MANCHESTER TOWNSHIP SCHOOL DISTRICT CURRICULUM Content Area: World Language Course Title: Spanish II Grade Level: 9‐12 Unit Plan 1 – Para Empezar – Spanish I Review Pacing Guide 6 weeks Pacing Guide 6 weeks Unit Plan 2 ‐ Tu día escolar Pacing Guide 6 weeks Unit Plan 3 ‐ Un evento especial Pacing Guide 6 weeks Unit Plan 4 ‐ Tú y tu comunidad Pacing Guide 6 weeks Unit Plan 5 ‐ Recuerdos del pasado Pacing Guide 6 weeks Unit Plan 6 ‐ Las Noticias Date Created: May, 2012 Board Approved on: May 10, 2012
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MANCHESTER TOWNSHIP SCHOOL DISTRICT Unit Overview Content Area: World Language (Spanish) Unit Title: Para Empezar Target Course/Grade Level: Spanish II (Grades 9‐12) Unit Summary: - Talk about what you and other people are like. - Tell where you and other people are from by reviewing the countries and capitals of the Spanish speaking world, along with nationalities. - Talk about things you and other people do - Talk about how often you do certain things. - Review concepts from Spanish I: • Adjectives & Adjective Agreement • Verb conjugations • Ser VS Estar • Yo –GO verbs • Stem changing verbs • Irregular verbs • Telling time • Numbers • Alphabet • Stating the date • Interrogative words and question/answer format\ • Expressions using tener Primary interdisciplinary connections: Geography, Sociology, History, Statistics 21st century themes: Global awareness, Health Literacy (tener expressions), Civic Literacy (question/answer formats using usted, Creativity and Innovation, Critical Thinking and Problem Solving, Communication and Collaboration and Information Literacy, Life and Career Skills. Learning Targets Standards: Novice‐Mid Interpretive Mode, Novice‐Mid Interpersonal Mode, Novice‐Mid Presentational Mode Content Statements: Interpretive Linguistic Mode: The Novice‐Mid language learner understands and communicates at the word level and can independently identify and recognize memorized words and phrases that bring meaning to text. Interpretive Cultural Mode: Personal identity is developed through experiences that occur within one’s family, one’s community, and the culture at large. Many products and practices related to home and community are shared across cultures; others are culture‐specific. 2
Healthy eating habits and fitness practices may vary across cultures. Observing and participating in culturally authentic activities contribute to familiarization with cultural products and practices. What is perceived as “basic needs” varies among and within cultures. Maps, graphs, and other graphic organizers facilitate understanding of information on a wide range of topics related to the world and global issues. They make complex concepts more accessible to second‐language learners who have limited proficiency in the language. Learning about age‐ and developmentally appropriate content that is of high interest to students and has a direct connection to the cultural contexts of the target language cultivates an awareness of the shared human experience. Interpersonal Linguistic Mode: The Novice‐Mid language learner understands and communicates at the word level and can use memorized words and phrases independently to: •
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Respond to learned questions. Ask memorized questions. State needs and preferences. Interpretive Cultural Mode: The Novice‐Mid Cultural Content Statements remain the same for all the strands. Presentational Linguistic Mode: The Novice‐Mid language learner understands and communicates at the word level and can use memorized words and phrases independently to: •
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Make lists. State needs and preferences. Describe people, places, and things. Presentational Cultural Mode: The Novice‐Mid Cultural Content Statements remain the same for all the strands. CPI # Interpretive Mode 7.1.NM.A.1 7.1.NM.A.2 7.1.NM.A.3 Cumulative Progress Indicator (CPI) Recognize familiar spoken or written words and phrases contained in culturally authentic materials using electronic information sources related to targeted themes. Demonstrate comprehension of simple, oral and written directions, commands, and requests through appropriate physical response. Recognize a few common gestures and cultural practices associated with the target culture(s). 3
7.1.NM.A.4 Identify familiar people, places, and objects based on simple oral and/or written descriptions. 7.1.NM.A.5 Demonstrate comprehension of brief oral and written messages using age‐ and level‐appropriate, culturally authentic materials on familiar topics. Interpersonal Mode 7.1.NM.B.1 Use digital tools to exchange basic information at the word and memorized‐phrase level related to self and targeted themes. 7.1.NM.B.2 Give and follow simple oral and written directions, commands, and requests when participating in age‐appropriate classroom and cultural activities. 7.1.NM.B.3 Imitate appropriate gestures and intonation of the target culture(s)/language during greetings, leave‐takings, and daily interactions. 7.1.NM.B.4 Ask and respond to simple questions, make requests, and express preferences using memorized words and phrases. 7.1.NM.B.5 Exchange information using words, phrases, and short sentences practiced in class on familiar topics or on topics studied in other content areas. Presentational Mode: 7.1.NM.C.1 Use basic information at the word and memorized‐phrase level to create a multimedia‐rich presentation on targeted themes to be shared virtually with a target language audience. 7.1.NM.C.2 Imitate, recite, and/or dramatize simple poetry, rhymes, songs, and skits. 7.1.NM.C.3 Copy/write words, phrases, or simple guided texts on familiar topics. 7.1.NM.C.4 Present information from age‐ and level‐appropriate, culturally authentic materials orally or in writing. 7.1.NM.C.5 Name and label tangible cultural products and imitate cultural practices from the target culture(s). Unit Essential Questions • ¿Cómo eres tú? • ¿Qué haces y qué hacen tus amigos? • ¿De dónde son tu y tus amigos? • ¿Cómo estas VS Cómo eres? • ¿Cómo son? • ¿Qué hora es? • ¿Qué tienes? • ¿De dónde son? • ¿Cuántos ____ tienes? • ¿Cuándo es ____? Unit Enduring Understandings • I am… • My friends and I… • We are from… • I am feeling.. VS I am (personality)… • They are… • It is (12:00) • I have/I am (hot, cold, hungry, etc) • We are from… • I have… • It is on… 4
Unit Learning Targets (Objectives) Students will ... Interpersonal: - Talk about place of origin and nationality of people. - Talk about activities people do and how frequently they do them. - Review basic question/answer format Interpretive: - Read and interpret information about the first day of class in Spanish‐speaking countries. - Listen to, read and interpret information that describes people. - Read information about population in the United States. - Read and interpret a reading about singer, Enrique Iglesias. Presentational: - Present information about describing people. - Summarize information about population. - Present detailed information about activities people do and how frequently they are done. - Create a collage describing themselves, family, interests, etc. Cultural Topics: Describe the first day of class in Spanish‐speaking countries ‐ Read and write about Enrique Iglesias and his songs 5
Evidence of Learning Formative Assessments •
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Facilitation grids Whiteboards Exit cards Sign language/gestures Role play/skits Draw responses/picture prompt TPR • Do‐Now’s • Puzzles • Temperature gauges (thumbs up/thumbs down, 3 finger check, etc.) • Graphic organizers • Question/Answer • Flash cards Summative Assessments • Unit tests • Vocabulary quizzes • Grammar quizzes • Writing assignments • Speaking tasks • Projects Modifications (ELLs, Special Education, Gifted and Talented) - Dynamic seating arrangements to meet IEP requirements and enhance teacher to student interaction and instruction. - Cooperative learning groups to engage students in sharing their work, reading aloud and formulating ideas. - The use of multiple intelligences assignments to meet all the types of learners in the classroom. - Review and make necessary IEP modifications/504 plans. - Differentiated instructional strategies that allow students of different intelligences and abilities to achieve success. - Collaborate with ESL department to make necessary modifications for ELL students. - Collaborate with colleagues within the department to implement lesson plans. Curriculum development Resources/Instructional Materials/Equipment Needed /Teacher Resources: - Textbook ‐ Realidades 2; © 2008 by Pearson Education, Inc. publishing as Pearson Prentice Hall, Boston, Massachusetts, 02116 - Workbooks - Overhead - Flash cards - Picture prompts - Audio CDs/DVDs - Presentation Express - Power Point - Whiteboards - Teacher‐created activities and materials 6
We also use the following websites as reference and additional activities: http://www.wordreference.com – A useful dictionary. http://www.quizlet.com – A website you can use to create interactive games and quizzes. http://www.quia.com – Grammar and vocabulary practice. http://www.phschool.com – Our online textbook. Teacher Notes: At the end of this chapter, we have the students complete a project called “¿Quién soy yo?”, where in which they have to first answer a series of questions about themselves and then use those questions to make a collage about themselves and their life and write the answers to those questions on the collage. 7
MANCHESTER TOWNSHIP SCHOOL DISTRICT Unit Overview Content Area: World Language (Spanish) Unit Title: Chapter 1 ‐ Tu día escolar Target Course/Grade Level: Spanish II (Grades 9‐12) Unit Summary: Chapter 1A Vocabulary Objectives: • Describe classroom objects and activities • Talk about classroom & school rules • Compare the school rules and customs in other countries with those of your own school Grammar Objectives: • Review stem‐changing verbs, add new verb that follow the same pattern. • Introduce affirmative and negative construction. • Hay que / Se prohibe Chapter 1B Vocabulary Objectives: • Talk about extracurricular activities • Compare people and things • Say what people know or what they know how to do • Say with whom or what people are familiar • Ask and tell how long something has been going on • Understand cultural perspectives on extracurricular activities Grammar Objectives: • Saber VS Conocer • Comparatives • Hace + time expression Primary interdisciplinary connections: Sociology, Language Arts, Geography, Statistics 21st century themes: Global awareness, Health Literacy, Civic Literacy, Creativity and Innovation, Critical Thinking and Problem Solving, Communication and Collaboration and Information Literacy, Life and Career Skills. Learning Targets Standards: Novice‐Mid Interpretive Mode, Novice‐Mid Interpersonal Mode, Novice‐Mid Presentational Mode Content Statements: Interpretive Linguistic Mode: The Novice‐Mid language learner understands and communicates at the word level and can independently identify and recognize memorized words and phrases that bring meaning to text. Interpretive Cultural Mode: Personal identity is developed through experiences that occur within 8
one’s family, one’s community, and the culture at large. Many products and practices related to home and community are shared across cultures; others are culture‐specific. Healthy eating habits and fitness practices may vary across cultures. Observing and participating in culturally authentic activities contribute to familiarization with cultural products and practices. What is perceived as “basic needs” varies among and within cultures. Maps, graphs, and other graphic organizers facilitate understanding of information on a wide range of topics related to the world and global issues. They make complex concepts more accessible to second‐language learners who have limited proficiency in the language. Learning about age‐ and developmentally appropriate content that is of high interest to students and has a direct connection to the cultural contexts of the target language cultivates an awareness of the shared human experience. Interpersonal Linguistic Mode: The Novice‐Mid language learner understands and communicates at the word level and can use memorized words and phrases independently to: •
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•
Respond to learned questions. Ask memorized questions. State needs and preferences. Interpretive Cultural Mode: The Novice‐Mid Cultural Content Statements remain the same for all the strands. Presentational Linguistic Mode: The Novice‐Mid language learner understands and communicates at the word level and can use memorized words and phrases independently to: •
•
•
Make lists. State needs and preferences. Describe people, places, and things. Presentational Cultural Mode: The Novice‐Mid Cultural Content Statements remain the same for all the strands. 9
CPI # Interpretive Mode Cumulative Progress Indicator (CPI) 7.1.NM.A.1 Recognize familiar spoken or written words and phrases contained in culturally authentic materials using electronic information sources related to targeted themes. 7.1.NM.A.2 Demonstrate comprehension of simple, oral and written directions, commands, and requests through appropriate physical response. 7.1.NM.A.3 Recognize a few common gestures and cultural practices associated with the target culture(s). 7.1.NM.A.4 Identify familiar people, places, and objects based on simple oral and/or written descriptions. 7.1.NM.A.5 Demonstrate comprehension of brief oral and written messages using age‐ and level‐appropriate, culturally authentic materials on familiar topics. Interpersonal Mode 7.1.NM.B.1 Use digital tools to exchange basic information at the word and memorized‐phrase level related to self and targeted themes. 7.1.NM.B.2 Give and follow simple oral and written directions, commands, and requests when participating in age‐appropriate classroom and cultural activities. 7.1.NM.B.3 Imitate appropriate gestures and intonation of the target culture(s)/language during greetings, leave‐takings, and daily interactions. 7.1.NM.B.4 Ask and respond to simple questions, make requests, and express preferences using memorized words and phrases. 7.1.NM.B.5 Exchange information using words, phrases, and short sentences practiced in class on familiar topics or on topics studied in other content areas. Presentational Mode: 7.1.NM.C.1 Use basic information at the word and memorized‐phrase level to create a multimedia‐rich presentation on targeted themes to be shared virtually with a target language audience. 7.1.NM.C.2 Imitate, recite, and/or dramatize simple poetry, rhymes, songs, and skits. 7.1.NM.C.3 Copy/write words, phrases, or simple guided texts on familiar topics. 7.1.NM.C.4 Present information from age‐ and level‐appropriate, culturally authentic materials orally or in writing. 7.1.NM.C.5 Name and label tangible cultural products and imitate cultural practices from the target culture(s). Unit Essential Questions • ¿Qué hacen tú y tus amigos en la escuela? • ¿Qué reglas tienen? • ¿Qué hacen después de las clases? • ¿Qué piensas de ____ y _____? (using comparative statements) Unit Enduring Understandings • At school we..(describe courses, teachers, compare classes, etc.) • List rules (affirmative/negatives) • After school we..(describe activities) • Compare 2 people, places or things using “more __ than, less ___ than and as ___ as” 10
Unit Learning Targets (Objectives) Students will ... Chapter 1A… Interpersonal: • Talk: about classroom activities and school; using the verb conocer • Answer questions and compare experiences about classes and subjects Interpretive: • Read, listen to, and interpret information on: school activities, subjects, rules, and class items • Read and interpret: a picture‐based story, quotes about education, a famous poem • Read: sayings focusing on pronunciation; descriptions using affirmative and negative words; about the schools and grading system in Mexico; about good study habits and school subjects; about Okapi, a Spanish magazine; about Guanajuato Presentational: • Present information about: school activities; subjects; rules • Provide information about a poem • Write about: a picture‐based story, a favorite class; Mexican grades and subjects; quotes about education; write a letter about school • Recite a poem in front of the class • Read, complete sentences, and play a game with stem‐changing verbs Chapter 1B… Interpersonal: • Talk: about places, activities, and pastimes; about making comparisons and how long people have been doing things; using the verbs saber and conocer Interpretive: • Read and interpret information about: Antonio Berni and Celia Cruz; sports and a sports club; school in Mexico, Spain, U.S.; San Miguel de Allende • Read, watch, listen to, and compare information about activities and pastimes • Read and listen using saber and conocer • Read and interpret information about salsa, ballet, and a dance school Presentational: • Present information: about going places and favorite activities and pastimes; using saber, conocer • Write about and compare people’s activities and how long they’ve been doing things Cultural Topics 1A • Describe grading systems in Mexico • Describe teacher‐student relationships in a school setting • Talk or write about the painter Simón Silva, the poet José Martí, and the poem Versos sencillos • Talk about: Okapi, a Spanish magazine; coats of arms Cultural Topics 1B •Describe soccer’s cultural importance • Talk or write about: activities and favorite sports; a dance school program • Compare differences between schools in Mexico, Spain, and the U.S. • Discuss varied activities and dances; important artist: Botero. 11
Evidence of Learning Formative Assessments •
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Facilitation grids Whiteboards Exit cards Sign language/gestures Role play/skits Draw responses/picture prompt TPR • Do‐Now’s • Puzzles • Temperature gauges (thumbs up/thumbs down, 3 finger check, etc.) • Graphic organizers • Question/Answer • Flash cards Summative Assessments • Unit tests • Vocabulary quizzes • Grammar quizzes • Writing assignments • Speaking tasks • Projects Modifications (ELLs, Special Education, Gifted and Talented) - Dynamic seating arrangements to meet IEP requirements and enhance teacher to student interaction and instruction. - Cooperative learning groups to engage students in sharing their work, reading aloud and formulating ideas. - The use of multiple intelligences assignments to meet all the types of learners in the classroom. - Review and make necessary IEP modifications/504 plans. - Differentiated instructional strategies that allow students of different intelligences and abilities to achieve success. - Collaborate with ESL department to make necessary modifications for ELL students. - Collaborate with colleagues within the department to implement lesson plans. Curriculum development Resources/Instructional Materials/Equipment Needed /Teacher Resources: - Textbook ‐ Realidades 2; © 2008 by Pearson Education, Inc. publishing as Pearson Prentice Hall, Boston, Massachusetts, 02116 - Workbooks - Overhead - Flash cards - Picture prompts - Audio CDs/DVDs - Presentation Express - Power Point - Whiteboards - Teacher‐created activities and materials 12
We also use the following websites as reference and additional activities: http://www.wordreference.com – A useful dictionary. http://www.quizlet.com – A website you can use to create interactive games and quizzes. http://www.quia.com – Grammar and vocabulary practice. http://www.phschool.com – Our online textbook. Teacher Notes: For this chapter, we have the students create a 8.5 X 11” poster using “hay que + infinitive” and “se prohibe + infinitive”, describing classroom and school rules. They are also expected to illustrate their sentences and then present to the class. 13
MANCHESTER TOWNSHIP SCHOOL DISTRICT Unit Overview Content Area: World Language (Spanish) Unit Title: Chapter 2 ‐ Un evento especial Target Course/Grade Level: Spanish II (Grades 9‐12) Unit Summary: Chapter 2A Vocabulary Objectives: • Review parts of the body vocabulary. • Describe getting ready for a special event • Talk about daily routines • Describe people and things • Express possession • Understand cultural perspectives on clothing Grammar Objectives: • Reflexive Verbs – Regular, Irregular & Stem‐changing verbs. • Possessive Adjectives • Ser VS Estar Chapter 2B Vocabulary Objectives: • Describe clothing and fashion • Talk about going shopping • Describe events in the past • Point out specific objects • Avoid repetition when comparing similar things • Understand cultural perspectives on parties Grammar Objectives: • Preterite Tense of Regular Verbs • Demonstrative Adjectives • Using adjectives as nouns Primary interdisciplinary connections: Sociology, Language Arts, Geography, Statistics 21st century themes: Global awareness, Health Literacy, Civic Literacy, Creativity and Innovation, Critical Thinking and Problem Solving, Communication and Collaboration and Information Literacy, Life and Career Skills, Media Literacy, Financial, Economic, Business, and Entrepreneurial Literacy 14
Learning Targets Standards: Novice‐Mid Interpretive Mode, Novice‐Mid Interpersonal Mode, Novice‐Mid Presentational Mode Content Statements: Interpretive Linguistic Mode: The Novice‐Mid language learner understands and communicates at the word level and can independently identify and recognize memorized words and phrases that bring meaning to text. Interpretive Cultural Mode: Personal identity is developed through experiences that occur within one’s family, one’s community, and the culture at large. Many products and practices related to home and community are shared across cultures; others are culture‐specific. Healthy eating habits and fitness practices may vary across cultures. Observing and participating in culturally authentic activities contribute to familiarization with cultural products and practices. What is perceived as “basic needs” varies among and within cultures. Maps, graphs, and other graphic organizers facilitate understanding of information on a wide range of topics related to the world and global issues. They make complex concepts more accessible to second‐language learners who have limited proficiency in the language. Learning about age‐ and developmentally appropriate content that is of high interest to students and has a direct connection to the cultural contexts of the target language cultivates an awareness of the shared human experience. Interpersonal Linguistic Mode: The Novice‐Mid language learner understands and communicates at the word level and can use memorized words and phrases independently to: •
•
•
Respond to learned questions. Ask memorized questions. State needs and preferences. Interpretive Cultural Mode: The Novice‐Mid Cultural Content Statements remain the same for all the strands. Presentational Linguistic Mode: The Novice‐Mid language learner understands and communicates at the word level and can use memorized words and phrases independently to: •
•
•
Make lists. State needs and preferences. Describe people, places, and things. 15
Presentational Cultural Mode: The Novice‐Mid Cultural Content Statements remain the same for all the strands. CPI # Interpretive Mode Cumulative Progress Indicator (CPI) 7.1.NM.A.1 Recognize familiar spoken or written words and phrases contained in culturally authentic materials using electronic information sources related to targeted themes. 7.1.NM.A.2 Demonstrate comprehension of simple, oral and written directions, commands, and requests through appropriate physical response. 7.1.NM.A.3 Recognize a few common gestures and cultural practices associated with the target culture(s). 7.1.NM.A.4 Identify familiar people, places, and objects based on simple oral and/or written descriptions. 7.1.NM.A.5 Demonstrate comprehension of brief oral and written messages using age‐ and level‐appropriate, culturally authentic materials on familiar topics. Interpersonal Mode 7.1.NM.B.1 Use digital tools to exchange basic information at the word and memorized‐phrase level related to self and targeted themes. 7.1.NM.B.2 Give and follow simple oral and written directions, commands, and requests when participating in age‐appropriate classroom and cultural activities. 7.1.NM.B.3 Imitate appropriate gestures and intonation of the target culture(s)/language during greetings, leave‐takings, and daily interactions. 7.1.NM.B.4 Ask and respond to simple questions, make requests, and express preferences using memorized words and phrases. 7.1.NM.B.5 Exchange information using words, phrases, and short sentences practiced in class on familiar topics or on topics studied in other content areas. Presentational Mode: 7.1.NM.C.1 Use basic information at the word and memorized‐phrase level to create a multimedia‐rich presentation on targeted themes to be shared virtually with a target language audience. 7.1.NM.C.2 Imitate, recite, and/or dramatize simple poetry, rhymes, songs, and skits. 7.1.NM.C.3 Copy/write words, phrases, or simple guided texts on familiar topics. 7.1.NM.C.4 Present information from age‐ and level‐appropriate, culturally authentic materials orally or in writing. 7.1.NM.C.5 Name and label tangible cultural products and imitate cultural practices from the target culture(s). Unit Essential Questions • ¿Cómo te preparas? • ¿Cómo es tu rutina diaria? • ¿Qué ropa compraste? • ¿Qué llevaste? Unit Enduring Understandings • In order to get ready, I… • My daily routine… • I bought… • I wore… 16
Unit Learning Targets (Objectives) Students will ... Chapter 2A… Interpersonal: • Talk: about clothing for different events, weekend plans, and daily routines; using possessive adjectives • Describe people and things using ser and estar Interpretive: • Listen to and interpret daily routines and choices; identify body parts • Read and interpret possessive adjectives, sound changing consonants, verbs that use the infinitive, and ser and estar • Read: about getting ready for an event, preferences in attire, special events and families, traditional clothing, the Teatro Colón, other important theaters, the poncho, and Dolores Hidalgo; a picture‐based story, a hair clipper ad, and about teens’ sleeping patterns • Listen to and watch a video about getting ready for an event Presentational: • Present information about: special events, clothing for different events, getting ready for an event, ser and estar and possessive adjectives; the history of jeans • Write and present information about daily routines • Present a personal experience of a special event • Write: about a clothing purchase and shopping experience; to express an interest Chapter 2B… Interpersonal: • Talk: about shopping, fashion and clothes; using the preterite of verbs and cardinal numbers • Give dates of important events • Ask for assistance in a shopping situation • Describe class objects Interpretive: • Read: about royal marriage arrangements; a picture based story; about preferences and plans; about preterites of regular verbs and about demonstrative adjectives; about native American textiles and leather and about the history of jeans; about origins of words from Arabic; about bilingual employees; about a Latin‐ American designer; about family parties; about Mexican involvement in WWII • Read, watch, and listen to information about fashion, shopping, and clothes Presentational: • Present information on: fashion, fashion shows, shopping, clothes and money; preferences, plans; the history of jeans • Write: information based on illustrations; about a shopping purchase Cultural Topics 2A • Explain cultural perspectives on teen dress • Talk and write about families and special events • Talk and write about: attire preferences, the poncho, traditional Mexican clothing; the Teatro Colón, and other important theaters; hair clippers from an ad • Read about teens’ sleeping patterns 17
• Describe the history of the Teatro Colón; how to make a poncho; how to make an oral presentation • Describe the Teatro Colón; Dolores Hidalgo Cultural Topics 2B •Read and talk about: the daughter of the Spanish royal family; clothing materials in the past and the history and names of jeans; designer Narciso Rodríguez • Define and explain la parranda • Discuss: conversion tables for clothing sizes; the history of textiles and clothing; • Discuss: the history of jeans; Spanish‐speaking participation in the U.S. army during WWII 18
Evidence of Learning Formative Assessments •
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Facilitation grids Whiteboards Exit cards Sign language/gestures Role play/skits Draw responses/picture prompt TPR • Do‐Now’s • Puzzles • Temperature gauges (thumbs up/thumbs down, 3 finger check, etc.) • Graphic organizers • Question/Answer • Flash cards Summative Assessments • Unit tests • Vocabulary quizzes • Grammar quizzes • Writing assignments • Speaking tasks • Projects Modifications (ELLs, Special Education, Gifted and Talented) - Dynamic seating arrangements to meet IEP requirements and enhance teacher to student interaction and instruction. - Cooperative learning groups to engage students in sharing their work, reading aloud and formulating ideas. - The use of multiple intelligences assignments to meet all the types of learners in the classroom. - Review and make necessary IEP modifications/504 plans. - Differentiated instructional strategies that allow students of different intelligences and abilities to achieve success. - Collaborate with ESL department to make necessary modifications for ELL students. - Collaborate with colleagues within the department to implement lesson plans. Curriculum development Resources/Instructional Materials/Equipment Needed /Teacher Resources: - Textbook ‐ Realidades 2; © 2008 by Pearson Education, Inc. publishing as Pearson Prentice Hall, Boston, Massachusetts, 02116 - Workbooks - Overhead - Flash cards - Picture prompts - Audio CDs/DVDs - Presentation Express - Power Point - Whiteboards - Teacher‐created activities and materials 19
We also use the following websites as reference and additional activities: http://www.wordreference.com – A useful dictionary. http://www.quizlet.com – A website you can use to create interactive games and quizzes. http://www.quia.com – Grammar and vocabulary practice. http://www.phschool.com – Our online textbook. http://www.xe.com – Website about the Euro. http://www.elcorteingles.es – Website used for shopping project. Teacher Notes: Within Chapter 2A, we have the students create a book about their daily routine. They have to include 20 sentences, at least 10 of which are reflexive verbs. Each page must have a picture or illustration and then present the projects to the class. Within Chapter 2B, we do a small mini‐lesson about the Euro, and then take the students to the computer lab to first have them use the internet to convert American Dollars to Euro. After finding the amount of Euro they have to work with, they are directed to a Spanish‐language shopping website where they have specific items to purchase. At the end, with whatever money they have left, they can “buy” something for themselves. After going to the computer lab, they use the preterite tense to share their shopping experience. 20
MANCHESTER TOWNSHIP SCHOOL DISTRICT Unit Overview Content Area: World Language (Spanish) Unit Title: Chapter 3 ‐ Tú y tu comunidad Target Course/Grade Level: Spanish II (Grades 9‐12) Unit Summary: Chapter 3A Vocabulary Objectives: •Talk about things you did and where you did them • Explain why you couldn’t do certain things • Describe things you bought and where you bought them • Understand cultural perspectives on shopping Grammar Objectives: • Preterite Tense Irregular Verbs: Ir, Ser, Dar, Ver ** Our midterm exam is based on material covered from Para Empezar through Chapter 3A ** Chapter 3B Vocabulary Objectives: • Give directions for getting to places • Give a friend directions for a task • Discuss driving and good driving habits • Understand cultural perspectives on neighborhoods Grammar Objectives: • Preterite Tense Irregular verbs: Hacer, Poder, Tener, Estar, Querer, Saber, as well as preterite tense stem‐changing verbs, ending in –IR as well as verbs in the preterite tense that require the letter “Y” in the 3rd person. Primary interdisciplinary connections: Sociology, Language Arts, Geography, Statistics 21st century themes: Global awareness, Health Literacy, Civic Literacy, Creativity and Innovation, Critical Thinking and Problem Solving, Communication and Collaboration and Information Literacy, Life and Career Skills, Media Literacy Learning Targets Standards: Novice‐Mid Interpretive Mode, Novice‐Mid Interpersonal Mode, Novice‐Mid Presentational Mode Content Statements: Interpretive Linguistic Mode: The Novice‐Mid language learner understands and communicates at the word level and can independently identify and recognize memorized words and phrases that bring meaning to text. 21
Interpretive Cultural Mode: Personal identity is developed through experiences that occur within one’s family, one’s community, and the culture at large. Many products and practices related to home and community are shared across cultures; others are culture‐specific. Healthy eating habits and fitness practices may vary across cultures. Observing and participating in culturally authentic activities contribute to familiarization with cultural products and practices. What is perceived as “basic needs” varies among and within cultures. Maps, graphs, and other graphic organizers facilitate understanding of information on a wide range of topics related to the world and global issues. They make complex concepts more accessible to second‐language learners who have limited proficiency in the language. Learning about age‐ and developmentally appropriate content that is of high interest to students and has a direct connection to the cultural contexts of the target language cultivates an awareness of the shared human experience. Interpersonal Linguistic Mode: The Novice‐Mid language learner understands and communicates at the word level and can use memorized words and phrases independently to: •
•
•
Respond to learned questions. Ask memorized questions. State needs and preferences. Interpretive Cultural Mode: The Novice‐Mid Cultural Content Statements remain the same for all the strands. Presentational Linguistic Mode: The Novice‐Mid language learner understands and communicates at the word level and can use memorized words and phrases independently to: •
•
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Make lists. State needs and preferences. Describe people, places, and things. Presentational Cultural Mode: The Novice‐Mid Cultural Content Statements remain the same for all the strands. 22
CPI # Interpretive Mode Cumulative Progress Indicator (CPI) 7.1.NM.A.1 Recognize familiar spoken or written words and phrases contained in culturally authentic materials using electronic information sources related to targeted themes. 7.1.NM.A.2 Demonstrate comprehension of simple, oral and written directions, commands, and requests through appropriate physical response. 7.1.NM.A.3 Recognize a few common gestures and cultural practices associated with the target culture(s). 7.1.NM.A.4 Identify familiar people, places, and objects based on simple oral and/or written descriptions. 7.1.NM.A.5 Demonstrate comprehension of brief oral and written messages using age‐ and level‐appropriate, culturally authentic materials on familiar topics. Interpersonal Mode 7.1.NM.B.1 Use digital tools to exchange basic information at the word and memorized‐phrase level related to self and targeted themes. 7.1.NM.B.2 Give and follow simple oral and written directions, commands, and requests when participating in age‐appropriate classroom and cultural activities. 7.1.NM.B.3 Imitate appropriate gestures and intonation of the target culture(s)/language during greetings, leave‐takings, and daily interactions. 7.1.NM.B.4 Ask and respond to simple questions, make requests, and express preferences using memorized words and phrases. 7.1.NM.B.5 Exchange information using words, phrases, and short sentences practiced in class on familiar topics or on topics studied in other content areas. Presentational Mode: 7.1.NM.C.1 Use basic information at the word and memorized‐phrase level to create a multimedia‐rich presentation on targeted themes to be shared virtually with a target language audience. 7.1.NM.C.2 Imitate, recite, and/or dramatize simple poetry, rhymes, songs, and skits. 7.1.NM.C.3 Copy/write words, phrases, or simple guided texts on familiar topics. 7.1.NM.C.4 Present information from age‐ and level‐appropriate, culturally authentic materials orally or in writing. 7.1.NM.C.5 Name and label tangible cultural products and imitate cultural practices from the target culture(s). Unit Essential Questions • ¿Qué hiciste ayer? • ¿Adónde fuiste? • ¿Cómo se va y cómo llegamos? Unit Enduring Understandings • Yesterday, I… • Yesterday, I went… • Turn left, right, go straight, etc. 23
Unit Learning Targets (Objectives) Students will ... Chapter 3A… Interpersonal: • Talk about: schedules, doing errands, telling time, community stores and services, and famous people from the past • Give information about your city/town. • Talk to give and request information • Describe using the preterite of ir, ser, dar, ver Interpretive: • Read: about Buenos Aires, a building in Mexico, medication labels, barrios in Spain and Latin America, los sellos in Spain, Sister Cities International, and services farmacias provide; a picture‐based story and a newspaper ad • Listen to and watch a video about errands • Read, listen to, and interpret errands, schedules, and information on buying things • Read and interpret information that uses preterite of ir, ser, dar & ver. • View a video mystery series Presentational: • Write: information about times, running errands, schedules, buying things, interesting places in the community; questions about famous people of the past • Present information about: irregular preterite verbs ir, ser, dar & ver, preparing for trips. Chapter 3B… Interpersonal: • Talk: about prepositions and transportation, a telephone ad, las glorietas, maps, driving, traffic signs, giving directions, relationships, things people do, when and how often; using gestures to communicate Interpretive: • Read: about city events, Diego Rivera, la plaza mayor,a telephone ad, the Mexico City subway, defensive driving, license requirements, the carretera Panamericana, Spanish‐speaking employees, a picture‐based story • Read, watch, and listen to information about places, transportation, and traffic signs • Listen to and watch a video about asking directions • Read and interpret maps • View and read about the mystery series Presentational: • Present information about: prepositions and transportation means; what, when, and how frequently people do things; driving directions, places of interest, advice, driving, and transportation; las glorietas; past events; using commands Cultural topics 3A: • Describe cultural characteristics of barrios • Write and describe open‐air markets • Write or talk about painter Julio Alpuy, El Palacio de Correos, services farmacias provide, poet Pablo Neruda, barrios in Spain and Latin America, los sellos in Spain and the benefits of a brand of toothpaste • Write or talk about Pablo Neruda, Sister Cities International, errands, and time schedules; • Talk about Buenos Aires and Guanajuato 24
Cultural topics 3B: • Tell about: the Mexico City subway; defensive driving • Explain: communicating with gestures; driver’s license requirements • Tell about: Diego Rivera; la plaza mayor; a cell phone; the Mexico City subway; driver’s license requirements; Frida Kahlo; la carretera Panamericana 25
Evidence of Learning Formative Assessments •
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Facilitation grids Whiteboards Exit cards Sign language/gestures Role play/skits Draw responses/picture prompt TPR • Do‐Now’s • Puzzles • Temperature gauges (thumbs up/thumbs down, 3 finger check, etc.) • Graphic organizers • Question/Answer • Flash cards Summative Assessments • Unit tests • Vocabulary quizzes • Grammar quizzes • Writing assignments • Speaking tasks • Projects Modifications (ELLs, Special Education, Gifted and Talented) - Dynamic seating arrangements to meet IEP requirements and enhance teacher to student interaction and instruction. - Cooperative learning groups to engage students in sharing their work, reading aloud and formulating ideas. - The use of multiple intelligences assignments to meet all the types of learners in the classroom. - Review and make necessary IEP modifications/504 plans. - Differentiated instructional strategies that allow students of different intelligences and abilities to achieve success. - Collaborate with ESL department to make necessary modifications for ELL students. - Collaborate with colleagues within the department to implement lesson plans. Curriculum development Resources/Instructional Materials/Equipment Needed /Teacher Resources: - Textbook ‐ Realidades 2; © 2008 by Pearson Education, Inc. publishing as Pearson Prentice Hall, Boston, Massachusetts, 02116 - Workbooks - Overhead - Flash cards - Picture prompts - Audio CDs/DVDs - Presentation Express - Power Point - Whiteboards - Teacher‐created activities and materials 26
We also use the following websites as reference and additional activities: http://www.wordreference.com – A useful dictionary. http://www.quizlet.com – A website you can use to create interactive games and quizzes. http://www.quia.com – Grammar and vocabulary practice. http://www.phschool.com – Our online textbook. http://www.google.es – Google Maps in Spanish http://www.gomadrid.com – Tourist attractions and maps of Madrid. Teacher Notes: Within Chapter 3A, one project idea is to have the students create their own unique cities. For this project, they have to create a poster, labeling at least 30 words on their poster and create a travel brochure in the target language, describing their city. Another idea is to have the students research the city of Madrid and label a map with its major sites and then choose one tourist attraction and create a brochure in the target language about that attraction. Within Chapter 3B, one project idea is where a fictitious city map is given to the students, where they need to interpret directions given to them in the target language. They are asked to color and label parts of the map and then read directions in the target language and identify landmarks. Another idea is usually completed towards the end of the chapter, when all vocabulary and grammar have been covered. Students are required to read directions in the target language and then go on a “scavenger hunt” around the school, finding different landmarks as they go along. 27
MANCHESTER TOWNSHIP SCHOOL DISTRICT Unit Overview Content Area: World Language (Spanish) Unit Title: Chapter 4 ‐ Recuerdos del pasado Target Course/Grade Level: Spanish II (Grades 9‐12) Unit Summary: Chapter 4A Vocabulary Objectives: • Review family member vocabulary • Discuss childhood toys and games • Describe what you were like as a child • Talk about activities that you used to do as a child • Discuss to or for whom something is done • Understand cultural perspectives on childhood songs Grammar Objectives: • Imperfect Tense: Regular & Irregular verbs. Chapter 4B Vocabulary Objectives: • Describe holiday celebrations • Talk about your family and relatives • Describe people, places, and situations in the past • Talk about how people interact • Understand cultural perspectives on holidays and special events Grammar Objectives: • Reciprocal actions. • Continue study of imperfect tense. • Begin comparing preterite tense formation and usage with imperfect tense formation and usage. Primary interdisciplinary connections: Sociology, Language Arts, Geography, Statistics 21st century themes: Global awareness, Health Literacy, Civic Literacy, Creativity and Innovation, Critical Thinking and Problem Solving, Communication and Collaboration and Information Literacy, Life and Career Skills, Media Literacy Learning Targets Standards: Novice‐Mid Interpretive Mode, Novice‐Mid Interpersonal Mode, Novice‐Mid Presentational Mode Content Statements: Interpretive Linguistic Mode: The Novice‐Mid language learner understands and communicates at the word level and can independently identify and recognize memorized words and phrases that bring meaning to text. 28
Interpretive Cultural Mode: Personal identity is developed through experiences that occur within one’s family, one’s community, and the culture at large. Many products and practices related to home and community are shared across cultures; others are culture‐specific. Healthy eating habits and fitness practices may vary across cultures. Observing and participating in culturally authentic activities contribute to familiarization with cultural products and practices. What is perceived as “basic needs” varies among and within cultures. Maps, graphs, and other graphic organizers facilitate understanding of information on a wide range of topics related to the world and global issues. They make complex concepts more accessible to second‐language learners who have limited proficiency in the language. Learning about age‐ and developmentally appropriate content that is of high interest to students and has a direct connection to the cultural contexts of the target language cultivates an awareness of the shared human experience. Interpersonal Linguistic Mode: The Novice‐Mid language learner understands and communicates at the word level and can use memorized words and phrases independently to: •
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•
Respond to learned questions. Ask memorized questions. State needs and preferences. Interpretive Cultural Mode: The Novice‐Mid Cultural Content Statements remain the same for all the strands. Presentational Linguistic Mode: The Novice‐Mid language learner understands and communicates at the word level and can use memorized words and phrases independently to: •
•
•
Make lists. State needs and preferences. Describe people, places, and things. Presentational Cultural Mode: The Novice‐Mid Cultural Content Statements remain the same for all the strands. 29
CPI # Interpretive Mode Cumulative Progress Indicator (CPI) 7.1.NM.A.1 Recognize familiar spoken or written words and phrases contained in culturally authentic materials using electronic information sources related to targeted themes. 7.1.NM.A.2 Demonstrate comprehension of simple, oral and written directions, commands, and requests through appropriate physical response. 7.1.NM.A.3 Recognize a few common gestures and cultural practices associated with the target culture(s). 7.1.NM.A.4 Identify familiar people, places, and objects based on simple oral and/or written descriptions. 7.1.NM.A.5 Demonstrate comprehension of brief oral and written messages using age‐ and level‐appropriate, culturally authentic materials on familiar topics. Interpersonal Mode 7.1.NM.B.1 Use digital tools to exchange basic information at the word and memorized‐phrase level related to self and targeted themes. 7.1.NM.B.2 Give and follow simple oral and written directions, commands, and requests when participating in age‐appropriate classroom and cultural activities. 7.1.NM.B.3 Imitate appropriate gestures and intonation of the target culture(s)/language during greetings, leave‐takings, and daily interactions. 7.1.NM.B.4 Ask and respond to simple questions, make requests, and express preferences using memorized words and phrases. 7.1.NM.B.5 Exchange information using words, phrases, and short sentences practiced in class on familiar topics or on topics studied in other content areas. Presentational Mode: 7.1.NM.C.1 Use basic information at the word and memorized‐phrase level to create a multimedia‐rich presentation on targeted themes to be shared virtually with a target language audience. 7.1.NM.C.2 Imitate, recite, and/or dramatize simple poetry, rhymes, songs, and skits. 7.1.NM.C.3 Copy/write words, phrases, or simple guided texts on familiar topics. 7.1.NM.C.4 Present information from age‐ and level‐appropriate, culturally authentic materials orally or in writing. 7.1.NM.C.5 Name and label tangible cultural products and imitate cultural practices from the target culture(s). Unit Essential Questions • ¿Cómo eras de pequeño? • ¿Con qué jugabas de pequeño? • ¿Cómo celebras los días festivos? • ¿Cómo pasan las vacaciones? Unit Enduring Understandings • I was (personality)… • I used to play with… • We celebrate (holiday) by… • During vacations, we… 30
Unit Learning Targets (Objectives) Students will ... Chapter 4A… Interpersonal: • Talk about: celebrations and plans for parties; toys, pets, and animals in fables; childhood and children’s activities; the painting Los niños del future Interpretive: • Listen to and interpret information about toys, play, pets, and childhood • Read a picture‐based story and fable from Mexico • Listen to and watch a video about childhood • Read: to interpret analogies; an advertisement and respond to questions; about nursery and elementary schools; descriptions of a person from the past; about Isaac Newton Presentational: • Present information: about a celebration, childhood, toys, pets, and traditional songs; analogies; based on pictures • Compose: information about childhood activities and elementary school; a description from the point of view of a person in the past • Compare information with personal experience Chapter 4B… Interpersonal: • Talk about: greetings and leave‐takings; celebrations; family and social occasions; family members; childhood; friendship; inappropriate behavior; the painting Tamalada Interpretive: • Read: about festivals, ornaments, holidays; Independence Day observances; el Día de la Raza; Semana Santa; el Día de los Muertos; el carnaval; la Tamborrada; las Fallas de Valencia; el Día de los Reyes Magos; about customs of a Basque village; a picture‐based story • Read and listen to information about etiquette • Listen to and watch a video about a fiesta • Listen to information about Tamalada Presentational: • Write: about la Tamborrada in Alsasua, family and social gatherings, celebrations; about the painting Tamalada; about childhood events, memories; a letter to los Reyes Magos • Present information about good manners Cultural Topics 4A • Describe the role of pets • Tell about Pablo Picasso and his art; about nursery schools and juguetes mayas; about el mercado de Hidalgo in Guanajuato • Describe fables, nursery rhymes, and songs • Tell about: Pablo Picasso and his work; Spanishspeaking countries; the life of Isaac Newton • Listen to and sing Spanish songs • Read a Mexican fable and think about animals portrayed in fables from different cultures 31
Cultural Topics 4B • Describe celebrations: Independence Day in Mexico; the Basque celebration, la Tamborrada; el Día de la Raza; el Día de los Muertos; el carnaval; las Fallas de Valencia; el Día de los Reyes Magos; la ceremonia del lazo • Interpret rules of etiquette • Tell about: Antonio M. Ruiz and his art; Mexico’s flag; Basque language, food, and customs; celebrations: el Día de la Raza parade; el Día de los Muertos customs; el carnaval; las Fallas de Valencia; el Día de los Reyes Magos; la ceremonia del lazo; ornamentsand decorations 32
Evidence of Learning Formative Assessments •
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Facilitation grids Whiteboards Exit cards Sign language/gestures Role play/skits Draw responses/picture prompt TPR • Do‐Now’s • Puzzles • Temperature gauges (thumbs up/thumbs down, 3 finger check, etc.) • Graphic organizers • Question/Answer • Flash cards Summative Assessments • Unit tests • Vocabulary quizzes • Grammar quizzes • Writing assignments • Speaking tasks • Projects Modifications (ELLs, Special Education, Gifted and Talented) - Dynamic seating arrangements to meet IEP requirements and enhance teacher to student interaction and instruction. - Cooperative learning groups to engage students in sharing their work, reading aloud and formulating ideas. - The use of multiple intelligences assignments to meet all the types of learners in the classroom. - Review and make necessary IEP modifications/504 plans. - Differentiated instructional strategies that allow students of different intelligences and abilities to achieve success. - Collaborate with ESL department to make necessary modifications for ELL students. - Collaborate with colleagues within the department to implement lesson plans. Curriculum development Resources/Instructional Materials/Equipment Needed /Teacher Resources: - Textbook ‐ Realidades 2; © 2008 by Pearson Education, Inc. publishing as Pearson Prentice Hall, Boston, Massachusetts, 02116 - Workbooks - Overhead - Flash cards - Picture prompts - Audio CDs/DVDs - Presentation Express - Power Point - Whiteboards - Teacher‐created activities and materials 33
We also use the following websites as reference and additional activities: http://www.wordreference.com – A useful dictionary. http://www.quizlet.com – A website you can use to create interactive games and quizzes. http://www.quia.com – Grammar and vocabulary practice. http://www.phschool.com – Our online textbook. Teacher Notes: Within Chapter 4A, one project idea is to have the students create a “product” describing their childhood: Who they used to play with, where they used to play, what they used to play with, what they were like, etc. This project is then presented to the class in the target language. Another idea is to have the students write a paragraph in the target language about their favorite toy. They present this project to the class and extra credit is offered if they bring the toy in to share. For Chapter 4B, students are asked to research and present a holiday that is not celebrated in the United States, but is celebrated somewhere in the Spanish‐speaking world. 34
MANCHESTER TOWNSHIP SCHOOL DISTRICT Unit Overview Content Area: World Language (Spanish) Unit Title: Chapter 5 – Las Noticias Target Course/Grade Level: Spanish II (Grades 9‐12) Unit Summary: Chapter 5A Vocabulary Objectives: • Discuss emergencies, crises, rescues, and heroic acts • Describe past situations and settings • Describe weather conditions • Understand cultural perspectives on natural disasters and legends Grammar Objectives: • Continue with imperfect and preterite tense format and usage • Continue with irregular verb format of verbs that change in the 3rd person preterite Chapter 5B Vocabulary Objectives: • Describe an accident scene • Talk about injuries and treatments • Talk about what you were doing when an accident occurred • Understand cultural perspectives on health Grammar Objectives: • Review Present progressive tense • Apply past progressive tense • Continue with irregular preterits like: venir, decir, poner, traer Primary interdisciplinary connections: Sociology, Language Arts, Geography, Statistics, Biology 21st century themes: Global awareness, Health Literacy, Civic Literacy, Creativity and Innovation, Critical Thinking and Problem Solving, Communication and Collaboration and Information Literacy, Life and Career Skills, Media Literacy, Learning Targets Standards: Novice‐Mid Interpretive Mode, Novice‐Mid Interpersonal Mode, Novice‐Mid Presentational Mode Content Statements: Interpretive Linguistic Mode: The Novice‐Mid language learner understands and communicates at the word level and can independently identify and recognize memorized words and phrases that bring meaning to text. Interpretive Cultural Mode: Personal identity is developed through experiences that occur within one’s family, one’s community, and the culture at large. 35
Many products and practices related to home and community are shared across cultures; others are culture‐specific. Healthy eating habits and fitness practices may vary across cultures. Observing and participating in culturally authentic activities contribute to familiarization with cultural products and practices. What is perceived as “basic needs” varies among and within cultures. Maps, graphs, and other graphic organizers facilitate understanding of information on a wide range of topics related to the world and global issues. They make complex concepts more accessible to second‐language learners who have limited proficiency in the language. Learning about age‐ and developmentally appropriate content that is of high interest to students and has a direct connection to the cultural contexts of the target language cultivates an awareness of the shared human experience. Interpersonal Linguistic Mode: The Novice‐Mid language learner understands and communicates at the word level and can use memorized words and phrases independently to: •
•
•
Respond to learned questions. Ask memorized questions. State needs and preferences. Interpretive Cultural Mode: The Novice‐Mid Cultural Content Statements remain the same for all the strands. Presentational Linguistic Mode: The Novice‐Mid language learner understands and communicates at the word level and can use memorized words and phrases independently to: •
•
•
Make lists. State needs and preferences. Describe people, places, and things. Presentational Cultural Mode: The Novice‐Mid Cultural Content Statements remain the same for all the strands. CPI # Cumulative Progress Indicator (CPI) Interpretive Mode 7.1.NM.A.1 7.1.NM.A.2 Recognize familiar spoken or written words and phrases contained in culturally authentic materials using electronic information sources related to targeted themes. Demonstrate comprehension of simple, oral and written directions, commands, and requests through appropriate physical response. 36
7.1.NM.A.3 Recognize a few common gestures and cultural practices associated with the target culture(s). 7.1.NM.A.4 Identify familiar people, places, and objects based on simple oral and/or written descriptions. 7.1.NM.A.5 Demonstrate comprehension of brief oral and written messages using age‐ and level‐appropriate, culturally authentic materials on familiar topics. Interpersonal Mode 7.1.NM.B.1 Use digital tools to exchange basic information at the word and memorized‐phrase level related to self and targeted themes. 7.1.NM.B.2 Give and follow simple oral and written directions, commands, and requests when participating in age‐appropriate classroom and cultural activities. 7.1.NM.B.3 Imitate appropriate gestures and intonation of the target culture(s)/language during greetings, leave‐takings, and daily interactions. 7.1.NM.B.4 Ask and respond to simple questions, make requests, and express preferences using memorized words and phrases. 7.1.NM.B.5 Exchange information using words, phrases, and short sentences practiced in class on familiar topics or on topics studied in other content areas. Presentational Mode: 7.1.NM.C.1 Use basic information at the word and memorized‐phrase level to create a multimedia‐rich presentation on targeted themes to be shared virtually with a target language audience. 7.1.NM.C.2 Imitate, recite, and/or dramatize simple poetry, rhymes, songs, and skits. 7.1.NM.C.3 Copy/write words, phrases, or simple guided texts on familiar topics. 7.1.NM.C.4 Present information from age‐ and level‐appropriate, culturally authentic materials orally or in writing. 7.1.NM.C.5 Name and label tangible cultural products and imitate cultural practices from the target culture(s). Unit Essential Questions • ¿Qué pasó en la ciudad? • ¿Qué tiempo hacía? • ¿Qué pasó con tu mano? • ¿Cómo te lastimaste? Unit Learning Targets (Objectives) Students will ... Unit Enduring Understandings • Yesturday _______happened in the city. • The weather was…… • What happened to your hand? • How did you get hurt? Chapter 5A… Interpersonal: • Talk about: states of being, a building fire, emergency service personnel, natural disasters, sequences of events, past events, the Popayán quake of 1983, fire evacuation, heroes, disaster relief efforts, the home, rooms, and furnishings 37
Interpretive: • Read and listen to information about weather, heroism, building fires, journalism, volcanoes, the Popayán quake of 1983, the Valdivia quakes and tidal wave of 1960, volcano legends, hurricanes, disasters and preparedness • Read: a picture‐based story with a fire evacuation sign; newspaper headlines; about antonyms; Queen Sofia’s relief mission to Nicaragua • Listen to and watch a video about a fire Presentational: • Write: about states of being, a building fire, emergency service personnel, volunteer firefighters of Chile, natural disasters, sequences of events, disaster preparedness, heroes, past events, a “disaster movie,” the home, rooms, and furnishings; a legend about a local natural feature • Present: opinions on a journalistic interview; information about states of being; past events Chapter 5B… Interpersonal: • Talk about: an emergency room visit; injuries; past events; medical treatment; accidents; an ambulance service; events of a party; sports injuries; a traffic accident Interpretive: • Read and listen to information about: Diego Rivera, accidents, parts of the body, healthcare, an emergency room visit, la Ambulancia Azul, a television program, an ambulance service ad, medical translators, la Patrulla Aérea Colombiana, sports injuries, word families, Luiz Nazario da Lima • Read about: jai alai, public information campaigns; international health organizations; social security programs and public medical care • Listen to and watch a video about an accident • Listen to a children’s song Presentational: • Present information about: a story plot, accidents, social security programs and public medical care • Sing a children’s song • Write: about medical treatment, accidents, an ambulance service ad, the events of a party, sports injuries, a traffic accident; an accident report • Play Charades Cultural Topics 5A • Tell about hurricane preparedness, the volunteer firefighters of Chile, Chile’s disaster awareness, volcano legends • Write or talk about: Zulia Gotay de Anderson and her art; Fernando Botero and his art; disaster response agencies in Chile; volcano legends • Write or talk about: Pablo Picasso and his work; el Reventador, Colombian geology, meteorology, the Valdivia quakes and tidal wave of 1960 • Compose a journalistic interview Cultural Topics 5B • Describe medical care in early 20th century Mexico; ambulance service in Spain; la Patrulla Aérea Colombiana; social security programs and public medical care • Talk or write about: Diego Rivera and his art; la Ambulancia Azul; la Patrulla Aérea Colombiana; jai alai; social security programs and public medical care • Talk or write about: sports medicine; public information campaigns; international health organizations 38
Evidence of Learning Formative Assessments •
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•
•
•
•
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Facilitation grids Whiteboards Exit cards Sign language/gestures Role play/skits Draw responses/picture prompt TPR • Do‐Now’s • Puzzles • Temperature gauges (thumbs up/thumbs down, 3 finger check, etc.) • Graphic organizers • Question/Answer • Flash cards Summative Assessments • Unit tests • Vocabulary quizzes • Grammar quizzes • Writing assignments • Speaking tasks • Projects Modifications (ELLs, Special Education, Gifted and Talented) - Dynamic seating arrangements to meet IEP requirements and enhance teacher to student interaction and instruction. - Cooperative learning groups to engage students in sharing their work, reading aloud and formulating ideas. - The use of multiple intelligences assignments to meet all the types of learners in the classroom. - Review and make necessary IEP modifications/504 plans. - Differentiated instructional strategies that allow students of different intelligences and abilities to achieve success. - Collaborate with ESL department to make necessary modifications for ELL students. - Collaborate with colleagues within the department to implement lesson plans. Curriculum development Resources/Instructional Materials/Equipment Needed /Teacher Resources: - Textbook ‐ Realidades 2; © 2008 by Pearson Education, Inc. publishing as Pearson Prentice Hall, Boston, Massachusetts, 02116 - Workbooks - Overhead - Flash cards - Picture prompts - Audio CDs/DVDs - Presentation Express - Power Point - Whiteboards - Teacher‐created activities and materials 39
We also use the following websites as reference and additional activities: http://www.wordreference.com – A useful dictionary. http://www.quizlet.com – A website you can use to create interactive games and quizzes. http://www.quia.com – Grammar and vocabulary practice. http://www.phschool.com – Our online textbook. Teacher Notes: Within Chapter 5A, one project idea is to have the students re‐enact a Bank Robbery in target language and answer comprehension questions regarding the robbery. The whole activity is to re‐
enforce the difference between the two past tenses. Another idea is to have the students read paragraphs and interpret the tenses used, by circling the imperfect verbs and boxing out the preterite verbs. For Chapter 5B, students are asked to label a skeleton/ person in the target language and define the vocabulary words in Spanish. 40