorite past times.
• Use regular –ar, -er and –ir verbs.
• Use stem-changing verbs.
• Use selected irregular verbs including ser, ir, tener, estar, and hay.
• Differentiate between subject and object pronouns.
• Use ser, estar and tener appropriately and not use interchangeably.
•
•
•
•
•
•
•
•
•
•
•
•
•
•
What essential questions will guide this unit and focus teaching/learning?
What needs to be reviewed?
What is an appropriate introduction?
How are verbs conjugated?
When are infinitives used?
What is the difference between a subject and an object pronoun?
When are each of the three verbs ser, estar and tener used to mean “to be” and what other
meaning does tener have?
What topical questions will guide this unit and focus teaching/learning?
Can I introduce myself and others?
Can I describe people and places?
Can I describe family relationships, school and home?
Can I talk about activities that I do on a regular basis including chores and favorite
activities that I like to do in my free time?
Can I use appropriate subject pronouns and corresponding verb forms?
Do I know when to use ser, estar and tener?
Can I shorten a response using a direct object pronoun?
Can I determine the correct verb to use based on context clues?
42
What key knowledge and skills will students acquire as a result of this unit?
Knowledge of:
• Introductions
• Verb conjugations
• Subject pronouns
• Direct object pronouns
• Stem-changing verb patterns
• Family vocabulary
• Home and chores vocabulary
• Leisure activities vocabulary
• School vocabulary
• Ser vs. Estar vs. Tener
Skills:
•
•
•
•
•
•
Introduce each other.
Describe classmates, families, the house and school both orally and in writing.
Use appropriate verbs and verb forms.
Understand short oral descriptions.
Read and comprehend sentences.
Use context clues to complete sentences with correct verbs.
43
Understanding by Design
Stage 2: Acceptable Evidence of Understanding
What evidence will show that students understand?
Performance Tasks*:
There will be various performance tasks to be completed in the Learning Centers but none will
be evaluated formally.
*Complete a Performance Task Blueprint for each task (next page).
Other Evidence (quizzes, tests, prompts, observations, dialogues, work samples, etc.):
Formal:
• A final written assessment after Learning Centers are completed.
Informal:
• Teacher review of work done in Learning Centers
• Selected work from Learning Centers such as a paragraph of description of classmate
and written exercises from Puente
• Selected homework assignments
Student Self-Assessment:
•
•
Vocabulary list review
Exit slips
44
Performance Task Blueprint…NO TASK THIS UNIT
Task Title:
Approximate Time Frame:
What desired understandings/content standards will be assessed through this task?
What criteria are implied in the standard(s) understanding(s)
regardless of the task specifics?
Through what authentic performance task will students demonstrate understanding?
What student products/performances will provide evidence of desired understandings?
Product:
Performance:
By what criteria will student products/performances be evaluated?
45
Understanding by Design
Stage 3: Plan Learning Experiences and Instruction
What sequence of teaching and learning experiences will equip students to develop
and demonstrate the desired understanding?
I.
Culture
Provide students with the Portfolio for “Use of Spanish Outside the Classroom”
handout created by Pablo Muirhead. Have students keep this the entire school
year. On a designated day of the week or month or at the end of the unit, have
students share what they have enperienced.
II.
Communication
Learning Centers - PLEASE SEE ACTIVITY SHEETS AT END OF UNIT.
YOU WILL NEED TO MAKE A CLASSROOM SET OF SEVERAL SHEETS
FOR THE LEARNING CENTER WORK AND THE ASSESSMENT AND
INDIVIDUAL SHEETS FOR THE HOMEWORK ASSIGNMENTS.
A.
Have students greet in pairs and then introduce each other to others in the
class as a warm up. Review vocabulary as you deem appropriate as a
class and assign students vocabulary lists to review as a homework
assignment. (See the handout provided after Stage 3.) This could be a list
of words that you have generated from the topics that students will be
using in the Learning Centers for the next two days. Ask students to
indicate their comprehension of the terms: have students simply write ☺,
¿?, next to each word; or have students write synonyms or antonyms;
or select another type of activity to allow for student self assessment.
B.
On the first day as well, divide the students randomly into four groups by
counting off and have each student report to a vocabulary Learning
Center. Students should elect a “Capitán” or leader who will help to keep
the group on task. Students should work in each Learning Center for ten
to twelve minutes before moving on to the next Center as a group.
Circulate and remediate as needed. Consider using a timer to keep
everyone on task. Collect selected activities and evaluate informally. See
the end of the unit after the Standards/MI Chart for a possible list of
activities for each Learning Center.
C.
You may wish to debrief students the following day on work that you
collected. Any consistent problems will need to be remediated.
D.
On the second day, have pairs of students brainstorm orally verbs in the
infinitive form by simply having them say verbs in the infinitive form in
46
Spanish. Next, have students repeat the brainstorm as a class while you
list the verbs on the board or overhead. Divide the students into four
groups. If you have had enough time to assess students informally and
gotten an idea of stronger and weaker students, divide students so that you
have varying abilities in each group. Have students complete each of the
four centers dealing with grammar topics. Provide students with answers
so that they can check their own work. Circulate and remediate as needed.
III.
E.
Have students complete exit slips each day in which they self assess. On
the first day, for example, you may wish to ask them, “¿Qué es fácil en
español? y ¿Qué es difícil en español?” On the next day, you may wish
to ask them about what they found easy and/or difficult in the Learning
Center activities that they did that day. On the last day, before the test,
you may wish to ask them to write the topics that they will be studying
that night or what they would like a quick review of before the test on the
following day and/or provide them with a handout (see the assignment
handout after Stage 3) and remediate as needed prior to the test.
F.
Provide a pen and paper assessment on topics that students have reviewed
in the learning stations. If needed, suggest tutoring and a re-test for those
who are not successful. More activities for remediation can be found at
the end of the transparency binder for level 1 and in Capítulo 1 of the level
two book.
Reading
A.
Learning Center instructions should be in Spanish. You may wish to have
students skim and scan for informal commands and other key words and
have students act out what they mean as a class before having students
work on their own.
B.
Selected activities within the centers require students to read sentences and
fill in with a verb that fits the context. You may wish to point these out to
the students and have them using the context clues in a few before they
start on their own. These are Actividad C, p. 54; la Actividad A, p. 57 and
Actividades A y C, pp. 99-100 in the Puente referred to in Learning
Centers E and G.
47
M.I.
Standard
Communication
Interpersonal
Interpretive
Presentational
Interpersonal
Intrapersonal
II.A.,B.,D.
Verbal
Linguistic
Logical
Mathematical
II.A.-F.,
III.A.-B.
II.A.,B.,D.
II.B.,D.
II.E.
Cultures
I.
Practices
Products
Perspectives
Connections
Making
Connections
Acquiring
Information
Comparisons
Language
Culture
Communities
School and
Community
Lifelong Learning
I.
I.
48
Bodily
Kinesthetic
Visual
Spatial
Musical
Rhythmic
Naturalist
Los centros: El vocabulario (El primer día)
El Centro A (Los adjetivos/La descripción) – Las instrucciones son:
1. Repasa los dibujos y las frases en la página 31 SOLO.
2. Una persona toma el papel ¡A leer! Escucha las frases que lee un miembro del
grupo (dos veces mínimo) y cumple la actividad A en la página 32. GRUPO
3. Escribe las actividades B y C en la página 32. SOLO
4. Revisa las respuestas en el PAPEL DE RESPUESTAS. SOLO O CON OTROS.
5. Estudia la página 33. SOLO
6. Forma una pregunta (¿?) y haz la pregunta a una persona en el grupo. CON
COMPAÑERO
Modelos: ¿Te gusta dibujar? ¿Cuándo?
¿Qué te gusta más, pasear con amigos o jugar a los videojuegos solo en
casa?
¿A quién en tu familia le gusta jugar al béisbol? ¿Por qué?
7. Dibuja a la persona simple y escribe una descripción de él o ella. SOLO
¡Quiero el dibujo y la descripción!
………………………………………………………………………………………………
(NOTE: THIS SHOULD BE ON A SEPARATE SHEET OF PAPER AT THE LEARNING
CENTER).
Para el “capitán” en el Centro A…¡A leer! SÓLO UNA PERSONA LEE ESTE PAPEL.
EL RESTO DEL GRUPO ESCUCHA Y ESCRIBE.
1. Lucas es muy atlético.
2. Elena y Claudia son bastante simpáticas.
3. Los muchachos son rubios.
4. Tomás es muy trabajador.
5. Victoria es romántica.
……………………………………………………………………………………………..
El Centro B (La familia) – Las instrucciones son:
1. Trabaja con un(a) compañero(a) de clase.
2. Estudia la familia en la p. 35.
3. Escribe las frases completas en la Actividad A.
4. Revisa las respuestas con tu compañero(a).
5. Toma una copia de La práctica de familia (o Y o Z). Y empieza y es el/la
profesor/a primero.
6. Lee las frases. Z ve el árbol y o dice “cierta” o “falsa” o nombra la persona de la
familia o responde con un número. Y ve las respuestas y hace las correcciones.
7. Próximo, Z es el/la profesor/a y repite la misma actividad con la otra familia.
………………………………………………………………………………………………
49
La práctica con compañero/a
(El Centro B)
La familia
Mira la familia Y cuando
escuchas y
respondes.
Federico
Mercedes
Ana
Olga
Lorenzo
Beatriz
Alberto
Ricardo
Carlos
Lee las frases MENOS las respuestas correctas a tu compañero/a. Tu compañero ve la
familia Z. Las respuestas correctas están entre (paréntesis).
1. Roberto es el nieto de Vilma. (Falsa) ¿De quién es nieto Roberto? (Mabel)
2. Julita y Mateo son los esposos. (Cierta) ¿Quién es la esposa de Eduardo?
(Vilma)
3. Mateo es el hijo de Pedro y Mabel. (Cierta) ¿Cuántos hijos tienen Pedro y
Mabel? (dos)
4. Julia tiene dos sobrinas. (Cierta) ¿Cuántos sobrinos tiene Vilma? (uno)
5. Vilma es la madre de Beatriz. (Cierta) ¿Quién es la madre mayor de la familia?
(Mabel)
Note: As this is a partner practice, you will need three copies for a group of SIX of
Partner Practice Y and Z.
50
La práctica con compañero/a
(El centro B)
Mira la familia Z
cuando escuchas
y respondes.
La familia
Pedro
Mabel
Mateo
Julita
Roberto
Vilma
Eduardo
Beatriz
Sandra
Lee las frases MENOS las respuestas correctas. Tu compañero/a ve la familia Y. Las
respuestas correctas están entre (paréntesis).
1. Beatriz es la hija de Federico y Olga. (Cierta) ¿Quién es el hijo? (Lorenzo)
2. Lorenzo y Mercedes son los padres de Ana. (Cierta) ¿Quién es Federico? (su
abuelo)
3. Ana es la sobrina de Ricardo.(Falsa) ¿Quién es Ana? (su prima)
4. Mercedes es la abuela de Ricardo. (Falsa) ¿Quién es la abuela? (Olga)
5. Ana es la hermana de Carlos.(Cierta) ¿Quién es Alberto? (el tío)
……………………………………………………………………………………………
El Centro C (La casa y los quehaceres) - Las instrucciones son:
1. Estudia la página 37. SOLO
2. Cumple las actividades A, C y D en las páginas 37-8. SOLO
3. Revisa las respuestas en el papel de respuestas. SOLO O CON OTRO
4. En un grupo grande, saca una hoja de papel para dibujar una casa de fantasía.
5. La primera persona dibuja un rectángulo grande y pasa el papel.
6. La primera persona describe una habitación en la casa y a una persona que hace
un quehacer y la persona con el papel dibuja la descripción y pasa el papel.
(EJEMPLO: Mi mamá lava los platos en la cocina.)
7. Todos describen y dibujan varias veces. Quiero el dibujo final.
…………………………………………………………………………………………….
El Centro D (La escuela y las materias) – Las instrucciones son:
1. Estudia las páginas 39 y 41… ¿las frases son ciertas o falsas? SOLO
2. Escribe las actividades A, C y D en las páginas 39-40 y las actividades B y C en
la página 42. SOLO
3. Revisa las respuestas en el papel de respuestas. SOLO O CON OTRO
4. Prepara una lista de todas las materias que recuerdas (you remember). Al lado
escribe los útiles necesarios en cada clase.
51
EL PAPEL DE RESPUESTAS (El vocabulario)
(El Centro A)
A. p. 31: Sí- 1, 5; No- 2, 3, 4
B. p. 33: 1. C 2. C 3. A 4. C 5. D
C. p. 34: 1. No es perezosa.
2. No son antipáticos.
3. No es tímida.
4. No son viejos.
5. No es delgado.
6. No tiene el pelo corto.
(El Centro C)
Actividad A, la p. 37: 1. La cocina 2. La cocina 3. La habitación/El dormitorio 4. La
sala 5. El jardín 6. El baño
Actividad C, la p. 38: 1. Lavar los platos
2. pasar la aspiradora
3. sacar la basura
4. cortar el césped
5. cocinar/ preparar la comida
6. hacer la cama/ arreglar/limpiar la habitación
Actividad D, la p. 38: 1. El jardín
2. la habitación/el dormitorio
3. el garaje
4. la cocina
5. la sala/ el dormitorio
(El Centro D)
Actividad A, la p. 39: 1. Estadio 2. Salón de clase 3. Cafetería 4. Teatro 5. La
biblioteca
Actividad C. 1. Falso 2. Cierto 3. Cierto 4. Cierto 5. Falso
Actividad D. 1. A la cafetería 2. Al auditorio o al estadio 3. Al salón de clase 4. A la
biblioteca 5. Al estadio 6. Al salón de clase 7. Al auditorio
Actividad B, la p. 42: 1. A 2. B 3. C 4. A 5. B
Actividad C,. 1. B 2. B 3. C 4. A 5. C
52
Los centros: Los verbos y los pronombres (El día dos)
El Centro E (Los verbos regulares) – Las instrucciones son:
1. Repasa los verbos oralmente con un/a compañero/a de clase del grupo.
2. Repasa la página cincuenta y tres. SOLO
3. Escribe las actividades A, B, C, D y E en las páginas cincuenta y tres y cincuenta
y cuatro. SOLO
4. Revisa las respuestas con un/a compañero/a primero y próximo en el papel de
respuestas. CON OTRO
………………………………………………………………………………………………
El Centro F (Los verbos de “zapato”) – Las instrucciones son:
1. Estudia las páginas cincuenta y cinco y noventa y siete. SOLO
2. Como un grupo, cada persona toma turnos … Saca un papel pequeño de yo/tú/…
de una bolsa y un papel pequeño con un verbo de la otra bolsa. Di el sujeto y el
verbo en una frase. La persona a la derecha tiene que escribir el sujeto y el verbo
y dibujar la acción. Repite el círculo seis veces.
……………………………………………………………………………………………..
El Centro G (ser vs estar) – Las instrucciones son:
1. Estudia las páginas cincuenta y nueve, sesenta y uno y noventa y nueve. SOLO
2. Escribe las actividades A, B y D en las pp. 59-60. SOLO
3. Escribe las actividades A y C en las pp. 61-62. SOLO
4. Escribe las actividades A, B y C en las pp. 99-100. SOLO
5. Revisa las respuestas en el papel de respuestas. SOLO o CON OTRO
6. Habla con un/a compañero/a de clase a la derecha CON OTRO y entonces
escribe… SOLO
Mi compañero/a ___(IDENTIFICA).
Él/Ella ____ de ____(LUGAR).
___(DESCRIPCIÓN de personalidad y apariencia). ____(LOCACIÓN). Quiero
escuchar unas descripciones.
……………………………………………………………………………………………..
El Centro H (los verbos irregulares y los pronombres de objeto directo) – Las
instrucciones son:
1. Estudia las formas de tener y las expresiones en la página sesenta y cinco. SOLO
2. Cumple las actividades A, B y C en las pp. 65-66. SOLO
3. Estudia las formas de los verbos irregulares en la página cincuenta y siete. SOLO
4. Cumple las actividades A y C en las pp. 57-8. SOLO
5. Estudia la página ciento uno y escribe C y D en las página ciento dos. SOLO
6. Revisa las respuestas en el papel de respuestas. SOLO O CON OTRO
53
El papel de respuestas (Los verbos y los pronombres)
El Centro E (Los verbos regulares)
La página 53, la Actividad A
1. Los fines de semana yo alquilo alquilar
2. Yo bailo en las fiestas y paso el rato con mis amigos. bailar, pasar
3. Mi mejor amiga monta en bicicleta todos los días. montar
4. ¿Dónde vives tú? vivir
5. Mis padres leen mucho. leer
La página 54, la Actividad B- 1. paso 2. lee 3. corro 4. vivís 5. escribe
la Actividad C- 1. escribimos 2. practicáis 3. abre 4. escucha 5. monto
la Actividad D – 1. escribo 2. nadamos 3. lee 4. corren 5. asistimos
6. hablo
la Actividad E – 1. Jugamos / Practicamos (el fútbol). 2. Juan corre.
3. Mis amigos nadan. 4. Mi tía toca (el piano / la música).
El Centro G (Ser vs. Estar)
La página 59, la Actividad A – 1. f. 2. e. 3. b. 4. c. 5. d. 6. a. 7. i. 8. g. 9. h.
La página 60, la Actividad B – 1. soy 2. somos 3. son 4. es 5. eres 6. son
la Actividad D – 1. Soy de Perú. 2. Mi teléfono es cinco-cincuenta y
cinco- veinte y cinco (veinticinco)-cuarenta y cuatro. 3. Son las dos y media.
La página 61, la Actividad A – 1. está 2. están 3. estamos 4. estáis 5. estoy 6. estás 7.
están 8. está
La página 62, la Actividad C – 1. estamos en el 2. están lejos de 3. están al lado de 4.
están encima del 5. están cerca del 6. está delante del
La página 99, la Actividad A – 1. es 2. es 3. está 4. es 5. está 6. es 7. es
La página 100, la Actividad B – 1. es (G) 2. está (S) 3. es (G) 4. está (S) 5. están (S)
6. está (S) 7. es (G)
la Actividad C – 1. son 2. es 3. son 4. es 5. están 6. es 7. estamos
8. está
El Centro H (Los verbos irregulares y los pronombres de objeto directo)
La página 65, la Actividad A – 1. a 2. c. 3. b 4. b 5. d 6. c 7. d 8. a.
La página 66, la Actividad B – 1. tienes 2. tenemos 3. tiene 4. tenéis 5. tengo
la Actividad C – 1. tenemos 2. tengo que 3. tengo 4. tenemos 5. Tengo
que
La página 57, la Actividad A – 1. b 2. a 3. d 4. c 5. c 6. b 7. d
La página 58, la Actividad C – 1. sabe 2. salimos 3. sabes 4. sé 5. salen
La página 102, la Actividad C – 1. la 2. lo 3. los 4. lo 5. las 6. las
la Actividad D – 1. Mi amigo la va a comer (Mi amigo va a comerla).
2. Voy a llamarlas (Las voy a llamar) mañana.
3. Nosotros tenemos que aprenderlos (Nosotros los
tenemos que aprender).
4. El profesor los escribe.
54
Me llamo _______________________________________
Fecha ______________
La Tarea de Vocabulario
I. Identifica los antónimos.
A
____ 1. bajo (a)
____2. trabajador (a)
____3. Intelectual
____4. gordo (a)
____5. extrovertido(a)
____6. viejo(a)
____7. moreno
____8. serio(a)
____9. simpático(a)
____10. grande
B
a. joven
b. estúpido(a)
c. pequeño(a)
d. antipático(a)
e. tímido(a)
f. perezoso(a)
g. alto(a)
h. rubio(a)
i. cómico(a)
j. delgado(a)
II. Pon las palabras bajo el título correcto.
el libro
nadar a la playa
tu primo
el bolígrafo
el padre
la calculadora
mi tío
su mochila
hacer la cama
la biblioteca
cortar el césped
la hermana
ir al centro
jugar al fútbol.
ver la película
comercial
Los útiles escolares
La familia
Los quehaceres
55
leer novelas
su abuela
la regla
pasar la aspiradora
lavar los platos
Las diversiones
Me llamo _______________________
Fecha ______________
La Tarea de Verbos
I. Llena el blanco con la(s) forma(s) que no está(n). (No hay vosotros, as.)
1. Quiero – Quieres – Quiere - __________________ - Quieren
2. Como - Comes - Come – Comemos –__________________
3. Hablo – Hablas – Habla – Hablamos - __________________
4. ____________ - Empiezas – Empieza – Empezamos – Empiezan
5. Estoy - ___________________ - Está – Estamos – Están
6. Vivo - _______________ - Vive - ________________ -Viven
7. Almuerzo - _________ - Almuerza - __________ - Almuerzan
8. Voy - ___________ - ___________ - ___________ - Van
9. ___________ - Eres – Es - ___________ , ___________
10. Prefiero – Prefieres - ________ - ___________ - _________
11. ______________ - Haces – Hace - ______________ - Hacen
12. _____________ - ____________ - Trae – Traemos – Traen
13. Vengo - ____________ -_____________ - Venimos – Vienen
14. ________ - _________ - _________ - _________ - Juegan
15. _________- _________ Escribe - ____________ - Escriben
II. ¿Cierta o Falsa? Decide si es cierta o falsa para ti. Escribe C o F. Si
es falsa, escribe una corrección.
1. Mis amigos son trabajadores. Siempre hacen sus tareas. ___
2. A mi padre le gusta jugar a los videojuegos. ___
3. Prefiero patinar en el parque. ___
4. Mis amigos y yo estudiamos el español en la clase de ciencias. __
5. Siempre pongo mis libros en mi mochila. ___
6. Mi hermana siempre pasa la aspiradora en la sala. ___
7. Tenemos ganas de descansar un poco. ___
8. Cuando hace calor, voy a nadar en una piscina. ___
9. Una de mis primas es rubia, activa y romantica. ___
10. Leo muchas novelas y revistas. ___
11. Pido la comida china en un restaurante mexicano. ___
56
Portfolio for Use of Spanish Outside Classroom
One of your goals is to stretch your knowledge beyond the classroom by taking advantage of
opportunities to use the language in situations that present themselves outside the
classroom. In order to document that you are indeed doing this, please keep a log of the
times you do any of the following. If you use Spanish in situations that are not listed here,
please add them at the bottom.
Source/Situation date date date date date
Listening to people speak Spanish
outside of school
Hearing and understanding Spanish in
movies
Hearing and understanding Spanish on
the radio
Hearing and understanding Spanish on
tv
Listening to ads in Spanish
Reading ads in Spanish
Reading ads on Spanish product
packaging
Reading Spanish instructions included
with products
Reading books in Spanish (not for
school)
Reading Spanish magazines
Speaking to people in Spanish outside
the classroom
57
Nombre
Nombre
Mi familia
No me
gusta
Me gusta
Soy
Quiero
58
Understanding by Design
Unit 2 Cover Page
Unit Title: Capítulo 8 -Vamos de Compras
Grade Level(s): 8 – 12
Subject/Topic Area(s): Identifying clothing, Asking for and giving opinions, Asking for
and offering help in a store, Using costar and numbers to 1 million, Using demonstrative
adjectives and comparisons with adjectives, Using quedar, Saying where you went and
what you did, Talking on the phone, Naming stores and saying what you buy there,
Preterite of –ar verbs, Preterite of ir, Review of the preterite of –ar verbs and ir with
reflexive pronouns, Hispanic culture of Florida
Key Words: Clothing vocabulary, colors, vocabulary for asking and giving help in stores,
vocabulary for asking and giving opinions, costar, quedar, numbers to 1 million,
expressions of time, vocabulary for stores and the things that you buy there, preterite, talla,
tamaño, número, guayaberas, ir, vocabulary for answering the phone and talking on the
phone, reflexive pronouns, open air markets, Hispanic culture of Florida
Time Frame: 24 Days
Designed By: Sharon Birch
School District: Wicomico
Unit Description (including curricular context and unit goals):
Students will be able to ask for and give opinions. Students will be able to ask for and offer
help in a store. Students will be able to say where they went and what they did. Students
will be able to talk on the phone. Students will be able to use costar and numbers to one
million. Students will use demonstrative adjectives and comparisons. Students will be able
to use the forms of quedar. Students will be able to form the preterite of –ar verbs, ir and
the preterite of verbs with reflexive pronouns. Students will be able to describe some
cultural aspects of Hispanic Florida.
Materials and Resources:
Exprésate 1
• Text and Teacher’s Edition Workbook
• TPR Storytelling Book
• Teaching Transparencies
• Videoprogram/DVD Tutor
• Cuaderno de Vocabulario y Gramática
• Cuaderno de Actividades
• Activities for Communication
• Independent Study Guide
• Video Guide
• Lab Book
• Audio CD
59
•
•
•
•
•
•
•
•
Interactive Tutor CD
Assessment Program
Grammar Tutor for Students of Spanish
Reading Strategies and Skills Handbook
www.go.hrw.com (for students)
www.berenstainbears.com/papadoll.html
http://marilee.us/paperdolls.html
http://www.whatsonwhen.com/video/eventpage.asp?event_id=54 (Miami Carnival
videos, use as a reference)
60
Understanding by Design
Stage 1: Desired Results
What content standards are addressed?
ACTFL National Standards For Foreign Language Learning
1.1, 1.2, 1.3, 2.1, 2.2, 3.1, 3.2, 4.1, 4.2, 5.2
Maryland Voluntary State Standards (Emerging)
1.1: a, b, c, d; 1.2: a, b, c; 1.3: a, c, d; 2.1: a, b, d; 2.2: a, b*, c*, d*; 3.1: a, b*; 3.2: a*; 4.1:
a, b, c, d; 4.2: a, b; 5.2: a, b
*Beginning
What enduring understandings are desired
(and what misunderstandings will be addressed)?
Students will be able to:
• Ask for and give opinions
• Ask for and offer help in a store
• Say where they went and what they did
• Talk on the phone
• Count to one million
• Use demonstrative adjectives and comparisons
• Use the forms of quedar and costar
• Form the preterite of –ar verbs, ir and the preterite of verbs with reflexive pronouns
• Identify some cultural aspects of Hispanic Florida
•
•
•
•
•
•
•
•
•
•
•
What essential questions will guide this unit and focus teaching/learning ?
How are opinions asked for and expressed?
How is help asked for and offered in a store?
How are actions expressed in the past tense?
What are the appropriate greetings and farewells on the phone?
How is costar used for expressing costs of items?
What are the numbers to one million?
What are the demonstrative adjectives and how are they used to make comparisons?
When is quedar used?
What are some typical foods and celebrations of Hispanic Florida?
What is the geographical location of Hispanic Florida?
What is an example of art or architecture in Hispanic Florida?
61
•
•
•
•
•
•
•
•
•
•
What topical questions will guide this unit and focus teaching/learning ?
Can I ask for and give an opinion?
Can I ask for and offer help in a store?
Can I express actions in the past tense?
Can I hold a conversation on the phone?
Can I use costar correctly to express cost?
Can I count to one million?
Can I use demonstrative adjectives?
Can I make comparisons?
Can I use the verb quedar?
Can I recognize some typical cultural aspects of Hispanic Florida?
What key knowledge and skills will students acquire as a result of this unit?
Knowledge of:
• costar
• quedar
• preterite of –ar verbs, ir, and verbs with reflexive pronouns
• demonstrative adjectives
• numbers to one million
• appropriate greetings and farewells for phone conversations
• clothing and shopping vocabulary
• cultural aspects of Hispanic Florida
Skills:
•
•
•
•
•
•
•
•
•
Use costar
Use quedar
Use the preterite of –ar verbs, ir and verbs with reflexive pronouns
Apply gender and number to demonstrative adjectives
Use demonstrative adjectives to show comparisons
Count to one million
Hold a phone conversation
Express and ask for opinions
Ask for and offer help in a store
62
Understanding by Design
Stage 2: Acceptable Evidence of Understanding
What evidence will show that students understand?
Performance Tasks*:
With a partner, students will present a fashion show. Each student will model an outfit while
the partner describes the clothing in detail.
*Complete a Performance Task Blueprint for each task (next page).
Other Evidence (quizzes, tests, prompts, observations, dialogues, work samples, etc.):
Formal:
• Selected homework assignments
• Selected lesson quizzes
• Selected activities from unit test
Informal:
• Selected homework assignments
• Partner dialogues
• Selected classroom assignments (written and oral)
-See exercises on page 85- 90 in the Cuaderno de vocabulario y gramática
-See magazine clothing description activity
-See reading activities Una moneda de ¡Ay! page 297
•
•
•
Student Self-Assessment:
Partner practice
Warm ups or exit slips
Correcting homework and/or class work
63
Performance Task Blueprint
Task Title: Espectáculo de Modas
Approximate Time Frame: 2 days
What desired understandings/content standards will be assessed through this task?
ACTFL National Standards For Foreign Language Learning
1.1, 1.2, 1.3
Maryland Voluntary State Standards (Emerging)
1.1: b; 1.2: a, b, c; 1.3: a, b, d; 2.2: a; 3.1: b; 4.1: c, d, 5.2: a
What criteria are implied in the standard(s) understanding(s)
regardless of the task specifics?
Students provide information and express feelings and opinions. Students interpret spoken
language. Students present information to an audience of listeners.
Through what authentic performance task will students demonstrate understanding?
Working with a partner or two, students will present a fashion show in Spanish. Each student
will model one outfit and describe one outfit. Students will describe at least four individual
articles of clothing and accessories using descriptive adjectives, including colors, and
demonstrative adjectives. Partners will express opinions about the outfit and describe the
stores where items might be bought. Students will use the verb costar for cost and quedar for
fit appropriately.
What student products/performances will provide evidence of desired understandings?
Performance: Fashion Show presentation
Product:
By what criteria will student products/performances be evaluated?
See the rubric after the Stage 3.
64
Understanding by Design
Stage 3: Plan Learning Experiences and Instruction
What sequence of teaching and learning experiences will equip students to develop and
demonstrate the desired understanding?
I.
Culture
A.
Ask students to brainstorm a list of things they associate with Florida. Have the
students been to Florida? What do they expect to see in GeoVisión? Have
students complete the Pre-viewing activity on page 72 of the Video Guide. Have
students watch GeoVisión without the sound. Ask students to make a list of what
they see. Compare the visual images with the list of what students expected to
see.
B.
Have students locate Florida on the map in their textbook, transparencies or the
interactive atlas. What are the bordering states, bodies of waters and closest
island? What is a peninsula? What is the capital? Have students look at the
pictures in their textbook on page 266-269. Discuss the various items among the
food, art, architecture, celebrations and geography that capture their attention.
Expand the discussion with reading the paragraphs associated with each topic and
by using the teacher notes provided in the teacher text. Particular emphasis
should be made of the Cuban influence and its tremendous impact on Floridian
culture. Explore the links to music, particularly through jazz, tropical and
reggaeton.
C.
Tell students that they are going to watch interviews with students who are talking
about a shopping experience that has already taken place. What words might they
expect to hear? Have students watch VideoCultura, Capítulo 8. Complete the
post viewing exercise on page 77 of the Video Guide and the Para comprender
exercises on page 283 in student text.
D.
Prior to viewing the Telenovela for this chapter, have students look at the pictures
on page 294 -295 in student text. What do they imagine the girls are saying?
Watch the video. To help students better understand the two versions of the
shopping trip, use the comparative maps as illustrated in the teacher notes on page
294. Additionally, discuss the gestures and body language used in the video.
What do they reveal about their feelings?
E.
Using transparency #8 Mercado caribeño, from the Fine Art Transparencies, have
students answer the questions in activity 4 on page 303. Discuss their answers,
especially to #4, comparing markets in their communities with the one in the
picture. Share the additional information given in the teacher notes on page 303.
65
II.
Communication
A.
Bring a suitcase or bag to class that is filled with different articles of clothing.
Hold each article up (put it on if you are brave!) and introduce the clothing
vocabulary. Expand the vocabulary with questions such as ¿Está de moda? Or
¿Qué te parece? As a follow up activity on another day, teacher could direct a
student to put on a specific article, or have students direct each other. Have
students watch ExpresaVisión 1. Discuss that vocabulary for articles of clothing
varies greatly between the various Hispanic countries; share several examples
from the teacher notes on page 273. As a variation to the suitcase/bag activity, a
doll with doll clothing could be substituted.
B.
Have students bring in (or provide them with) magazine pictures of people in
various clothing items. With a partner describe the clothing. Encourage pictures
of “fashion do’s and don’ts”.
C.
Using the magazine pictures, have students form groups of 3-4 students. Call out
an article of clothing, increasing difficulty as game progresses by adding specific
colors. If a team has that article of clothing, they receive a point.
D.
Have each student cut out a paper doll, see web addresses in the resources section,
and make and label articles of clothing to dress the paper doll. See examples
located after the activities. Students could work with a partner to describe the
clothing on their doll or on their partner’s doll. This activity could also be used as
practice for the performance task with several students, in small groups, preparing
a fashion show with the paper dolls.
E.
Have students complete selected activities in student text on page 274-275 and the
partner practice communicative activity on page 29-30 in Activities for
Communication. Have students change partners several times for the various
activities.
F.
Have students complete selected activities on page 71-72 in the Cuaderno de
Actividades and page 85-87 in the Cuaderno de vocabulario y gramática.
G.
Have students use dolls, puppets (made from socks) or stuffed animals to create
conversations between a salesperson and a customer in a clothing store. Have
students present to the class. As a follow-up activity, have a group give an
isolated line and have class determine if that is something the salesperson or the
customer would say.
H.
Have students watch the GramaVisión for costar and numbers and complete the
activity.
I.
Have pairs of students role-play the following situation: For your teacher’s
birthday, the students want to buy an article of clothing for the present. The
66
students have differing opinions about what they should buy. Have volunteers
share their dialogs with the class.
J.
Write Me gusta….and Me gustan….on the board. Ask a student if she or he likes
a certain clothing item, such as pantalones de lana. Write his or her answer using
gustar on the board. Then, ask students to practice using the verb quedar in
sentences and appropriate adjectives to describe how the clothing fits.
K.
Have students complete selected activities in student text from pages 276- 277
and in the Cuaderno de vocabulario y gramática , page 88.
L.
To practice numbers, use the pair activity: Interpretive in the teachers notes page
277.
M.
Introduce demonstrative adjectives. Ask students which of two items they like,
using duplicate items in the classroom: este bolí o ese bolí; esta mochila o esa
mochila. Have them point as they answer to emphasize the things close to and far
away from them.
N.
Create a list of adjectives on the board that students might use to make
comparisons: bonito, feo, bajo, alto, grande, pequeño. Model the expressions
needed for comparing. Have two students stand in front of the class, and have
another student make a comparison statement: Jill es más alta que Myra. Have
students complete activity 11 and 12 on page 279.
O.
Have students watch GramaVisión to review and introduce new material for
quedar and parecer. Use the items of clothing from the beginning of the chapter
to ask students to describe the fit of the items. Use the listening activity on page
281 and the communicative activities on page 281 of the student text as well as
page 90 in the Cuaderno de vocabulario y gramática for further practice.
P.
Have students bring crazy or fun dress-up clothes to class, or bring in old
costumes or out of date clothes. Students should wear the article of clothing.
Tape a piece of paper to each student’s back and have other students write an
opinion of the article of clothing the student is wearing. Instruct the students to
use the verbs quedar, parecer and gustar.
Q.
Have students work with a partner or small group to write and perform a very
short (30 seconds) “jingle” for a particular store or article of clothing. The jingle
may be a song, a cheer, or a rap. It should be musical/rhythmic in nature.
R.
Introduce the vocabulary on pages 284-285 using transparencies Vocabulario 8.3
and 8.4. Again share that there are different words for the same items in varying
Hispanic countries. Before viewing ExpresaVisión 2, have students complete the
pre-viewing activities. After viewing, complete the post-viewing activities found
on page 78 in the Video Guide.
67
III.
S.
Using some of the clothing articles from the first vocabulary as well as some new
items such as a necklace, a CD, and cards, place them in a bag and have students
select an item. Ask the student “¿Adónde fuiste ayer? Students should answer
with Fui a….the store they would have bought the item.
T.
Give students a large piece of paper to design a floor plan for a small mall.
Students should write the name of at least five different stores in Spanish and
draw pictures for and label, at least two things that can be bought in each store.
U.
Introduce the preterite of –ar verbs using the student text, page 288. Practice
pronunciation and forms of the verbs. Call out a present or preterite form of an ar verb. Have students raise their right hand if the verb is in present and their left
if it is in past. Repeat the same activities when introducing the preterite of ir.
Add the preterite to their verb charts in their notebook. Reinforce with the video
presentation in GramaVisión. Use the Pair Activity (Interpersonal in the teachers’
notes on page 289) and the group activity on page 291 for further practice with
the –ar verbs in the preterite.
V.
Prepare a list of fifteen activities with verbs ending in –ar. Distribute the lists to
students. Tell them to select five activities they did the day before and write them
down using the yo form. Then instruct partners to take turns trying to guess the
activities their partner did using tú in the preterite. As an extension, have
volunteers use their list to act the activities out, as in Charades, in front of the
class. Class can choose how to put the verbs in the preterite, selecting from yo, tú
or él/ella/usted. As an additional extension, have students report on what their
partner did, choosing one item. Then, play a game in which you start on one side
of the room and a student says what the person in front of him/her did. Then go
to the next student who must say what the first person did, plus his partner.
Continue with the next student, assign an activity each time.
W.
Review –ar reflexive verbs and introduce the preterite. Complete selected
activities (listening, partner practice, cartoon description) on page 292-293 of
student text.
X.
Have students complete the performance task as described in Performance Task
Blueprint.
Reading
A.
Use the pre-reading strategies for making predictions, on page 115 of Cuentos y
Cultura. As students read Un amigo cibernético, have them use the strategies
highlighted in the margins on page 116-117. Complete the activity by using the
post-reading activities on page119-120.
68
B.
Have students read La poesía introduction on page 121 of Cuentos y Cultura.
Have students do the pre-reading exercise on page 122 and complete the visual
images strategies on page 123 while reading.
C.
Have students read the title of the poem Apuntes de un hogar posmoderno on
page 396 of student text and write a short sentence or two about what the poem is
trying to say. Then have students read the poem. Next, have students listen to the
recording, identifying the rhythm. Continue with post reading strategies with a
partner.
D.
Have students complete the pre-reading activity and the visualization strategy on
page 296 of the student text. Have students read the story Una moneda de ¡Ay!
And complete the comprensión activity on page 297.
69
M.I.
Interpersonal Intrapersonal
Standard
Communication
Interpersonal
Interpretive
Presentational
Cultures
Practices
Products
Perspectives
Connections
Making
Connections
Acquiring
Information
Comparisons
Language
Culture
II.C.-.E., II.G.,
II.I., II.L, II.N.Q., II.T., II.U.,
II.W., PBT
PBT
I.A., II.C.-E.,
II.G., II.I., II.J.,
II.L., II..N.,
II.O.-W., PBT,
III.B.-C.
PBT, III.A.,
III.D.
II.D., II.I, II.L.,
II.N., II.O., II.Q.,
PBT,
PBT, III.D.
I.B.
I.B., II.Q.
I.A.
I.A., I.B.
Verbal
Linguistic
Logical
Bodily
Mathematical Kinesthetic
Visual
Spatial
Musical
Rhythmic
Naturalist
II.A., II.C-E.,
II.G., II. I., II.
J., II.L., II.NQ., II.T., II.U.,
II.W., PBT
I.A., II.A.-E.,
II.G.-J., II.L.W, PBT, III.A.D.
I.D., II.G., II.I.,
II.L., II.P., II.Q.,
II.T., II.U., PBT
I.D., II.A., II.D.,
II.G., II.I., II.N.,
II.P., II.Q., II.T.,
II.U., PBT
II.A., II.D.,
II.O., II.P.,
II.T., II.U.,
II.W., PBT
II.Q.
PBT
I.A., I.D., I.E.,
II.G., II.I., II.J.,
II.L., II.P., II.Q.,
II.S-V., PBT,
III.A.-C.
I.D., II.A., II.D.,
II.G., II.I., II.J.,
II.M., II.N.,
II.P., II.Q.,
II.S.-V., PBT
I.B.,II.Q., III.C.
PBT
II.D., II. I.,II.L.,
II.N., II.O.-Q.,
PBT, III.D.
II.I., II.L., II.P.,
II.Q., PBT
II.D., II.I., II.N.,
II.P., II.Q., PBT
I.A., I.C., I.E.,
II.A., II.B,
II.D., II.H.,
II.O., II.P.,
II.R.-W.,
PBT, III.A.-D.
II.D., II.O.,
II.P., PBT,
III.D.
II.Q.
PBT
I.D.
I.D.
I.B..
III.D.
I.B.
I.B.
I.B., II.Q.,
III.A.-D.
II.Q., III.A.-C.
II.Q.
I.B., III.A.-D.
I.A.
I.A., I.D.
I.D.
I.A.
II.A.
II.A.
II.A.
I.A., I.B.
I.A., I.B., I.E.
I.A.-C., I.E.
III.A.-B.
III.A., III.B.
I.C., III.A.-B.
Communities
School and
Community
Lifelong Learning
70
II.Q., III.C.
Oral Rubric: El Capítulo 8 (U2): Un Espectáculo de Moda
Contenido
Completo
4
3
Usas el vocabulario
apropiado de ropa.
Incluyes unos adjetivos
demostrativos cuando
describes POR LO
MENOS cuatro prendas.
Tienes el precio, cómo le
queda la ropa , donde
uno compra la ropa y tu
opinion.
Casi completo
Incluyes todo de arriba
pero sólo para tres
prendas.
Completo más o menos
2
Incluyes todo de arriba
pero sólo para dos
prendas.
Incompleto
1
Incluyes todo de arriba
pero
sólo para una prenda.
Me llamo __________________
Comprensión
Puede comprender
todo
Entiendo todo que
dices. Hay unos errores
de escogido de
vocabulario pero no
son serios.
Correcto
Correcto
Fluencia
Con fluencia
Muy pocos o no
hay (☺) errores
de estructura (las
formas de los
verbos y los
adjetivos) y la
posición de las
palabras.
Habla muy
naturalmente, casi
sin pausas.
La pronunciación
es buena.
Puede comprender
mucho
Entiendo mucho que
dices pero a veces hay
una palabra major.
Casi correcto
Puede comprender
alguno
Es difícil entender
mucho que dices.
Muchas palabras son
confuses.
Algunas veces
correcto
Varios errores
evidentes.
Puede comprender
raras veces
Entiendo muy poco que
dices.
Correcto raras
veces
Muy poco
correcto.
Con alguna
fluencia
Habla bien con un
poco de pauta. La
pronunciación es
buena pero a
veces tengo que
concentrar para
comprender.
Con poca
fluencia
Hay unas pausas
largas y/o la
pronunciación
que causa
confusión.
Casi no fluencia
Unos pocos
errores de
estructura y/o
posición de las
palabras pero no
Totales
Casi no hablas y/o
hay varios errores
de pronunciación.
La nota
El comentario: _________________________________________________________
____________________________________________________________________
71
72
Understanding by Design
Unit 3 Cover Page
Unit Title: Capítulo 9 - Festejemos
Grade Level(s): 8 – 12
Subject/Topic Area(s): Talk about plans, Talk about past holidays, Preterite and –er and –
ir verbs, Talk about preparing for a party, Direct Object Prounouns, Greetings and leave
takings, Present progressive, Dominican Republic
Key Words: Preterite, Pensar que and pensar with infinitive, Direct object pronouns,
Conocer and personal a, Present progressive, Holidays, Quinceañera, Dominican Republic,
Appetizers
Designed By: Jen Nicholson
Time Frame: 22 days
School District: Wicomico
Unit Description (including curricular context and unit goals):
Students will be able to talk about and make plans. Students will be able to talk about past
holidays and how they celebrated by using the preterite. Students will be able to talk about
preparing for a party. Students will be able to greet, introduce others, and say goodbye
using the verb conocer and the personal a. Students will be able to discuss some cultural
aspects of the Dominican Republic.
Materials and Resources:
Exprésate1
• Text and Teacher’s Edition Workbook
• TPR Storytelling Book
• Teaching Transparencies
• Videoprogram/DVD Tutor
• Cuaderno de Vocabulario y Gramática
• Cuaderno de Actividades
• Activities for Communication
• Independent Study Guide
• Video Guide
• Lab Book
• Audio CD
• Interactive Tutor CD
• Assessment Program
• Grammar Tutor for Students of Spanish
• Reading Strategies and Skills Handbook
• www.go.hrw.com (for students)
• Barnes and Noble magazine Quince/website www.quincegirl.com
73
•
Holiday websites (best videos are the ones called whatsonwhen)
http://www.gowealthy.com/article/306/index.asp (Domincan festivals)
http://www.spanish-fiestas.com/spanish-festivals/calendar.htm (calendar of Spanish
festivals
http://www.mexconnect.com/mex_/recipes/puebla/kgfoodcalendar.html (food festivals in
Mexico)
http://www.mexconnect.com/mex_/recipes/puebla/kgfoodcalendar.html (Mexican
festivals)
http://www.european-schoolprojects.net/festivals/Spain/calendar.htm (festivals and
traditions in Spain)
http://www.cyberspain.com/life/navidad.htm (Christmas in Spain)
http://www.santas.net/spanishchristmas.htm (Christmas in Spain)
http://www.idealspain.com/pages/information/ChristmasInSpain.htm
http://www.navidadlatina.com/tradiciones/welcome.asp (Christmas in different spanish
speaking countries)
http://www.nacnet.org/assunta/nacimnto.htm (Christmas in Mexico)
http://www.navidadlatina.com/ (Navidad Latina)
http://www.inside-mexico.com/ReyesMagos.htm (Dia de los reyes magos, Mexico
http://www.elboricua.com/losreyes.html (dia de los reyes, Puerto Rico)
http://www.red2000.com/spain/sevilla/fest.html(Sevilla fiestas)
http://www.cyberspain.com/life/fallas.htm (Las Fallas)
http://www.cyberspain.com/life/sanfer.htm (San Fermin)
http://www.navarra.com/english/sanfermin/index.htm (San Fermin)
http://www.cyberspain.com/life/tomatina.htm (La Tomatina)
http://www.cyberspain.com/life/seville.htm (Feria De SEvilla)
http://gospain.about.com/od/suggesteditineraries/a/whichregionwhen.htm month by m onth
in Spain
http://www.mexconnect.com/mex_/feature/daydeadindex.html Dia de los muertos
http://www.donquijote.org/culture/spain/fiestas/tomatina.asp ( La Tomatina)
http://www.whatsonwhen.com/video/eventpage.asp?event_id=36 (La Tomatina videos)
http://www.whatsonwhen.com/video/eventpage.asp?event_id=54 (Miami Carnival videos)
http://www.whatsonwhen.com/video/eventpage.asp?event_id=23 (Las Fallas video)
http://www.whatsonwhen.com/video/eventpage.asp?event_id=40 (Feria de SEvilla videos)
http://www.whatsonwhen.com/video/eventpage.asp?event_id=38 (Bogota film festival
video)
http://www.whatsonwhen.com/video/eventpage.asp?event_id=46 (Pamplona/San Fermin
video)
http://www.vivacincodemayo.org/history.htm (Cinco de mayo)
http://www.vivacincodemayo.org/history.htm (cinco de mayo webquest)
http://www.theholidayzone.com/cinco/
74
Understanding by Design
Stage 1: Desired Results
What content standards are addressed?
ACTFL National Standards For Foreign Language Learning
1.1, 1.2, 1.3, 2.1, 2.2, 3.1, 3.2, 4.1, 4.2, 5.2
Maryland Voluntary State Standards (Emerging)
1.1: a, b, c, d; 1.2: a*, b*, c*; 1.3: a, c, d; 2.1: a, b, c, d; 2.2: a, b*, c*, d*; 3.1: a, b*; 3.2:
a*, b; 4.1: a, b, c, d, e; 4.2: a, b; 5.2: a, b
*Beginning
What enduring understandings are desired
(and what misunderstandings will be addressed)?
Students will be able to:
• Talk about and make plans
• Talk about past holidays and how they celebrated by using the preterite
• Talk about preparing for a party
• Greet, introduce others, and say goodbye using the verb conocer and the personal a
• Describe some cultural aspects of the Dominican Republic
•
•
•
•
•
•
•
•
•
•
What essential questions will guide this unit and focus teaching/learning?
What expressions are used to talk about future plans?
How do you to talk about events in the past?
How is pensar que and pensar with infinitive used to talk about plans?
What are direct object pronouns?
What is needed to plan a party?
What is the personal a and how is it used to introduce people?
When do you use conocer?
What expression/tense is used to talk about events happening right now?
What are some typical Spanish-speaking holidays?
What are some cultural aspects of the Dominican Republic?
•
•
•
•
•
•
•
•
•
•
•
•
What topical questions will guide this unit and focus teaching/learning?
Can I ask about someone’s holiday plans and tell about my plans by using ir a infinitive?
Can I use pensar que and pensar with infinitive to talk about my plans?
Can I use direct object pronouns?
Can I ask and tell about past holidays?
Can I talk about events that occurred in the past?
Can I ask and answer questions about preparing for a party?
Can I greet, introduce others, and say goodbye?
Can I use the personal a properly?
Can I use conocer correctly?
Can I talk about events happening right now using present progressive?
Can I describe some Spanish-speaking holidays?
Can I identify some typical cultural aspects of the Dominican Republic?
75
What key knowledge and skills will students acquire as a result of this unit?
Knowledge of:
• Party preparations vocabulary
• Ir a infinitive
• Holidays vocabulary and traditions
• Preterite
• Pensar que and pensar with infinitive
• Conocer and personal a
• Direct object pronouns
• Present progressive
• Spanish-speaking holidays
• Some cultural aspects of the Dominican Republic
Skills:
•
•
•
•
•
•
•
•
•
•
•
•
Use ir a plus infinitive
Use pensar que and pensar with infinitive to talk about my plans
Use direct object pronouns
Ask and tell about past holidays
Talk about events that occurred in the past
Ask and answer questions
Greet, introduce others, and say goodbye
Use the personal a properly
Use conocer correctly
Talk about events happening right now using present progressive
Describe some Spanish-speaking holidays
Identify some typical cultural aspects of the Dominican Republic
76
Understanding by Design
Stage 2: Acceptable Evidence of Understanding
What evidence will show that students understand?
Performance Tasks*:
In groups of 3-4, create a booth for your school’s culture fair of an assigned holiday. The
booth should include types of food, decorations, music, and other customs associated with that
holiday.
*Complete a Performance Task Blueprint for each task (next page).
Other Evidence (quizzes, tests, prompts, observations, dialogues, work samples, etc.):
Formal:
• Selected homework assignments
• Selected lesson quizzes
• Selected sections from unit test
Informal:
• Selected homework assignments
• Partner dialogues
• Selected classroom assignments (written and oral)
-See cultural activities on page 304 – 307 in the text (celebrations)
-See birthday songs (Las Mañanitas and Canción de cumpleaños) on page 334-335 in
the text
•
•
•
Student Self-Assessment:
Partner practice
Warm ups or exit slips
Correcting homework and/or class work
77
Performance Task Blueprint
Approximate Time Frame: 3 days
Task Title: El Puesto de Festival
What desired understandings/content standards will be assessed through this task?
ACTFL National Standards For Foreign Language Learning
1.1, 1.2, 1.3, 2.1, 2.2, 4.2, 5.1
Maryland Voluntary State Standards (Emerging)
1.1: a, b, d; 1.2: a; 1.3: b, d; 2.1: a, b, c*, d; 2.2: a, b, c, d; 4.2: a, b; 5.1: b
*Beginning
What criteria are implied in the standard(s) understanding(s)
regardless of the task specifics?
Students will provide and obtain information. Students will understand and interpret
written and spoken language. Students will present information, concepts, and ideas to an
audience of listeners. Students will demonstrate an understanding of the relationship between
the practices and perspectives of the cultures studied. Students will demonstrate an
understanding of the relationship between the products and perspectives of the cultures
studied. Students will demonstrate an understanding of the concept of culture through
comparisons of the cultures studied and their own.
Through what authentic performance task will students demonstrate understanding?
In pairs, students will be assigned a holiday and create a booth for their school’s
culture fair. The booth should include types of food, decorations, music, and other customs
associated with that holiday. Students may choose either to have food samples or
representations of the food. Students must create decorations used for their particular holiday.
Students must present/show music from their holiday such as a CD, instruments, dances, or
others. Each group must present their information to the class. In their presentations, students
would give the class information about their assigned holidays. Pairs must give a summary
that describes the types of food, music, decorations, and customs related to their holiday.
Students may make invitations to post around the school to come and see their booth.
What student products/performances will provide evidence of desired understandings?
Product:
Booth representing a holiday
Performance:
Oral presentation of holiday
By what criteria will student products/performances be evaluated?
See the rubric after Stage 3.
78
Understanding by Design
Stage 3: Plan Learning Experiences and Instruction
What sequence of teaching and learning experiences will equip students to develop and
demonstrate the desired understanding?
I.
Culture
A.
Ask students what they know about the Dominican Republic with questions such
as, “Where is the Dominican Republic located? What are the people like? What
is the geography of the Dominican Republic?” Now ask students to locate the
Dominican Republic on page R5 of the student text. Ask them to find or name
surrounding countries, bodies of water, the capital, and La Costa de Ámbar.
Discuss the types of animals, instruments, sports, and Carnaval. Use the pictures
on page 304-305 to prompt students. Watch the GeoVisión video and complete
post-viewing activities on page 82 of the Video Guide. Discuss whether their
predictions were right.
B.
Using the Culture box on page 305 of the teacher text to share with students the
definition of apagones. Ask students if people in other countries have similar
problems and reference New York City. Have students read culture information
on pages 306-307 in student text. Discuss points they find interesting and expand
(and link to other disciplines) using the teacher notes that refer to meals,
bargaining, common hurricanes, music, and sugar.
C.
Ask students to look at the photo on page 308-309 of the student text. Ask
students to compare and contrast the Dominican Republic’s Independence Day
with the traditions of the United States.
D.
Explain, or have students research, la Semana Santa, el Día de los Reyes Magos,
San Juan Bautista, la constitución de Puerto Rico, and other holidays that are
celebrated in Spanish-speaking countries. Watch the VideoCultura about life in
the Dominican Republic, and complete post-viewing activities on page 86 of the
Video Guide. Have students compare their own holidays and traditions with
those of Spanish-speaking countries mentioned in the video.
E.
Ask students what can go wrong when planning an event. Before watching the
Telenovela video, have students write a list of things that need to be done before a
party. Write them in a logical sequence, and then think about one or two things
on the list that could go wrong. Based on the photos on the Telenovela script on
pages 332-333, have students predict what they think might go wrong in this
episode. Watch the video as students see how close their predictions were. Refer
to the Comparisons box on page 333 to discuss how some Spanish-speaking
countries organize birthday celebrations and who picks up the tab.
79
II.
Communication
A.
Play a game with the class in which you describe what you do with your family
during one of the holidays. Have students guess which holiday you are
describing. The student that correctly guesses then chooses a holiday and
describes what he or she does. Ask the rest of the students sí or no questions.
Watch the ExpresaVisión as a follow-up to see how Spanish-speaking countries
celebrate the holidays in the vocabulary.
B.
Have students complete selected activities on pages 312-313 in the student text to
further practice with the holiday vocabulary.
C.
Have students complete listening activities on pages 312-313 in student text.
D.
To further their knowledge of the holidays, create a scavenger hunt with a list of
suggested websites (see Materials). Have students look for information with a
partner and write a summary of what they learned.
E.
Review the –ar preterite verb endings from chapter 8. Using the GramaVisión,
introduce the –er and –ir preterite verb endings. As a follow-up activity, list on
the board the verbs that have been used in the video and have pairs of students ask
and answer questions using those verbs.
F.
Write regular verbs on 3x5 index cards, enough so that each student can have a
different card. Students will walk around the room polling their classmates on
whether or not they did the activity on the card on the previous day, using the
preterite. On the back of the card, students should record the responses of their
classmates by making two columns: Sí or No and writing classmates’ names in the
column that best indicates their response. Have students report their responses to
the class. A sample card would say ‘comer en un restaurante’. Students would
ask “¿Comiste en un restaurante ayer?” and other students would respond in
sentence form.
G.
Have students complete listening activity 12 on page 316 in student text.
H.
Ask students to write two sentences telling where they went and what they did last
summer. One sentence should be true, and the other should be a lie, the more
imaginative the better. Ask volunteers to read their sentence out loud. The class
should decide which sentence is true. Model for the students by saying, Fui a
España por bicicleta. Compré una piscina. The class would say Compraste una
piscina, pero no fuiste a España por bicicleta.
I.
Give students a piece of 8 ½ x 11 paper. Students have 10 minutes to sketch
pictures or symbols to represent 10 activities that took place at the last birthday
party they attended. Then, have students use their drawings as cue cards to talk
about their party experience. To help students connect their ideas, it may be
80
helpful to brainstorm a list of time sequencing words and write them on the board
or on a transparency for students to refer to during the activity.
J.
Present the verb pensar and the expression pensar que to the students. Use
activity 17 on page 318 to practice with New Year’s resolutions. Have students
share their own resolutions.
K.
Prepare 8 sentence starters asking students to give an opinion. (Pienso que los
profesores…) Write one sentence at the top of each of 8 sheets of self-stick chart
paper. Place the 8 sheets around the room. Divide students equally among the
chart papers. Give 3 minutes for each group member to complete the sentence on
the chart. Then, give a signal and have groups rotate clockwise. Continue until
all groups have had a chance to complete each sentence. The group takes the last
chart they write on back to their seats. Give each group 5 minutes to summarize
the opinions expressed on the chart they have taken. Students can use pensar to
report the opinions to the class.
L.
Introduce the party vocabulary using transparency 9.3/flashcards. Call out
various activities (charlar and comprar las papitas) and ask students to sit or
stand depending on whether the activity is something they would do at a party or
in order to plan for a party. To reinforce the vocabulary, bring in a bag of items
such as an invitation, a balloon, a piece of candy, a small bag of potato chips, a
cookie, a plastic cup, a CD, a small present, and photos. Write ¿Está todo listo
para la fiesta? and Sí. anoche… on the board. Hold the bag in front of a student
and tell him or her to blindly select an item. Then ask ¿Está todo listo para la
fiesta? Tell students to begin with Sí, anoche… and complete the sentence using
a verb in the preterite to say what they did with them item they chose to prepare
for the party.
M.
Have students complete activity 24 on page 325 in the student text. Use the
Slower Pace Learners box to guide the students. Students are at a 10 year high
school reunion and they have to introduce their spouses to their old friends, talk
about their families, where they live, and what they did after graduation. Have
students role-play conversations in front of the class.
N.
Review the direct object pronouns lo,la, los, and las. Go over points 1 and 2 on
page 326. Ask students if they did various things yesterday. Have them answer
with a direct object pronoun. For example, if you ask ¿Mandaste las
invitaciones? students would answer Sí, las mandé. (No, no las mandé) Have
students watch GramaVisión and complete the post-viewing activities on direct
object pronouns.
O.
Discuss with the class how some people make a living as professional party
planners. How would planners benefit from speaking Spanish? Have students
imagine that they are able to hire a party planner (or that they are the party
planner) for their next birthday or other significant celebration. Tell them to write
81
a paragraph, in Spanish, describing the ideal party that the planner has designed
for them and present to the class.
III.
P.
Present the verb conocer to the class using questions like ¿Conoces a Brian? Sí,
conozco a Brian. Use pictures of famous people to make negative sentences.
Have students complete activity 29 on page 328 in text and extend it to the
Advanced Learners box.
Q.
Tell students that to say what is happening right now, we use the present
progressive tense. Refer to points 1-3 on page 330 in the student text to see how
the tense is formed. Have students complete listening activity 33 on page 330 in
student text.
R.
Pantomime an activity. The class will try to guess what you are doing. ¿Estás
jugando al béisbol? As a variation, pair students up. Assign one to be a narrator
and the other student to be the actor. Have students present their daily activities
to the class while one pantomimes. For example, student A would read this
schedule A las ocho, yo estoy comiendo el cereal. A las diez, yo estoy durmiendo
en la clase de matemáticas. A las once, mis amigos y yo estamos practicando
fútbol en la clase de educación física. Student B acts out each sentence. Tell
students that they do not have to include every little thing that they do in their
daily routine.
S.
Have students complete the information gap activity on pages 35-36 of the
Activities for Communication book using the wedding caterer scenario.
T.
Have students complete the performance task as described in the Blueprint.
Reading
A.
Ask students to discuss with a partner a party they have gone to in the past and
did not have a good time. Share some thoughts as a class. Then ask the class if
they have ever heard of a quinceañera. Have them make predictions about what
they think it is and what people might do at a quinceañera. Have students
complete the readings on page 88-89 in the Cuaderno de Actividades book. Ask
students to answer the questions to check for comprehension about a past
quinceañera.
B.
Have students read El Regalo de Cumpleaños on page 398-399 of student text.
Apply strategies for making inferences. Use pre-reading strategies for looking at
titles and pictures and use post-reading strategies to discuss the Dominican
culture.
C.
Have students preview the pictures, titles, and cognates on page 334-335 in the
textbook. Play the Mexican and Dominican Republic birthday songs as the
students follow along.
82
M.I.
Interpersonal Intrapersonal
Standard
Communication
Interpersonal
Interpretive
Presentational
Cultures
Practices
Products
Perspectives
Connections
Making
Connections
Acquiring
Information
Comparisons
Language
Culture
Verbal
Linguistic
Logical
Bodily
Mathematical Kinesthetic
Visual
Spatial
II.A., II.F.,
II.H., II.I.,
II.K., II.M.,
II.O., II.R.,
II.S., III.B.
I.A., I.E., II.A.S., III.A., III.B.
II.A., II.F., II.H.,
II.I., II.K., II.M.,
II.O., II.R.
II.F., II.K.,
II.M., II.R.,
III.B.
II.F., II.I.,
II.K., II.R.
I.A., I.E., II.F.,
II.A., II.H.-K.,
II.M., II.O., II.R.
II.F., II.K., II.L.,
II.M., II.R.,
III.B.
I.A., I.C., II.D.,
II.E., II.F., II.G.,
II.I., II.K., II.L.,
II.N., II.P. II.R.
II.K., II.M.,
II.R., III.B.
II.I., II.K.,
II.R.
II.A., II.F., II.H.,
II.I., II.K., II.M.,
II.O., II.R., II.S.,
III.B.
II.H., II.I., II.O.,
III.B.
I.A., I.C., I.E.,
II.A.-P., II.R.,
II.S., III.A.,
III.B.
I.E., II.H., II.I.,
II.K., II.M.,
II.O., II.R., III.B.
II.H., II.I., II.J.,
II.K., II.O., II.Q.,
III.A., III.B.
II.H., II.I., II.K.,
II.O., III.B.
I.E., II.H., II.I.,
II.K., II.M.,
II.O., II.R.,
III.B., PBT
I.E., II.H., II.I.,
II.K., II.M., II.O.,
II.R.
I.B., II.D., II.P.,
III.A.
I.A., I.D.
III.A.
I.B., II.D., II.P.,
III.A.
I.A., I.D.
I.B.
I.D.
I.B., II.D.,
II.P., PBT
I.A.
I.A.
Musical
Rhythmic
Naturalist
II.A., II.K.
III.C., PBT
I.E., II.A., II.K.
I.E., II.K.
III.C.
PBT
PBT
I.A., I.B., I.D.E.., II.A., III.A.,
III.B.
I.D.
I.D., III.A.
I.D.
I.A., I.B., I.D.,
I.E., II.A.,
III.A.-B.
I.D.
III.A.
III.A.
III.A.
I.B., I.C., I.D.,
I.E.
I.D.
I.B., I.D., I.E.
I.A., I.B., I.E.,
II.A.
I.A., I.B., I.D.
I.E., II.A.
I.D.
I.B., I.E.
Communities
School and
Community
Lifelong Learning
83
I.B., I.C., I.D.
I.E.
¡Festejemos – El Puesto!
Nos llamamos _______________________________
Capítulo 9 (U3)
4
(Superior)
Todos los requisitos
están. ¡Bravo! Tienes
los ejemplos de la
comida, las
decoraciones, las
actividades y la música
del día de fiesta.
Comprendo todo que
Comprensión escribes por las
(x 2)
palabras que usas.
Casi no hay errores.
Contenido
(x 10)
Precisión
(x 2)
Organización
(x 2)
Esfuerzo
(x 9)
La presentación es
lógica y efectiva.
Hacen más de lo
requerido. Muy
creativo.
3
(Bueno)
2
(Más o Menos)
1
(Incompleto)
Generalmente
completo. Te falta
uno de los
requisitos.
Incompleto. Te faltan dos
tres de los requisitos.
Muy incompleto. Sólo
uno o menos de los
requisitos evidentes.
Comprendo mucho
de lo que escribes
aun con errores.
Hay muy pocos
errores.
Hay varios errores que me
confunden.
Hay muchos errores
que son confusos.
Hay varios errores.
Hay muchos errores.
En general la
presentación es
lógica y efectiva con
unos errores
menores.
Hace lo que fue
requerido. Bastante
creativo.
A veces la presentación
no es lógica y es confusa.
No hay mucha
organización
evidente.
Hace lo que fue requerido
pero no hay mucha
creatividad.
No muestra mucha
creatividad ni
esfuerzo.
Totales
_______
_______
_______
_______
Unos comentarios:
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
___ / 100
84
Festejemos!
(Presentación)
Me llamo _____________________
Capítulo 9 (U3)
Contenido
(x 2)
4
Completo:
Todos los
requisitos de los
festivales.
3
Generalmente
completo:
Esfuerzo
Esfuerzo:
Te faltan muchos
requisitos.
1
Muy
incompleto:
Muy poco de los
requisitos es
evidente.
Flujo
Muy preciso:
Mucha fluidez:
Habla con seguridad
con una
pronunciación e
intonación
naturales.
Es evidente mucho
esfuerzo.
Comprendo todo
que dices aun
cuando hay errores.
Esfuerzo:
Bastante
comprensible:
Usualmente
preciso:
Una fluidez
moderada:
Comprendo casi
todo que dices.
Muy pocos errores
de estructura y/o
orden de palabras,
vocabulario y
frases.
Habla con un poco
de indecisión pero
con una
pronunciación e/o
intonación
buena(s).
A veces
comprensible:
A veces preciso:
Hay creatividad
evidente.
Esfuerzo:
Incompleto:
Comprensión
total:
Precisión
Casi no hay errores
de estructura ni
orden de palabras.
Buen uso de
vocabulario y frases
completas.
Te faltan uno o
dos requisitos.
2
Comprensión
No hay mucho
esfuerzo.
Esfuerzo:
No mucho esfuerzo ni
creatividad.
Comprendo un poco
de lo que dices.
Unos errores serios
y menores de
estructura, orden de
palabras,
vocabulario, y
frases.
Poca
comprensión:
Muy poca
precisión:
Casi no comprendo
nada.
Muchos errores de
estructura, orden de
palabras,
vocabulario, y
frases incompletos.
Una falta de
fluidez:
Habla a veces con
indecisión y con
varios errores de
pronunciación e/o
intonación.
No hay fluidez:
Habla mucho con
indecisión y con
muchos errores de
pronunciación e/o
intonación.
___ / 24
85
Comentarios y
el total
86
Understanding by Design
Unit 4 Cover Page
Unit Title: Capítulo 10: ¡A viajar!
Grade Level(s): 8 – 12
Subject/Topic Area(s): Past and Future Travel Plans, El pretérito, Los mandatos
informales irregulares, Peru, Hopes and Wishes
Key Words: Vacations, Airport, Transportation, Preterite of –zar, -car, -gar Verbs and
hacer, Infinitives, Machu Picchu, Incas, Me/Te gustaría, Direct Object Pronouns
Designed By: Tricia Powell
Time Frame: 22 Days
School District: Wicomico
Unit Description (including curricular context and unit goals):
Students will be able to ask and answer questions dealing with travel in the past, present,
and future. Students will be able to identify and use terms dealing with air travel, modes of
transportation, and vacation destinations and activities. Students will be able to express
reactions to good and bad experiences. Students will be exposed to new uses of infinitives
with the constructions gustaría, querer, esperar and pensar to express wishes and hopes.
Students will be able to spell correctly verbs in the preterite which end in –zar, -car and –
gar and informal negative commands using verbs ending in –zar, -car, -gar, -ger, -gir, and
-guir. Students will comprehend discussions of others’ travel plans, travel advice and travel
experiences. Students will practice skimming and scanning for cognates and making
predictions prior to reading a travel brochure and an Inca legend. Students will also
practice identifying the purpose of a reading using the “Probable Passage” technique.
Students will scan the legend for transitional words that they may choose to use in their
original story. Students will write a short story primarily in the past but including future
wishes. Students will use graphic organizers to summarize the Telenovela after viewing the
final episode, and to organize their short stories. Students will be able to identify a cultural
norm and describe certain cultural aspects of Peru.
Materials and Resources:
Exprésate1
• Text and Teacher’s Edition Workbook
• Teaching Transparencies
• Video program/DVD Tutor
• Cuaderno de Vocabulario y Gramática
• Cuaderno de Actividades
• Activities for Communication
• Independent Study Guide
• Video Guide
87
•
•
•
•
•
•
•
•
•
•
Lab Book
Audio CD
Interactive Tutor CD
Assessment Program
Grammar Tutor for Students of Spanish
Reading Strategies and Skills Handbook
Rubric for Performance Based Task
Peer Edit Form
Pen and Paper Quizzes on selected vocabulary, structure and culture
www.go.hrw.com (for students)
88
Understanding by Design
Stage 1: Desired Results
What content standards are addressed?
ACTFL National Standards For Foreign Language Learning
1.1, 1.2, 1.3, 2.1, 2.2, 3.1, 3.2, 4.2
Maryland Voluntary State Standards (Emerging)
1.1: a.-d., 1.2: a-c, 1.3: a.-d., 2.1: b., c, d.*, 2.2: a., b.*, c.*, d.*, 3.1: a., b., 3.2: a., b.
4.1: c., d., 4.2: a., b., 5.2: a., b., c.
*Beginning
What enduring understandings are desired
and what misunderstandings will be addressed?
Students will be able to:
• Ask and answer questions dealing with travel in the past, present, and future.
• Identify and use terms dealing with air travel, modes of transportation, and vacation
destinations and activities.
• Use idiomatic expressions to give reactions to good and bad experiences.
• Communicate wishes and hopes using new uses of infinitives with the constructions
gustaría, querer, esperar and pensar.
• Use direct object pronouns.
• Spell correctly verbs in the preterite which end in –zar, -car and –gar and informal
negative commands using verbs ending in –zar, -car, -gar, -ger, -gir, and -guir.
• Comprehend others’ travel plans, travel advice and travel experiences.
• Practice skimming and scanning for cognates and making predictions and identifying
purpose prior to reading a travel brochure.
• Practice identifying purpose and summarizing after reading the Inca legend.
• Scan the legend for transitional words.
• Write a short story primarily in the past but including future wishes.
• Use graphic organizers to summarize the Telenovela after viewing the final episode, and to
organize their short stories.
• Identify a cultural norm and describe certain cultural aspects of Peru.
•
•
•
•
•
•
•
What essential questions will guide this unit and focus teaching/learning?
What survival expressions are needed when in an airport or on a plane trip?
What are possible modes of transport when vacationing?
Which are worthwhile activities and sites to see when visiting a Spanish-speaking country
such as Peru?
How is advice given about travel?
What are some spelling changes that occur both with preterite verbs and informal negative
commands and why do they occur?
How are wishes and hopes expressed?
Is a direct object pronoun used the same way in Spanish as it is in English?
89
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
How is a story pre-planned/organized prior to writing?
How can anticipating and using prior knowledge make it easier to understand a reading?
How can recognizing cognates make a reading easier to understand?
What are similarities and differences between our own culture and that of Peru?
What topical questions will guide this unit and focus teaching/learning?
Can I ask for and give information while on a plane trip?
Can I give and understand travel advice?
Can I talk and write about a past trip?
Can I express wishes and hopes for future trips?
Can I identify and replace direct objects with direct object pronouns?
Can I ask and answer questions about how others and I are feeling?
Can I discuss various aspects of Peruvian culture that are similar and different from my
own?
Can I use prior knowledge about Spanish to help with a new concept in the target
language?
Can I anticipate and use my own background experiences to help me better understand a
travel brochure and a legend?
How do skimming and scanning for cognates and key words help me to better understand
a reading?
Can I identify the purpose of a reading?
How do graphic organizers help me to better understand an oral Telenovela?
How will creating a time-line improve and make easier the writing of a short story?
How will using transition words like luego, por fin, después, primero, antes improve my
short story?
What key knowledge and skills will students acquire as a result of this unit?
Knowledge of:
• Travel vocabulary
• Expressions used to react to good and bad experiences of others
• Modes of transport
• Spelling of –zar, -car, -gar verbs in preterite and subjunctive
• Spelling of –ger, -gir, -guir verbs in subjunctive
• Direct object pronouns
• Pronunciation of the letters “c” and “g”
• Travel tips
• Use of gustaría, pensar, querer and esperar with an infinitive
• Various aspects of Peruvian culture
90
Skills:
•
•
•
•
•
•
•
•
•
•
•
•
•
Give advice
Use direct object pronouns
Use infinitives
Place pronouns in statements using infinitives and commands
Talk about travel experiences
Use verbs with spelling changes in preterite and subjunctive
Converse with another student
Identify cognates
Skim and scan a travel brochure and a legend
Make predictions
Anticipate as a reading strategy
Use prior knowledge
Use graphic organizers
91
Understanding by Design
Stage 2: Acceptable Evidence of Understanding
What evidence will show that students understand?
Performance Tasks*:
A short story about travel experiences. Students will write a short story about travel
experiences which are either imaginary or real or a combination of the two.
*Complete a Performance Task Blueprint for each task (next page).
Other Evidence (quizzes, tests, prompts, observations, dialogues, work samples, etc.):
Formal:
• Selected homework exercises.
• Selected quizzes on vocabulary.
Informal:
• Selected homework assignments.
• Selected classroom activities (written and/or oral)
•
•
•
•
Student Self-Assessment:
Partner and small group practices in unit
Exit tickets
Self-Test, pages 29-30 of Independent Study Guide
Integración activities, pages 378-9
92
Performance Task Blueprint
Approximate Time Frame: 2 days
Task Title: ¡Ay, qué viaje!
What desired understandings/content standards will be assessed through this task?
ACTFL National Standards For Foreign Language Learning
1.1, 1.2, 1.3, 3.1
Maryland Voluntary State Standards (Emerging)
1.1a., b., d.; 1.2a., c.; 1.3 a., b., d.; 3.1a.; 3.2b.; 4.1c., d.; 5.2b.*
*Beginning
What criteria are implied in the standard(s) understanding(s)
regardless of the task specifics?
Students engage in conversations, provide and obtain information, express feelings and
emotions and exchange opinions. Students understand and interpret spoken language.
Students present information to an audience of listeners. Students reinforce and further their
knowledge of other disciplines through the foreign language.
Through what authentic performance task will students demonstrate understanding?
Prior to beginning the task, have students in small groups complete activity 36 on page 369 of
the text. Ask groups to volunteer what they came up with for the class. Provide students with
the following scenario and the rubric. The teacher wants to encourage creativity and asks the
class to write an interesting story in order to create a collection of short stories. Write a story
about a person who traveled to a Spanish-speaking country and met two others. All will talk
about good and bad travel experiences that they had, give advice to one another to not have
those things happen again and based on what’s been shared, express hopes and wishes for
future trips. As a pre-writing activity, have students create a concept map, starting with the
headings of Destinations, Characters, Transport, Experiences, Advice, Wishes. Next, have
them elaborate in lists under each heading. They will invent/include at least two characters
besides themselves. Each character will talk about both good and bad experiences that they
had on a trip to a Latino country, give advice on what the characters would do the next time
that they traveled to prevent the bad experiences, and express at least one hope or wish for the
future. Students should include authentic sites that they visited either in Peru or some other
Spanish-speaking country studied this or last year. A wide variety of vocabulary from this unit
will be required. If the strategy of “Somebody Wanted But So” is used for the reading of the
legend, students may also use this as a pre-writing of their stories. See pages 42-44 of
Reading Strategies and Skills Handbook. This activity may be done in small groups or
individually depending on student preference. There should be a seventy five to one hundred
word minimum. At least one illustration should accompany the short story and the final
version should be word-processed if at all possible. See a Peer Edit Form on page 365 and a
possible groupwork document on page 366 of Reading Strategies and Skills Handbook Photos
of various sites studied this year can be found by students at the www.go.hrw.com site in the
photo tours for each unit if students wish to copy these rather than draw on their own. You
may suggest to them that they visit a travel agency or go on-line in addition to using the
93
textbook as a resource for interesting destinations. If time, you may wish to have students
vote for “Best of Class” and have that group/student visit the Middle School or another class
to share their stories. Another option would be to compile the “Best Of” from each class in a
scrapbook that could be passed around in various classes.
What student products/performances will provide evidence of desired understandings?
Product:
Performance:
A short story on travel.
By what criteria will student products/performances be evaluated?
See the rubric after Stage 3.
94
Understanding by Design
Stage 3: Plan Learning Experiences and Instruction
What sequence of teaching and learning experiences will equip students to develop and
demonstrate the desired understanding?
I.
II.
Culture
A.
Ask students to skim and scan pages 342-345 prior to coming to class. Show the
Geovisión video and have students write notes about the various destinations
which they think are interesting and why. Discuss as a class student findings after
students have done a Think, Pair, Share of what they wrote.
B.
Briefly highlight the history of Peru, including information on the explorer
Pizarro and the Inca Empire prior to the reading of Inca legend.
C.
Discuss with students the various foods and export items, which are mentioned in
the Cultura sections of the Teacher’s Edition that are important/popular in Peru.
After discussing the fact that a popular dish, cuy, is guinea pig, have students
compare and contrast eating habits of people that they know. Encourage students
to use the expressions on page 361 as appropriate to react to students’ discussion
of “weird” foods.
Communication
A.
Travel Vocabulary
1.
Present the vocabulary dealing with air travel using the Vocabulary
Transparencies 8.1 and 8.2. With a partner, have students ask questions
dealing specifically with the air travel vocabulary.
2.
Have students complete the partner practice on pages 37-8 of the
Activities for Communication and remediate as needed.
3.
Bring to class a carry-on bag filled with items. Tell students that you are
going on a trip and want to have them guess what you have in the bag.
Have students guess until they name all objects. If they get stumped, start
giving clues until they can name the object. At the end, ask if they would
like or not like to take these items on a trip with them and why.
4.
Present the vocabulary for talking about a trip and typical destinations. In
groups, have students make categories for typical destinations with
vocabulary that would be appropriate for each specific destinations. This
should be done before doing the Geovisión note-taking activity in culture
activity I.A. above.
95
B.
5.
Select activities from page 363 under Comunicación for students to
complete in pairs or groups. The activity in the Teacher’s Edition will
help prepare students for the Performance Based Task.
6.
Have students create the foldable on page 374 of the Teacher’s Edition but
insist that they create definitions in Spanish to put on the outside rather
than using English translations. Have them do for all vocabulary in the
unit. Check informally and then have student volunteers read definitions
aloud to the class and have others volunteer answers. You may wish to
use the best definitions to play a review game such as Categorías at the
end of the unit or prior to a vocabulary quiz or to create a crossword for
students to do as practice.
7.
Do selected listening activities from the unit to practice vocabulary on
pages 350, 362, 366, and 375. As you go over answers in class, ask
students to justify their answers.
8.
Prior to watching the Telenovela, have students review with you orally
what happened in the previous episode(s) and have them make a
prediction about what will happen in this final episode. Make an
abbreviated list on the overhead or board for visual learners and to refer
back to after viewing. After watching the Telenovela, discuss the
predictions and have students generate a list of items that Nicolás and
Sofía need to take on their trips.
Talking About Past Travel Experiences and Giving Advice
1.
Have students do selected Comunicación activities on pages 355 and 357
of the textbook.
2.
Have students do selected activities from pages 114 to 115 of the
Cuaderno de vocabulario y gramática
3.
Have students do selected Comunicación activities on pages 355 and 357
of the textbook.
4.
Review the use of direct object pronouns. Pull the travel bag of items out
and have students answer the question, ¿Llevaste ___ en un viaje pasado?
Follow this up with ¿Por qué? Insist that students answer with complete
sentences and encourage the use of direct object pronouns. A variation or
extension would be to have pairs of students create similar questions, after
modeling a few for them, about typical activities done while
traveling.(¿Dormiste en un hotel? ¿Hablaste con un mesero? ¿Viajaste
en carro?) Allow students to use their own questions with partners.
96
III.
5.
Have students do the communicative activity on pages 37-38 of Activities
for Communication. As a follow up and/or for those who finish early, ask
students to create in writing a list of questions that they might ask Sofía
and Nicolás to check to see if they are ready to travel. Have students share
items on lists with the class.
6.
Review informal, negative commands with direct object pronouns and
present the spelling changes in subjunctive of –guir , -ger and –gir. Show
visuals of various travel destinations and sites and have students suggest
“don’ts” in writing on small white boards, if you have, or on chalkboard
appropriate to the travel destination or site.
7.
Have students complete Comunicación on page 365 of the Teacher’s
Edition in writing individually and then have them do the speaking in pairs
or small groups of three. Collect written work and remediate as needed.
8.
Select activities from pages 95-100 of Cuaderno de Actividades for
students to complete to prepare for the Performance Based Task.
Reading
A.
B.
“Ollantaytambo,” on pages 400-1 of the textbook.
1.
As a pre-reading activity for the Inca legend prepare an anticipation guide
such as Probable Passage from pages 18-20 of Reading Strategies and
Skills Handbook with the first four lines of the legend, leaving out key
words for students to fill in.
2.
Prior to reading individually have students provide characteristics of a
legend. Also, have students read the Después de leer questions and
predict what this legend will be about.
3.
Provide students with a copy of “Somebody Wanted But So” on page 45
and have them fill in as they do the reading.
4.
Have students find transitional words in the legend that they could
possibly use in their original short stories.
Travel Brochure on pages 372-3 of the textbook.
1.
Have students skim and scan the title and subtitles for cognates and main
ideas of the reading.
2.
Ask students, based on the format and pictures, what they think the
reading is.
97
3.
Have students complete Activities B and C on page 373 after completing
the reading.
4.
Discuss findings as a class and remediate as needed.
98
M.I.
Interpersonal
Intrapersonal
Verbal
Linguistic
I.A.,
II.A.5., B.4.
I.C.
II.A.2.,3.
II.B.3.
II.A.6.
PBT, II.A.6.
I. A., B.
II.A.7.
III.B.3.,4.
I.B.
II.A.3.
III.A.4.,
III.B.3.,4.
PBT
II.B.6.
Standard
Communication
Interpersonal*
Interpretive*
Presentational*
II.A.7.
II.B.4
Logical
Mathematical
Bodily
Kinesthetic
Visual
Spatial
Musical
Rhythmic
Naturalist
II.A.6.
II.A.1.
PBT
III.A.1., 3.
PBT
Cultures
Practices
Products
Perspectives
I.A.
I.A.
I.A.,C.
I.C.
I.A.
I.A.
Connections
Making
Connections
Acquiring
Information
Comparisons
II.B.1.
III.A.2.
I.A.,B.
II.B.1.
III.B.1.
Language
Culture
Communities
School and
Community
I.C.
(PBT)
Lifelong Learning
* II.A.5, 8. , II.B.2.,7. Indicates that teachers may choose from a variety of activities that may allow students to meet a variety of
standards via a variety of multiple intelligences.
99
¡Ay, qué viaje!
Capítulo 10 (U4)
Nos llamamos ____________
4
(Superior)
Contenido
Comprensión
Precisión
Todos los requisitos de
ilustración, número de
palabras, números de
personas, experiencias
del pasado, consejos y
deseos están. ¡Bravo!
Comprendo todo que
escribes por las palabras
que usas.
Casi no hay errores de
estructura.
La presentación es lógica
y efectiva.
Organización
Esfuerzo
Hacen más de lo
requerido. Muy creativo.
Totales
_______
3
(Bueno)
2
(Más o Menos)
1
(Incompleto)
Generalmente
completo. Te faltan
unos requisitos.
Incompleto. Te faltan
muchos requisitos.
Muy incompleto. Muy
poco de los requisitos
evidentes.
Comprendo mucho de
lo que escribes aun
con errores.
Hay muy pocos
errores de estructura.
En general la
presentación es lógica
y efectiva con unos
errores menores.
Hace lo que fue
requerido. Bastante
creativo.
Hay varios errores que me
confunden.
Hay muchos errores
que son confusos.
Hay varios errores de
estructura.
A veces la presentación no
es lógica y es confusa.
Hay muchos errores de
estructura.
No hay mucha
organización evidente.
Hace lo que fue requerido
pero no hay mucha
creatividad.
No muestra mucha
creatividad ni esfuerzo.
_______
_______
_______
Unos comentarios:
La nota: ___________________________
100
Understanding by Design
Unit 5 Cover Page
Unit Title: Capítulo 2 - En el vecindario
Grade Level(s): 9-12
Subject/Topic Area(s): Neighborhood, House, ser vs. estar, conocer vs. saber, Incas,
Indirect object pronouns, Careers
Key Words: Cuzco (Cusco), el vecino, los oficios, saber, conocer, ser, estar, dar, decir,
preterite, indirect objects and pronouns, la casa, los Incas, chores, prepositions, the house
Designed By: Patricia Powell
Time Frame: 19 days
School District: Wicomico
Unit Description (including curricular context and unit goals):
In this unit students will be introduced to Peruvian culture with a concentration on the Incan
city of Cuzco. Students will be able to enhance their descriptions of people by talking
about their careers, what they do in these jobs and where they do them. Students will learn
new location prepositions to better describe locations of objects and places. There will be a
more detailed description of what can be found in and around the house and the
neighborhood. New uses of ser, estar, conocer, saber, forms of dar and decir, and indirect
object pronouns will be introduced along with a re-introduction of the preterite of regular
–ar, -er and –ir verbs and ir and hacer. Students will be reading and creating classified
ads.
Materials and Resources:
Exprésate 2
Text and Teacher’s Edition Workbook
Teaching Transparencies
Video program/DVD Tutor
Cuaderno de Vocabulario y Gramática
Cuaderno de Actividades
Activities for Communication
Independent Study Guide
Video Guide
Lab Book
Audio CD
Assessment Program
TPR Storytelling Book
Grammar Tutor for Students of Spanish
Reading Strategies and Skills Handbook
Rubric for performance task
Pen and paper quizzes on selected vocabulary, structure and culture
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101
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Interactive Tutor CD
Puente: Customized Level 1 Review
www.hrw.com (teacher resource)
www.dailymotion.com (teacher resource)
www.myhrw.com (student online text)
www.go.hrw.com (student practice resources)
www.diariodelcusco.com (online newspaper for classified ads)
http://www.learner.org/resources/series185.html Routes to Culture (to view box drums
being played)
http://www.mes-english.com/flashcards/people.php (illustrations of occupations, rooms
in the house and furniture)
http://www.myhq.com/public/v/a/vanderwerken/#10684118354173601 (games to
review occupations)
Exprésate 1 Text, Unit 10, Geocultura
http://www.mundoanuncio.com/zona/como_65034.html (classified ads for houses)
Name Game for occupations and saber/conocer
http://www.uni.edu/becker/Spanish3.html#newspapers (source for newspapers online)
Inservice Guide – Muirhead, Pablo (See at the end of unit 1)
102
Understanding by Design
Stage 1: Desired Results
What content standards are addressed?
ACTFL National Standards For Foreign Language Learning
1.1, 1.2, 1.3, 2.2, 3.1, 3.2, 4.1, 4.2
Maryland Voluntary State Standards
1.1: a.– d., 1.2: a.-c., 1.3: b.-d., 2.1:a.- d., 2.2: b.-d. (emerging), 2.2: a. (developing), 3.1: a., b.
3.2: a., b.; 4.1: a. – d.; 4.2: a., b.
What enduring understandings are desired
(and what misunderstandings will be addressed)?
Students will be able to
• Talk about what people do for a living.
• Introduce people and respond to introductions.
• Describe a house.
• Say what needs to be done and complain about having to do it.
• Find both true and false cognates in a reading.
• Use saber and conocer to describe what people know.
• Use ser and estar in proper contexts.
• Speak and write in the past using the preterite tense of regular verbs and the irregular verbs
hacer and ir.
• Use indirect object pronouns in situations other than when describing likes and dislikes.
• Use indirect object pronouns even when the object is mentioned in the sentence.
• Recognize cognates and use them to aid in reading comprehension.
• Skim and scan short authentic reading selections.
• Use prior knowledge to aid in reading comprehension.
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What essential questions will guide this unit and focus teaching/learning?
How could knowledge of Spanish help when looking for a job?
How does one ask and tell about what people do for a living?
How does one describe a house in detail?
What are appropriate ways to introduce someone and respond to introductions?
When are indirect object pronouns necessary and useful?
How are opinions about what needs to be done expressed?
What are false cognates?
When is it appropriate to use saber as opposed to conocer and vice versa?
When is it appropriate to use ser as opposed to estar?
How are locations of objects described and directions given using prepositions?
103
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What topical questions will guide this unit and focus teaching/learning?
Can I ask and tell what people do for a living?
Can I describe Peruvian culture?
Can I describe traditional Peruvian musical instruments?
Can I introduce someone?
Can I respond politely when introduced?
Can I describe a house in detail?
Can I say what needs to be done?
Can I complain about having to do something?
Can I tell someone else to do something?
Can I tell you what I know?
Can I tell you where things are and what they are like?
Can I tell you about a job opportunity?
Can I write about a job opportunity?
What key knowledge and skills will students acquire as a result of this unit?
Knowledge of:
• Careers and occupations
• Locations in a town and neighborhood
• Introductions
• Rooms and furniture in the house
• Location prepositions
• Indirect objects and pronouns
• Dar and decir
• Saber vs. conocer
• Ser vs. Estar
• Preterite of regular verbs and ir and hacer
• Indirect commands
• Culture and customs of Peru and the Incas
Skills:
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•
•
•
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Use indirect object pronouns to describe what people do for a living
Distinguish the uses of saber and conocer
Distinguish the uses of ser and estar
Use preterite
Use infinitives to give indirect commands
Converse with another student
Describe a house in detail
Identify cognates
Skim and scan
Identify main ideas
Use prior knowledge
Write a classified ad
104
Understanding by Design
Stage 2: Acceptable Evidence of Understanding
What evidence will show that students understand?
Performance Tasks*:
Students will prepare a classified ad for an occupation of their choosing. In the ad they must
include skills needed for the job, requirements of the job, the location of the job and contact
information. Also included should be descriptions of the kind of person sought. They will
imagine that they have been hired part-time for the summer to write these ads for the local
Hoy newspaper that can be found in the Mexican restaurants in the area.
*Complete a Performance Task Blueprint for each task (next page).
Other Evidence (quizzes, tests, prompts, observations, dialogues, work samples, etc.):
Formal:
• Selected homework exercises
• Selected quizzes
• Chapter test
Informal:
• Selected homework assignments
• Selected classroom activities (written and/or oral)
•
•
•
•
•
•
•
Student Self-Assessment:
Partner and small group practices in unit
Written warm-ups in which students pose questions about previously learned material with
which they still have problems
Oral closure activities in which students summarize what was learned that day or ask
questions about something that confused them
Self-test on page 6 of the Independent Study Guide
Responses to topical questions
Repaso, capítulo 2 on pages 74-5 of the text
The Fold-n-Learn activity on page 75 of the Teacher’s Edition
105
Performance Task Blueprint
Task Title: Un anuncio clasificado
Approximate Time Frame: 2 days
What desired understandings/content standards will be assessed through this task?
ACTFL National Standards For Foreign Language Learning
1.2, 1.3, 2.2, 3.2, 5.1
Maryland Voluntary State Standards (Emerging)
1.2: a.-c., 1.3: d., 2.1: c., 2.2a., 3.1: a., 3.2: a., 4.1: c., e., 4.2: a., b., 5.2.b., c.
What criteria are implied in the standard(s) understanding(s)
regardless of the task specifics?
Students understand and interpret spoken and written language on a variety of topics.
Students present information, concepts and ideas to an audience of readers on a variety of
topics. Students demonstrate an understanding of the relationship between the products and
perspectives of the culture studied. Students acquire information and recognize the distinctive
viewpoints that are only available through the foreign language and its cultures.
Through what authentic performance task will students demonstrate understanding?
To prepare students for the performance task, students will be engaged in several practice
activities in which they describe, both orally and in writing, what is required in several
occupations. To understand what a typical, authentic ad contains, students will read classified
ads both from the text, on pages 70-71 and from Peruvian newspapers to be found on the
Internet (www.diariodelcusco.com) prior to creating their own classified ad that might appear
in one of the local newspapers such as Hoy. They should discover that all or most ads include
skills needed for the job, requirements of the job, the location of the job and contact
information, which will be the requirements for their ads. Also, students will note that some
of the employers require documents and other information that may not be required here in the
U.S. There will be a discussion of these differences and why the prerequisites differ between
cultures. Students will decide if it is appropriate to incorporate these differences or not. See
the note under Practices and Perspectives on page 71 of the Teacher’s Edition.
What student products/performances will provide evidence of desired understandings?
Product: A classified ad for a job
Performance:
By what criteria will student products/performances be evaluated?
See the rubric after Stage 3..
106
Understanding by Design
Stage 3: Plan Learning Experiences and Instruction
What sequence of teaching and learning experiences will equip students to develop and
demonstrate the desired understanding?
I.
Culture
A.
After students have scanned the information on pages 40-41 of the text, have them
share up to three interesting/different bits of information that they learned with a
partner and then share findings as a class. Highlight or include any other
information that you deem appropriate from the Notas culturales on pages 48, 53,
60 and 67 and the Geocultura of Chapter 10 in the Exprésate 1 text.
B.
Have students listen to Andean music such as El cóndor pasa which can be found
in the Audio CD program which accompanies the text. After looking at the
pictures of various musical instruments on pages 404-405 of the text, have
students read quickly to find the Spanish names of the various instruments
illustrated and as each is named, have students point to the appropriate
illustration. Next, play the song(s) again and have students identify in Spanish
which instruments they hear while listening to the song(s). In pairs, ask students
to indicate if they would like to learn to play any of those instruments and why or
why not.
C.
Introduce students to the cajón, which is a Peruvian box drum. (View excerpts
from “Routes to Culture” on the Annenberg video collection, which can be found
at http://www.learner.org/resources/series185.html, for an explanation of this
instrument.) You may wish to show the part of this lesson in which students are
taught to play this instrument and an explanation of the history of this instrument
is given. If students are interested, replicas of these cajones may be borrowed
from Wicomico High School and students may attempt to play them along with
other percussion instruments that your school band director may have.
D.
As available, show pictures of houses that can be found in the Spanish-speaking
world. You may wish to show them the classifieds on sites such as
http://www.mundoanuncio.com/zona/como_65034.html so that they can comment
and compare locations, appearances and furnishings of Latino and U.S. homes,
perhaps using a Venn Diagram.
E.
If you have access to a native or near-native speaker who is an employer of a local
business, have this person come to the class to speak about the benefits of
knowing Spanish and how it enhances their job opportunities. You may wish to
have the class generate specific questions to ask this speaker prior to the visit.
107
II.
Communication
A.
Jobs and introductions
1.
Have students generate a list of objects associated with each profession
listed on pages 46-7 as a class and keep this list on the board or overhead.
Assign that each student bring in one or more of the things that are
generated on the list. It can be an illustration of the thing or the real thing.
On the next day, call out professions orally and have students hold up the
objects and explain how this is used in the occupation in the target
language.(Note: You may wish to introduce criado/a and do this activity
after introducing the house vocabulary. You may also wish to do this after
discussing saber/conocer.) Example: el bombero – el camión de
bomberos (magazine picture or object held up) – El bombero sabe
conducir un camión de bomberos.
2.
Have students play the Name Game after introducing the uses of
SABER/CONOCER. See the end of the unit for a possible game to use.
3.
Prepare and play ¿Cuál es mi profesión? Prior to playing the game, have
them complete a matching of professionals and activities commonly
associated with the jobs. Assign to each student an occupation and have
him/her write three sentences about the profession assigned for homework,
including what the professional does, likes to do, should/has to do and/or
uses. Have student volunteers come to the front of the room one at time
and take a seat at the front of the class. Other students must ask up to ten
yes/no and/or informational questions until the professional is identified.
Students who are seated at the front may use what they have written as a
reference. If the class is unable to guess, the student will give clues until
the class is able to guess the profession. Encourage the class to use
various verbs from the unit. You may wish to do this after introducing dar
and decir and the indirect object pronouns so that students can incorporate
in their written sentences in the game.
4.
With the same assignments of professions done in the ¿Cuál es mi
profesión? game, have students introduce themselves to a partner. Next,
have students complete the Comunicación activity 5 on page 49 of the text
with the extended interpersonal activity described in the Teacher’s
Edition. Rather than receiving cards, students will use the professions of
their partners. During the presentations, students should be using the new
verbs to ask follow-up questions about each new person’s job. Model first
before having students do the party mixer and encourage students to use
the newly learned expressions for introductions each time that they meet a
new fictitious person. Variation: Have students pick a different
profession than they had in the previous activity.
108
B.
5.
Have students do activity 8, on page 51 of the text with the accompanying
Comunicación activity described in the Teacher’s Edition, which has them
report back findings to the class.
6.
Have students complete activity 12 on page 53 of the text orally as a class.
As an extension of this activity, have students create original sentences
with saber/conocer. You may wish to walk around and check for correct
uses of saber/conocer. These sentences can be true or false. (Collect
sentences, evaluate informally and remediate the class as needed if this is
easier.) Have students refine sentences and then use them to play a
challenge game…¡Pruébalo!. Divide the class into two teams. The first
team starts by having one person make a statement about what someone
on the team knows or knows how to do. The other team must decide
whether it is true or false. If they think it is false, they should ask the other
team to prove it (in the target language or with actions). If the first team
cannot prove it, the second wins a point. If they can, the first team wins a
point. Variation: Have a spokesperson from one team ask if anyone from
the other team knows….. If someone from the other team can answer and
prove it, they win a point. If they cannot, the first team proves someone
knows and wins the point. In this case, all statements would be true.
La casa y las quejas
1.
Put up illustrations of five or six rooms in the house (depending on how
many groups you will need to divide the class). If possible, try to find
illustrations of rooms in the Spanish-speaking world to make it more
culturally authentic. An idea would be to include at least one picture of a
labeled “room” from the ruins of Machu Picchu and/or a monastery in
Peru. Hand to each student as they walk into the room illustrations of
things that can be found in each of the rooms in the house. You may wish
to use illustrations found in the http://www.mes-english.com site. Have
students select the room where they want to place the objects and have
them go to the particular “room.” Have students in groups discuss where
they might place the various objects that each has in the rooms. Next,
have students pair up within the small groups. Have students complete
activity 22 on page 61 and then have selected students from the groups
report back what they found out about classmates’ houses. Have students
do the drawings in pairs and then share with members of the group before
each group shares findings with the class.
2.
Have students do Comunicación activity 31 on page 65 of the text with the
follow up suggested in the Teacher’s Edition on chores. Have students
include their opinions of doing these chores with the class to enable the
practice of expressions of complaint.
109
C.
III.
3.
Have students do the partner practice activity on pages 7-8 of Activities for
Communication for additional practice with giving and reacting to indirect
commands.
4.
Have students do Comunicación activity 35 on page 67 of the text in pairs
first and then as a class. Have students share in the target language any
similar events that they have experienced. Encourage the use of the
preterite.
Novela en video, pages 28-9 and pages 68-69
1.
As a pre-listening and previewing activity for the first episode, have
students go to page 28 of the text and ask students for the title of the
Novela en video for this year. Ask them what they think this word means,
telling them that this is a cognate. As a clue, tell them to look at picture 6
on page 29 of the text (It is what the girl is handing to the older man). Ask
students to describe the man (he is old). Tell them that el relicario is old
as well.
2.
Have students view the first episode, asking them to identify the
characters, their locations, their careers and their relationships to each
other. Discuss students’ findings after viewing and remediate as needed.
Ask students if they understand the request of the grandfather and if they
can explain it.
3.
View the second episode, asking students to identify any new characters,
their relationships and their locations. Also have students listen for the
grandfather’s request, to see if they understand it better in this second
episode and whether they can explain why he is not doing the task himself.
Discuss students’ ideas as a class and remediate as needed. Have students
complete the comprehension questions in the text and/or the view guides
that accompany each episode from the Lab Book. Have students create a
time-line of events and/or a character web that highlights the important
information in both episodes.
The time-line would include the
grandfather’s death in the center. The character web would have Victoria
in the center. Have students save the graphic in their notebooks so that
they can use later in the year when they view the next episode.
Reading - ¿En busca de empleo? , pages 70-71
A.
As a pre-reading activity, have students skim the readings to discover what they
are and which jobs are being described. Also ask students to create a list of as
many cognates as they can find in the readings. Review the lists that students
write as a class and write suggestions on the board/overhead. Explain to students
what false cognates are. Indicate which are the false cognates to students from
110
the list and see if they can determine from context what the true meanings of the
words are before consulting the glossary.
B.
Ask students what they think is usually required when someone goes in for a job
to tap their prior knowledge. As students read the classified ads, have them
determine the kinds of information of a classified ad for jobs that they see
requested. This will help them to prepare for the Performance Task. (See the
requirements for the Performance Task for the desired list of information.) Also
have them answer the comprehension questions on pages 72-3. Review as a class
to check comprehension and remediate as needed.
C.
Have students read classified ads from Latino newspapers that they find on the
Internet (http://www.uni.edu/becker/Spanish3.html#newspapers) or that you
supply and ask them to tell you what the different requirements are for the various
applicants. Discuss any differences that they see in the ads and discuss why
students think these differences exist.
111
Contenido
x 4 (for
maximum
total of 20)
Comprensión
Correcto x 2
(for max.
total of 8)
Organización
Esfuerzo x 2
(for max
total of 8)
Totales (de
categorías)
Performance Task Rubric (Written) – Capítulo 2 (U5) – Un anuncio clasificado
4
3
2
(Superior)
(Bueno)
(Más o Menos)
Tienes todos los requisitos
No tienes dos de los
Escribes bien un anuncio clasificado.
menos uno.
requisitos.
Incluyes:
Lo que necesitas para hacer el trabajo.
Los requisitos del trabajo.
La locación y la información de
contacto.
Por lo menos un mandato indirecto
Puedo entender todo que escribes.
Casi no hay errores de estructura
incluyendo las formas de los verbos,
cómo se escriben las palabras,
el orden de palabras y puntuación
La presentación del anuncio es efectiva,
bonita y lógica.
Escribes mucho y tienes más de lo
necesario. Es evidente mucho tiempo
con la tarea.
_______
1
(Incompleto)
Sólo tienes uno de los
requisitos..
Puedo entender mucho que
escribes pero unas palabras
son confusas.
Hay unos errores de
estructura pero son menores.
Puedo entender la mitad
(half) de lo que escribes.
Es muy difícil entender
mucho que escribes.
Tienes unos problemas con
la estructura. Favor de ver
el papel.
Tienes varios problemas con
la estructura. Favor de ver el
papel.
En general la presentación es
efectiva, bonita y lógica pero
el anunucio necesita unas
palabras esenciales más.
Tienes todos los requisitos.
La presentación es un poco
confuse en unas partes. Es
difícil determinar que es un
anuncio.
Tienes unos de los
requisitos.
La presentación no es lógica,
bonita ni efectiva.
_______
_______
Tienes muy poco de los
requisitos.
_______
Nombre: ________________________
Nota:
Unos comentarios:
____________________________________________________________________________________________
____ / ___
____________________________________________________________________________________________
___________________________________________________________________________________
112
Stage 3: Name Game
El partido de nombres ¿Qué saben y conocen nuestros compañeros?
Las instrucciones Tenemos que...
1. ... descubrir a cinco compañeros diferentes que dicen “sí” cuando hacemos las preguntas.
2. ... escribir el nombre de cada compañero en los blancos.
3. ... usar español, no inglés.
4. ... llenar los cuadros verticales, horizontales o diagonales con los nombres.
5. ... decirle a la profesora cuando tenemos los cuatro o cinco nombres.
Sabe el nombre de Sabe hacer las
Quiere ser
Habla con la mujer Conoce a un
páginas Web.
carpintero.
una ingeniera.
peluquero/a.
cartero.
________________ ________________ ________________ ________________ ________________
Sabe cocinar.
Tiene un
Tiene un vecino
comerciante en la
pésimo.
________________ familia.
________________
________________
Conoce a una
Sabe lo que hace un
criada.
trabajador social.
GRATIS
________________ ________________
Conoce a una
Quiere cuidar a los
enfermera.
enfermos.
________________ _______________
Sabe programar
Trabaja en el
una computadora.
vecindario los
________________ sábados.
________________
Quiere ser
Sabe conducir.
mecánico/a.
________________ _______________
Tiene un dentista
Visita un salón de
Habla con la
simpático.
belleza.
secretaria en la
________________ ________________ oficina.
________________
Sabe donde hay
Conoce a un
Quiere ser
Sabe diseñar las
unos camiones de
policía.
periodista.
casas.
bomberos.
________________ ________________
________________
Tiene un/a
profesora/a que
enseña bien.
________________
La extensión:
1. Si cumplen la actividad temprano, haz unas preguntas adicionales de dónde, quién, cómo,
cuándo, etc.
2. Escribe la información abajo.
113
M.I.
Intrapersonal
I.A.2.
II. A.2.- 4
B.2.-4
II.B.1
II.C.2.
II.B.4.
PBT
III.A., B.
II.C.1., 3.
III.A.
PBT
Standard
Communication
Interpersonal
Interpretive
Presentational
Cultures
Practices
Products
Verbal
Linguistic
Interpersonal
II.A.4.-6., B.1.
Logical
Mathematical
Bodily
Kinesthetic
Visual
Spatial
Musical
Rhythmic
I.C.
II.B.1.
I.C.
II.C.3.
II.C.3.
I.C.
I.C.
I.A.
I.A.
I.D.
I.A.
I.A.
III.C.
PBT
PBT
I.A.
I.B., C.
III.C.
I.D.
I.C.
III.B.
I.D.
Perspectives
Connections
Making
Connections
Acquiring
Information
Comparisons
Language
Culture
Communities
School and
Community
PBT
I.F.
I.D.
I.F.
Lifelong Learning
114
Naturalist
I.A.1., 3.
II.A. 2.
Understanding by Design
Unit 6 Cover Page
Unit Title: Capítulo 3 -Pueblos y Ciudades
Grade Level(s): 9 - 12
Subject/Topic Area(s): Formal commands, Past events, Passive voice, Santo Domingo,
Meringue music
Key Words: Names of stores, places around town, places in the city, ordinal numbers,
impersonal and passive se, preterite of –car, -gar, and –zar verbs, irregular verbs in the
preterite, formal commands, commands with object and reflexive pronouns, Santo
Domingo, bachata music, merengue
Designed By: Sharon Birch
Time Frame: 23 days
School District: Wicomico
Unit Description (including curricular context and unit goals):
Students will be able to ask for and give information, talk about where someone went and
what he or she did. Students will be able to ask for and give directions and ask for
clarification. Students will use the impersonal and the passive se. In the preterite, students
will use -car, -gar, and –zar verbs, and the irregular verbs andar, venir, tener, dar and ver.
Students will be able to use formal commands with pronouns. Students will be able to
locate Santo Domingo in la República Dominicana and recognize bachata and merengue
music. Students will focus on understanding ideas instead of isolated words when reading a
story. Students will practice summarizing from the reading.
Materials and Resources:
Exprésate 2
• Text and Teacher’s Edition Workbook
• Teaching Transparencies
• Video program/DVD Tutor
• Cuaderno de Vocabulario y Gramática
• Cuaderno de Actividades
• Activities for Communication
• Independent Study Guide
• Video Guide
• Lab Book
• Audio CD
• Assessment Program
• TPR Storytelling Book
• Grammar Tutor for Students of Spanish
• Reading Strategies and Skills Handbook
• Rubric for performance task
115
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Pen and paper quizzes on selected vocabulary, structure and culture
Interactive Tutor CD
www.hrw.com (teacher resource)
www.dailymotion.com (teacher resource)
www.myhrw.com (student online text)
www.go.hrw.com (student practice resources)
http://www.mes-english.com/flashcards/buildings.php (flashcard for vocabulary)
http://www.dailymotion.com/relevance/search/santo+domingo/video/xil8a_santodomin
go_travel (Santo Domingo 9 minute video in Spanish about the city)
http://video.google.com/videoplay?docid=7230936486067871872&q=Latin+music+videos&hl=en (short, 2:30, intro video of
Santo Domingo and the Dominican Republic)
http://www.dr-tourist.tv/ (slide shows and photos of the Dominican Republic)
http://www.dailymotion.com/relevance/search/dominican+republic/video/x2mo6u_15dias-en-samana_travel (private travel video from July 2007, well done, in Spanish)
http://www.iasorecords.com/bachata-dance.cfm (video with spanish directions for
dancing the bachata)
http://www.iasorecords.com/bachata-overview.cfm (overview of the bachata)
http://www.guavaberry.net/idiomas/english/jlg_en_bio.htm (website for Juan Luis
Guerra)
http://www.dailymotion.com/relevance/search/bachata/video/xbmle_bachatadominicana-santo-domingo (bachata dancing, easy to follow)
www.dailymotion.com (use key words such as bachata, Juan Luis Guerra)
http://www.answers.com/topic/music-of-the-dominican-republic (explanation and
history of the music of the Dominican Republic with many useful links)
http://www.dailymotion.com/relevance/search/dominican+republic/video/x2b70z_elsueno-de-macoris-trailer_shortfilms (the dream of a young Dominican to play baseball,
in Spanish with English subtitles)
http://dir.yahoo.com/Regional/Countries/Dominican_Republic/Recreation_and_Sports/
Baseball/Players/
http://www.dr-tourist.tv/pages/videopages/baseball.html (clip of Dominican baseball
playoff game)
http://usinfo.state.gov/scv/Archive/2005/Aug/26-316040.html (Latino All Star Baseball
list)
http://www.lexdon.com/article/Dominican_Born_Major_League_Baseball/15723.html
(article on prominent Dominican baseball players in 2005)
http://www.ppionline.org/ppi_ci.cfm?knlgAreaID=108&subsecID=900003&contentID
=253421 (article on 1 of every 9 major league players is from the Dominican)
www.mapquest.com
www.aesopfables.com
index cards
colored pencils, markers
dice
map of school
Inservice Guide – Muirhead, Pablo (See end of Unit 1.)
116
Understanding by Design
Stage 1: Desired Results
What content standards are addressed?
ACTFL National Standards For Foreign Language Learning
1.1, 1.2, 1.3, 2.2, 3.2, 4.2
Maryland Voluntary State Standards (Emerging)
1.1: a, b, c, d, 1.2: a, b, 1.3: a, b, c, 2.2: b, c, d, 3.1: a, 3.2: a, 4.1: a, d, 4.2: a, 5.2: a
What enduring understandings are desired
(and what misunderstandings will be addressed)?
Students will be able to:
• Ask for and give information and ask for clarification
• Talk about where someone went and what he or she did
• Identify stores and places around town and city
• Use the impersonal se
• Use the preterite of –car, -gar, and –zar verbs and specified irregular verbs
• Use formal commands
• Use commands with pronouns
• Practice identifying main ideas and summarizing
• Identify and describe some cultural aspects of La República Dominicana
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What essential questions will guide this unit and focus teaching/learning?
How does one ask for and give directions?
How does one respond to information given?
What is the impersonal se?
What is a formal command? How is it different from an informal command?
How do pronouns function with commands?
How is the irregular preterite different from the regular preterite?
How is the main idea identified?
How is the main idea summarized?
What are some cultural elements of La República Dominicana, especially the music?
What are some typical stores and places in Spanish-speaking towns and cities?
117
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What topical questions will guide this unit and focus teaching/learning?
Can I ask for information?
Can I respond to someone’s request for information?
Can I ask where someone went and what he/she did and respond about myself?
Can I ask for directions?
Can I give directions?
Can I ask for clarification?
Can I use the impersonal se?
Can I recognize and use the irregular preterite?
Can I give and follow a formal command?
Can I use object pronouns with commands?
Can I identify and summarize the main idea in a reading selection?
Can I identify and describe some cultural aspects of La República Dominicana?
What key knowledge and skills will students acquire as a result of this unit?
Knowledge of:
• Vocabulary for asking and giving directions
• Vocabulary for stores and places around towns and cities
• Formal commands
• Irregular preterite
• Object pronouns with commands
• Dominican music
• Various aspects of Dominican culture
Skills:
•
•
•
•
•
•
•
•
•
Ask for directions
Give directions
Clarify directions
Give a formal command
Use object pronouns with commands
Use the irregular preterite
Use the impersonal se
Identify the main idea
Summarize the main idea
118
Understanding by Design
Stage 2: Acceptable Evidence of Understanding
What evidence will show that students understand?
Performance Tasks*:
Given a map of the school, students will follow a set of written directions, provided by the
teacher, to arrive at a designated site. With a partner, students will then write their own
directions to a site, in the school, chosen by them. Students will follow the directions of other
pairs. The use of directional vocabulary and commands will be required.
*Complete a Performance Task Blueprint for each task (next page).
Other Evidence (quizzes, tests, prompts, observations, dialogues, work samples, etc.):
Formal:
• Selected homework exercises
• Selected quizzes on vocabulary
• Chapter test
Informal:
• Selected homework exercises
• Selected classroom activities (written and/or oral)
• Following directions to a designated site
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Student Self-Assessment:
Partner and small group practices in this unit
Exit tickets
Self-Test , p. 9 of Independent Study Guide
119
Performance Task Blueprint
Task Title: Following Directions
Approximate Time Frame: 3 Days
What desired understandings/content standards will be assessed through this task?
ACTFL National Standards For Foreign Language Learning
1.1, 1.2, 3.1, 5.1, 5.2
Maryland Voluntary State Standards (Emerging)
1.2 a, b; 1.3 d; 3.1 a
What criteria are implied in the standard(s) understanding(s)
regardless of the task specifics?
Students engage in conversations and provide and obtain information. Students understand
interpret written and spoken language on a variety of topics. Students reinforce and further
their knowledge of other disciplines through the foreign language. Students use the language
both within and beyond the school setting. Students show evidence of becoming life-long
learners by using the language for personal enjoyment and enrichment.
Through what authentic performance task will students demonstrate understanding?
Prior to the performance task, students will have had ample practice following directions. The
last step before the task is to provide the students with a map of the school. Give the students
a set of 10 – 15 directions to follow that will take them to a site within the school. Once they
have determined the location that you selected, in pairs, have them practice creating their own
directions. The next day, give the students the map of the school, but replace designated areas
with place names from Santo Domingo. In pairs, the students will choose one of the sites and
write a set of 10 – 15 directions. Where the directions will lead should be written on a
separate paper. Also provide the students with a rubric. Collect the papers and check them for
accuracy and assign a formal grade. A day or two later, give each pair of students the
directions created by another pair, and have them physically follow the directions. Once the
students arrive at the site, a teacher, aide, custodian, etc. should be there to sign off that the
students did arrive and were speaking Spanish. When the students return to the classroom, the
teacher may choose to have the students respond to several prompts: Were there problems
with the directions? Explain briefly, in Spanish, what you did to arrive at the correct site
(must be in the preterite). Explain what you enjoyed or disliked about the task. This response
may be informally assessed.
What student products/performances will provide evidence of desired understandings?
Product: a set of directions to a site in the
school
Performance:
By what criteria will student products/performances be evaluated?
See the rubric after Stage 3.
120
Understanding by Design
Stage 3: Plan Learning Experiences and Instruction
What sequence of teaching and learning experiences will equip students to develop and
demonstrate the desired understanding?
I.
Culture
A.
As a preview exercise, ask students what prior knowledge they may have of Santo
Domingo in the Dominican Republic. Determine what they may know about
Dominican dances, baseball players, vacation resorts, etc. and list their responses.
Show
the
short
videoclip,
http://video.google.com/videoplay?docid=7230936486067871872&q=Latin+music+videos&hl=en.
Have
students
comment on what the video shows with the things that they listed prior to
viewing. Ask if anything in the video surprised them. Possible responses may be
how modern the city appears, the wide variety of ethnicities, the sports, etc.
B.
Have the students scan the material about Santo Domingo in the GeoCultura
section on pages 80 – 83. Discuss the items that interest them and then provide
them with additional background information from the teacher text.
C.
Since the explosion of reggaeton music and the proliferation of Latino music in
general, many students will be familiar with Dominican music. It would be
advantageous to build upon this natural interest.
D.
Use the website: http://www.answers.com/topic/music-of-the-dominican-republic,
share and identify the different types of Dominican music: particularly merengue
and bachata, but also reggaeton and Dominican rock. Sound clips and full videos
are readily available from www.dailymotion.com , www.bachataradio.com , and
www.iasorecords.com/bachata.cfm . Be very careful with the reggaeton music,
as much of it is laden with profanity, both in English and Spanish.
E.
Provide students with some lyrics or have students fill in missing words to lyrics
as they listen.
F.
Teach the students how to dance the bachata, using the web directions and video
on http://www.iasorecords.com/bachata-dance.cfm (video with Spanish directions
for dancing the bachata) or http://www.iasorecords.com/bachata-overview.cfm
(overview of the bachata).
G.
To expand on the geography, economy, political problems as well as Dominican
music, expose students to the music of Juan Luis Guerra
(http://www.guavaberry.net/idiomas/english/jlg_en_bio.htm ). A good selection
would be Ojalá que llueva café en el campo.
121
G.
II.
To expand upon the community link in the teacher notes on page 81, share
interesting facts about Dominican baseball. First, list Dominican baseball players
that students may know playing in the United States. There are more Dominican
baseball players in the major leagues than from any other country. At this
writing, there were Dominican players on every single major league team in the
United States (Source, PBS documentary The New Americans). Twenty-seven
major league clubs have established baseball academies in the Dominican
Republic and nearly 400 players have been signed in recent years (Source, The
Boston Globe)
One of every nine players in the major leagues comes from the Dominican
Republic (Source:
http://www.ppionline.org/ppi_ci.cfm?knlgAreaID=108&subsecID=900003&cont
entID=253421). Use the following link for more useful information:
http://dir.yahoo.com/Regional/Countries/Dominican_Republic/Recreation_and_S
ports/Baseball/Players/ To watch a clip of a Dominican baseball playoff game,
use: http://www.drtourist.tv/pages/videopages/baseball.html
Communication
A.
Mi pueblo, impersonal se, preterite of –car, -gar, -zar verbs, conocer and irregular
andar, tener, venir, dar and ver
B.
After introducing the vocabulary for places in mi pueblo, label different areas of
the room as different places in mi pueblo. Send students to do various errands:
Compra el pan. Compra un boleto. Students should go to the correct area of the
classroom. Or, send students to el panadería and have them mime what they
would do there.
C.
Have students choose 9 of the vocabulary words from mi pueblo. Have them
divide a transparency or a piece of paper into 9 squares and draw an illustration
for each word. Put students in pairs. Have one student identify in Spanish each
of his/her 9 illustrations. Using that students’ illustrations, play ¡Toca!. Teacher
calls a word from the master list for mi pueblo. If the illustration is on the
students’ paper, one student of the pair tries to touch the picture before the other.
Students should keep both hands behind their back or on their head. Students
keep track of points earned. After a minute or two, have the other student identify
in Spanish each of his/her illustrations, and repeat the activity.
D.
Provide students with index cards with 3 vocabulary words on each card. Place
the students in groups of 3-4 and give each student a different card. The student
must describe, in Spanish, the first word on his/her card. For example, if the first
word is la peluquería, the student could say, donde se corta el pelo. The other
students would then try to be the first to say la peluquería. The next student
would then do the same for his/her first word. Continue until all words are
finished.
122
E.
Have students complete activity 13 on page 93 in the textbook. They will form 5
sentences from the three columns of suggestions that will use the preterite.
F.
Have students e-mail you at your board address and say what they did at school or
after school that day. It can be as simple as one sentence: Tuve que trababjar or
bailé anoche, or they could be encouraged to write 3-4 sentences. You might
respond to each one, not correcting the e-mail, but repeating the sentence
correctly as if you also had done that.
G.
Once the students have become familiar with the irregular preterite and the –car, gar, -zar verbs in the chapter, give each student an index card with one of those
infinitives. Form an inner and outer circle. Teacher will call out a subject
pronoun, and the inner circle student will look at the card of the outer circle
student and respond in the correct form of the preterite. Teacher will call another
subject and students will repeat activity. Teacher may call several subjects, or
call inner or outer students, as many times as desired before having only one of
the circles rotate. After sufficient practice, ask students to create a question with
the verb on the card to ask the partner across from them. The partner will try to
answer the question in a creative manner. Circles can rotate as they did in the
practice format.
H.
After students are comfortable with the vocabulary and the preterite in this section
of the chapter, have students do Communicative Activity 1A/B on pages 9 and 10
of Activities for Communication. Students will work in pairs to complete guided
responses for where they went and what they did the day before.
I.
Have students complete exercises 5 and 6 on page 23 in the Cuaderno de
actividades. Students will describe a trip to a new place, when they went, what
they did, what was interesting, what they bought, etc.
J.
Have students work in groups of four to create original stories in the preterite.
One student should begin with a time descriptor such as El verano pasado,
Pablo…. Each student would then add a sentence. When the story is completed,
students could illustrate the story using a paper divided into four squares, or
putting one illustration on separate papers. They should NOT write the story on
the picture. Using the pictures, they can retell the story to another group or to the
class. The next day you could also pass out the pictures to another group and they
would have to write the story.
K.
Give pairs of students a large piece of paper. They will create an imaginary town
with at least eight places. They should practice using the passive/impersonal se.
For example, if they include a shoe store, they could say Aquí se venden zapatos.
They could present their towns and sentences to the class, or towns could be
exchanged between pairs. The class could also vote on the town in which they
would most like to live.
123
L.
Have students complete the guided practice labeled En el pueblo y en la ciudad
(found after Statge 3). List all answers for each vocabulary word. Give students
5 minutes to group all the places into common categories that they create.
Lugares con comida: supermercado, pescadería, quiosco Lugares con pescado:
un acuario, una pescadería, un puerto
M.
Play the game ¿Cuántas palabras? Think of a word that is related to the
vocabulary of this chapter. Divide the class in small groups and give them 3
minutes to write as many words as possible that are related to that word. For
example, give them la carnicería. They might write comida para almuerzo,
comida para desayuno, comida para cena, comida para perros, el color rojo,
donde hay muchos cuchillos, etc. At the end of 3 minutes, have a group read their
list of words and have it justify how the word fits into the original word given.
You may let the class decide if the justification is enough. Award points to the
group with the most words, or award points for words that no other group has.
N.
Have students create a map on www.mapquest.com . (If that is not possible,
create the maps for the students.) Students should enter a specific address for a
familiar place in Salisbury that is relatively close to your school. Have students
practice orally giving directions saying how to get to that place from their school.
O.
Once students have become familiar with the –car, -gar, -zar and irregular
preterite verbs, have them play magic number roll ‘n’ rock. Group students in
threes or fours and give each group a blank piece of paper and one die. Each
group needs a pencil. On the board or overhead, write a list of those verbs. Give
the class a “magic” number from uno a seis. One student will pick up the die and
begin to roll. He or she must continue rolling until the magic number is rolled.
Once the number has been rolled, he or she should grab the paper and pencil and
write the preterite conjugations for the first verb listed. As the student is writing,
the next student picks up the die and begins rolling until getting the magic
number. The process is repeated until all the verbs are done. One student is
always writing and one student is always rolling. The winning team is the first
team done. You could randomly change the magic number in the middle of the
activity. Next, each person in the group should select a different form of 3
different verbs. Working alone, students write 3 questions using those verb
forms. Then they must ask the questions to 3 students and comment on the
answers. Example: Empiezas la tarea a las seis? Sí, empiezo la tarea a las seis.
Yo la empiezo a las seis y media.
P.
Have students complete exercise 16 on page 33 in the Cuaderno de vocabulario y
gramática. They will look at a map and write the directions for arriving at the
designated places. There will be many different ways to arrive at the places.
There is a similar activity on page 25 of the Cuaderno de actividades with a
different map. You could also have students create new questions, such as
¿Dónde está el fuente? They could ask a partner for the directions. There is also a
communicative activity for partner work on pages 11 and 12 in the Activities for
124
Communication.
III.
Q.
Write step by step directions for creating an object using formal commands for
making or doing something. Students will read the directions and determine what
the product is from the directions. Then have students work in pairs to write the
commands to create or complete a simple product or task. Directions could be
how to cook a grilled cheese sandwich, cut the grass, or wash your face.
Extending the activity, have the pairs of students read and act out their directions
or have pairs exchange directions to read and act out.
R.
Project the the TPR storyboard pictures on page 14 in the TPR Storytelling Book.
As a class, brainstorm all possible vocabulary that may be used in telling the
story. Next, list all possible commands that may be used. Tell the story on page
15, using TPR. (See the TPR section of the Strategies For Teaching World
Languages in this curriculum guide). Place students in pairs and have them retell
the story. Combine two groups of pairs and have them tell the story, alternating
the story blocks. Ask for volunteers to tell the story as they act it out. Once the
students are familiar with the story, they may also write the story.
S.
As a warm-up, list several short, step by step directions that take the student to
well known places in Salisbury. Have the students guess where they have arrived.
Working with a partner, have students practice writing short, step by step
directions to other places. Then exchange the student directions with other
directions created by the students.
T.
Play a version of Simón dice and give the students directions such as Siga derecho
dos pasos, doble a la derecha. Students could also be placed in small groups and
practice given directions to each other.
U.
Have students complete exercise 30 on page 105 ¿A dónde van?, following the
directions for finding places in Santo Domingo with the map provided.
V.
Remind students to stretch their knowledge beyond the classroom by using the
portfolio for use of Spanish Outside Classroom sheet. Students should sign and
date where appropriate in this chapter and all subsequent chapters.
Reading
A.
As a pre-reading strategy, ask students what a “summary” is. From the website
www.aesopfables.com, choose a brief, familiar children’s story to read to the
class in English. Ask the class to summarize the story in English. Practice again
if necessary.
B.
Have students read a small portion of the story El ratón del pueblo y el ratón de la
ciudad on pages 110 – 111 without looking up any words. Have them reread the
125
same passage and ask what they understand. Ask if they can summarize the
portion that they have read. Ask the students if the story looks or sounds
familiar.Some students may know the story of the country mouse and the city
mouse in English.
C.
Have students read the story to the end without stopping. Ask if they can make
general summaries about the life or personality of the country mouse and the city
mouse. Discuss vocabulary that may be interfering with summary problems.
D.
Have students read the story again. Put students in groups of three or four and
have them summarize the story orally. Share volunteer summaries with the class.
Have the groups summarize the story in writing.
E.
Have students write a new ending or final paragraph for the story.
F.
Have students think about what they have learned about the city of Santo
Domingo. Ask how the city life of Santo Domingo may be different from the
rural or country life in La República Dominicana. This might be a good time to
reintroduce, or introduce for the first time, the music of Juan Luis Guerra. Ojalá
que llueva café en el campo would be a good example of the difficulties
encountered in rural life in La República Dominicana. Provide students with the
lyrics and discuss the food vocabulary used in the vernacular of Dominican
Spanish. El Costo de la Vida is also a good song with video that illustrates the
problems and difficulties in the country.
126
Nombre: ______________
Capítulo 3 (U6) En el pueblo y en la ciudad
I.
Lee los lugares y escribe un nombre para cada lugar.
Ejemplo: un hotel
Sheraton
_____ 1. un hospital ________________________________________
_____ 2. un acuario ________________________________________
_____ 3. un catedral _______________________________________
_____ 4. un supermercado____________________________________
_____ 5. una sala de emergencias_______________________________
_____ 6. un puerto ________________________________________
_____ 7. un banco _________________________________________
_____ 8. una mueblería ______________________________________
_____ 9. una pescadería _____________________________________
_____ 10. un centro recreativo ________________________________
_____ 11. una floristería _____________________________________
_____ 12. una fábrica _______________________________________
_____ 13. una embajada _____________________________________
_____ 14. un quiosco _______________________________________
_____ 15. un estacionamiento _________________________________
127
II.
1.
2.
3.
4.
5.
6.
7.
8.
9.
Ahora, escribe el número de cada lugar abajo en el espacio correcto
en la primera página.
Perdue
10. Norfolk
Kitty’s Flowers
11. M and T Bank
Johns Hopkins
12. FasPark
Spanish Embassy
13. Riverside Seafood
Notre Dame
14. Food Lion
Shorebird’s Stadium
15. Immediate Care
Boston Aquarium
de periódicos y revistas
Furnitureland
128
Capítulo 3 (U6)
4
(Superior)
3
(Bueno)
2
(Más o Menos)
Contenido
x 5 (for
maximum
total of 20)
Escriben 10-15 pasos (steps) de las
instrucciones para llegar a un sitio
específico en la escuela. Usas los
mandatos formales en todos las pasos.
Escriben 10-15 pasos de las
instrucciones pero sólo usas
un mínimo de 9 mandatos en
los pasos.
Escriben 7-9 pasos pero
sólo usas un mínimo de seis
mandatos en los pasos.
Escriben 3-6 pasos pero sólo
usas un mínimo de tres
mandates en los pasos.
Comprensión
Puedo entender todo que escriben. El
escogido (choice) de vocabulario es
excelente y casi siempre apropiado.
Puedo entender mucho que
escriben. El escogido
(choice) de vocabulario es
bueno pero hay unos errores
menores.
Puedo entender menos de
la mitad (half) de lo que
escriben. Hay varios
errores en el escogido
(choice) de vocabulario.
No puedo entender mucho de
lo que escriben. Hay muchos
errores en el escogido
(choice) de vocabulario.
Correcto x 2
(for a
maximum
total of 8)
La estructura (cómo se escribe, la
puntuación y el orden de palabras) es
todo correcto.
Sólo hay los errores menores
en la estructura.
Hay varios errores menores
y / o unos errors serios en
la estructura.
Hay muchos errores menores
y serios en la estructura.
Precisión
Es fácil llegar al destino porque los
mandatos son lógicos.
Por lo menos 9 de los pasos
para llegar al destino son
lógicos.
Por lo menos 6 de los pasos
son lógicos.
Por lo menos 3 de los pasos
son lógicos.
Esfuerzo
Haces más que lo necesario.
Haces todo lo necesario.
Haces parte de lo necesario.
Haces un poco de lo
necesario.
Totales (de
categorías)
_______
_______
El comentario:
1
(Incompleto)
_______
_______
La nota:
______/ 36
129
M.I.
Interpersonal
Intrapersonal
Verbal
Linguistic
PBT, I.A.
I.A.
PBT, I.A.
PBT, II.A.3.,
7., 8.
PBT
PBT, I.C.,
D., II.B.2, 4.,
II.C.3., 4.
PBT, II.B.3.,
5.
PBT
PBT, II.A.4.,
5., II.B.7.,
II.C.5.
I.A., II.C.6.
I.B.
I.A., D.
I.B.
II.C.6.
I.B.
I.C.
PBT, II.C.1.
PBT, I.B., D.
II.C.1.
I.B.
I.B., I.C.
I.B.
I.C.
Standard
Communication
Interpersonal
Interpretive
Presentational
Logical
Mathematical
Bodily
Kinesthetic
Visual
Spatial
Musical
Rhythmic
Naturalist
PBT
PBT, I.A.
I.A.
PBT
II.A.9., 10.,
II.B.3., B.8.
I.C.,
II.A.1., 9.
II.B.4., 9.
PBT, I.C.,
II.A.2.,
II.B.3., B.5.
I.C., II.C.6.
PBT, II.A.9.,
B.8.
II.B.6.
PBT,
II.A.6., 10.,
II. B.6., 7.,
9.
II.A.10.
I.C.
II.B.1., 2., 6.
I.C.
I.A., D.
Cultures
Practices
Products
Perspectives
Connections
Making
Connections
Acquiring
Information
Comparisons
PBT
II.C.2.
II.C.2.
II.C.6.
Language
Culture
Communities
School and
Community
Lifelong
Learning
II.C.2.
PBT
I.C.
PBT
I.C.
130
Understanding by Design
Unit 7 Cover Page
Unit Title: Capítulo 4 - ¡Mantente en forma!
Grade Level(s): 9-12
Subject/Topic Area(s): Health, Preterite, Past participles, Sports, Hispanic influence in
Miami
Key Words: Parts of the body, injuries, illnesses, treatments and advice, irregular preterite,
past participle, ponerse, decir, ser, estar, stem-changing – ir verbs, caerse, Calle Ocho, Jaialai, Spanish in medical fields, Miami, making inferences, reflexive verbs, sports, Hispanic
sports legends.
Designed By: Lara Whitehead
Time Frame: 21 days
School District: Wicomico
Unit Description (including curricular context and unit goals):
In this unit, students will be able to talk about how something turned out and react to
sporting events and school competitions using the preterite tense and irregular preterite
verbs ponerse and decir. Students will also be able to talk about getting hurt using parts of
the body, past participles used as adjectives, caerse and other verbs related to injury.
Students will be able to ask for and give simple medical advice. Additionally, students will
be able to distinguish between the uses of ser and estar to talk about events in the past.
Students will use prior knowledge and make inferences to better analyze/understand a short
reading on Hispanic sports legends. Students will use an anticipation-reaction guide to
make predictions, use prior knowledge and make generalizations and inferences. During
reading, students will create a timeline to see connections between/among ideas and
organize information sequentially. From a cultural perspective, students will be able to
generate some examples of the influence Hispanics have had and continue to have on the
Miami community and how they are able to preserve their culture and enrich American
culture.
Materials and Resources:
Exprésate 2
• Text and Teacher’s Edition Workbook
• Teaching Transparencies
• Video Program/DVD Tutor
• Cuaderno de Vocabulario y Gramática
• Cuaderno de Actividades
• Activities for Communication
• Independent Study Guide
• Video Guide
• Lab Book
131
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Audio CD
Interactive Tutor CD
Assessment Program
Grammar Tutor for Students of Spanish
Reading Strategies and Skills Handbook
Listening guide for performance task
Pen and paper quizzes on selected vocabulary, structure and culture
www.go.hrw.com (student practice resources)
www.myhrw.com (student online text)
www.carnavalmiami.com/home.html (information regarding Miami’s Calle 8 Festival)
Differentiated Instruction – A Guide for Foreign Language Teachers, Blaz, Deborah
Inservice Guide – Muirhead, Pablo
Teacher-generated sentence strips
Blank transparencies and overhead markers
Rubric for performance task
KWL chart
Tic-tac-toe choice board
Venn diagram
Comparison and contrast web
Lotería Humana
Batalla de los barcos
Six Frame Story
Hear/Say
Anticipation/Reaction Guide
132
Understanding by Design
Stage 1: Desired Results
What content standards are addressed?
ACTFL National Standards for Foreign Language Learning
1.1, 1.2, 1.3, 2.1, 2.2, 3.1, 3.2, 4.1, 4.2, 5.1, 5.2
Maryland Voluntary State Standards (Emerging)
1.1.a, 1.1.b, 1.1c, 1.2a, 1.2b, 1.2c, 1.3a, 1.3b, 2.1c, 2.1d, 2.2b*, 2.2c*, 3.1a, 3.2a, 3,2b, 4.1a,
4.2a, 4.2b*, 5.1a, 5.2a
*Beginning
What enduring understandings are desired
(and what misunderstandings will be addressed)?
Students will be able to
• Ask how something turned out.
• React to events and competitions.
• Identify common error “éxito” as a false cognate.
• Talk about getting hurt.
• Ask for and give advice.
• Identify parts of the body.
• Distinguish between the uses of ser and estar in the preterite tense.
• Use verbs with reflexive pronouns and direct objects to talk about someone doing
something to himself or herself.
• Identify the primary difference between Spanish and English concerning reflexive actions.
• Use an anticipation reaction guide, to make predictions, use prior knowledge, make
generalizations and inferences.
• Create a timeline based on a reading selection to see connections between/among ideas
• Discuss why Hispanics have had, and continue to have, such an influence in Miami and
how this enhances American culture.
•
•
•
•
•
•
•
•
•
•
What essential questions will guide this unit and focus teaching/learning?
How does one ask how something turned out?
What are appropriate ways to react to performance in sporting events and competitions?
How does one describe injuries?
How is an anticipation-reaction guide used to make predictions and inferences?
How is a timeline used to compare and contrast events?
In what situations are ser/estar used in the preterite?
What contributions have Latinos made and continue to make to the city of Miami? How
has this contribution enhanced American culture?
What is a past participle?
How is the past participle used to talk about an injury?
How is the Spanish language different from English concerning reflexive actions when
talking about body parts or getting hurt?
133
•
•
•
•
•
•
•
•
•
•
•
What topical questions will guide this unit and focus teaching/learning?
Can I ask how something turned out?
Can I tell how something turned out?
Can I appropriately react to the results of sporting events and competitions?
Can I create a timeline during reading to enhance my comprehension of the text?
Can I talk about getting hurt?
Can I ask for advice?
Can I give advice?
Can I choose between ser/estar in the appropriate situation in the past tense?
Can I identify the main difference between Spanish and English usage concerning
reflexive actions?
Can I identify some contributions Hispanics have made and continue to make to Miami?
Can I identify some ways in which Hispanic contributions to the city of Miami enhance
American culture?
What key knowledge and skills will students acquire as a result of this unit?
Knowledge of:
• Past participles as adjectives
• Sporting events and competitions
• Irregular preterits ser, estar, ponerse, decir and caer
• Preterite of stem-changing –ir verbs
• Body parts and injuries
• Famous Hispanic sports legends
• Hispanic cultural contributions to the city of Miami
• Verbs with reflexive pronouns and direct objects
Skills:
•
•
•
•
•
•
Ask for and give simple medical advice
Create a timeline as a graphic organizer
Converse with another student
Use context clues to get the meaning
Make inferences
Use an anticipation-reaction guide to make predictions
134
Understanding by Design
Stage 2: Acceptable Evidence of Understanding
What evidence will show that students understand?
Performance Tasks*:
Students will role-play in groups of two, where one student plays the part of a doctor/health
professional and the other, a patient (e.g., an athlete who was injured during competition).
Students will have the opportunity to practice four different scenarios with a partner. On
presentation day, students will be given one of the four scenarios at random and five minutes
to prepare their role-play. They will not know what partner they are working with until the
five minute preparation time. This should be a spontaneous dialogue. Students may not read
off of a paper or memorize a script. Each scenario will be similar to the generic one below.
Patient
Doctor
I. The patient will enter the Doctor’s office
and describe how an accident /injury occurred.
The patient will describe the nature of his/her
injuries and ask the doctor for advice.
III. The patient will answer a follow-up call
from the doctor regarding his/her condition
after the doctor visit and tell the doctor how
his/her most recent sporting
event/extracurricular activity turned out.
II. The doctor will listen to the patient,
verbally react to the accident and give
advice to the patient regarding what
actions the patient must take to heal. The
doctor will make a follow-up call to the
patient asking about how the patient is
doing and ask how the athlete’s most
recent
sporting
event/extracurricular
activity turned out.
Students should include sports and body part vocabulary and a variety of verbs in the
preterite including ser, estar, ponerse, decir, caerse and other reflexives. Students should also
include an example of a past participle used as an adjective. Students should be prepared to
present this dialog to the class.
*Complete a Performance Task Blueprint for each task (next page).
Other Evidence (quizzes, tests, prompts, observations, dialogues, work samples, etc.):
Formal:
• Selected homework exercises
• Selected quizzes on vocabulary/grammar
• Chapter test (incorporating listening, speaking, reading and writing)
• El Plan de Salud Brochure (page 123C Teacher’s Edition)
Informal:
• Mini-dialogs in preparation for the culminating performance task
• Selected homework assignments
• Selected classroom activities (listening, speaking, reading and writing)
135
•
•
•
•
Student Self-Assessment:
Partner and small group practice activities in unit
Six-frame story
KWL chart
Anticipation-Reaction Guide
136
Performance Task Blueprint
Task Title: El Consultorio
Approximate Time Frame: 3 days
What desired understandings/content standards will be assessed through this task?
ACTFL National Standards for Foreign Language Learning
1.1, 1.2, 1.3, 3.1
Maryland Voluntary State Standards (Emerging)
1.1c., 1.2a.,, 1.2c., 1.3b., 3.1a.
What criteria are implied in the standard(s) understanding(s)
regardless of the task specifics?
Students engage in conversations, provide and obtain information, express feelings and
emotions, and exchange opinions. Students understand and interpret written and spoken
language on a variety of topics. Students present information, concepts, and ideas to an
audience of listeners or readers on a variety of topics. Students reinforce and further their
knowledge of other disciplines (health) through foreign language learning.
Through what authentic performance task will students demonstrate understanding?
Students will demonstrate understanding by successfully completing one of the four
spontaneous role-plays at random with a partner who is selected during the five minute
preparation time on presentation day. Students will be scored for their individual performance
on a rubric (see resources at the end of Stage 3). See the role-plays below:
Role-play 1
Estudiante A: You tripped in a hole during band practice and have sprained your ankle
and cut your leg. Describe your injuries to the doctor and ask him/her for advice.
Answer his/her questions when he/she calls to ask about your progress.
Estudiante B: You are a doctor treating a patient. The patient will describe the extent
of his/her injuries and you will make a diagnosis and dispense good medical advice.
After treatment, follow-up to see how the student is doing and how his/her band
concert turned out.
Role-play 2
Estudiante A: You fell on the steps at school and hit your head against the wall. Your
head hurts and you cut your face. Describe your injuries to the nurse and ask him/her
for advice. Answer his/her questions when he/she calls to ask about your progress.
Estudiante B: You are a school nurse treating a student. The student will describe the
extent of his/her injuries and you will make a diagnosis and dispense good medical
advice, telling him/her to take aspirin, go to a hospital, etc. After treatment, follow-up
to see how the student is doing and how his/her speech in Spanish turned out.
137
Role-play 3
Estudiante A: You are a college student. You were playing golf with friends when
you fell off the cart. You think you broke a bone, you have a bad sun burn on your
face, and you have a bad cold from being in the water for so long. Describe your
injuries to the health clinic nurse and ask him/her for advice. Answer his/her questions
when he/she calls to ask about your progress.
Estudiante B: You are a health clinic nurse treating a student. The student will
describe the extent of his/her injuries and you will make a diagnosis and dispense good
medical advice, telling him/her to put on a bandage, be careful, go to a hospital, etc.
After treatment, follow-up to see how the student is doing and how his/her golf game
turned out.
Role-play 4
Estudiante A: You are a high school athlete. You were running during a football
game when you got a cramp in your leg. Just as you were trying to signal your coach,
someone tackled you and you fell, spraining your wrist. This hurt a lot. Describe your
injuries to the high school athletic trainer and ask him/her for advice. Answer his/her
questions when he/she calls to ask about your progress.
Estudiante B: You are an athletic trainer treating a student. The student will describe
the extent of his/her injuries and you will make a diagnosis and dispense good medical
advice, telling him/her to take some pills, use ice, wrap the wrist in a bandage, etc.
After treatment, follow-up to see how the student is doing and how his/her football
game turned out.
To prepare students for the performance activity, students will complete several
communicative practice activities as outlined in Stage 3.
What student products/performances will provide evidence of desired understandings?
Product:
Performance: An oral dialogue presented to
class
By what criteria will student products/performances be evaluated?
See rubric after Stage 3.
138
Understanding by Design
Stage 3: Plan Learning Experiences and Instruction
What sequence of teaching and learning experiences will equip students to develop and
demonstrate the desired understanding?
I.
II.
Culture
A.
Place a KWL Chart on the overhead (see Chart after Stage 3). Ask students to
brainstorm regarding what they already know about Miami and what they want to
know about Miami and list this information on the KWL chart, using sections K
and W.
B.
Ask students to locate Miami on the map (Page R4 in the back of the text). Ask
students to name the ocean on which it lies and the bay that it touches. Have
students watch the Geovisión video and discuss their impressions of Miami.
C.
Ask students to read silently the Geocultura/A Conocer Miami on pages 120-123.
Check student comprehension orally with questions in the ¿Comprendes? section
on page 123. Use the various teacher resources surrounding the Geocultura/A
Conocer Miami section on pages 120-123 to provide students with more
background information on Miami’s history, culture, geography, landmarks, arts,
sports and festivals. Be sure to complete the L portion of the KWL chart.
D.
Throughout the unit, ask students to read and discuss the Notas Culturales on
pages 128, 131, 140, 146.
E.
Ask students to complete a tic-tac-toe choice board of activities (found after Stage
3) to extend and refine knowledge of Hispanic Cultural contributions to the city of
Miami. Ask students to share their findings and brainstorm ways that these
contributions have impacted American culture. This should assignment should
comprise three homework grades over an extended time period. Teachers may
take students to the computer lab during the course of this activity at their
discretion.
F.
Give students an opportunity to share their work with one another. Place students
in groups of four and ask them talk to their classmates about their choice on the
tic-tac-toe board that they liked the best or impacted them the most.
Communication
A.
Talking about how something turned out. Talk about reacting to events.
1.
Ask students individually if they have done any of the sports activities
shown. They should respond using the model (Yo practico el patinaje
139
sobre hielo.) Once students have given responses, ask them to identify
who does what activity.
You could say, “Quién practica la lucha
libre?” Students should respond, “Paco practica la lucha libre.”
2.
Using clipart from the One-Stop-Planner, google.com, or
photos/newspaper clippings of sporting events at your school, say
sentences as you hold up each one. Ask student to respond by saying sí, if
what you say matches the picture. If it does not match, students should
say no. Shuffle the pictures and distribute to students, asking them to
generate their own sentences (true or false) and ask their fellow students to
respond.
3.
Give students a blank transparency and several overhead markers. Ask
students to classify words into categories of their own choosing, or
provide them with categories at first until they become accustomed to
doing this. For example, they may categorize words with headings such as
(las estaciones {en que se juegan los deportes}, deportes individuales,
deportes de equipo, competencias escolares, personas que soportan el
equipo, etc.) Place students in small groups and ask them to justify to their
classmates why they put each word in a certain category. Place
transparencies on the board and check category matches as a class.
4.
Play Lotería Humana to get students to circulate and use the new
vocabulary (see page after Stage 3).
5.
In partners, ask students to complete the Comunicación activity (6) on
page 129 orally.
6.
Ask students to play Naves de Batalla (see game after Stage 3), with new
verbs ponerse, decir, and some other known verbs including dar. Subject
pronouns will be at the top of the graph and infinitives will be on the row
headings. Each person will draw four ships on their graph. Students will
try to identify their partner’s ships by saying the coordinates (e.g. yo me
puse). If a student’s ship has been hit, he/she will say le dió. If not, falló.
Once a ship is destroyed, student will say, destruida. Play continues until
one student finds another’s ships. Students can extend this activity by
lengthening the sentences beyond subject/verb. Have students write three
sentences about what happened in the game, what was said during game
(decir) and where ships were put (poner).
7.
Complete pages 32-33 in the Cuaderno de Actividades.
8.
Select activities for partner practice from pages 13-14 in Activities for
Communication to enhance vocabulary 4.1.
140
B.
9.
Use the TPR Storytelling book, ask the students to work in pairs to draw a
short six-frame story (see handout at end of Stage 3) about a famous
athlete with the new vocabulary you have presented. Remind the students
that their story should have a beginning, middle and end, should contain
no words, only one person will draw and that they should both be prepared
to narrate the story. Teacher may elect to modify the amount of story
frames according to student ability/readiness. Teacher may also extend the
narration, asking students to switch from 3rd person to 1st person, and viceversa, in the retelling phase. Teacher may also try exchanging the story
boards as a class and re-telling the stories.
10.
Ask students to role-play a conversation between a reporter and an athlete.
The reporter should ask how the athlete felt after winning or losing.
11.
Ask students to describe how they felt and how they reacted after their
school team or favorite professional sports team won or lost a recent
competition.
12.
Ask several students to stand up in front of the class. Their goal is to
create an original sentence using ser or estar in the preterite. Each student
is responsible for one word and play continues until several sentences
have been uttered. Swap out players frequently or change the order of the
students if their spot in line should be more challenging. An extension of
this activity would be for one student to describe something that happened
to them in the past using ser/estar and had to talk until their color yarn in a
great yarn ball ran out. Play then passes to the next student.
Talking about getting hurt, asking for and giving advice.
1.
Write the vocabulary on sentences strips and ask students to pick one and
act out the activity which the class will guess. Students will create a
sentence orally that describes the activity and turn it in as an exit slip.
2.
Have three volunteers come to different sections of the blackboard and ask
them to draw a monster as you describe it. They may not look at what the
others are drawing. The monster you describe may have five heads, three
arms, seven elbows, etc. Ask the class to pick the best visual
representation of what you described. For homework, ask students to
draw their own monster, using at least ten descriptors. Be sure to tell
students not to share their monster with anyone in their class. The
following day, divide students into pairs and ask them to take turns as one
student describes his/her drawing and the other student draws what he/she
hears. Students should be sitting back-to-back for this activity. Ask
students to compare their drawings to see if they were close to what was
described.
141
3.
Give the students two secret lists of the new vocabulary in random order.
Place a few extra words from prior chapter along with the new words to
recycle vocabulary. Ask students to use circumlocution - try to describe
the word by talking around it to their partner without saying the word
itself. The other student will try to guess the word. In this exercise,
students may not point to the body part.
4.
Complete the Comunicación activity (25) on Page 141. Students will
dramatize the following scene: You don’t feel well and your friend asks
you what hurts. Explain the problem. Your friend will give you advice.
5.
Ask students to talk in small groups about some of the injuries/accidents
they had when they were little. Ask them to talk about the person who
helped them by giving advice. Did they take the advice or did they ignore
it?
6.
Complete the Comunicación activity (33) on Page 145. Students will work
in pairs to prepare excuses explaining why they cannot participate in gym
class.
7.
Complete the Comunicación activity (37) on Page 147. Students will look
at a comic strip and dramatize a conversation between the two characters.
8.
In the Cuaderno de Actividades students should complete selected
activities from the following pages: 36, 37, 39 and 40 and page 41
exercise 2 to enhance vocabulary 4.2
9.
Select activities for partner practice from pages 15-16 of the Activities for
Communication.
10.
Create a learning center where students circulate to complete the following
activities. Students will be graded for their positive participation when
observed at the learning centers. Teachers will need to create the
materials with the exception of the hear-say activity.
•
•
•
•
Ask students to label the body parts of a picture.
Ask students to match pictures to sentence strips of medical
advice.
Create flashcards pictures of injuries and have students describe
them.
Provide students with a list of ailments/injuries. One student will
read the injury statement.
Another student will give the
appropriate medical advice to the classmate who read the injury
statement. Students will take turns reading the list and dispensing
advice.
142
•
•
•
•
Give students a reflexive pronoun and ask them to compose one
original, written sentence for each.
Ask students to revise a short paragraph (conversation between
doctor and patient) so that the advice given makes sense.
Give students a secret list of verb expressions. The student who
has the list will use circumlocution to communicate the appropriate
expression and the other students will try to guess. Students may
take turns presenting expressions from the list.
Hear/Say. Students will work in partners to complete this
speaking/listening comprehension activity (see handout after Stage
3). The handout contains a table with two columns. The left
column represents what each student is going to listen to. The
right indicates what each student will say. Student A will begin by
saying the name of an injury (past participle), which will be in the
right-hand column. Student B will need to find the corresponding
injury description on his/her paper, which will be in the left-hand
column. Then student B will say the word (past participle) directly
to the right. Student A will then find the corresponding injury
description, say another past participle and on the activity goes.
Students know they are done when Student A says the name of the
injury they started with.
11.
Using the TPR Storytelling Book act out the story using the TPR gestures
on page 21. Teach the students the TPR gestures and have them use the
gestures when given an oral prompt. Ask the students to close their eyes
as they gesture, so that you can assess comprehension. Ask students to
retell the story substituting the boy’s ailments and the doctor’s advice with
other ailments and advice from Vocabulario 2 and Exprésate. Call on
volunteers to present their retelling to the class. For additional practice, go
to page 22 in the TPR Storytelling Book. Magnify these pictures on the
overhead and provide small groups of students with one of several
sentence strips. Ask students to indicate which picture or part of the story
is being described, by attaching the story strip to the magnified images.
After this activity, students may work in groups, drawing their own TPR
story boards and asking other groups of students to attempt to retell these
stories.
12.
For written practice, ask students to complete page 45 in the Cuaderno de
Vocabulario y Gramática.
13.
Remind students to stretch their knowledge beyond the classroom by using
the Portfolio for use of Spanish Outside Classroom sheet. Students should
sign and date where appropriate in this chapter and all subsequent
chapters.
143
III.
Reading
A.
Pre-reading: Ask students to complete the anticipation-reaction guide (handout
after Stage 3). Before reading, students will put a check next to those statements
they agree with in the Before column. They will compare their opinions with
their partner’s opinions and discuss their reasons for checking or not checking
each statement.
B.
Divide class into groups. Divide reading by athlete, into seven small parts. Each
group will read the information about his/her athlete only.
C.
After reading, the class will meet for a whole-class reporting and discussion.
Each group should be given the following tasks:
1.
2.
3.
Read their section individually and then as a group, determine at least two
significant events in the athlete’s history.
Write each event, onto a sentence strip (provided by teacher) which will
later be posted on a timeline. The sentence strip should be organized as
follows:
Nombre de Deportista
La Fecha (if available)
El Evento Importante.
Prepare a summary of the reading for the class and place the significant
events in date sequence on the board, creating a whole-class timeline.
D.
Ask a student in each group to summarize their section orally. Ask students what
inferences they are able to make about the reading based on the information in the
timeline.
E.
After de-briefing the class summary, ask students to look at the reading as a
whole and complete the Comprehension Questions C on page 152 in the text.
F.
Post-reading. Complete the reaction portion of the anticipation-reaction guide
and, if time permits, follow with the Despúes de Leer discussion questions part D
on page 152.
144
Performance Task Rubric (Oral) – Capítulo 4 (U7) – El Consultorio
Contenido
Tu
Comprensión
Mi
Comprensión
Comprensión
Total
Entiendes todo
que dice tu
compañero/a.
Comprensión
Total
Entiendo todo
que dices.
En general
completo
Hablas bien con las
expresiones y las
estructuras
apropiadas mucho.
Comprensión
Buena
Entiendes
mucho que dice
tu
compañero/a.
Comprensión
Buena
Entiendo mucho
que dices.
Un poco completo
Comprensión
Hay puntos cuando
hablas bien pero es
necesario usar
expresiones más
apropiadas.
Entiendes un
poco que dice
tu compañero.
Completo
4
3
2
Hablas muy bien
con las expresiones
y las estructuras
apropiadas.
Incompleto
1
No usas muchas
expresiones y/o
estructuras
apropiadas.
Poca
comprensión
No entiendes
mucho.
Estructura
Fluencia
Muy preciso
Muy Fluente
La gramática
y el orden de
las palabras
son
excelentes.
Hablas con
muy poca
hesitación. Es
bastante
natural.
Preciso
Fluente
Hay unos
errores
menores en la
estructura.
Hay un poco
de problema
con o fluencia,
pronunciación
o intonación.
Bastante
fluente
Hay muchas
pausas y/o
hay various
problemas con
pronunciación
e intonación.
A veces
comprensible
Entiendo a
veces pero a
veces es
confuso.
A veces
preciso
Hay varios
errores en la
estructura.
Seldom
comprehensible
Varias veces es
confuso.
Preciso muy
poco
Hay muchos
errores en la
estructura.
No fluente
Con
frecuencia
hay problemas
de fluencia,
pronunciación
y/o
intonación.
SUBTOTALES
Estudiante:_____________________________
Fecha:____________________________
Nota: ___ /20
______ %
Comentarios:____________________________________________________
145
SQA (KWL en inglés)
LO QUE SABEMOS
LO QUE QUEREMOS
APRENDER
146
LO QUE APRENDIMOS
Tic-Tac-Toe Choice Board – Capítulo 4 (U7)
Choose three activities to form a tic-tac-toe horizontally, vertically, or diagonally.
El Festival de la Calle Ocho is the
finale of Miami’s Carnival
Celebration. Using a Venn
Diagram, compare this to a wellknown Carnival celebration in the
United States. What do these
celebrations have in common?
What is different?
Art Miami is an annual event that
draws thousands of local citizens
and art lovers to the city of Miami. It
showcases the best in
contemporary Spanish and Latin
American Art. Find an example of
contemporary Latin American Art
and use it to prepare a PowerPoint
presentation about the artist.
Everglades National Park, near
Miami, boasts both temperate and
tropical plants. Besides its lush and
varied plant life, it is also known for
its species of birds. Research some
of the plant or animal life found in
the Everglades and use a Spanish
dictionary or the internet to find the
Spanish names for the animals and
plants you have found. Create a
scrapbook showing at least ten
animals, ten plants and their names
in Spanish.
South Beach attracts tourists from all
over the world, in search of fun,
food and fashion.
• Prepare a Spanish recipe
popular in Miami and share
it with the class.
• Print a menu of a popular
restaurant in South Beach
with Hispanic influences.
• List several examples of highend clothing stores on Collins
Avenue/Lincoln Rd.
• In Miami some people wear
guayaberas. What are
they? Where did they
originate?
Jai alai is a sport played in Miami. It
was imported from Spain to Cuba in
1900. It is also played in France,
Italy, Mexico, the U.S., the
Philippines and Indonesia. It is
played in two formats, partidos and
quinielas. Explain in detail how this
game is played and investigate
which format is popular in which
country.
The Goombay Festival, held each
year in early June, began in 1979. It
started as a way to celebrate
Miami’s Bahamian heritage and has
become the largest Black heritage
celebration in the United States.
Using the Comparison and Contrast
Web graphic organizer (provided
by teacher), compare this festival
with any festivals in your community
which celebrate a specific
nationality.
Many of the residents of La Pequeña
Habana, or Little Havana, were
Cubans who sought refuge in
Florida in the 1960’s. Cuban
heritage is still preserved in this
diverse community. Conduct
research to find out what prompted
people to leave Cuba and find out
to which part of society or
socioeconomic group did they
belong? What types of skills or
professions did they bring with
them? What were some of the
challenges they faced when
entering the United States? Share
this information in a report, an
illustrated cartoon, or a six-frame
storyboard (provided by teacher)..
According to some estimates,
Hispanics make up close to 60% of
Miami’s population. Using
Microsoft’s charting capability,
design a chart/graph which
explores the Hispanic population
statistics for Miami and at least 3
other large cities in the United
States. Are there certain cities
where a high percentage of the
Hispanic population comes from a
certain Latin American country?
Are there some Latin American
countries from which relatively few
people migrate to the United
States?
The musical tradition of Miami is a
unique blend of many influences;
dance music like cumbia from
Venezuela, the vals (waltz) from
Peru, and other many styles of music
taken from other Hispanic, Native
American, or African cultures.
Research one of Miami’s musical
influences. Create a poster with
information about each type of
music; the instruments used, where it
can be heard, and popular artists.
147
Diagrama de Venn
148
http://www.glencoe.com/sec/teachingtoday/downloads/pdf/graphic_organizer_compare&contrast.pdf
149
Lotería Humana
Habla con todas las personas posibles para ver que oraciones les corresponden. Cuando
encuentres una oración que les corresponda, pídeles que te firmen ese cuadro. No puedes tener
más de tres firmas de la misma persona. Ganas cuando tienes una línea horizontal, vertical or
diagonal. Pueden haber muchos ganadores.
Le gusta jugar el
fútbol americano
profesionalmente.
Cree que el
nuevo equipo de
fútbol americano
de Bennett es
mejor este año.
Le parece que
Tiger Woods
juega el golf
mejor que
Michelle Wie.
Quisiera
practicar el esquí
acuatico un día.
Jugaba al béisbol
de niño/a, pero
ya no juega.
Participa en la
banda escolar.
Quiere practicar
deportes en la
universidad.
Cree que los
Lakers no van a
ganar este año.
Mira la lucha
libre en la tele.
Le encanta
montar a caballo.
Prefiere no tarea
esta semana.
Conoce a una
deportista
famosa.
Ha practicado la
natacíon en
“YMCA”.
Gratis
Le fascina
practicar el
patinaje en línea.
Anima a la clase
mucho.
Es fanático/a de
fútbol
americano.
Le encanta la
oratoria.
Tiene un/a
hermano/a que
practica un
deporte en la
universidad.
Quisiera
participar en Los
Olímpicos un
día.
Ha viajado al
estadio de los
Ravens en
Baltimore.
Le gustar
participar en un
equipo de
Bennett este año.
Ve todos los
programas de
WWF.
Tiene familia
que practica
muchos deportes.
Lee una revista
como Sports
Illustrated cada
semana.
150
NAVES DE BATALLA
Insrucciones: Each person has four ships. Draw them on your graph. Each “x”
takes up one full block on the grid.
Nave 1 = xxxx
Nave 2 = xxx
Nave 3 = xx
Nave 4 = x
Afterwards you will have to try to identify your partner’s ships by saying the
coordinates (e.g. nosotros escribimos). If a ship has been hit, you must say le dió.
If not, say falló. Once a ship is destroyed, you must say destruída.
yo
tú
él/ella/usted
ponerse
decir
dar
caerse
estornudar
enfermarse
estar
resfriado
tener un
calambre
151
nosotros
ustedes/ellos
/ellas
Six Frame Story
In pairs, draw a short story with the body part injury/advice vocabulary.
prepared to present your story the following class.
Be
SIX FRAME STORY
Make sure it has…
A beginning
A middle
An end
STICK FIGURES
ROCK!
NO WORDS
ALLOWED!
One person draws.
Both narrate.
152
Hear/Say
•
The left column represents what each student is going to listen to. The right indicates
what each student has to say.
•
Student A will begin by saying the name of an injury (past participle), which will be in the
right-hand column.
•
Student B will need to find the corresponding injury description on his/her paper, which will
be in the left-hand column. Then student B will say the word (past participle) directly to
the right.
•
Student A will then find the corresponding injury description, say another past participle
and on the activity goes. You know you are done when Student A says the name of the first
injury he/she started with.
Estudiante A
No me lavé el dedo cuando me corté y ahora lo
tengo …..
cortado
Puse la mano sobre la estufa y ahora la tengo… roto/herido
No quiero torcerme el tobillo. Por eso lo
tengo…
hinchados
Estudiante B
No puedo ponerme los zapatos. Tengo los
pies….
infectado
Me corté el dedo con un cuchillo muy grande.
Está
quemada
Me di un golpe intenso cuando me caí. Mi
doctor dice que el hueso está en tres piezas.
Está completamente….
vendado
153
Anticipation-Reaction Guide
Leyendas hispanas del mundo deportivo
Before reading this selection, put a check next to those statements
that you agree with in the BEFORE column. Compare your opinions with
a partner’s opinions and discuss your reasons for checking or not
checking each statement. After we have read our paragraph and
discussed all the paragraphs as a class, please go back and check those
statements you now agree with under the AFTER column.
Before
After
Women have been playing professional golf
and basketball for a long time compared to
men in these sports.
It is important to soccer and baseball players
that they play for teams in their own
countries.
Tennis player Sanchez Vicario is probably
very quiet, based on her nickname “la abeja
pequeña.”
Baseball is not very popular in Spanishspeaking countries.
Nancy Lopez paved the way for other women
golfers to continue playing this sport
professionally.
154
M.I.
Interpersonal Intrapersonal
Standard
Communication
Interpersonal
Interpretive
Presentational
Verbal
Linguistic
Logical
Bodily
Mathematical Kinesthetic
Visual
Spatial
Musical
Rhythmic
Naturalist
PBT, I.B.,
II.A.1., 8., 10.,
II.B.3., II.B.5.
PBT, I.C., D.,
II.A.3. , 8., 10.,
II.B.3., 5.,6.,
III.B., D., E..,
F.
PBT, I.F.,
II.A.12.,
II.B.3., 9.,10.
I.A., II.B.8.,
12., III. A.
PBT, I.B.
I.E.
PBT
II.A.5., 6., 9.
II.A.7., II.B.8.,
III.A.
PBT, II.A.2.,
II.B. 1.,
II.B.4.
I.E.
II.A.4., II.B.1.,
2., II.B.4
I.E., II.A.2.,
3., II.B.7,
II.B.10
II.A.3.
PBT,I.E.,
II.A.6.,
II.A.12., 11.
I.E.
I.E., II.A.12,
II.B.2, II.B.4.,
11.
I.B., I.E.,
II.A.9.,
II.A.12.,
II.B.10.
I.E., II.B.10.
I.C., D.
I.C.
I.C., D.
I.C.
I.C., D.
I.C.
PBT, II.B.13.,
III.C.
II.B.13.
Cultures
Practices
Products
Perspectives
Connections
Making
Connections
Acquiring
Information
Comparisons
I.E.
I.E.
I.E.
I.E.
II.B.10.
I.C.
Language
I.E.
Culture
Communities
School and
Community
II.B.13.
Lifelong Learning
II.B.13.
I.E.
155
I.E.
156
Understanding by Design
Unit 8 Cover Page
Unit Title: Capítulo 5 - Día a día
Grade Level(s): 9 - 12
Subject/Topic Area(s): Routines, Pastimes, Preterite, Negatives, Ecology of Costa Rica
Key Words: Daily routine, reflexive verbs, possessive pronouns, pastimes, preterite of
poder and traer, negative expressions, hace with time expressions, pero and sino,
reminders, interest and disinterest, San José, Costa Rica, making predictions
Designed By: Sharon Birch
Time Frame: 19 Days
School District: Wicomico
Unit Description (including curricular context and unit goals):
Students will be able to tell someone to hurry. Students will be able to remind someone to
do something. Students will be able to talk about their daily routine, using reflexive and
non-reflexive verbs accurately. Continuing with the preterite, students will learn the
irregular verbs poder and traer. Students will be able to express interest and disinterest.
Using hace with time expressions, students will be able to talk about how long something
has been going on. Students will review the uses of ninguno and continue with more
negative expressions. Students will also review pero and contrast it with sino. Students will
be able to locate San José in Costa Rica and provide details about some unique cultural
aspects of the area. Prior to reading the selection ¿Televisión o Internet? students will
complete an anticipation guide to make predictions about the reading selection.
Materials and Resources:
Exprésate 2
Text and Teacher’s Edition Workbook
Teaching Transparencies
Video program/DVD Tutor
Cuaderno de Vocabulario y Gramática
Cuaderno de Actividades
Activities for Communication
Independent Study Guide
Video Guide
Lab Book
Audio CD
Assessment Program
TPR Storytelling Book
Grammar Tutor for Students of Spanish
Reading Strategies and Skills Handbook
Rubric for performance task
Pen and paper quizzes on selected vocabulary, structure and culture
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•
157
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Interactive Tutor CD
www.hrw.com (teacher resource)
www.dailymotion.com (teacher resource)
www.myhrw.com (student online text)
www.go.hrw.com (student practice resources)
http://www.mes-english.com/flashcards/dailyroutines.php (2 sets and powerpoints)
http://www.mes-english.com/flashcards/pronouns.php (objects/pronouns)
http://www.mes-english.com/flashcards/passive.php (3 sets)
http://www.mes-english.com/flashcards/animals.php
http://video.google.com/videoplay?docid=6695102645239335633&q=costa+rica+site%3Ayoutube.com&total=2973&start=40&num=10&so=0&type=search&plindex=8
(brief 2 minute intro video to Costa Rica, in English, but uses the first 45 seconds to see
if viewer can guess from which country all of the images come)
map of Costa Rica and San José
http://video.google.com/videoplay?docid=-6167399031095889216&q=costa+rica+site%3Ayoutube.com&total=2926&start=0&num=10&so=0&type=search&plindex=0
(3 minute video, no speaking only music, images of a cloud forest in Costa Rica)
http://video.google.com/videoplay?docid=3534651403746435803&q=costa+rica+site%3Ayoutube.com&total=2898&start=10&num=10&so=0&type=search&plindex=2
(7 minute “youth” video made by 3 surfers touring Costa Rica, no speaking, just reggae
music)
http://video.google.com/videoplay?docid=-8116184514284441237&q=costa+rica+site%3Ayoutube.com&total=2897&start=20&num=10&so=0&type=search&plindex=6
(long video, about 28 minutes, but a great one showing all outdoor activities in Costa
Rica)
http://video.google.com/videoplay?docid=-9078118596894497101&q=costa+rica+site%3Ayoutube.com&total=2926&start=30&num=10&so=0&type=search&plindex=7
(9 minutes video about wildlife in Costa Rica, music with captions of animals in
English and Spanish)
http://www.worldheadquarters.com/cr/protected_areas/ (national parks and reserves in
Costa Rica, including maps and links)
http://www.pbs.org/edens/costarica/index.html (PBS pages on the creatures, geography,
etc. of Costa Rica)
http://vgsbooks.com/countries/vgs_costarica.htm (links to sites for animals, geography,
cultural life, government, etc. of Costa Rica)
http://video.google.com/videoplay?docid=6900550160206603333&q=costa+rican+oxc
arts+site%3Ayoutube.com&total=2&start=0&num=10&so=0&type=search&plindex=0
(visit to an oxcart artisan, 5 minutes in English)
index cards
Inservice guide – Muirhead, Pablo
Differentiated Instruction A Guide for Foreign Language Teachers, Deborah Blaz
Dice
Grid game blank
Sample Ladder game
Anticipation Guide for Reading
158
•
•
Note card guide for PBT
Rubric for PBT
159
Understanding by Design
Stage 1: Desired Results
What content standards are addressed?
ACTFL National Standards For Foreign Language Learning
1.1, 1.2, 1.3, 2.1, 2.2, 3.1, 3.2, 4.2, 5.2
Maryland Voluntary State Standards (Emerging)
1.1: a, b, c, d, 1.2: a, b, 1.3: a, b, 1.3: b,c, 2.2: b, c*, d, 3.1: a, 3.2: a, 4.1: a, d, 4.2: a, 5.2: a
*Beginning
What enduring understandings are desired
(and what misunderstandings will be addressed)?
Students will be able to:
• Tell someone to hurry
• Respond when someone tells them to hurry up
• Remind someone to do something
• Respond when someone reminds them to do something
• Ask about interests
• Express interest and disinterest
• Talk about how long something has been going on
• Talk about daily routines, using reflexive verbs and non-reflexive verbs
• Express a thought in the negative
• Utilize more irregular verbs in the preterite
• Make predictions
• Identify and describe some cultural aspects of Costa Rica
•
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•
What essential questions will guide this unit and focus teaching/learning ?
How does one tell someone to hurry up?
How does one express that it is getting late?
How does one respond when someone is attempting to hurry one?
How does one remind someone to do something?
How does one respond to a reminder?
How does one ask a classmate what interests him or her?
How does one express interest or disinterest?
How does one ask how long something has been going on?
What reflexive and non reflexive verbs are needed to talk about daily routines?
How is a sentence changed to express a negative thought?
What additional verbs are irregular in the preterite?
What tactics are used to make predictions?
Where is Costa Rica?
What are some important cultural elements of Costa Rica?
What makes Costa Rica so different from other Hispanic countries?
160
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•
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•
•
•
•
•
•
•
•
•
What topical questions will guide this unit and focus teaching/learning ?
Can I tell someone to hurry up?
Can I express that it is getting late?
Can I respond when someone tells me to hurry up?
Can I remind someone to do something?
Can I respond when someone reminds me to do something?
Can I ask someone what interests him or her?
Can I express interest or disinterest?
Can I talk about how long something has been going on?
Can I use reflexive verbs and non reflexive verbs to describe my daily routine?
Can I express a sentence in the negative?
Can I use the new irregular verbs in the preterite?
Can I make predictions in a reading selection?
Can I locate Costa Rica on a map?
Can I identify some cultural elements of Costa Rica?
Do I understand what makes Costa Rica so unique?
What key knowledge and skills will students acquire as a result of this unit?
Knowledge of:
• Vocabulary to hurry someone up and to respond to a request to hurry
• Vocabulary for reminding someone and for responding to a reminder
• Vocabulary for daily routine and reflexive verbs
• Vocabulary for expressing interest and disinterest
• Vocabulary for time expressions
• Negative constructions
• Irregular preterite of poder and traer
• Various aspects of the culture of Costa Rica
Skills:
•
•
•
•
•
•
•
•
•
•
Tell someone to hurry up
Respond to a request to hurry up
Remind someone to do something
Respond to a reminder to do something
Express interest and disinterest
Express events with time expressions
Express a negative sentence
Use the irregular preterite, including poder and traer
Talk about daily routines
Make predictions in a reading
161
Understanding by Design
Stage 2: Acceptable Evidence of Understanding
What evidence will show that students understand?
Performance Tasks*:
For back to school night or for community involvement night, students will create and present
a talk show geared to teens and their specific school. Students will think about what interests
them and what type of information would be useful for their school population. After
interviewing a number of their peers, students will present short segments about the daily
schedule of a typical teen, interests of a typical athlete, musician, academian or thespian, an
advice segment, coverage of school events of the past week and/or a proposed student summer
trip to Costa Rica. Students may present “Buenos días, JMB” (or WIHI or Parkside) live, in
front of the class, or on videotape. While students may have a teacher formulated note card
with key words for the presentation (see after Stage 3) and they will have practiced in
advance, the presentation must not be scripted.
*Complete a Performance Task Blueprint for each task (next page).
Other Evidence (quizzes, tests, prompts, observations, dialogues, work samples, etc.):
Formal:
• Selected homework exercises
• Selected quizzes on vocabulary
• Chapter test
Informal:
• Selected homework exercises
• Selected classroom activities (written and/or oral)
• Checklist for classroom museum
•
•
•
Student Self-Assessment:
Partner and small group practices in this unit
Exit tickets
Self-test, page 14 of Independent Study Guide
162
Performance Task Blueprint
Task Title: Talk show
Approximate Time Frame: 3 days
What desired understandings/content standards will be assessed through this task?
ACTFL National Standards For Foreign Language Learning
1.1, 1.2, 1.3, 2.2, 3.1, 4.1, 4.2, 5.2
Maryland Voluntary State Standards (Emerging)
1.1 a,b,c; 1.2 c; 1.3 b; 2.2 d; 3.1 a, b; 4.1 a,d; 4.2 b, 5.2 a
What criteria are implied in the standard(s) understanding(s)
regardless of the task specifics?
Students engage in conversations, provide and obtain information, express feelings and
emotions and exchange opinions. Students understand and interpret spoken language on a
variety of topics. Students present information, concepts and ideas to an audience of listeners
on a variety of topics. Students demonstrate an understanding of the relationship between the
products and perspectives of the culture studied. Students reinforce and further their
knowledge of other disciplines through the foreign language. Students demonstrate
understanding of the nature of language through comparisons of the language studied and their
own. Students demonstrate understanding of the concept of culture through comparisons of
the cultures studied and their own. Students show evidence of becoming life-long learners by
using the language for personal enjoyment and enrichment.
Through what authentic performance task will students demonstrate understanding?
Prior to the performance task, students will have had ample practice expressing daily routines,
questioning others about daily routines, expressing interests, making negative statements and
using the preterite. Students will also have learned about the culture of Costa Rica and its’
unique attitudes about government and the environment. As a culmination of all of this,
students will create a talk show that addresses the needs and interests of their individual
school. Students should be grouped, according to their choice, in small groups of 3-4 to
present a talk show that includes four different segments. The premise of the task is to prepare
for back to school night for ESOL students or for community night
• Conducting several interviews within and outside of class, students will present a
segment on the daily schedule of a typical teen, indicating the activities that fill his/her
day from morning to night and the concept that there is never enough time to get
everything done and that the need for haste (or to hurry up) is a constant one.
• Additionally, students should choose two of the following four “types” of students to
interview and present a segment on their interests and how long they have been
involved in them: an athlete on a varsity team, a musician from symphonic band or
concert choir, a member of the It’s Academic team or Mock Trial and a thespian/drama
student.
• Finally, students should choose two of the following three segments for presentation
in the talk show:
1. a response to an advice needed situation that uses negative constructions;
2. coverage of school events of the past week using the preterite;
163
3. the proposed student summer field trip to Costa Rica.
Students will be provided with a teacher-formulated note card that will allow them to
have key words in front of them during the presentation. Students will not be allowed
to read from a prepared script. The talk show should be as spontaneous as possible,
allowing for casual speech and dialogue while accepting the fact that students will
have practiced the performance ahead of time.
What student products/performances will provide evidence of desired understandings?
Product:
Performance: talk show
By what criteria will student products/performances be evaluated?
See the rubric after Stage 3.
164
Understanding by Design
Stage 3: Plan Learning Experiences and Instruction
What sequence of teaching and learning experiences will equip students to develop and
demonstrate the desired understanding?
I.
Culture
A.
Introduce this unit by showing the short 2 minute video on Costa Rica that gives
an overview of the natural beauty and wonders of the country.
http://video.google.com/videoplay?docid=6695102645239335633&q=costa+rica
+site%3Ayoutube.com&total=2973&start=40&num=10&so=0&type=search&plin
dex=8
Have students locate San José, the capital
of Costa Rica, on a map and identify the surrounding bodies of water. Using the
SQAM chart that follows Stage 3, have students brainstorm everything that they
may know about Costa Rica. Lead the brainstorming so that it does not get
bogged down in just sports, particularly surfing. Do the students know anything
about the government, geography, volcanoes, wildlife, music, art, crafts, etc?
What would the students like to know?
B.
Have students skim and scan pages 160 – 163. Which sections are most
interesting to them? Make sure to make use of the teacher notes, especially the
government link and the products and perspectives. Use the Preguntas and the
¿Comprendes? sections in the teacher notes. Students should also become aware
that Costa Ricans call themselves Ticos.
C.
Costa Rica, known as the country of Pura Vida, is the most ecologically diverse
country in the world. More than 25% of the land in Costa Rica is set aside for
national parks and reserves. What animals would students expect to find in Costa
Rica? Where would they be found (tropical forests, marine areas, wetlands, and
rainforests)?
D.
Can students name the animals in Spanish? Since their knowledge of Spanish
names of animals is limited to gato, perro, pez and perhaps caballo, it may be
useful to introduce more; the site:
http://www.mes-english.com/flashcards/animals.php has 5 sets of flashcards of
animals, powerpoints and students worksheets with animals labeled in Spanish.
●
Show the video http://video.google.com/videoplay?docid=9078118596894497101&q=costa+rica+site%3Ayoutube.com&total=2926&start=30&num=10&so=0&type=searc
h&plindex=7 and have the students list animals in Spanish. Have them
pay attention to the habitat. A list of the animals follows Stage 3. The list
is for the teacher; the more important words have an asterix. These words
165
are not a part of the vocabulary list for this chapter. However, some
students will pick up these words more through exposure and interest in
animals.
II.
E.
Expand upon las carretas costarricenses. Show the video
http://video.google.com/videoplay?docid=6900550160206603333&q=costa+rican
+oxcarts+site%3Ayoutube.com&total=2&start=0&num=10&so=0&type=search&plindex=
0 Teacher should draw attention to the fact that the oxcart is the national craft of
Costa Rica. There is a small section on this on page 161.
F.
Once students have become familiar with the activities, wildlife, national parks,
geography, and arts of Costa Rica, they will create a classroom museum. Place
students in groups of 2-3 and have them select a topic: national parks, turtles of
Costa Rica, monkeys of Costa Rica, insects, carretas, surfing, rainforests, etc.
They will prepare either a brochure, a poster, a powerpoint, or original art (T-shirt
displaying information, collage, etc.). Not all students will present each day.
Limit presentations to about 5 per day. Have small groups of students visit the
students who are presenting. This means that presenters will “present” their
material several times. All students are expected to take notes on the graphic
organizer provided by the teacher. Graphic organizer and sample rubrics follow
Stage 3.
Communication
A.
Telling someone to hurry, reminding someone to do something, preterite of poder
and traer, review reflexive verbs and pronouns, possessive pronouns
1.
A significant amount of the vocabulary in this first section may be review.
To assess student knowledge, use flashcards (from chapter clip art or from
http://www.mes-english.com/flashcards/dailyroutines.php , clip art or
powerpoint) and ask for student input. In Spanish, go through your daily
routine. Next, ask questions such as ¿A qué hora te levantas? O ¿A qué
hora te levantabas?
2.
Have students make a list of what they do during their morning routine
and say how long they take to get ready.
3.
Play the game No mires. Pair the students and have them form a
semicircle in the classroom with their desks. Give person A an index card
that has 3 Spanish vocabulary words on it. Person B is not allowed to look
(no mires). Person A must describe each word (circumlocute) to help
person B guess the Spanish word. You may impose a time limit and call
time. Students can then score how many words have been guessed. Have
students pass the card once or twice to the person beside them so that
everyone receives a new card to describe. Students will switch roles. You
may use the index cards again and have student A ask student B questions
166
using the words on the card. Student B needs to respond to the question
appropriately. Have students switch roles.
4.
Once students are quite familiar with all of the vocabulary, and understand
definitions in Spanish, have students make a Tic Tac Toe board to play
Tres En Raya. Have students determine which student is “X” and which
student is “O”. Have “X” begin. Read a definition in Spanish and allow
10 seconds for person “X” to write the word. If he is correct, he will place
an “X” in whichever box he chooses. If he is incorrect, he does not place
an “X”. It is then the turn of person “O”. Again read a definition of a
vocabulary word and person “O” has 10 seconds to write the word. If he
is correct, he will place an “O” in whichever box he chooses. It may take
a while for a Tic Tac Toe to occur. When it does occur, students may
begin again with a new board. An additional step could be to have the
student use the word correctly in a sentence.
5.
Bring or have students bring to class items related to the vocabulary (llave,
lápiz labial, cepillo, vestido, etc.) Place all items in a central location in
the classroom and have a student come forward to choose the correct item
to follow your command. Once you have modeled several, have other
students give the commands.
6.
Once students have completed exercise 9 on page 171, have them
complete exercise 10 on page 171, listing 4 things they did last weekend.
Have them ask a classmate if he/she could do the same things and why or
why not. Then have students e-mail you at your board address saying why
they could or could not do their homework, study for a test, etc.
7.
To practice reflexive verbs and the preterite, place students in pairs to talk
about their routine for last Friday or Saturday, from the moment they
woke up until they went to bed at night. The first 30 seconds could be
devoted to morning, then the next 30 seconds to the daytime activities, and
another 30 seconds to the night time rituals. Students could compare
routines; students could switch to a new partner every 30 seconds.
Finally, have the student write his/her daily routine or write the daily
routine of his/her partner.
8.
Have students complete exercise 4 on page 43 of Cuaderno de
actividades. Students will need to use reflexive verbs in the preterite with
the imaginative answers.
9.
Have students complete exercise 19 on page 175 with a partner. One
student will describe his/her classes, room, house, pastimes, and ask about
the other partners’. The partner will respond with “mine are….”. Then
have students interview a school friend in Spanish and ask him/her the
same questions from exercise 19. The students should prepare the answers
167
and present orally to the class (or in writing), focusing on using the third
person possessives correctly.
B.
Expressing interest and disinterest, talking about how long something has been
going on, negative expressions, hace with time expressions, sino and pero
1.
After students are familiar with all vocabulary, play the grid game. Give
students a grid (see after Stage 3). Student will put his/her name in space
1, and a vocabulary word of their choice in each space. Group students in
groups of 4 - 6. Then, as a group, each with his or her own paper, they
take turns rolling a pair of dice. If, for example, the student rolls a four, he
or she does one of the following: uses the word in a sentence, asks a
question with it or acts it out. If the group approves what he or she does,
the student puts his or her name in the box and passes the dice to the next
person. If that student throws the same number on the next turn, he or she
gets to try the same thing on someone else’s 4 space on their paper. If no
4s are left, he or she loses a turn. The game continues until every space
has a name on it; the winner is whoever got his or her name in the most
spaces. (from Differentiated Instruction)
2.
Have students complete the encuesta informal (see after Stage 3).
Students will get up and talk with as many classmates as possible in the
time allotted. Student A will ask a question from the encuesta informal, if
Student B agrees or confirms the sentence as true, he/she will sign his/her
name on the encuesta informal. If he/she do not agree, he/she may not
sign his/her name. Student B may not sign more than 2 times on any
given sheet.
3.
Students will share a time when they were younger in which they were
unhappy. Give them examples such as being unable to find their mother,
breaking a favorite toy, not being allowed to spend the night at a friends’
house, etc. Have them write at least 5 sentences about the situation. The
sentences should be very straightforward, emphasizing words such as once
or last year that would make these sentences in the preterite tense.
Students have not yet had the imperfect and this potential confusion in the
following chapter should be avoided. They should not write, “when I was
five years old,” etc. They must use a negative expression in at least two of
the sentences.
4.
Using the pictures sequences on page 47 of Activities for Communication,
have students work with a partner to create a conversation based on the
scenes in the picture. They will describe what they are interested in doing.
5.
Have students complete exercise 14 on page 49 in the Cuaderno de
actividades. Students will prepare a photo album for an imaginary family,
168
creating a caption for each photo saying in what the person interested or
disinterested.
III.
6.
Have students create and play the ladder game (see sample ladder game
after Stage 3). To play, have students prepare a ladders sheet; you may
select all vocabulary for them or select some vocabulary for them or give
them free choice of vocabulary from the chapter. Students will fold the
paper in half, vertically. On one half of the paper students will list 10
vocabulary words for the unit, with the hardest words on top and the
easiest on the bottom. On the other half of the paper, student will draw a
simple illustration of the vocabulary word. Two students will sit together,
Student A will begin, allowing Student B to see the illustrated half of the
paper. Student B will look at the illustration and try to give a definition
(or a sentence using the word that indicates comprehension). If Student B
is correct, he/she will continue up the ladder to the next word. Student B
will continue climbing the ladder until he/she gives an incorrect response,
in which case he/she will have fallen off the ladder. Then Student B will
show Student A the illustrated half of his/her paper. Student A will
continue to climb the ladder as long as he/she gives correct response.
With an incorrect response, Student A falls off the ladder and will once
again show Student B his/her illustrations. Student B must begin at the
bottom of the ladder again. The winner will be the first student to climb
the entire ladder, reaching the top, or the hardest word first.
7.
To practice pero and sino, students should work with exercise 37 on page.
187. With a classmate, students will talk about what is happening to
Rosario in the pictures. Upon completion of that much, advise the
students to look carefully at the images, noting the amount of time that has
passed and the expressions on Rosario’s face. Ask how they would feel in
her place. Have them discuss what Rosario is thinking. Next, have
students do three sequential drawings, like the one in exercise 37. Write a
sentence to go along with each on the back of the picture. Cut the pictures
apart and present, out of sequence to a classmate or classmates.
Classmates will guess the correct order and create a sentence. The student
who created the pictures will then read the original sentence.
8.
Remind students to stretch their knowledge beyond the classroom by using
the portfolio for use of Spanish Outside Classroom sheet. Students should
sign and date where appropriate in this chapter and all subsequent
chapters.
Reading
A.
Have students look at the reading selection found on pages 190 -191. Discuss
with students how helpful it may be to make predictions prior to reading. Ask
169
where clues to the content of the reading may be found (titles, pictures, etc.) Prior
to reading, have students look at the title of the reading and have students make
predictions about what the content will be. What information do they expect to be
contained within the article?
B.
Before reading the text, give students the anticipation guide and have them
complete the agree/disagree statements in the “before reading” column (see
sample after Stage 3). Then, on the lines below, students should predict what they
think the text will be about.
C.
Ask students to read the Ahora article and to compare the students’ responses.
While they read, ask them to think about the similarities and differences among
the responses of the four students. Have them answer and discuss activities B and
C (Comprensión) on page 192 as a class.
D.
After reading, look at the Anticipation Guide again. Which of their predictions
were accurate and which were not? Complete Exercise E on page 192 and discuss
with the class.
170
Contenido
x 5 (for
maximum total of
20)
Los Requisitos x 3
(for max. total of
12)
Comprensión
Correcto x 3 (for
max. total of 12)
Presentación
X 5 (for
maximum total of
20)
Performance Task Rubric Capítulo 5 (U8)— Talk Show
4
3
2
(Superior)
(Bueno)
(Más o Menos)
Dos de los cuatro elementos
Hablan de tres de los elementos.
Cuando hablan, incluyen por lo menos cuatro de
necesarios son incluidos.
Hablas bien con expresiones y
los elementos de:
Hablas bien.
estructuras apropiadas mucho
Las rutinas típicas de los muchachos jóvenes
del tiempo.
Los intereses de dos adolescentes y cuánto
Un consejo con una expresión negative
Un evento de escolar de la semana pasada
Un viaje future a Costa Rica
Hablas muy bien.
Los cuatro elementos están.
Tres de los cuatro elementos
Dos de los cuatro elementos
están.
están.
Puedo entennder casi todo.
Puedo entender mucho.
La estructura es excelente. Muy pocos problemas
con el orden de las palabras nil as expresiones
usadas..
La presentación es muy lógica y efectiva. Hay
mucha fluidez y entusiasmo. Tienes buen contacto
de ojo y el volumen de la voz es muy buena. No
lees.
La estructura es buena. Hay
unos problemas pero no muy
serios.
La presentación es bastante
lógica y efectiva. Hay un poco de
pauta pero no es malo. El
entusiasmo, el contacto de ojo y
un volumen de voz están pero
pueden ser mejores. Incluyes y
usas más palabras en tu tarjeta
que fue permitido.
Totales (de
categorías)
_______
_______
1
(Incompleto)
Uno de los cuatro elementos
necesarios es incluido. Hablas
bien.
Uno de los cuatro elementos
están.
Puedo entender la mitad (half)
de lo que dices.
Hay varios problemas con la
estructura.
Puedo entender un poco pero
no mucho de lo que dices.
Hay muchos problemas con la
estructura.
La presentación es confuse por
la organización en partes. No
hay mucho entusiasmo. A
veces tienes buen contacto con
los ojos y un volumen bueno
pero en partes no. La
presentación no es muy fuerte
porque lees mucho.
Casi no puedo oír. No hay
mucha energía evidente en la
presentación y no es fuerte
porque lees todo.
_______
_______
Nombre: ________________________
Unos comentarios:
_______________________________________________________________________________________________
_________________________________________________________________________________________
____ / 68
171
Nota Con Las Palabras Importantes
Palabras que Necesito:
a. ____________________________________________________
b. ____________________________________________________
c. ____________________________________________________
d. ____________________________________________________
e. ____________________________________________________
f. ____________________________________________________
g. ____________________________________________________
Contacto de Ojos
Sonrisa
172
En Voz ALTA
TEACHER’S NOTES
Lista de los animales from the video “A trip into the Wildlife of Costa Rica”
http://video.google.com/videoplay?docid=-9078118596894497101&q=costa+rica+site%3Ayoutube.com&total=2926&start=30&num=10&so=0&type=search&plindex=7
* Más importantes
El Animal en español
El Animal en inglés
American crocodile
Cocodrilo*
Three toed sloth
Perezoso de tres dedos
Collared anteater
Oso hormiguero
Mantled howler monkey
Mono* congo
White nosed coti
Pezote
Peccary
Saino
Spider monkey
Mono* Colorado
Cattle egret
Garcilla bueyera
Scarlet macaw
Guacamayo rojo
Green heron
Garcilla verde
Red lored parrott
Loro* frentirrojo
Leaf eating ants
Zompopa
Black and green dart frog
Ranita* venenosa
Kinkajou
martilla
173
La Cultura de Costa Rica
Grupo:
__________________________________
__________________________________
Tópico:
__________________________________
__________________________________
174
Nombre: _____________
Spanish 2 Capítulo 5 (U8) Sample Rubrics for Cultural Museum
Brochure
_____
Illustrations mixed with text where appropriate
_____
Well organized
_____
Information correct and up to date
_____
Well-balanced layout on page
_____
Correct spelling
_____
Sentence structure comprehensible
Poster
_____
Pictures and/or illustrations are large and colorful
_____
All writing is large enough to read and is neat
_____
All important information is organized on poster
_____
Correct spelling
_____
Sentence structure comprehensible
Original Art
_____
Is colorful
_____
Uses information from research or reading
_____
Meaning or cultural significance is easily understood
_____
Correct spelling/grammar as applicable in presentation of material
_____
Neat, pleasing to look at
Powerpoint
_____
Pictures are appropriate, interesting and well organized
_____
Font style is large and easy to read
_____
Information is accurate and up to date
_____
Correct spelling
_____
Sentence structure is comprehensible
175
Nombre: ____________
COSTA RICA:
Lo que Sabemos
Lo que Queremos
Saber
S-Q-A-M
Lo que
Aprendimos
176
¿Cómo
aprendemos
más?
Spanish 2 Capítulo 5 (U8)
Grid Game Blank
1
2
3
4
5
6
7
8
9
10
11
12
177
Spanish 2 Capítulo 5 (U8)
Encuesta Informal
Nombre:________________
Hable con sus compañeros par aver ¿qué oraciones les corresponden? Pídales que firmen su
nombre en el espacio que les corresponde. No puede tener más de dos firmas de la misma
persona.
1. Tengo la llave para abrir la puerta de mi casa.
____________
2. Cuando me maquillo generalmente uso lápiz labial rosado.
____________
3. Siempre me acuerdo de apagar las luces en mi casa.
____________
4. Pude terminar la tarea de inglés en media hora.
____________
5. Tuve que cortar el césped durante el verano.
____________
6. Anoche cociné la cena.
____________
7. Me doy prisa cuando es la hora de la clase de español.
____________
8. Nunca me olvidé la tarea de matématicas.
____________
9. Hace mucho tiempo que toco la guitarra.
____________
10. Ayer, pasé mucho tiempo haciendo ejercicios.
____________
11. Me interesa hacer crucigramas.
____________
12. No quiero bailar con nadie.
____________
13. No hay nadie que juega fútbol mejor que yo.
____________
14. Hace muchos años que vivo en Salisbury.
____________
15. Hace tres años que estudio español.
____________
178
Spanish 2 Capítulo 5 (U8) Ladder Game Sample
PASEAR
DUCHARSE
JUGAR NAIPES
LLAVE
TROTAR
IMPERMEABLE
PARAGUAS
179
Spanish 2 Capítulo 5 (U8) Anticipation Guide
Nombre: _______________
Based on the title and pictures found on pages 190 -101, indicate in the left hand column if you
agree or disagree with the sentence. Then read the text carefully. Finally, re-read the statements
and indicate your post-reading responses. Be ready to discuss your answers.
Antes de leer
Después de leer
Frase
Sí……………..No
Sí….…………..No
_______
/
_______
1. Es un artículo que
compara el uso de televisión
y el internet entre los
_______
jóvenes de hoy.
/
_______
_______
/
_______
_______
/
_______
_______
/
_______
2. Los jóvenes de hoy no
miran la televisión.
_______
_______
_______
/
/
/
_______
_______
_______
3. Los jóvenes de hoy
prefieren pasar el rato libre
por navegar el internet.
4. Los jóvenes de hoy usan
el internet para hacer la
tarea y jugar juegos más
que comunicar con amigos.
Mis Predicciones (s): ______________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
180
M.I.
Interpersonal
Intrapersonal
Standard
Communication
Interpersonal
Interpretive
Presentational
II.A.9.
Verbal
Linguistic
Logical
Mathematical
Bodily
Kinesthetic
Visual
Spatial
Musical
Rhythmic
Naturalist
II.A.6., 9.,
II.B.3.
PBT, I.A.,
II.A.5., 7.
I.B., II.A.4.,
II.B.6., III.B., D.
PBT, I.B.,
II.A.3., 4.,
7., III.A.
II.B.1.
PBT, II.A.7.,
II.B.1., 2.
I.A., E.,
II.A.1., 3.,
7.
II.B.1.,4., 6.
PBT, II.A.9.
III.C.
I.F., II.A.6.,
8., 9., B.3.,
5., III.C.
PBT, I.F.
I.F.
II.A.5., II.B.1.
I.F.
PBT, II.B.5.
I.E.
I.B.
I.F.
I.A.
I.B.
I.F.
I.B.
I.C.
I.F.
I.D., II.B.7.
I.F.
I.F.
II.A.2.,
II.B.7.
Cultures
Practices
Products
Perspectives
Connections
Making
Connections
Acquiring
Information
Comparisons
Language
Culture
Communities
School and
Community
Lifelong Learning
PBT, 1.C.
I.C.
I.D.
I.D.
I.E.
.
I.D.
I.F.
I.C.
I.D.,E.
PBT
PBT
PBT, I.F.
I.F.
PBT
181
I.D.
182
Understanding by Design
Unit 9 Cover Page
Unit Title: Capítulo 6 - Recuerdos
Grade Level(s): 9 - 12
Subject/Topic Area(s): Childhood Memories, Imperfect vs. Preterite, Reciprocity,
Segovia, Poetry, Fairy Tales
Key Words: Likes and dislikes, childhood pastimes, imperfect of regular verbs, imperfect
of ir, ver, ser and haber, verbs with reciprocal pronouns, descriptive adjectives, emotional
reactions, describing people and things in the past, preterite, irregular preterite of querer,
saber, creer, leer, construir,oír and caer, Segovia, España
Designed By: Lara Whitehead
Time Frame: 19 Days
School District: Wicomico
Unit Description (including curricular context and unit goals):
Students will be able to talk about what they used to like and dislike, and to talk about what
they used to do and what they wanted to be. Using the imperfect, they will be able to talk
about childhood pastimes. Students will be able to use regular verbs in the imperfect as
well as the irregular verbs ir, ver, and ser. Students will be able to use ser and haber in the
correct context. Students will be able to describe people and things in the past. Students
will be able to use descriptive adjectives and talk about emotional reactions. Continuing
the study of the preterite, students will be able to use querer, saber, creer, leer, construir,
oir and caer. Students will be able to locate Segovia in Spain and provide details of unique
cultural aspects of the area. Students will read a poem/fairy tale and make connections with
the text using the inner voice reading strategy. Students will use context clues to figure out
the meaning of words in a poem and will skim and scan text to make predictions regarding
the poem/fairy tale. Students will analyze some similarities and differences between poems
and fairy tales.
Materials and Resources:
Exprésate 2
• Text and Teacher’s Edition Workbook
• Teaching Transparencies
• Video Program/DVD Tutor
• Cuaderno de Vocabulario y Gramática
• Cuaderno de Actividades
• Activities for Communication
• Independent Study Guide
• Video Guide
• Lab Book
• Audio CD
183
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Interactive Tutor CD
Assessment Program
Grammar Tutor for Students of Spanish
Reading Strategies and Skills Handbook
Pen and paper quizzes on selected vocabulary, structure and culture
www.go.hrw.com (student practice resources)
www.myhrw.com (student online text)
index cards with adjectives for communication activity
Differentiated Instruction – A Guide for Foreign Language Teachers, Blaz, Deborah
Inservice Guide – Muirhead, Pablo
Playing for Proficiency Redux – White, Arlene
Érase una vez – Fairytale organizer
Colored pencils or markers
Rubric for performance task
Mindmap guide for culture section
Mobile checklist
Grid for part one, communication
Inner Voice graphic organizer for reading activity
184
Understanding by Design
Stage 1: Desired Results
What content standards are addressed?
ACTFL National Standards for Foreign Language Learning
1.1, 1.2, 1.3, 2.1, 2.2, 3.1, 3.2, 4.1, 4.2, 5.1, 5.2
Maryland Voluntary State Standards (Emerging)
1.1.a, 1.1.b, 1.1c, 1.2a, 1.2b, 1.2c, 1.3a, 1.3b, 1.3c, 1.3d, 2.1c, 2.1d*, 2.2b*, 2.2c*, 2.2d*, 3.1a,
3.1b, 3.2a, 4.1a, 4.1c, 4.2a, 4.2b, 5.1a, 5.2a
*Beginning
What enduring understandings are desired
(and what misunderstandings will be addressed)?
Students will be able to:
• talk about what they used to like and dislike using vocabulary associated with childhood
activities, toys and games
• say what they used to do using the imperfect of ir and ver
• say what they wanted to be
• describe people in the past using adjectives and the imperfect of ser and haber
• use descriptive adjectives to talk about an emotional reaction
• use an inner voice graphic organizer to comment on text, make observations and find
connections as they read
• identify and use the correct preterite forms of querer, saber, creer, construir, leer, oír and
caerle a uno
• differentiate between regular verbs and verbs with reciprocal actions.
• compare and contrast reciprocal pronouns and reflexive pronouns
• identify some similarities and differences between fairy tales and poems
• skim and scan text/pictures to predict the main idea of a poem/fairy tale
• write a short story using both the preterite and imperfect tenses in the appropriate situation
• locate Segovia in Spain and provide details regarding unique aspects of the culture
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What essential questions will guide this unit and focus teaching/learning ?
How does one talk about likes and dislikes in the past?
How does one talk about what he/she used to do?
How does one say what he/she wanted to be?
How does one describe people in the past?
What are the imperfect forms or ser and haber
What are the correct forms of querer, saber, creer, construir, leer, oír and caerle a uno in
the preterite?
What is the difference between regular verbs and verbs with reciprocal actions?
What are the similarities and differences between reciprocal pronouns and reflexive
pronouns?
What are some similarities and differences between fairy tales and poems?
How does one know when to use the preterite and when to use the imperfect?
Where is Segovia and what are some unique aspects of its culture?
How does one use the inner voice reading strategy?
How does one use context clues to get the meaning?
How does one use descriptive adjectives to talk about an emotional reaction?
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What topical questions will guide this unit and focus teaching/learning ?
How do I talk about what I used to like and dislike in the past?
How do I say what I used to do?
How do I say what I wanted to be?
How do I describe people in the past?
How do I talk about an emotional reaction?
How and why do I use the inner voice reading strategy?
How do I use context clues to get the meaning?
How do I write a short story?
How do I know when to use the preterite and when to use the imperfect?
Can I describe some cultural aspects of Segovia?
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What key knowledge and skills will students acquire as a result of this unit?
Knowledge of:
• the imperfect of ir, ver, ser and haber
• the imperfect of regular verbs
• descriptive adjectives
• various aspects of Spanish cultural practices in Segovia
• the preterite of querer, saber, creer, leer, construir, oír, and caerle a uno
• context clues
Skills:
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describe people and things in the past
talk about an emotional reaction
talk about what one likes and dislikes
use preterite/imperfect in the appropriate situations
use context clues to get the meaning
187
Understanding by Design
Stage 2: Acceptable Evidence of Understanding
What evidence will show that students understand?
Performance Tasks*:
Students will create fairy tale in the target language using a graphic organizer to help guide the
structure of the text. Students will be required to distinguish between the uses of the preterite
versus the imperfect to describe people and things in the past and move a story to its
conclusion.
Students should include a variety of preterite/imperfect verbs contained in the unit and should
expect to present their fairy tale to a cross-section of their classmates.
*Complete a Performance Task Blueprint for each task (next page).
Other Evidence (quizzes, tests, prompts, observations, dialogues, work samples, etc.):
Formal:
• Selected homework exercises
• Selected quizzes on vocabulary/grammar
• Chapter test (incorporating listening, speaking, reading and writing)
• Recuerdos Project, page 203 C in text
Informal:
• Written assignments in preparation for the culminating performance task
• Selected homework assignments
• Selected classroom activities (listening, speaking, reading and writing)
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Student Self-Assessment:
Partner and small group practice activities in unit
Inner-voice graphic organizer for reading activity
188
Performance Task Blueprint
Task Title: Érase una vez
Approximate Time Frame: 3 days
What desired understandings/content standards will be assessed through this task?
ACTFL National Standards for Foreign Language Learning
1.2, 1.3
Maryland Voluntary State Standards (Emerging)
1.2a., 1.2c., 1.3c., 1.3d.
What criteria are implied in the standard(s) understanding(s)
regardless of the task specifics?
Students understand and interpret written and spoken language on a variety of topics.
Students present information, concepts, and ideas to an audience of listeners or readers on a
variety of topics.
Through what authentic performance task will students demonstrate understanding?
Students will demonstrate understanding by creating a fairy tale in the target language using a
graphic organizer to help guide the structure of the text. Students will be required to
distinguish between the uses of the preterite versus the imperfect to describe people and things
in the past and move a story to its conclusion.
Students should include a variety of preterite/imperfect verbs contained in the unit (hablar,
comer, vivir, gustar, odiar, fascinar, ir, ver, querer, poder, saber etc.) and should expect to
present the fairy tale to their classmates. The finished product should be in a booklet format
and should include illustrations and/or clipart. Each fairy tale should have a title and fifteen –
twenty sentences. Give students class time to work on their fairy tales and time in the
computer lab, if possible, to find clip art, illustrations to go with their stories.
In the fairy tale, each student should address
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Setting. (where characters lived, the scene)
Character/s (what they looked like, liked, disliked, hated etc.; how they felt, what they
used to do, what they wanted to be)
Problem (what was wrong? How did the character react?)
Events
Solution
What student products/performances will provide evidence of desired understandings?
Product: Fairy tale
Performance:.
By what criteria will student products/performances be evaluated?
See attached rubric at the end of Stage 3
189
Understanding by Design
Stage 3: Plan Learning Experiences and Instruction
What sequence of teaching and learning experiences will equip students to develop and
demonstrate the desired understanding?
I.
Culture
A.
Using the text, a map transparency or the interactive atlas at www.hrw.com, ask
students to locate Segovia on the map and name the rivers that border the city
(Erasma and Clamores). Ask students to locate other rivers in Spain and to name
the mountain range south of Segovia (Sierra de Guadarrama). Ask students to
locate other mountain ranges and tell if any of them extend into other countries.
Inform students that Spain is divided into 19 independent communities. Have
them determine in which one Segovia can be found (Castilla León).
B.
Place the following four questions on the overhead and ask students to listen to
the GeoVisión Video, writing their brief responses on a piece of paper. Check
answers as a class. Ask the students for their general impressions/reactions
regarding the video.
1.
2.
3.
4.
¿A cuántos kilometros de Madrid está situada Segovia? (87)
¿Quienes construyeron el acueducto? (Los romanos)
¿Por qué es famosa la casa de la moneda? (edificio industrial más
antiguo de Europa.
¿Como se llama la comida muy especial y muy típica de
Segovia?(cochinillo asado)
C.
Ask students to read the cultural notes on pages 200-203. Ask each student to
think of two items in the reading they found most interesting/surprising. Ask
students to pair up with another student and share their thoughts with one another.
Share additional information with students that is contained in the wrap-around
section of the teacher’s edition, such as the background information on pages 200201.
D.
Provide each student with a piece of unlined, 8.5 x 11 paper and colored pencils.
Ask students to create a mind map (see guide after Stage 3) summarizing what
they have read. Collect their work for classroom credit and show some good
work examples the next day to activate prior cultural knowledge during the next
class. After showing the mind-map, follow up with a game of Jeopardy to review
some of the cultural facts from the prior day’s lesson.
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II.
Communication
A.
Talking about what you used to like and dislike. Talking about what you used to
do and wanted to be.
1.
Following the vocabulary introduction and GeoVision presentation, ask
students individually if they used to do a particular activity (e.g., ¿De
pequeña, te gustaba jugar con muñecas?) asking them to respond
negatively or affirmatively. Model the following question and response,
using exaggerated facial expressions and body language to convey
meaning. ¿Qué te gustaba hacer cuando tenías diez anos (questioning
look on on face)? Me fascinaba trapar a los árboles pero odiaba echar
carreras (happy face, then sad face). Ask students to repeat this q/a using
their best inquisitive, happy and sad faces. Toss a ball to one student and
ask him/her what he/she liked to do as a kid. He/she will answer with
what he/she liked and/or hated. Once he/she has responded, he/she will
toss the ball and ask the same question of another student. That student
will respond and toss the ball to another until half of the students have had
the opportunity to speak.
2.
Ask students to classify vocabulary into groups to help them make
associations between the words. Students may divide activities into things
done traditionally by boys, girls, or both. They might divide the activities
into things done inside or outside, or things they liked, or did not like to do
as a child. When students have finished classifying individually, put them
in pairs to justify why they decided to organize their words in certain
groups.
3.
Divide students in pairs. Student A will have a picture of a vocabulary
expression from the text. You can select these pictures from the clip art in
the One Stop Planner. Student A cannot show the picture to Student B.
Student A will describe the picture and Student B will draw it. Student B
should also be encouraged to ask questions during this process to provide
more detail to his/her picture. When done, have Student B compare
his/her artwork with the original. In the next round, provide another
picture and ask students to switch roles. This activity may also be done in
groups of three. Student A will describe their picture and students B and
C can look at one another’s picture for reinforcement as they draw what
Student A is describing. When the roles are switched, Students B and C
can help one another communicate ideas in the target language.
4.
Place students in a circle. Give them a teddy bear, or some other
appropriate symbol from childhood, asking them to pass it around and
share something they used to do when they were little.
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5.
Place students in pairs. Give them two distinct lists of the vocabulary
expressions and verbs in random order. Student A will circumlocute,
attempting to give clues regarding the word/expression on his/her list,
without saying the word itself. Student B will try to guess what Student A
is trying to convey. Switch roles.
6.
Ask students to think about their favorite place to play outside when they
were younger. It may be a backyard, a nearby park, a school playground
etc. Ask students to describe this place to a partner. They should mention
not only what the place was like, but also what type of games they liked to
play there. Ask the partner to generate a list of questions that correspond
to what the partner described. Switch roles.
7.
Ask students to write a short a paragraph (10 sentences) about what they
liked to do when they were younger. Have students share their paragraphs
with the three other classmates, who will respond whether or not they
liked to do that particular activity using a complete sentence.
8.
Brainstorm a list of famous people (tv personalities, musicians etc.) Write
their names on the board. Place students in pairs and ask them to choose
one person from the list to describe. Tell them to write a few sentences
about that person’s childhood using the imperfect. Ask each pair to share
what they wrote with the class and the class will try to guess which person
is being described.
9.
The class will take turns asking questions of a student who plays the role
of a famous historical figure he/she has researched and knows well.
Questions should be phrased so the answer is yes/no and the answers help
students guess who the famous person is. Encourage students to develop
questions from the unit objectives about what someone used to like and
dislike, or what someone used to do and wanted to be. Limit questions to
20 per historical figure.
10.
Ask students to complete the Comunicación activity on pg. 211,
interviewing a classmate about his/her childhood activities. Extend this
activity by asking students to circulate throughout the class introducing
their partners. The introduction should contain a few sentences regarding
what they liked to do as children.
11.
Have students work in groups of two to determine how good friends
should treat each other. They should come up with a list of 5-6 sentences
using reciprocal pronouns that explain the behavior of good friends. Once
they have finished, ask them to create a mobile entitled “Un Buen
Amigo/Una Buena Amiga” (see checklist at end of Stage 3). They should
include illustrations/clip art for the sentences they have written. Divide
students in small groups to share their mobiles with one another.
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B.
12.
Ask students to complete the Comunicación activity from the teacher’s
edition wraparound on page 213.
13.
Ask students to write six sentences. Three will contain reflexive pronouns
and three will contain reciprocal pronouns. Students will share their
sentences with a partner and the partner will try to guess whether the verb
is used in a reciprocal or reflexive sense. If there is a disagreement, the
partner who wrote the sentences will have to justify his/her reasoning.
14.
Ask student to complete the following from the Cuaderno de Actividades:
page 51, exercise 1 and page 53 exercise 5.
15.
Ask student to complete the following from the Cuaderno de Vocabulario
y Gramática: page 65, exercise 9.
Describing people and things in the past, talking about an emotional reaction.
1.
Provide students will a list of vocabulary expressions. Ask them to act out
the word that the see and have the class guess what word is being
represented.
2.
Give students a grid (see at end of stage 3) and ask them to put their
initials in space 1 and a vocabulary word of their choice in each space.
Then, in groups of 3 or 4, have students take turns rolling a pair of dice. If
a student rolls a four, he or she does one of the following: uses the word
in a sentence or draws a picture of it. If the group approves of what he/she
does, the student puts his or her initials or name in the box and passes the
dice to the next group member. If the student throws the same number on
his/her next turn, then he or she gets to try to do the same thing on
someone else’s 4 space on their paper. If no 4’s are left, he or she loses a
turn. The game continues until every space has a name on it; the winner is
whoever got his or her name in the most spaces. This can also be used
with the verbs in the unit, asking students to put a verb in every space and
having them write logical sentences in a given verb tense.
3.
Ask students to write a description of what they were like when they were
little without putting a name on their paper. Encourage them to be as
detailed as possible. Collect the descriptions, shuffle them, and ask
individual students to read them aloud to the class to see if they can guess
which classmate is being described.
4.
Ask students to think about the best friend they had when they were in
first grade. Ask students to write a descriptive paragraph about what the
friend was like when he/she was little. Put students in small groups to
193
share details about their best friend. Ask the groups to make a list of what
characteristics their friends had in common and what was different.
5.
Play the game Hotseat, using variations of several of the questions below.
Incorporate a few that also review 6.1 objectives in preparation for the
performance task.
1. ¿Qué te gustaba hacer cuándo tenia (10, 5, 7) años?
2. De pequeño/a te llevabas bien con (tus hermanos, tus padres, tus
amigos?
3. ¿Qúe te molestaba cuando eras niño/a?
4. ¿Cómo eras en la escuela primaria?
5. ¿Cómo eran tus amigos en el segundo grado?
6. ¿Cómo te sentiste cuando supiste lo del (nacimiento de su
hermano/a…campeaonato del equipo de beísbol?
To obtain additional questions, ask students to write them, reminding them
that questions should be open-ended. Place three chairs in front of the
teacher. Divide the class into three groups. Each group is assigned to a
chair and will stand behind it in a row. The first person from each team
sits in their chair or row. The teacher asks a question. The first person to
jump up, after the teacher acknowledges him or her, has the opportunity to
respond to the question. If the response is correct, that team gets a point.
All three students go to the end of the row and the next three students sit
down. Play continues until all questions have been asked. Points for the
questions can be varied. Some questions may have multiple answers and
then all contestants for that round may respond one at a time.
6.
Using the imperfect of ser and haber, ask students to complete the
Comunicación activity on page 223. In this activity each student will
write several sentences describing his/her favorite place as a child. Ask
students to work in pairs. Student A will read his/her sentences and
Student B will draw based upon the description. As Student B listens to
the description he/she is encouraged to ask additional questions to obtain
clarification. To extend this activity, each pair should join with another
pair to form a group of four. Have each student describe his/her favorite
place to the other pair, who should try to sketch the place that is being
described. Once they have finished, have the student whose favorite place
was described provide the other group members with further description to
correct or enhance their drawings.
7.
Distribute index cards with several emotions on them (triste, enojado,
furiosa, feliz, triste, aburrido, etc.) Ask students to think of a particular
time when they felt that way. Ask several students to share their responses
orally. Place students in two circles, inner and outer, which will rotate.
Each student will keep his/her index card. One student asks a question
194
with their adjective ¿Qué te pusiste furiosa? and the partner answers; then
one or both circles rotate so the students have new partners and they repeat
the process.
III.
8.
Ask student to complete page 69, exercise 15 in the Cuaderno de
Vocabulario y Gramática book.
9.
Ask students to complete the text Comunicación activities (an interview
and oral cartoon story description) on Page 227. Extend this activity by
placing the cartoon on the overhead and asking student to write captions
for each drawing. Allow students to come to the overhead and share their
captions with the class or put students in groups of four to share their
cartoons with one another.
10.
Ask students to complete the following activities from the Cuaderno de
Actividades: page 56 exercise 11 and page 60, exercise 16.
11.
Ask students to work in pairs to create a dialogue using the picture
sequences, page 48 in the Activities for Communication book. When
students have finished, ask students to share their completed dialogues in
groups of four. Each group of four will select their favorite to be read to
the class.
12.
Ask students to complete pages 23 and 24 in the Activities for
Communication Book.
13.
Remind students to stretch their knowledge beyond the classroom by using
the Portfolio for use of Spanish Outside Classroom sheet. Students should
sign and date where appropriate in this chapter and all subsequent
chapters.
Reading
A.
Pre-reading: Ask students to look at the pictures to determine the genre of the
poem on pg. 230 and make a prediction about the meaning of the story. As a
guided practice activity, provide students with the following words: rey, rebaño,
gentil princesita, hallé y mentía. Ask students to guess the meaning from context
and list their guesses on a separate sheet of paper. Debrief as a class and stress
the importance of using context clues to get the meaning as a reading strategy,
particularly in foreign language learning.
B.
Ask students to read the poem silently using the text. Then, ask them to re-read
the poem, this time using the Inner Voice Strategy graphic organizer (see at end
of Stage 3). In each square students may choose to draw a picture, ask a question
or make a comment about what they are reading. Provide colored pencils for this
activity. Reinforce that there are no wrong answers with this strategy – it is their
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opportunity to interact and connect with the text in a meaningful way. Give
students the opportunity to share their work if they wish to do so.
C.
Ask students to answer the Comprehensión questions B and C on page 230.
Students may work in partners. Review the answers as a class. Take this
opportunity to talk about what audience (who) the author had in mind when he
wrote the poem. Brainstorm possible reasons Ruben Dario may have written it.
D.
Have different students read the poem aloud to determine the poem’s rhythm. If
time permits, introduce the concept of rhyme scheme and see if students can
identify the ABAB rhyme scheme of the poem. Ask student to examine the pairs
of lines that rhyme to determine whether any of the lines seem forced or
unnatural.
E.
Post-Reading: This poem is both a poem and a fairy tale. Ask students to explain
why they think it falls under both categories. Teacher may elect to use a Venn
Diagram on the board outlining the student-generated differences between a poem
and a fairy tale.
F.
Point out that the text that students have read is only the first half of the poem.
Ask students use the back of their Inner Voice Graphic organizer to create an
ending to the poem with an illustration.
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Y
Érase una vez
ou will create a fairy tale in Spanish using the organizer on
the next page to help guide you through the writing
process. You are required to distinguish between the uses
of the preterite versus the imperfect to describe people and
things in the past and move a story to its conclusion.
Please be sure to include a variety of preterite/imperfect verbs
contained in unit 6 (e.g., hablar, comer, vivir, gustar, odiar, fascinar,
ir, ver, querer etc). You should expect to share your fairy tale with a
group of your peers. Your fairytale must contain at least 15, but no
more than 20 sentences. Your fairytale should have a beginning,
middle and end. The finished product should be in a booklet
format and should include corresponding illustrations and/or
clipart. Each fairy tale must have a title.
In the fairy tale, provide the following details:
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A description of the setting
o Where did the characters live?
o What did the place look like?
A description of the character/s
o What they looked like
o What they liked, disliked, hated etc.
o What they used to do
o What someone wanted to be
o How someone felt
What was the problem?
o How someone reacted
The events of the story
The solution
o How was the problem solved?
You will be given time in class to work on your fairy tales. Our
class will visit the computer lab on__________________________.
197
Mapa del Cuento de Hadas
Describe la escena…
Describe el/los personaje/s …
Describe el problema…
Evento 1
Evento 2
Describe la solución
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Evento 3
Written Rubric – El Cuento de hadas
Capítulo 6 (U9)
4
Pretérito/
Imperfecto
3
Muy preciso
1
Preciso
2
Bastante preciso
A veces usas el
pretérito y el
imperfecto bien
en tu cuenta de
hadas pero hay
varios errores.
Bastante bueno
Escribes con
expresiones
buenas a veces
pero hay un poco
de confusion.
A veces
comprensible
Entiendo partes
del cuento.
A veces precisa
Casi nunca empleas el
pretérito y el
imperfecto bien en tu
cuento.
No muy preciso
Vocabulario
Excelente
Usas el
vocabulario
excelente por casi
todo el cuento.
Comprensión
La comprensión
fácil
Entiendo casi todo
el cuento de hadas.
Precisa
Usas bien el
pretérito y el
imperfecto mucho
en tu cuento de
hadas pero hay
unos errores.
Bueno
Escribes con
expresiones muy
buenas y muchas
veces correctas en
el cuento.
En general
comprensible
Mucho es
comprensible.
Bastante precisa
(cómo escribes las
palabras, el orden de
palabras y la
puntuación)
Organización
La estructura es
excelente. Casi no
hay errores.
Hay unos errores
menores. Favor
de ver tu papel.
Hay varios
errores. Favor de
ver tu papel.
Hay muchos errores
menores y/o serios.
Favor de ver tu papel.
Excelente
El cuento es
lógico y efectivo.
Esfuerza
Esfuerza
excelente
Tienes más de lo
requerido. Es muy
evidente que
pones mucho
esfuerzo y tiempo
en la tarea.
Buena
Hay unos
problemas pero
no muy serios.
Un esfuerzo
bueno
Tienes todos los
requisitos.
Bastante buena
Hay lugares
confusos en unas
partes del cuento.
Un poco de
esfuerzo
Tienes muchos de
los requisitos.
No muy buena
No hay mucha
organización
evidente.
Muy poco esfuerzo
Usas bien el
pretérito y el
imperfecto en tu
cuento de hadas.
Estructura
(Hay título,dibujos o
el arte del Internet, y
claridad(neatness)
No muy bueno
Escribes pocas
palabras correctas.
Es muy confuso.
Raras veces
comprensible
Entiendo muy poco
del cuento.
No muy precisa
No tienes muchos de
los requisitos.
Nombre: __________________________________ Fecha:________________________
Unos Comentarios:
_____________________________________________________________________________________
_____________________________________________________________________________________
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How to Mind Map
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Start from the center of a page of plain, un-lined paper. This gives room to go in any and every
direction, even three-dimensionally.
In the center, put a clear and strong visual image that depicts the general theme of the map.
Put ideas down as they occur, wherever they fit. Don’t pause, judge, or edit.
Print, rather than write in script. Printing is more memorable and easier to read.
Use just key words and images. Anything that stands out on the page will stand out in memory.
Use color to reinforce various themes or associations and to make things stand out.
Create sub centers for sub themes. If you see several ideas that are related, draw a circle around
them or enclose them as a unit and draw an image to go with them.
Don’t get stuck in one area. If ideas dry up for one area, go to another branch.
Use arrows, icons, or other visual aids to show links between different elements.
Never start a new sheet if there’s no more space. Tape or paste more paper onto the map where
it’s needed.
Things you should see in a mind map.
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Branches: A good mind map looks like a tree, a nerve system, a spider, a flower, a fourth of July
fireworks display – something with a center picture and things sprouting from it.
Lists and groupings: Once you discover a subset for the main idea, jot down all the words they
can find for that subset before going on, enclosing it, and drawing an illustration.
Images: You are encouraged to come up with an image for each subset to make your mind map
more memorable.
Arrows: In the course of mapping, you may find that one or more ideas are related and you will
indicate this by the use of arrows.
Explanatory sentences and notes: Write a few comments on your map: explanations, questions,
comments or a summary.
Steps to Create a Mind Map
1. Skim: First read the introduction, conclusion, and headings and look at the illustrations
(diagrams, pictures or graphs). This should give you an overview of the reading as well as its
context and clues to where the most important information is located.
2. Read: Since the reading is short, read it all at once, and then go back over any parts you are not
sure of.
3. Mind Map: Now put away the reading and do the mind map from memory.
4. Study:. Doing the mind map shows immediately what was learned well and where there are gaps
in knowledge. If that fails – and so does imagining what it might be – refer to the reading to fill
in the gaps.
5. Personalize: Now add images, different colors, arrows, comments, and questions. Questions
might be about relationships or clarity: How do the parts fit together? Does it all make sense? Is
anything missing or unclear? Is it all true? Useful? Comments might be about personal
experience, implications for future events, or what was news to the mapper. What more would
you need to know about this? Personalizing the mind map gives the student a review of the
material and really helps enhance learning.
200
Mobile Checklist:
Names (Student)_________________ (Classmate) _______________________
Student
□
Classmate
□
Colorful
□
□
Easy to read.
□
□
Easy to understand why elements were chosen.
□
□
Accurate information.
□
□
Correct spelling.
□
□
Correct grammar.
201
Grid Game Blank
1
2
3
4
5
6
7
8
9
10
11
12
202
La Voz Interior
de “A Margarita Debayle” por Rubén Dario
…Margarita, te voy a contar un
cuento.
Éste era un rey que tenía un palacio
de diamantes, una tienda hecha del
día1,
y un rebaño de elefantes, un kiosko
de malaquita2, un gran manto de tisú3
y una gentil princesita, tan bonita,
Margarita, tan bonita, como tú.
Una tarde la princesa vió a una
estrella aparecer4; la princesa era
traviesa y la quiso ir a cojer5.
La quería para hacerla decorar un
prendedor6, con un verso y una perla,
y una pluma7 y una flor.
…Pues se fue la niña bella, bajo el
cielo y sobre el mar, a cortar la
blanca estrella que la hacía suspirar8.
Y siguió camino arriba9, por la luna
y más allá; más lo malo es que ella
iba sin permiso del papá.
Y el rey dijo: “¿Qué te has hecho?10
Te he buscado11 y no te hallé.
Y que tienes en el pecho12, que
encendido13 se te ve?”
La princesa no mentía, y así dijo la
verdad:
“Fui a cortar la estrella mía a la azul
inmensidad”…
1 una carrpa hecho del día
2 una piedra verde y brilliante
3 un abrigo hecho de material metalica
4 una estrella
5 cojer
6 un broche
7 una pluma
8 ahhh…
9 arriba
10 What have you been up to?
11 I’ve been looking for you.
12 chest
13 brillante, soleado
203
M.I.
Interpersonal Intrapersonal
Standard
Communication
Interpersonal
Interpretive
Presentational
Cultures
Practices
Products
Perspectives
Connections
Making
Connections
Acquiring
Information
Comparisons
Language
Culture
Communities
School and
Community
Lifelong
Learning
1.B. 1.C.
II.A.5, II.A.6,
II.A.8, II.A.11
1.B. 1.C.
II.A.5, II.A.,
II.A.8, II.A.9,
II.B.11, III.C
II.B.3
II.A.12,
II.A.14, II.B.3,
II.B. 4, II.B.8,
II.B.12
PBT, II.A.14,
II.A.15, II.B10
PBT, II.A.7
1.C., 1.D.
1.C.
1.C.
1.D.
III.A, III.E
1.D.
III.C
1.D.
Verbal
Linguistic
Logical
Bodily
Mathematical Kinesthetic
Visual
Spatial
II.B.6
II.A.1, II.A.4.,
II.B.5
PBT, II.A.9,
II.A.7, II.A.
10
II.B.7
II.A.1,
II.A.11. II.B.5
1.A.,
II.A.11,
II.B.6,
II.B.9, III.B
PBT, 1.B.
II.A.3, III.B
PBT, II.A.8,
II.A.10
III.F
II.A.1, II.B.1,
II.B.2, II.B.5
II.A.3,
II.A.11,
II.B.2
I.B.
I.B.
III.A
III.B
PBT
PBT
204
Musical
Rhythmic
Naturalist
II.A.13
III.D
II.A.2
II.A13
APPENDIX A
ACTIVITIES REFERENCE CHART
A-1
A-2
ACTIVITIES REFERENCE CHART
Unit
Values
Education
Career
Education
1
I.A., C.,
II.A.3., 5.10.,
B.1. – 8.,
III. A., B.,
PBT
I.D., II.A.1.6., 8., 9.,
II.B.1.-4.
III.A.-C.,
PBT
I.A.-D.
II.A.2.-6., 8.9., III. A., B.,
F.
I.A., D.-F.
II.A.2.-6., 8.12, B.2.-7.,
9.-13., III.1.3., PBT
I.A.-D.
II. A.1.-5., 8,
9, 11
II.B.2., 5., 6.,
7.
PBT
Travel Agent
Author
I.A.- E.
II.A.4.
III.A.-C.
I.A.,C.,E.
III.A.
Journalist
Linguist
All careers
worked with in
chapter
Cartographer
Musician
Baseball player
Dancer
Doctor
Nurse
Health Careers
Athletic
Trainers
Ecologist
Conservationist
Naturalist
Artisan
Broadcaster
I.A.-E., II.B.1.,
III.C.
PBT
I.C., D.
III.C.
PBT
I.A.-D., II.A.8.,
III. A., B., C.,
F. ,
PBT
I.A.-F., II.A.10.
B. 13.
PBT
I.A., C., D.
III. A., F.
II.B. 5., 7.
PBT
I.E.
II.B.8.
PBT
I.A.-D.
II.A.3.-5., 7.,
9.
II.B.1.-3., 6,
7
III.A.-D.,
PBT
Author
Illustrator
I.A.-D.
III. C.1., 3., 5.
PBT
PBT
2
3
4
5
6
A-3
Multicultural
Education
Technology
I.E.
II.A.1.-12.
II.B.1.-13.
A-4
APPENDIX B
PHILOSOPHIES
OF THE
WICOMICO COUNTY PUBLIC SCHOOLS
B-1
B-2
PHILOSOPHY DOCUMENTS FOR WICOMICO COUNTY PUBLIC SCHOOLS
Included in the appendix are the Wicomico County philosophy documents for
curriculum, assessment, mathematics, and reading. Teachers should become familiar with
the underlying principles in these documents in order to differentiate instruction and
assessment to meet the needs of all students.
B-3
B-4
CURRICULUM PHILOSOPHY OF THE
WICOMICO COUNTY PUBLIC SCHOOL SYSTEM
The curriculum in the Wicomico County Public School System reflects a dynamic
process that includes evaluation, revision and updating of its existing programs based
upon the needs of students, the latest content knowledge and current scientifically based
information as to how individuals learn. The process is in alignment with the Wicomico
County Board of Education’s Mission Statement and encompasses all components of the
Mission – “providing all students an educational foundation and set of skills which will
enable them to become responsible and productive citizens in our society.”
The Wicomico County School System provides a rigorous academic curriculum
that challenges all students to develop their intellectual capacity and prepares them for a
world of rapid change. Adapting teaching methods to address the diversity of learning
styles and capabilities of students is a critical component of the curriculum. The
curriculum in the Wicomico County Public School System maintains a strong
relationship between what is written, taught, and assessed. Involving teachers in the
curriculum writing process encourages a purposeful curriculum that ensures this
alignment and allows for ongoing evaluation and instructional changes. Instructional
content is clearly articulated with appropriate levels of knowledge and skills spiraling at
each grade level. Data analysis of student achievement is commonplace and promotes
curricular improvements as we engage our students in acquiring knowledge, habits, and
attitudes necessary to become responsible and productive citizens.
The Wicomico County Public School System believes the purposes of curriculum
are:
•
To provide a framework of vertical and horizontal alignment of standards that
ensures consistency and continuity throughout the system;
•
To direct, guide, and define instructional practices that meet the needs of
diverse student learning styles;
•
To reflect the importance of assisting students in developing an understanding
and an appreciation for persons of different social, economic, cultural, ethnic,
and gender groups;
•
To provide all stakeholders with an opportunity to become meaningfully
involved in developing a shared vision for student learning; and
•
To ensure alignment of content with meaningful assessment.
B-5
The Wicomico County Public School System believes the following principles of
curriculum are paramount:
•
Instruction must be consistently aligned with clearly defined national, state,
and local content standards.
•
A local curriculum to enhance and expand upon state standards and the
Voluntary State Curriculum is essential.
•
Current scientifically based research is utilized to improve teaching strategies
and select materials that are aligned with content standards.
•
The curriculum includes a set of essential knowledge and skills to enhance the
academic growth of each student and eliminate gaps in student learning.
•
The curriculum addresses the diverse learning needs of all students including
those with special needs.
•
All students are provided opportunities to be meaningfully engaged in
rigorous and challenging content and apply higher order thinking skills.
•
The development of the curriculum is designed to address the progression of
essential goals to support active student involvement and student achievement
at the elementary, middle, and high school levels.
•
The development of the curriculum provides opportunities for an
interdisciplinary approach across various content and subject areas to foster
meaningful real-life connections that include values, careers, and technology.
•
The curriculum is directly linked to evaluation and assessment allowing for
results to be used as a guide for monitoring, modifying, and improving
instruction.
•
Teachers participate in high quality professional development programs that
enable them to effectively implement the curriculum and facilitate learning.
•
The curriculum is designed to foster equality and equity in order that all
students can attain a high level of competency.
•
The school system has established a long-term plan for curriculum
development that involves teachers, central office personnel, school board
members and the community.
Curriculum in Wicomico County is constantly evolving and changing in response
to the many instructional and related initiatives underway throughout the district, state,
and nation. The Wicomico County School System continues to emphasize the importance
B-6
of being a responsible and curriculum-conscious community.
B-7
ASSESSMENT PHILOSOPHY OF THE
WICOMICO COUNTY PUBLIC SCHOOL SYSTEM
In the Wicomico County Public School System, assessment is an on-going
process of data gathering and analysis with the primary intent to improve instruction and
student academic performance. The process flows from the Board of Education Mission
Statement and encompasses all components of the Mission - “providing all students an
educational foundation and set of skills which will enable them to become responsible
and productive citizens in our society.”
Effective classroom practice is based on the belief that teaching and learning are
recurring activities. Assessment and evaluation should drive planning and instruction for
teaching and learning. No one assessment can capture the full range of student learning
and academic growth; therefore, the Wicomico County Public School System uses
multiple assessments in the classroom to evaluate what a student knows and is able to do
and to inform subsequent instructional steps. Assessment of academic achievement
includes documentation of the student’s acquisition of those skills and competencies
deemed essential for all programs. Additionally, the Wicomico County Public School
System collects data with respect to individual content areas analyzing the data in the
aggregate and disaggregate to provide the rationale for curricular revision and the
improvement of teaching.
The Wicomico County Public School System believes the purposes of assessment
are:
•
•
•
•
•
To enhance student learning
To encourage schools to share collectively a sense of responsibility for student
learning
To improve curricula, programs, practices and services
To give all stakeholders an opportunity to become more conscious of, and
involved in, the way the system works and changes
To create a “body of evidence” within which to evaluate program
effectiveness, gauge student achievement and make decisions regarding the
allocation of resources.
The Wicomico County Public School System believes the following principles of
assessment are paramount:
•
•
•
Assessment of student learning is an integral part of the academic program.
Assessments should not define the limits of our educational program.
Assessment of student learning provides occasions to celebrate student
achievement and to identify opportunities for improvement.
B-8
•
•
•
•
•
•
•
•
•
Students will be given many opportunities for self-assessment and peer
assessment in addition to teacher assessment.
Assessment is linked to important questions and issues that schools, staff or
students want to learn more about; no assessment will be administered nor
data collected until we know how the results will be used.
Schools will use a variety of diagnostic, formative and summative assessment
measures and methods.
The results of all assessments will be provided in a timely manner to those in
a position to use them, including students and parents, for the improvement of
teaching or learning.
Assessment results will be used for advising, placement, counseling, and
improving teaching and learning.
Appropriate resources will be provided to those engaged in assessment
activities to help ensure that assessment activities will not have a negative
impact on schools or staff workloads, instructional time, or the academic
program.
Resources will be provided to schools and others to improve programs in
accord with assessment results.
Assessment of student achievement will be used to help guide the system’s
professional development program.
Schools will analyze and archive assessment data to showcase improvements
in content delivery resulting from assessment of student achievement.
Assessment in Wicomico County Public Schools is constantly evolving and
changing in response to many curricular and related initiatives. This philosophy will
govern our activity as we move to improve our instruction, to improve student academic
performance and to meet federal and state accountability requirements.
B-9
MATHEMATICS PHILOSOPHY OF THE
WICOMICO COUNTY PUBLIC SCHOOL SYSTEM
What is Mathematics?
Mathematics is the discipline that involves the process skills of problem solving,
reasoning, communication, and connections among mathematical ideas and in real world
settings. Knowledge of number relationships or computation, algebra, patterns or
functions, geometry, measurement, statistics, and probability is essential in preparing
students for continued study and for problem solving in a variety of settings. Concepts
from algebra, geometry, trigonometry, statistics, probability, and calculus provide models
that describe, infer and predict actions in business, technology, and the social, biological,
and physical sciences. The aesthetic influences of mathematics enable students to see
mathematics in nature around us, in creative works of art, and in the beauty of all
cultures.
Mathematics and Society
Our nation, as a member of the global community, is increasingly becoming an
informational society. The advancement of society will depend on our ability to solve
complex problems. It is, therefore, imperative that students in mathematics courses learn
how to manage data and use information-processing technology to solve problems in all
curricular areas.
Equity of opportunity in learning is a high priority in the Wicomico County
mathematics programs, thus enabling all students to have the opportunity to reach their
highest potential. All students will be educated to make decisions based on the analytical
processes developed throughout the curriculum.
Mathematics and the Learner
Each learner is a complex individual with unique ideas, attitudes, and skills. Our
mathematics program addresses the individual differences and similarities of the learners,
recognizing each student's need for:
•
a positive self-concept and confidence about learning mathematics;
•
instruction that follows the developmental continuum from concrete to
abstract forms of ideas;
•
attention to individual patterns of growth and intellectual development;
B-10
•
an active learning environment with opportunities to experience the rewards
of creative mathematical work;
•
conceptual development that supports generalization of ideas;
•
understanding of and skill in the applications of mathematics to personal life
problems, to careers, and to making decisions in society;
•
oral and written language skills to communicate about mathematics;
•
productive interrelation of language and mathematics learning and
development; and
•
success that leads to internal motivation.
Mathematics and the Curriculum
The very heart of mathematics is the ability to reason in a logical manner. The
fundamental purpose of school mathematics is to develop student understanding of a skill
in the principles and methods of mathematics and in their application to a broad range of
problem-solving and decision-making situations. Logical relations that suggest an order
for the presentation of problem-solving strategies, concepts, skills, and principles
structure major topics in mathematics.
The ultimate goal of our mathematics program is to develop student skills to a
level that enables them to use mathematics efficiently in other disciplines and to prepare
students to be productive members of society.
Mathematics Across Content Areas
Teachers in all content area courses are encouraged to find and demonstrate ways
that mathematics can be used regardless of content-area instruction.
B-11
READING PHILOSOPHY OF THE
WICOMICO COUNTY PUBLIC SCHOOL SYSTEM
A fundamental responsibility of schools is teaching students to read. While
literacy learning begins in the home and community, it is continued in school where
teachers extend communication and thinking skills to develop proficient readers, writers,
and lifelong learners.
In Wicomico County, we believe it is our responsibility to develop strategic and
independent readers who self-monitor and problem solve their reading process. Our
current understandings about how the learner best acquires and uses written and spoken
languages are based on the Maryland Voluntary State Curriculum which provides the
structure and hierarchy of skills, for each grade level, needed to ensure that all students
become successful readers.
The foundations for learning to read include oral language development, letter
knowledge, and development of concepts of print. Five basic components have been
identified as being centrally important for effective reading instruction.
•
Phonemic Awareness
Beginning at the Pre-K level, students should be engaged in identifying and
producing rhyme, identifying syllables in spoken words, identifying and
blending onsets1 and rimes2, and blending and segmenting phonemes.
•
Phonics
Unless students come to understand letter-sound relationships, their progress
in reading will be limited. Early, direct, systematic, explicit instruction is
recommended.
•
Fluency
The ability to recognize words easily and effortlessly is essential for the
reader’s attention to be focused on comprehending and enjoying the text.
•
Vocabulary
Vocabulary knowledge and reading achievement go hand-in-hand. A wide
variety of reading experiences at home or school, plus teacher-directed
vocabulary instruction enhances comprehension and student interest.
•
Comprehension
Students should be taught to apply comprehension strategies that prepare the
reader to construct meaning through a combination of prior knowledge,
experience and the reader’s purpose or stance. Strategies for reading with true
B-12
understanding should be applied to a wide variety of texts, including content
areas such as science, social studies, math, and music.
B-13
Students also need opportunities to read about the lives and cultures of others.
Multicultural experiences must be threaded throughout the curriculum to assure that
students accept diversity as a personal and national strength.
Reading instruction in Wicomico County is designed to hold all students
accountable to the same high standards for developing literacy. At the same time, reading
instruction must also be differentiated to meet individual needs, interests, and strengths.
1. Onset: Initial consonant sound
2. Rime: Part of a syllable that contains the vowel and all that follows
Example: For the word “swim”, /sw/ is the onset and /im/ is the rime.
B-14
APPENDIX C
INSTRUCTIONAL MODIFICATIONS
C-1
C-2
SUGGESTED ACCOMMODATIONS AND MODIFICATIONS
FOR STUDENTS WITH SPECIAL NEEDS
In order to comply with IDEA, accommodations and modifications are required for
students with special needs. Most activities are appropriate for these students when modifications
are implemented.
I.
Learning Disabled Students
A.
Instructional Accommodations
1.
2.
3.
4.
5.
6.
B.
Testing Accommodations
1.
2.
3.
II.
Provide both oral and written directions whenever possible.
Provide multi-sensory instruction.
Provide frequent review and repetition.
Initiate a “buddy” system to assist student with reading, written
assignments, and note taking.
Provide clear copies of handouts and overhead presentations.
Implement modifications specified in the student’s Individual Education
Plan (IEP).
Allow extended time.
Provide oral testing where appropriate.
Implement modifications specified in the student’s Individual Education
Plan (IEP).
Intellectually Limited Students
A.
Instructional Accommodations
1.
2.
3.
4.
5.
6.
Provide both oral and written directions whenever possible.
Provide multi-sensory instruction.
Provide frequent review and repetition.
Initiate a “buddy” system to assist the student with reading, written
assignments and note taking.
Provide clear copies of handouts and overhead presentations.
Implement modifications specified in the student’s Individual Education
Plan (IEP).
C-3
B.
Testing Accommodations
Implement modifications specified in the student’s Individual Education Plan
(IEP).
III.
Vision and Hearing Impaired Students
A.
Vision and Hearing Impaired Students
1.
2.
3.
4.
5.
6.
B.
Hearing Impaired
1.
2.
3.
IV.
Seat the student close to the teacher, board, or work area.
Give oral directions/testing.
Initiate a “buddy” system for reading directions, handouts, board, and
overhead and for note taking.
Enlarge printed material as appropriate.
Utilize recorded materials as needed.
Implement modifications specified in the student’s Individual Education
Plan (IEP).
Seat the student close to the teacher.
Provide both oral and written directions.
Implement modifications specified in the student’s Individual Education
Plan (IEP).
Emotionally Impaired Students
A.
Implement modifications specified in the student’s Individual Education Plan
(IEP), and psychiatric evaluation.
B.
Consult the resource teachers and guidance counselors for additional strategies or
assistance.
NOTE: Each student’s IEP is located in the Special Education Department.
C-4
MODIFICATION FOR RELUCTANT READERS
TRAITS
STRATEGIES
• easily distracted
• short attention span
• create an atmosphere which is as free from distraction as possible
• Utilize other available reading places: hall, library, etc.
• Provide a variety of experiences within the class period
• feels the reading is boring
• provide choices from curricular suggestions
• provide realistic substitutions for curricular suggestions
• build in free-reading opportunities
• doesn’t understand the
reading
•
•
•
•
•
• refuses to read
• allow student to choose reading materials
use response log for teacher/student and peer dialogue
use peer readers/discussion groups
provide adaptations of the piece
utilize available resource personnel
allow student to “abandon” the piece
MODIFICATION FOR RELUCTANT WRITERS
TRAITS
STRATEGIES
• has nothing to write about
•
•
•
•
•
brainstorm ideas
provide lists of topics and forms
provide models
allow student dialogue
provide real audiences and purposes
• has difficulty with a piece
• allow peer dialogue/collaboration
• allow student to put the piece on hold
• doesn’t revise/edit
• accept the piece as is; evaluate it as an unrevised piece; score the
piece holistically
• provide access to helpful materials
• provide specific suggestions for revision
• require a revision as a result of instruction
• limited vocabulary
• provide mini-lessons on specific types of vocabulary replacements
• poor handwriting/motor
skills
•
•
•
•
get the class into the computer lab
provide a computer in the classroom
utilize resource personnel
avoid re-writing whenever possible
C-5
MODIFICATIONS FOR TALENTED AND GIFTED LEARNERS
•
•
•
•
•
•
•
•
•
•
Skill/Cluster grouping
Tiered Assignments/Products
Product Menus
Curricular compacting
Contracting
Credit by examination
Independent studies or investigations (I-Search Report)
Mentorships
Mini-courses
Interest groups and clubs
Keys to Differentiation for Talented and Gifted Students in Language Arts
•
•
•
•
Literature: Literature should provide many experiences for students to read quality texts.
College-bound book lists that include poetry, plays, essays, biography, and autobiography are
available at most libraries. Students should read broadly across subject matters and cultures
and develop a familiarity with favorite authors and their lives. Emphasis on critical reading
and the development of analysis and interpretation skills should be a focal point.
Writing: A writing program for high ability learners should emphasize the development of
skills in expository and persuasive writing, focusing the writing process on draft
development, revision, and editing, and developing ideas and arguments on current issues.
Gifted students also need experience in writing in other forms such as narrative and
informative, using appropriate models for development. For older students, copying the style
of favorite authors would be a useful exercise to gain control over written forms.
Language Study: The formal study of English grammar and vocabulary should be a major
component of language study. Thus major language emphasis should involve understanding
the syntactic structure of English and its concomitant uses, promoting vocabulary
development, fostering an understanding of word relationships (analogies) and origins
(etymology), and developing an appreciation for semantics, linguistics, and the history of
language. An integrated language study approach across these areas is highly desirable.
Oral Communication: Gifted students can profit from a balanced exposure to oral
communication both through listening and speaking. Major emphases should include
developing the following skills: (1) evaluative listening; (2) debate, especially for use in
formal argument; and (3) discussion, particularly question-asking, probing, and building on
ideas stated. An emphasis on oral interpretation and drama productions provide one of many
venues for creative talented learners to develop higher level skills.
Adapted from Beverly N. Parke, 1992; Susan Winebrenner and Barbara Devlin 2001; and Joyce
VanTassel-Baska, 2003
C-6
APPENDIX D
EFFECTIVE INSTRUCTION
D-1
D-2
CHECKLIST FOR ASSURING EFFECTIVE INSTRUCTION
In my school, is it evident that:
•
all teachers understand that reading is a process that is incorporated in all learning?
•
real world reading material are available for students?
•
students are allowed choice in selecting materials to read?
•
students understand which reading outcome(s) are the focus of their learning?
•
reasonable amounts of time are given for students to do required reading activities?
•
topic familiarity and background have been established before students begin to read?
•
students are using various strategies to construct meaning during reading?
•
students have developed strategies to access their comprehension of what they’ve read?
•
lessons reflect obvious connections from text(s)to application(s)of the established
purpose(s) for reading?
•
speaking, listening, and writing are incorporated in how students respond to what they
read?
•
different ways to respond to reading have been previously modeled for the students?
•
students are continuously coached in how to improve their responses to what they’ve
read?
•
students are exposed to various multicultural literacy.
D-3
D-4
MULTIPLE INTELLIGENCES AND THE CLASSROOM
The Verbal-Linguistic Intelligence
Activities that Strengthen the Verbal-Linguistic Intelligence
The Verbal-Linguistic Intelligence (word smart) is related to the use of language and
words including anything associated to complex thought possibilities such as reading, writing,
abstract reasoning, and symbolic speaking. The verbal-linguistic learner typically listens
carefully and enjoys speaking in public, reading, spelling correctly, writing, has a good memory
for names and dates, and has a strong vocabulary. This intelligence includes the ability to
manipulate the syntax or structure of language and phonology or sounds of language.
Activities
• Lectures
• Word games
• Working with metaphors and similes
• Situations and dialogs
• Oral presentations/reports
• Debates
• Reading – literature, newspapers and magazines
• Journal writing
• On-line communication
•
•
•
•
•
•
•
•
•
Listening and tape exercises
Vocabulary activities
Word memory devices
Summarize in your own words
Grammar skills
Group discussions
Story telling
Writing activities
Word-processing programs
•
•
•
•
•
•
•
Games for Vocabulary Development
Tic Tac Toe
Puzzles
Pictionary
• Concentration
Classroom board races
• I Spy
Memory
• Password
Charades
• Bingo
Wheel of Fortune
• Scrabble
Jeopardy
•
•
•
Examples of Games that Develop Sentence Structure and Verb Development
Battleship
• Gossip
Classroom board races
• Board games – Monopoly, Guess Who?, etc.
Debate
D-5
The Logical-Mathematical Intelligence
Activities that Strengthen the Logical-Mathematical Intelligence
The Logical-Mathematical Intelligence (logic smart) is related to scientific reasoning and
thinking skills that are dominated by inductive reasoning techniques such as finding patterns,
identifying abstract concepts, searching for relationships and connections, classifying,
categorizing, sequencing, and outlining. The logical-mathematical learner typically solves
problems with logic, calculates math problems quickly, and prefers to see things categorized in a
logical sense of order. This intelligence includes sensitivity to logical patterns and relationships,
statements and propositions, functions, and other abstractions.
Activities
•
Word order activities
•
Classifying and categorizing
•
Sequencing information
•
Prioritizing and making lists
•
Outlining
•
Word puzzles
•
Grammar relationships and drills
•
Number activities
•
Logic games and activities
•
Problem-solving activities
•
Developing patterns and pattern games
•
Creating functional situations
•
Hypothesizing
•
Critical thinking activities
•
Gap activities
•
Cause and effect activities
•
Computer games
•
Developing equations to describe phenomena
•
Utilizing statistics to develop arguments
•
Examining demographic data deductive/inductive reasoning
•
Cultural comparisons and contrasts
D-6
The Visual-Spatial Intelligence
Activities that Strengthen the Visual-Spatial Intelligence
The Visual-Spatial Intelligence (picture smart) is related to the ability to visualize an
image or idea and to create mental pictures. Color plays an important role in this intelligence.
The visual-spatial learner typically enjoys drawing, painting, sculpting, working jigsaw puzzles
and mazes, using maps, and prefers videos and pictures to words. Most importantly, this
intelligence involves sensitivity to color, line, shape, form, space, and the relationships between
these elements.
Activities
•
Crafts and art projects
•
Draw/color or illustrate concepts/things/ideas
•
Design a logo that communicates a concept
•
Webbing and mind mapping
•
Graphic organizers
•
Creative visualization and response drawing
•
Color cues
•
Visual presentations (video, slide, photography)
•
Creating video/slide projects (computer)
•
Creating models or 3D projects
•
Design, construct or build models
•
Improve a project
•
Graphs and diagrams
•
Reading/creating maps and interpreting directions
D-7
The Bodily-Kinesthetic Intelligence
Activities that Strengthen the Bodily-Kinesthetic Intelligence
The Bodily-Kinesthetic Intelligence (body smart) relies on learning by doing – moving
and manipulating objects, bodily movements, competitive and collaborative sports and
movement games, drama and role-playing, inventing or building a model or design. The bodily
kinesthetic learner typically enjoys physical activity such as through drama, gesturing, dance,
and hands-on learning activities. This intelligence includes specific physical skills such as
coordination, balance, dexterity, strength, flexibility, and speed. Any activity that relies on
TPR/TPRS strengthens the bodily-kinesthetic intelligence.
Activities
•
Manipulatives and flashcards
•
Aerobic alphabet
•
Dance
•
Using self to act out an event or thing
•
Field trips
•
Team construction projects
•
Scavenger hunts
•
Cooperative or competitive games like classroom board races and
the fly swatter game
D-8
The Musical-Rhythmic Intelligence
Activities that Strengthen the Musical-Rhythmic Intelligence
The Musical-Rhythmic Intelligence (music smart) is related to a keen sensitivity to music,
sounds, tonal patterns, or the human voice. The musical-rhythmic learner easily beats out
rhythms, enjoys singing and playing musical instruments, and frequently listens to music while
studying. This intelligence includes sensitivity to rhythm, pitch, melody, or tone of a musical
piece.
Activities
•
Creating songs
•
Creating rhythms to practice grammar
•
Writing lyrics to illustrate a concept
•
Linking historical periods to music of the period
•
Creating music for drama related activities
•
Singing
•
Linking familiar tunes with concepts
•
Creating songs or jingles to summarize concepts or ideas
•
Playing music in the classroom to stimulate appreciation
•
Developing a score for a video or audio presentation
D-9
The Interpersonal Intelligence
Activities that Strengthen the Interpersonal Intelligence
The Interpersonal Intelligence (people smart) is related to person to person contact and
relationships found in pairing, grouping, and cooperative team work. The interpersonal learner
has the ability to verbally as well as non-verbally interact with people or groups of people and
takes leadership roles. This intelligence involves having the ability to perceive and make
distinctions in the moods, intentions, motivations, and feelings of others.
Activities
•
Paired activities
•
Board games
•
Interactive software programs
•
Surveys and polls
•
Letter writing/pen pals
•
Leadership development
•
Collaborative activities such as team problem solving
•
Jigsaw expert teams
•
Group mind mapping and webbing
•
Group brainstorming
•
Peer teaching
•
Group note taking exercises
•
Developing an interview schedule with an individual to learn a
specific concept
•
Tape an interview with a significant mentor
•
Simulations
•
Class or group writing projects
D-10
The Intrapersonal Intelligence
Activities that Strengthen the Intrapersonal Intelligence
The Intrapersonal Intelligence (self) refers to the understanding and acknowledgment of
oneself – regarding feelings, emotions, thinking, self-reflection, and metacognitive skills. The
intrapersonal learner typically sets personal goals, prefers to work alone, and has a clear sense of
direction in life. This intelligence includes having an accurate picture of one’s strengths and
limitations, awareness of inner moods, intentions, motivations, and desires.
Activities
•
Independent study and individual instruction (one-on-one
activities)
•
Monitoring of own skills
•
Developing a complete set of personal goals
•
Developing a family history
•
Mapping places in the environment where they feel comfortable –
most creative and happiest
•
Personalized authentic assessment
•
Exploring personal interests
•
Researching and online activities
•
Writing activities such as keeping a diary
•
Journaling
•
Learning logs
•
Essays
•
Personal reflection
D-11
The Naturalistic Intelligence
Activities that Strengthen the Naturalistic Intelligence
The Naturalistic Intelligence (environment smart) refers to the ability to recognize and
classify plants – all variety of flora and fauna, rocks and minerals, and animals. This intelligence
also focuses on the ability to recognize cultural artifacts like cars or sneakers and the
environment around oneself. The naturalistic learner is typically good at recognizing and
classifying artifacts.
Activities
•
Descriptive in nature
•
Identifying and categorizing one’s surroundings
•
Hands-on learning
•
Taking nature walks or field trips
D-12
APPENDIX E
STUDENT SERVICE LEARNING
E-1
E-2
SERVICE-LEARNING: A REQUIRED CURRICULUM COMPONENT
ALL students in Maryland must meet the state graduation requirement in service-learning
which must include preparation, action and reflection. In Wicomico County, that requirement is
met in Grades 6 through 9 with service learning as a component of the curricula for English,
mathematics, science and social studies.
Service-Learning Sequence by Grade and Subject in Wicomico County
GRADE
SUBJECT
MINIMUM
HOURS
6
Social Studies (Orientation)
English (Infused)
Science (Infused)
Family & Consumer Sciences
5
5
5
5
7
Social Studies (Infused)
English (Infused)
Science (Infused)
Mathematics (Infused)
5
5
5
5
8
Social Studies (Infused)
English (Infused)
Science (Infused)
Mathematics (Infused)
5
5
5
5
9
Social Studies (Infused)
English (Infused)
Science (Infused)
Mathematics (Infused)
5
5
5
5
11
Elective: Students Organized for Service I
12
Elective: Students Organized for Service II
Students become involved in preparation, action and reflection of class, team and
individual service projects.
Infusion is accomplished by including experiential service-learning activities in already
existent units of study. In middle school, infusion may be accomplished through using servicelearning as a theme for interdisciplinary teams. In all instances, projects/plans should offer a
wide array of choice.
E-3
E-4
ESSENTIAL COMPONENTS FOR IMPLEMENTING
STUDENT SERVICE
Teachers and students must consciously identify and include the three critical elements of
preparation, action, and reflection. Every student MUST perform an action of service as a
requirement of service learning instruction.
Preparation is the process of identifying and analyzing problems in the school or
community, selecting and planning a service project as well as developing strategies and skills to
perform the project selected. Students are to submit a written action plan of service for
teacher approval. Teachers should set deadlines for completion of plans/projects. (See
sample project action plan.)
Action is the performance of the service as planned in preparation.
Reflection is the analysis of the experience in terms of impact on the problem and on
personal growth. It may be presented in oral, written, or demonstration form as an individual, a
group, or class. Reflection is highly effective when it is periodically offered during the servicelearning experience as an opportunity for students to receive feedback and encouragement from
their peers.
TYPES OF SERVICE
Direct service is personal contact, such as tutoring, mentoring, visiting the elderly. It is
actual involvement through personally providing a service which will focus on the needs of
others.
Indirect service is working as a part of a team to accomplish a project, such as
fundraising, clean-ups, beautification.
Advocacy is to persuade people to act in a new way or to effect change through
articulation, such as lobbying, speaking, letter writing.
DOCUMENTATION
Students are to be held accountable for service-learning assignments as they would
be held responsible for any other project assignment for that class. Documentation for the
students’ satisfactory completion of the required hours of service learning in a designated grade
level subject will be provided on the student report card in each subject area and grade level
where student service learning is designated in the curriculum.
E-5
OPTIONAL FORM
Subject:
Name:
Period:__________
Plan Due Date:________________________________
Date Assigned:
MY SERVICE-LEARNING ASSIGNMENT PROJECT
ACTION PLAN
As a part of service-learning, I understand that I must complete a service project/activity in order
to meet the service requirement as mandated by the State of Maryland. This paper shows my
intent to make a difference in a specific, real-life situation through my plan for action for this
service learning assignment.
General description of planned service: _____________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Benefits this service will provide: _________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Action plan: __________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Estimated Hours of Service: ______________________________________________________
The Deadline for completing the action is: ___________________________________________
Student signature: ______________________________________________________________
Teacher Approval:
YES
NO
Initials: _________________________________________
E-6