block scheduling analysis - alleghany.k12.va.us ser-estar correctly ... jeopardy, draw pictures,...

Alleghany County High School Foreign Language Department

Quality Assurance

ACFLT benchmarks

Community resourses

State SOLs

Success of former students

Department Review

Grade distribution

Student surveys

Input from parents

Native speakers

All material to be covered is correlated with the current SOLs for Spanish as outlined by the state of Virginia. Given that students often come into the language program class from different classes and structures, the cardinal rule regarding content that should have been mastered by this point in time is that if they do not know it, teach it.

Field Trips


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TPR-Beyond Blooms Taxonomy

Naturalization

Manipulation Precision Articulation

Non discursive communication

Dave, R. H. (1975). D e v e l o p i n g a n d W r i t i n g B e h a v i o u r a l O b j e c t i v e s

Reflex movements

Skilled Movements

Physical abilities

Fundamental movements

Perception

Imitation

Harrow, Anita (1972) A t a x o n o m y o f p s y c h o m o t o r d o m a i n : a g u i d e f o r d e v e l o p i n g b e h a v i o r a l

TPR Analysis for Domain Objectives in the Spanish Classes at AHS


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Projects

Individual

Explain Show React

Mix

Display

Copy

Build

Group

Songs

Guerra TPR

Blooms Taxonomy: Psychmotor

Choose Describe Relate

Psychomotor Flowchart for Skills Nurtured in the Spanish Program at AHS

All material to be covered is correlated with the current SOLs for Spanish as outlined by the state of Virginia. Given that students often come into the language program from different classes and structures, the cardinal rule regarding content that should have been mastered by this point in time is that if they do not know it, teach it.


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Curriculum Guide with Delineation and Correlation of the AHS Spanish II Pacing Guide with State SOL requirements for Spanish and Modern Foreign Languages, with Bloom’s Taxonomy 1st 6 weeks Review of Spanish 1 Use ir + a + inf Describe things in Spanish Know terms for apparel and food Ask questions using tener + que Understand the uses of ser/estar Talk about places of interest Describe different buildings Identify different modes of transportation and relative vocabulary Know basic cultural concepts Compare objects and people Recite songs in Spanish Be able to discuss Spanish history Blooms Taxonomy

• Cognitive Knowledge Comprehension Application Analysis Synthesis Evaluation

• Affective

Receiving phenomena Responding to phenomena Valuing Organization Internalizing values

• Psychomotor

Perception Set Guided response Mechanism Complex overt response Adaptation Organization

SOLs: ML II.1 SII.I: The student will exchange spoken and written information and ideas in Spanish. Communication: Interpersonal: Exchange spoken and written information in the target language, utilizing cultural references where appropriate. Method: Express needs and preferences. Quiero-a la derecha-donde-a que hora Method: Express feelings and emotions. Me gusta-no me gusta Method: Request help and clarification. Donde-cuando-como Method: Give descriptions. Grande=colores-feo Method: Give and follow directions and instructions. Method: Ask questions and provide responses based on topics such as self, others, and the immediate environment. Quien-por que Method: Ask questions and provide responses about plans and events. Cuando van donde-por que ML II.2 SPII.2: The student will demonstrate skills necessary to initiate, sustain, and close brief oral and written exchanges in Spanish, using familiar and recombined phrases and sentences. Communication: Interpersonal: Demonstrate skills necessary to initiate, sustain, and close oral and written exchanges in the target language. Method: Initiate, participate in, and close an oral or written exchange. Method: Use simple paraphrasing to convey and comprehend messages. Dice que- Method: Use gestures and body language to convey and comprehend messages. TPR ML II.3 SII.3 The student will understand basic spoken and written Spanish presented through a variety of media and based on new topics in familiar contexts.: Communication: Interpretive: Understand spoken and written language on new and familiar topics presented through a variety of media in the target language, including authentic materials. Method: Identify the main ideas and essential details when reading and listening. See CTA lists included within this document Method: Interpret culturally authentic materials and information. See CTA lists included within this document Method: Comprehend and follow oral and written instructions. TPR-pescando-clue technique ML II.4 SII.4 The student will use verbal and nonverbal cues to interpret spoken and written texts in Spanish.: Communication: Interpretive: Interpret verbal and non-verbal cues to understand spoken and written messages


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The cognitive domain involves knowledge and the development of intellectual skills. This includes the recall or recognition of specific facts, procedural patterns, and concepts that serve in the development of intellectual abilities and skills. Students in Spanish II at AHS are presented with objectives from all 6 areas of this domain. Examples included here and to be found on the mapping guide as well are: The students will explain the uses of ser and estar and contrast their usage with English. They will translate from English to Spanish and from Spanish to English. Flow chart for this domain for ser-estar is as follows: The student will: Define ser-estar ▼ Interpret to be in Spanish ▼ Use ser-estar correctly ▼ Contrast the uses with English ▼ Write new sentence patterns with ser ▼ Explain the uses of ser-estar

in the target language. Method: Differentiate among increasingly complex statements, questions, and exclamations. ML II.5 Topic: Communication: Presentational: Present information orally and in writing using familiar and new vocabulary, phrases, and patterns. Method: Write short, organized compositions, using visual and technological support as appropriate. ML II.6 SII.6 The student will present in Spanish rehearsed and unrehearsed material, including skits, poems, plays, short narratives, and/or songs. : Communication: Presentational: Present rehearsed and unrehearsed material in the target language, such as skits, poems, short narratives, and songs. Method: Demonstrate Novice-Mid to Novice-High proficiency in pronunciation and intonation when presenting rehearsed material with scaffolding. Method: Demonstrate comprehension of material. ML II.7 SII.7 The student will demonstrate understanding of the perspectives, practices, and products of Spanish-speaking cultures and the ways these cultural aspects are interrelated.: Cultural Perspectives, Practices, and Products: Understand perspectives, practices, and products of the cultures where the target language is spoken and how they are interrelated. Method: Participate in real or simulated cultural events, such as family activities and holiday celebrations. Method: Identify patterns of behavior typically associated with culture(s), such as eating and shopping customs, leisure activities, and celebration of national holidays. ML II.9 SII.9 The student will demonstrate understanding of cultural similarities and differences between the Spanish-speaking world and the United States.: Connections, Comparisons, and Communities: Demonstrate an understanding of similarities and differences between the culture(s) studied and the students' own culture. Method: Compare and contrast traditions, such as holidays, foods, and celebrations. ML II.10 Topic: Connections, Comparisons, and Communities: Develop a better understanding of the English language through the study of the target language. Method: Use level appropriate idiomatic expressions in the target language. Activities: Students will participate in the following-perform memorized songs, write guided and nonguided sentences, TPR, Jeopardy, draw pictures, BINGO, manipulatives (scrambled sentences, flash cards, slap game), la guerra, isla del Senor, descriptive paragraphs, describe objects in Spanish

Class Strategies: 1. Assessments 2. Homework activities 3. Individual activities 4. Large group activities 5. Mini-lectures 6. Multimedia lessons 7. Projects or demonstrations 8. TPR 9. Small group activities 10. Songs Note: Speaking: includes correct production of all grammar and verb tense rules already known, as well as acceptable pronunciation of and use of learned and conditioned vocabulary, impromptu application at a reasonable rate of fluency in questioning, answering, and describing Translation: Translation exercises help promote a conceptual understanding of languages rather than literal


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2nd 6 weeks Give directions Describe los animales Discuss cultural blending as it relates to America Identify body parts Conjugate irregular present tense verbs Talk about basic needs Ask different questions using inversion Talk about past events using the preterite Identify and apply object pronouns Talk about some cultural activities Blooms Taxonomy

• Cognitive Comprehension Knowledge Application Analysis Synthesis Evaluation

• Affective


• Psychomotor


Workplace/Job Preparedness:

• Working cooperatively • Cultural understanding • Second language acquisition • Problem solving ability • Skills with project concept, design ,

construction, and presentation • Ability to speak in front of others in both

rehearsed and spontaneous situations

SOLs: ML II.1 SII.1 The student will exchange spoken and written information and ideas in Spanish. : Communication: Interpersonal: Exchange spoken and written information in the target language, utilizing cultural references where appropriate. Method: Express needs and preferences. Method: Express feelings and emotions. Method: Request help and clarification. Method: Give descriptions. Method: Give and follow directions and instructions. Method: Ask questions and provide responses based on topics such as self, others, and the immediate environment. Method: Ask questions and provide responses about plans and events. ML II.2 SPII.2: The student will demonstrate skills necessary to initiate, sustain, and close brief oral and written exchanges in Spanish, using familiar and recombined phrases and sentences. Communication: Interpersonal: Demonstrate skills necessary to initiate, sustain, and close oral and written exchanges in the target language. Method: Initiate, participate in, and close an oral or written exchange. Method: Use gestures and body language to convey and comprehend messages. ML II.3 SII.3 The student will understand basic spoken and written Spanish presented through a variety of media and based on new topics in familiar contexts.: Communication: Interpretive: Understand spoken and written language on new and familiar topics presented through a variety of media in the target language, including authentic materials. Method: Identify the main ideas and essential details when reading and listening. ML II.4 SII.4 The student will use verbal and nonverbal cues to interpret spoken and written texts in Spanish.: Communication: Interpretive: Interpret verbal and non-verbal cues to understand spoken and written messages in the target language. Method: Differentiate among increasingly complex statements, questions, and exclamations. Method: Interpret basic gestures, body language, and intonation that clarify a message. ML II.5 Topic: Communication: Presentational: Present information orally and in writing using familiar and new vocabulary, phrases, and patterns. Method: Relate the main ideas and essential details from level appropriate print or non-print materials. Method: Give brief, organized oral presentations, using visual and technological support as appropriate. Method: Write short, organized compositions, using visual and technological support as appropriate. Method: Demonstrate Novice-Mid to Novice-High proficiency in oral and written presentations with respect to proper pronunciation, intonation, and writing mechanics. Method: Demonstrate Novice-Mid to Novice-High


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The affective domain includes the manner in which learners deal with things emotionally, such as feelings, values, appreciation, enthusiasms, motivations, and attitudes. Spanish II students are presented aspects of the five areas of this domain in various ways as may be found in the mapping guide. Flow chart for this domain for Hispanic culture as a group topic is as follows: The student will: Follow group guidelines ▼ Participate as an active team member ▼ Differentiate cultural mores ▼ Recognize cultural differences ▼ Work as a team player

proficiency in pronunciation and intonation when presenting rehearsed material. ML II.6 SII.6 The student will present in Spanish rehearsed and unrehearsed material, including skits, poems, plays, short narratives, and/or songs. : Communication: Presentational: Present rehearsed and unrehearsed material in the target language, such as skits, poems, short narratives, and songs. Method: Demonstrate Novice-Mid to Novice-High proficiency in pronunciation and intonation when presenting rehearsed material. Method: Demonstrate comprehension of material. ML II.7 SII.7 The student will demonstrate understanding of the perspectives, practices, and products of Spanish-speaking cultures and the ways these cultural aspects are interrelated.: Cultural Perspectives, Practices, and Products: Understand perspectives, practices, and products of the cultures where the target language is spoken and how they are interrelated. ML II.9 SII.9 The student will demonstrate understanding of cultural similarities and differences between the Spanish-speaking world and the United States.: Connections, Comparisons, and Communities: Demonstrate an understanding of similarities and differences between the culture(s) studied and the students' own culture. Method: Compare and contrast traditions, such as holidays, foods, and celebrations. ML II.10 SII.10 The student will develop a deeper understanding of the English language through study of Spanish.: Connections, Comparisons, and Communities: Develop a better understanding of the English language through the study of the target language. Method: Use level appropriate idiomatic expressions in the target language. Activities: Students will participate in the following-perform memorized songs, write guided and nonguided sentences, TPR, Jeopardy, draw pictures, BINGO, manipulatives(scrambled sentences, flash cards, slap game), la guerra, isla del Senor, descriptive paragraphs, describe objects in Spanish charades, apply object pronouns, describe feelings, talk about health and daily routine, talk in the past

Class Strategies: Assessments Homework activities Individual activities Large group activities Mini-lectures Multimedia lessons Projects or demonstrations TPR Small group activities Songs Note: Speaking: includes correct production of all grammar and verb tense rules already known, as well as acceptable pronunciation of and use of learned and conditioned vocabulary, impromptu application at a reasonable rate of fluency in questioning, answering, and describing Translation: Translation exercises help promote a conceptual understanding of languages rather than literal


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3rd 6 weeks Talk about team sports and other physical activities Talk about hobbies and pastimes Describe Summer, Fall, Winter, and Spring weather Describe past events Narrate a story or event from the past Use appropriate time markers when narrating Use relative clauses Discuss cultural differences Perform songs in Spanish Create a Spanish project Workplace/Job Preparedness:

• Working cooperatively • Cultural understanding • Second language acquisition • Problem solving ability • Skills with project concept, design,

construction, and presentation • Ability to speak in front of others in both

rehearsed and spontaneous situations

Blooms Taxonomy


• Affective


• Psychomotor


SOLs: ML II.1 SII.1 The student will exchange spoken and written information and ideas in Spanish. : Communication: Interpersonal: Exchange spoken and written information in the target language, utilizing cultural references where appropriate. Method: Ask questions and provide responses about plans and events. ML II.2 SPII.2: The student will demonstrate skills necessary to initiate, sustain, and close brief oral and written exchanges in Spanish, using familiar and recombined phrases and sentences. Communication: Interpersonal: Demonstrate skills necessary to initiate, sustain, and close oral and written exchanges in the target language. : Communication: Interpersonal: Demonstrate skills necessary to initiate, sustain, and close oral and written exchanges in the target language. Method: Initiate, participate in, and close an oral or written exchange. Method: Use simple paraphrasing to convey and comprehend messages. ML II.3 SII.3 The student will understand basic spoken and written Spanish presented through a variety of media and based on new topics in familiar contexts.: Communication: Interpretive: Understand spoken and written language on new and familiar topics presented through a variety of media in the target language, including authentic materials. Method: Identify the main ideas and essential details when reading and listening. Method: Interpret culturally authentic materials and information. Method: Demonstrate Novice-Mid to Novice-High proficiency in listening, viewing and reading comprehension. ML II.4 SII.4 The student will use verbal and nonverbal cues to interpret spoken and written texts in Spanish.: Communication: Interpretive: Interpret verbal and non-verbal cues to understand spoken and written messages in the target language. Method: Differentiate among increasingly complex statements, questions, and exclamations. Method: Interpret basic gestures, body language, and intonation that clarify a message. ML II.5 SII.5 The student will present information orally and in writing in Spanish, combining learned and original language in simple sentences and paragraphs.: Communication: Presentational: Present information orally and in writing using familiar and new vocabulary, phrases, and patterns. Method: Give brief, organized oral presentations, using visual and technological support as appropriate. ML II.6 SII.6 The student will present in Spanish rehearsed and unrehearsed material, including skits, poems, plays, short narratives, and/or songs.


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The psychomotor domain includes physical movement, coordination, and use of the motor-skill areas. Development of these skills requires practice and is measured in terms of speed, precision, procedures, or techniques in execution. Students in Spanish II at AHS are presented with all 7 areas of this domain. Flow chart for this domain for TPR is as follows: The student will: Detect non-verbal clues ▼ Show a desire to learn new commands ▼ Perform TPR correctly ▼ Mix TPR commands in new sequences ▼ Display confidence as a TPR facilitator ▼ Respond effectively to unexpected commands ▼ Create new TPR patterns

: Communication: Presentational: Present rehearsed and unrehearsed material in the target language, such as skits, poems, short narratives, and songs. Method: Demonstrate Novice-Mid to Novice-High proficiency in pronunciation and intonation when presenting rehearsed material with scaffolding. Method: Demonstrate comprehension of material. ML II.7 SII.7 The student will demonstrate understanding of the perspectives, practices, and products of Spanish-speaking cultures and the ways these cultural aspects are interrelated.: Cultural Perspectives, Practices, and Products: Understand perspectives, practices, and products of the cultures where the target language is spoken and how they are interrelated. ML II.8 Topic: Connections, Comparisons, and Communities: Use information acquired in the study of the target language and information acquired in other subject areas to reinforce one another. Method: Relate information acquired in other subject discussed in the language class, such as use of the metric system. ML II.9 SII.9 The student will demonstrate understanding of cultural similarities and differences between the Spanish-speaking world and the United States.: Connections, Comparisons, and Communities: Demonstrate an understanding of similarities and differences between the culture(s) studied and the students' own culture. Method: Compare and contrast traditions, such as holidays, foods, and celebrations. ML II.10 SII.10 The student will develop a deeper understanding of the English language through study of Spanish: Connections, Comparisons, and Communities: Develop a better understanding of the English language through the study of the target language. Method: Use level appropriate idiomatic expressions in the target language. ML II.12 SPII.11: Connections, Comparisons, and Communities: Develop and apply target language skills and cultural knowledge that may be applied beyond the classroom setting, for recreational, educational, and occupational purposes. Method: Locate and use resources in the target language, such as individuals and organizations accessible through the community or the Internet, to reinforce basic cultural knowledge. Activities: Students will participate in the following-perform memorized songs, write guided and nonguided sentences, TPR, Jeopardy, draw pictures, BINGO, manipulatives(scrambled sentences, flash cards, slap game), la guerra, isla del Senor, descriptive paragraphs, describe objects in Spanish, talk in the past using preterite , describe the weather, puzzles, quizzes, test, talk about team sports, hobbies and pastimes

Class Strategies: Assessments Homework activities Individual activities Large group activities Mini-lectures Multimedia lessons Projects or demonstrations TPR Small group activities Songs Project Note: Speaking: includes correct production of all grammar and verb tense rules already known, as well as acceptable pronunciation of and use of learned and conditioned vocabulary, impromptu application at a reasonable rate of fluency in questioning, answering, and describing Translation: Translation exercises help promote a conceptual understanding of languages rather than literal


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Present forms of Ar Verbs (Cognitive: Student will recite forms, identify correct forms, select the correct form, contrast usage with English verbs)

Model- (Affective: Student will participate in modeling exercises, join in discussion on forms, listen carefully to peer modeling)

Guided practice- (Cognitive: Student will interpret and select the correct forms in simple guided exercises both oral and written)

Non-guided Practice- (Cognitive: Student will interpret and select the correct forms in more advanced guided and non-guided exercises both oral and written)

Free Exchange- (Psychomotor: Student will demonstrate a level specific command and control of the forms of ar verbs in both oral and written exchanges)

Command- (Cognitive, affective, psychomotor: Student will have a limited mastery of the topic in all its aspects.)

Flowchart for Ar Verbs Aligned with Domain Skills

All material to be covered is correlated with the current SOLs for Spanish as outlined by the state of Virginia. Given that students often come into the language program from different classes and structures, the cardinal rule regarding content that should have been mastered by this point in time is that if they do not know it, teach it.


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Standard TPR command Offshoot developed by AHS Students Manos en el aire Arbol Hojas Tiburón Mariposa Lado Corazón Derecha Izquierda Bufalo Ciervo Anta Alce Toro Mapache Mofeta Cerdo Foca Morsa Cangrejo Baño Gato León Tigre

Documentation of TPR as a Tool for Independent Creation in the Target Language in Spanish Classes at AHS


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Curriculum Guide with Delineation and Correlation of the AHS Spanish III Pacing Guide with State SOL requirements for Spanish, with Bloom’s Taxonomy

1st 6 weeks Review of Spanish 2 Use estar correctly Describe things in Spanish Know terms for animals Ask questions using estar + present participle Understand the uses of the progressive tenses Talk about Mexican culture Describe different animals Identify different Spanish foods Know forms of haber Compare objects and people Recite songs in Spanish Be able to discuss Mexican history Blooms Taxonomy


• Affective

Receiving phenomena Responding to

phenomena Valuing Organization Internalizing values

• Psychomotor


SIII.1 The student will engage in original and spontaneous oral and written communications in Spanish. 1. Express own opinions, preferences, and desires, and elicit those of others. 2. Use level-appropriate vocabulary and structures to express ideas about topics and events found in a variety of print and non-print sources in Spanish. Methods: Students will communicate in Spanish, both orally and in writing. They will engage in a variety of activities that apply to or simulate real-life situations. Using complex structures covered in Spanish II, students will create and understand more advanced sentences in Spanish. Students will describe items and ideas in Spanish. They will continue to practice expressing themselves in the past and present tenses, but will begin to focus on the progressive tenses. SIII.2 The student will demonstrate skills necessary to initiate, sustain, and close oral and written exchanges in Spanish, applying familiar vocabulary and structures to new situations. 1. Participate in sustained exchanges that reflect past, present, and future time. 2. Exchange detailed information in Spanish via conversations, notes, letters, or e-mail on familiar topics. 3. Use paraphrasing, circumlocution, and non-verbal behaviors to convey and comprehend messages in level-appropriate Spanish. Method:

Written worksheets and sentence construction CTAs Cuadernos Summaries and short analysis of readings Project outline

Listening and Reading for Understanding SIII.3 The student will comprehend spoken and written Spanish based on new topics in familiar as well as unfamiliar contexts that are presented through a variety of media. 1. Identify main ideas and pertinent details when reading or listening to passages, such as live and recorded conversations, short lectures, reports, and literary selections in Spanish. 2. Understand culturally authentic materials that use new as well as familiar information in Spanish. 3. Understand and follow instructions presented in consumer and informational materials in Spanish, such as those needed to understand a train schedule or to use the Internet. Method: Students will be given a number of reading materials from various sources which will include newspapers, books, and web based information in Spanish.


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The cognitive domain involves knowledge and the development of intellectual skills. This includes the recall or recognition of specific facts, procedural patterns, and concepts that serve in the development of intellectual abilities and skills. Students in Spanish III at AHS are presented with objectives from all 6 areas of this domain. Examples included here and to be found on the mapping guide as well are: The students will explain the uses of the progressive tenses and contrast their usage with English. They will translate from English to Spanish and from Spanish to English. Flow chart for this domain for the progressive is as follows: The student will: Define the progressive ▼ Interpret it in Spanish ▼ Use it correctly ▼ Contrast the uses with English ▼ Write new sentence patterns with the progressive ▼ Explain the uses of the progressive Resources:

Larousse-Spanish-English

Espanol Voc 1-5

Review text In Spanish

Canasta De Cuentos Mexicanos

PowerPoint presentations

Oral and Written Presentation SIII.4 The student will present orally and in writing information in Spanish that combines learned as well as original language in increasingly complex sentences and paragraphs. 1. Summarize and communicate main ideas and supporting details in Spanish orally and in writing from a variety of authentic language materials. 2. Use past, present, and future time frames, word order, and other level-appropriate language structures with increasing accuracy. Method: Students will read and write songs, poems and selected passages .Independent structure creation in Spanish will be checked for through small group and whole class activities. Limited scaffolding on the part of the teacher. SIII.5 The student will present student-created as well as culturally authentic stories, poems, and/or skits in Spanish. 1. Produce well-organized spoken and written Spanish presentations appropriate to the type of audience and the purpose of the presentation. 2. Use appropriate verbal and non-verbal presentational technique

including visual aids and/or technological support. Method: Students will present songs, poems and selected passages that have been memorized to the class. Independent structure creation in Spanish will be checked for through small group and whole class activities. Cultural Perspectives, Practices, and Products SIII.6 The student will discuss the interrelationship among the perspectives, practices, and products of Spanish-speaking cultures. 1. Examine how and why products such as natural and manufactured items, the arts, recreation and pastimes, language and symbols reflect practices and perspectives in Spanish-speaking cultures. 2. Discuss how the viewpoints of Spanish-speaking people are reflected in their practices and products, such as political systems, art and architecture, music, and literature. 3. Investigate the role of geography in the history and development of Spanish-speaking cultures. Method: Students will read articles and be given notes on the business community in Hispanic countries and the United States and how their economies are interdependent.


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• Working cooperatively • Cultural understanding • Second language acquisition • Problem solving ability • Skills with project concept,

design , construction, and presentation

• Ability to speak in front of others in both rehearsed and spontaneous situations

Note: Speaking: includes correct production of all grammar and verb tense rules already known, as well as acceptable pronunciation of and use of learned and conditioned vocabulary, impromptu application at a reasonable rate of fluency in questioning, answering, and describing Translation: Translation exercises help promote a conceptual understanding of languages rather than literal

Making Connections through Language SIII.7 The student will reinforce and broaden his/her knowledge of connections between Spanish and other subject areas including language arts, science, history and social science, mathematics, physical education, health, and/or the arts. 1. Identify how the Spanish language and Spanish-speaking cultures are found in other subject areas through various topics, such as terminology specific to the content areas. 2. Relate topics studied in other subject areas to those studied in the Spanish class, such as issues related to the environment or the contributions of political, arts, or sports figures from Spanish-speaking countries to the world. Method: Students will view PowerPoint presentations which reinforce this Objective and which strengthen their understanding of the SOLs in other subject areas. Along with this Isla del Senor is specifically designed a la Jeopardy in Spanish to further reinforce these goals. Cultural and Linguistic Comparisons SIII.8 The student will discuss in Spanish why similarities and differences exist within and among cultures. 1. Use level-appropriate Spanish to discuss the influences of historical and contemporary events and issues on the relationships between Spanish-speaking countries and the United States. 2. Compare aspects of Spanish-speaking cultures, such as language, clothing, foods, dwellings, and recreation, with those of other cultures. Method: Students will view PowerPoint presentations which reinforce this Objective and which strengthen their understanding of how speakers of other languages and from other cultures are bound by the same unwritten rules that govern culture as are native speakers of English. To this end, cultural topics are varied and an important part of Spanish III at AHS.


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SIII.9 The student will strengthen his/her knowledge of the English language through the study and analysis of increasingly complex elements of the Spanish language. 1. Demonstrate understanding that language and meaning do not transfer directly from one language to another. 2. Demonstrate understanding that vocabulary, linguistic structures, and tense usage in English differ from those of the Spanish language. Method: Students will study the history of the Spanish language and how that relates to the development of American English. Students will learn to cross reference their knowledge of both languages in order to determine the meanings of unknown words in both. Example rama-branch from which we find ramification in English the act of branching. Arbol-tree to the English word arbor. Activities: Students will;

perform memorized songs, write guided and nonguided sentences, do TPR, play Bingo, draw pictures, use manipulatives (scrambled sentences, flash cards, slap game), play la guerra and isla del Senor, construct descriptive paragraphs, describe objects in Spanish, use the subjunctive in Spanish , solve Spanish puzzles, design, create, and present their semester project

Class Strategies: Assessments Homework activities Individual activities Large group activities Mini-lectures Multimedia lessons Projects or demonstrations TPR Small group activities Songs


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2nd 6 weeks Topics Verbs Perfect a.present b.past Estar Haber Participles Reflexive pn. Voc. SP!!!.6-10 C.T.A.s SP111.9-15 Canciones

Bernal Pescar Marinero

Culture Amor de una Familia Bernal Las Espinas Travel Tips

Blooms Taxonomy


• Affective



• Psychomotor


The affective domain includes the

SIII.1 The student will engage in original and spontaneous oral and written communications in Spanish. 1.Express own opinions, preferences, and desires, and elicit those of others. 2.Use level-appropriate vocabulary and structures to express ideas about topics and events found in a variety of print and non-print sources in Spanish. Methods: Students will communicate in Spanish, both orally and in writing. They will engage in a variety of activities that apply to or simulate real-life situations. Using complex structures covered in Spanish II, students will create and understand more advanced sentences in Spanish. Students will describe items and ideas in Spanish. They will continue to practice expressing themselves in the past and present tenses, but will begin to focus on the progressive tenses. SIII.2 The student will demonstrate skills necessary to initiate, sustain, and close oral and written exchanges in Spanish, applying familiar vocabulary and structures to new situations.

1. Participate in sustained exchanges that reflect past, present, and future time. 2. Exchange detailed information in Spanish via conversations, notes, letters, or e-mail on familiar topics. 3. Use paraphrasing, circumlocution, and non-verbal behaviors to convey and comprehend messages in level-appropriate Spanish.

Method: Written worksheets and sentence construction CTAs Cuadernos Summaries and short analysis of readings

Listening and Reading for Understanding SIII.3 The student will comprehend spoken and written Spanish based on new topics in familiar as well as unfamiliar contexts that are presented through a variety of media.

1. Identify main ideas and pertinent details when reading or listening to passages, such as live and recorded conversations, short lectures, reports, and literary selections in Spanish. 2. Understand culturally authentic materials that use new as well as familiar information in Spanish. 3. Understand and follow instructions presented in consumer and informational materials in Spanish, such as those needed to understand a train schedule or to use the Internet.

Method: Students will be given a number of reading materials from various sources which will include newspapers, books, and web based information in Spanish.


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manner in which learners deal with things emotionally, such as feelings, values, appreciation, enthusiasms, motivations, and attitudes. Spanish III students are presented aspects of the five areas of this domain in various ways as may be found in the mapping guide. Flow chart for this domain for Hispanic culture as a group topic is as follows: The student will: Follow group guidelines ▼ Participate as an active team member ▼ Differentiate cultural mores ▼ Recognize cultural differences ▼ Work as a team player Resources:


Espanol Voc 6-10


Canasta De Cuentos Mexicanos



Oral and Written Presentation SIII.4 The student will present orally and in writing information in Spanish that combines learned as well as original language in increasingly complex sentences and paragraphs.

1. Summarize and communicate main ideas and supporting details in Spanish orally and in writing from a variety of authentic language materials. 2. Use past, present, and future time frames, word order, and other level-appropriate language structures with increasing accuracy.

Method: Students will read and write songs, poems and selected passages.

Independent structure creation in Spanish will be checked for through small group and whole class activities. SIII.5 The student will present student-created as well as culturally authentic stories, poems, and/or skits in Spanish.

1. Produce well-organized spoken and written Spanish presentations appropriate to the type of audience and the purpose of the presentation. 2. Use appropriate verbal and non-verbal presentational technique

including visual aids and/or technological support. Method: Students will present songs, poems and selected passages that have been memorized to the class. Independent structure creation in Spanish will be checked for through small group and whole class activities. Limited scaffolding on the part of the teacher. Cultural Perspectives, Practices, and Products SIII.6 The student will discuss the interrelationship among the perspectives, practices, and products of Spanish-speaking cultures. 1.Examine how and why products such as natural and manufactured items, the arts, recreation and pastimes, language and symbols reflect practices and perspectives in Spanish-speaking cultures. 2.Discuss how the viewpoints of Spanish-speaking people are reflected in their practices and products, such as political systems, art and architecture, music, and literature. 3.Investigate the role of geography in the history and development of Spanish-speaking cultures. Method: Students will read articles and be given notes on the business community in Hispanic countries and the United States and how their economies are interdependent. .


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Making Connections through Language SIII.7 The student will reinforce and broaden his/her knowledge of connections between Spanish and other subject areas including language arts, science, history and social science, mathematics, physical education, health, and/or the arts.

1. Identify how the Spanish language and Spanish-speaking cultures are found in other subject areas through various topics, such as terminology specific to the content areas. 2. Relate topics studied in other subject areas to those studied in the Spanish class, such as issues related to the environment or the contributions of political, arts, or sports figures from Spanish-speaking countries to the world.

Method: Students will view PowerPoint presentations which reinforce this Objective and which strengthen their understanding of the SOLs in other subject areas. Along with this Isla del Senor is specifically designed a la Jeopardy in Spanish to further reinforce these goals. Cultural and Linguistic Comparisons SIII.8 The student will discuss in Spanish why similarities and differences exist within and among cultures.

1. Use level-appropriate Spanish to discuss the influences of historical and contemporary events and issues on the relationships between Spanish-speaking countries and the United States. 2. Compare aspects of Spanish-speaking cultures, such as language, clothing, foods, dwellings, and recreation, with those of other cultures.

Method: Students will view PowerPoint presentations which reinforce this Objective and which strengthen their understanding of how speakers of other languages and from other cultures are bound by the same unwritten rules that govern culture as are native speakers of English. To this end, cultural topics are varied and an important part of Spanish III at AHS. SIII.9 The student will strengthen his/her knowledge of the English language through the study and analysis of increasingly complex elements of the Spanish language.

1. Demonstrate understanding that language and meaning do not transfer directly from one language to another. 2. Demonstrate understanding that vocabulary, linguistic structures, and tense usage in English differ from those of the Spanish language.

Method: Students will study the history of the Spanish language and how that relates to the development of American English. Students will learn to cross reference their knowledge of both languages in order to determine the meanings of unknown words in both. Example rama-branch from which we find ramification in English the act of branching. Arbol-tree to the English word arbor.



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Activities: Students will;

perform memorized songs, write guided and nonguided sentences, do TPR, play Bingo, draw pictures, use manipulatives (scrambled sentences, flash cards, slap game), play la guerra and isla del Senor, construct descriptive paragraphs, describe objects in Spanish, use the subjunctive in Spanish , solve Spanish puzzles, design, create, and present their semester projects

3rd 6 weeks Topics Verbs

PRONOUNS IMPERFECT PRES. SUBJ FUTURE GUSTAR

Voc. SP!!!.11-16 C.T.A.s SP111.16-22 Canciones

QUISIERA MIS OJOS Pescar Marinero

Culture

L.A.FOODS LA PAPA TELARANA Travel Tips 2

SIII.1 The student will engage in original and spontaneous oral and written communications in Spanish. 1. Express own opinions, preferences, and desires, and elicit those of others. 2.Use level-appropriate vocabulary and structures to express ideas about topics and events found in a variety of print and non-print sources in Spanish. Methods: Students will communicate in Spanish, both orally and in writing. They will engage in a variety of activities that apply to or simulate real-life situations. Using complex structures covered in Spanish II, students will create and understand more advanced sentences in Spanish. Students will describe items and ideas in Spanish. They will continue to practice expressing themselves in the past and present tenses, but will begin to focus on the progressive tenses. SIII.2 The student will demonstrate skills necessary to initiate, sustain, and close oral and written exchanges in Spanish, applying familiar vocabulary and structures to new situations.

1. Participate in sustained exchanges that reflect past, present, and future time. 2. Exchange detailed information in Spanish via conversations, notes, letters, or e-mail on familiar topics. 3. Use paraphrasing, circumlocution, and non-verbal behaviors to convey and comprehend messages in level-appropriate Spanish.

Method: Written worksheets and sentence construction CTAs Cuadernos Summaries and short analysis of readings Project presentations


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Blooms Taxonomy


• Affective



• Psychomotor


The psychomotor domain includes physical movement, coordination, and use of the motor-skill areas. Development of these skills requires practice and is measured in terms of speed, precision, procedures, or techniques in execution. Students in Spanish III at AHS are presented with all 7 areas of this domain. Flow chart for this domain for TPR is as follows: The student will: Detect non-verbal clues ▼ Show a desire to learn new commands ▼ Perform TPR correctly ▼ Mix TPR commands in new sequences ▼ Display confidence as a TPR facilitator ▼ Respond effectively to unexpected commands ▼ Create new TPR patterns

Listening and Reading for Understanding SIII.3 The student will comprehend spoken and written Spanish based on new topics in familiar as well as unfamiliar contexts that are presented through a variety of media.

1. Identify main ideas and pertinent details when reading or listening to passages, such as live and recorded conversations, short lectures, reports, and literary selections in Spanish. 2. Understand culturally authentic materials that use new as well as familiar information in Spanish. 3. Understand and follow instructions presented in consumer and informational materials in Spanish, such as those needed to understand a train schedule or to use the Internet.

Method: Students will be given a number of reading materials from various sources which will include newspapers, books, and web based information in Spanish. Oral and Written Presentation SIII.4 The student will present orally and in writing information in Spanish that combines learned as well as original language in increasingly complex sentences and paragraphs. 1. Summarize and communicate main ideas and supporting details in Spanish orally and in writing from a variety of authentic language materials. 2. Use past, present, and future time frames, word order, and other level-appropriate language structures with increasing accuracy. Method: Students will read and write songs, poems and selected passages.

Independent structure creation in Spanish will be checked for through small group and whole class activities. SIII.5 The student will present student-created as well as culturally authentic stories, poems, and/or skits in Spanish. 1. Produce well-organized spoken and written Spanish presentations appropriate to the type of audience and the purpose of the presentation. 2. Use appropriate verbal and non-verbal presentational technique

including visual aids and/or technological support. Method: Students will present songs, poems and selected passages that have been memorized to the class. Independent structure creation in Spanish will be checked for through small group and whole class activities. Limited scaffolding on the part of the teacher.


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Resources: Larousse-Spanish-English

Espanol Voc 11-16


Canasta De Cuentos

Mexicanos






Note: Speaking: includes correct production of all grammar and verb tense rules already known, as well as acceptable pronunciation of and use of learned and conditioned vocabulary, impromptu application at a reasonable rate of fluency in questioning, answering, and describing Translation: Translation exercises help promote a conceptual understanding of languages rather than literal Scaffolding- Scaffolding is a method of structuring an instructional task in a way that helps learners gradually

Cultural Perspectives, Practices, and Products SIII.6 The student will discuss the interrelationship among the perspectives, practices, and products of Spanish-speaking cultures. 1. Examine how and why products such as natural and manufactured items, the arts, recreation and pastimes, language and symbols reflect practices and perspectives in Spanish-speaking cultures. 2. Discuss how the viewpoints of Spanish-speaking people are reflected in their practices and products, such as political systems, art and architecture, music, and literature. 3. Investigate the role of geography in the history and development of Spanish-speaking cultures. Method: Students will read articles and be given notes on the business community in Hispanic countries and the United States and how their economies are interdependent. . Making Connections through Language SIII.7 The student will reinforce and broaden his/her knowledge of connections between Spanish and other subject areas including language arts, science, history and social science, mathematics, physical education, health, and/or the arts. 1. Identify how the Spanish language and Spanish-speaking cultures are found in other subject areas through various topics, such as terminology specific to the content areas. 2. Relate topics studied in other subject areas to those studied in the Spanish class, such as issues related to the environment or the contributions of political, arts, or sports figures from Spanish-speaking countries to the world. Method: Students will view PowerPoint presentations which reinforce this Objective and which strengthen their understanding of the SOLs in other subject areas. Along with this Isla del Senor is specifically designed a la Jeopardy in Spanish to further reinforce these goals.


xxii

advance through the process. Initial portions of the task are designed to be within the learners' competency so that they can complete them on their own. The teacher's role is to assist with the portions of the task that are just beyond the students' competency by encouraging and motivating students, simplifying the task, providing knowledge or practice of critical skills, highlighting relevant cues, etc. As students' confidence, skill, and knowledge increase, the teacher provides less and less scaffolding for that task. At the 3rd year level, scaffolding remains an important tool yet less so than at earlier levels.

Cultural and Linguistic Comparisons SIII.8 The student will discuss in Spanish why similarities and differences exist within and among cultures. 1. Use level-appropriate Spanish to discuss the influences of historical and contemporary events and issues on the relationships between Spanish-speaking countries and the United States. 2. Compare aspects of Spanish-speaking cultures, such as language, clothing, foods, dwellings, and recreation, with those of other cultures. Method: Students will view PowerPoint presentations which reinforce this Objective and which strengthen their understanding of how speakers of other languages and from other cultures are bound by the same unwritten rules that govern culture as are native speakers of English. To this end, cultural topics are varied and an important part of Spanish III at AHS. SIII.9 The student will strengthen his/her knowledge of the English language through the study and analysis of increasingly complex elements of the Spanish language. 1. Demonstrate understanding that language and meaning do not transfer directly from one language to another. 2. Demonstrate understanding that vocabulary, linguistic structures, and tense usage in English differ from those of the Spanish language. Method: Students will study the history of the Spanish language and how that relates to the development of American English. Students will learn to cross reference their knowledge of both languages in order to determine the meanings of unknown words in both. Example rama-branch from which we find ramification in English the act of branching. Arbol-tree to the English word arbor. Activities: Students will;

perform memorized songs, write guided and nonguided sentences, do TPR, play Bingo, draw pictures, use manipulatives (scrambled sentences, flash cards, slap game), play la guerra and isla del Senor, construct descriptive paragraphs, describe objects in Spanish, use the subjunctive in Spanish , solve Spanish puzzles, design, create, and present their semester projects

All material to be covered is correlated with the current SOLs for Spanish as outlined by the state of Virginia. Given that students often come into the third year class from different classes and structures, the cardinal rule regarding content that should have been mastered by this point in time is that if they do not know it, teach it.



xxiii

Curriculum Guide with Delineation and Correlation of the AHS Spanish IV Pacing Guide with State SOL requirements for Spanish, with Bloom’s Taxonomy 1st 6 weeks Verbs in all tenses a.hablar b.nadar c.cantar d.comer e.vivir Project Mola design Voc. SP!V.1-5 C.T.A.s SP1V. 1-8 Canciones Selected works of José Marti Culture Blooms Taxonomy


• Affective



• Psychomotor


Person-to-Person Communication

SIV.1 The student will exchange information orally and in writing in Spanish on a variety of topics related to contemporary and historical events and issues. 1. Express and support opinions, and elicit those of

others. 2. Exchange personal reactions to spoken and written

information related to Spanish-speaking cultures. 3. Exchange information from sources such as

newspapers, magazines, broadcasts, and Web sites. Methods: Students will communicate in Spanish, both orally and in writing. They will engage in a variety of activities that apply to or simulate real-life situations. Using complex structures covered in Spanish II, III, and I, students will create and understand more advanced sentences in Spanish. Students will express more complex ideas in Spanish and be able to obtain research from a variety of sources to formulate opinions pertaining to the Spanish-speaking world. They will continue to practice expressing themselves in the past, future, and present tenses, but will begin to focus on the use of the subjunctive tenses. SIV.2 The student will demonstrate skills necessary to sustain extended oral and written exchanges in Spanish.

1. Use a full range of vocabulary, structures, and past, present, and future time frames.

2. Exchange ideas clearly, based on level-appropriate material.

3. Use paraphrasing, circumlocution, and other creative means to express and comprehend ideas.

Method: Written worksheets and sentence construction CTAs Cuadernos Summaries and analysis of readings Verb Charts

Listening and Reading for Understanding

SIV.3 The student will comprehend spoken and written Spanish found in a variety of authentic sources. 1. Identify various literary elements, such as plot, theme,

setting, and characters, in spoken and written texts. 2. Understand subtleties of meaning, such as intent,


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The cognitive domain involves knowledge and the development of intellectual skills. This includes the recall or recognition of specific facts, procedural patterns, and concepts that serve in the development of intellectual abilities and skills. Students in Spanish IV at AHS are presented with objectives from all 6 areas of this domain. Examples included here and to be found on the mapping guide as well are: The students will explain the uses of the past subjunctive and contrast their usage with English. They will translate from English to Spanish and from Spanish to English. Flow chart for this domain for the past subjunctive is as follows: The student will: Define the subjunctive tense ▼ Interpret it in Spanish ▼ Use it correctly ▼ Contrast the uses with English ▼ Write new sentence patterns with the past subjunctive ▼ Explain the uses of the past subjunctive Resources:

humor, and tone, in a variety of culturally authentic materials, such as radio and television segments or literary passages.

3. Understand and respond appropriately to instructions presented in informational materials, such as instructions for completing a customs declaration or creating a Web page.

Method: Students will be given a number of reading materials from Various authentic sources which will include newspapers, books, and web based information in Spanish. The first 6 weeks shall include La Nina De Guatemala written by Jose Marti which will be explored for literary Elements and subtleties of meaning.

Oral and Written Presentation

SIV.4 The student will relate information in Spanish, combining learned and original language in oral and written presentations of extended length and complexity. 1. Deliver presentations containing well-developed ideas

on a variety of topics, using familiar vocabulary and language structures and with minimal errors in spelling, punctuation, and pronunciation.

2. Use style, language, and tone appropriate to the audience and the purpose of the presentation.

Method: Students in the 4th year program will read and write songs, poems and selected passages with an emphasis on style and structure acceptable in Latin American prose. Independent structure creation in Spanish will be checked for through small group and whole class activities. SIV.5 The student will present in Spanish student-created and

culturally authentic essays, poetry, plays, and/or stories. 1. Produce well-organized presentations, using

appropriate visual aids and/or technological support. 2. Use appropriate verbal and nonverbal presentational

techniques. Method: Students will present songs, poems and selected passages from the works of Jose Marti that have been memorized to the class. The level of dramatic interpretation and ease of presentation shall be at a higher level than that which was expected during the 3rd year. There should be almost no scaffolding on the part of the teacher. Independent structure creation in Spanish will be checked for through small group and whole class activities.

Cultural Perspectives, Practices, and Products


xxv


Spanish 4 Voc 1-5


Verb Chart Folders

PowerPoint presentations Workplace/Job Preparedness:





SIV.6 The student will analyze in Spanish how various perspectives reflect the practices and products of Spanish-speaking cultures. 1. Discuss how topics such as educational systems and

business practices illustrate the viewpoints, patterns of behavior, and products of the cultures.

2. Engage in authentic or simulated situations that demonstrate understanding of culturally appropriate practices.

Method: Students will read articles and be given notes on the educational systems and business community in Hispanic countries and the United States and how their history, culture, and religion have affected their development.

Making Connections through Language

SIV.7 The student will demonstrate increased understanding of the connections between content studied in Spanish class and content studied in other subject areas. 1. Use Spanish to discuss examples of the Spanish

language and Spanish-speaking culture(s) found in other subject areas, focusing on a variety of topics such as political systems and world literature.

2. Use Spanish to relate topics discussed in other subject areas to those discussed in Spanish class, such as authors and artists from Spanish-speaking countries or political and historical events that involve Spanish-speaking countries.

3. Use Spanish-language resources to continue expanding knowledge related to other subject areas.

Method: Students will view PowerPoint presentations which reinforce this Objective and which strengthen their understanding of the SOLs in other subject areas. Along with this Isla del Senor is specifically designed a la Jeopardy in Spanish to further reinforce these goals. In addition 4th year students will demonstrate the ability to correlate data learned to real world situations involving the interdependence of Spanish-speaking countries and the United states.

Cultural and Linguistic Comparisons

SIV.8 The student will discuss in level-appropriate Spanish the effects of cultural similarities and differences on social, economic, and political relationships in the global community.


xxvi

Scaffolding- Scaffolding is a method of structuring an instructional task in a way that helps learners gradually advance through the process. Initial portions of the task are designed to be within the learners' competency so that they can complete them on their own. The teacher's role is to assist with the portions of the task that are just beyond the students' competency by encouraging and motivating students, simplifying the task, providing knowledge or practice of critical skills, highlighting relevant cues, etc. As students' confidence, skill, and knowledge increase, the teacher provides less and less scaffolding for that task. At the 4th year level the amount of scaffolding is greatly reduced from that used at lower levels.

1. Discuss the role of culture in the development of relationships between the United States and Spanish-speaking countries.

2. Analyze how members of Spanish-speaking cultures perceive the United States.

3. Examine local, regional, and national differences in the cultures of Spanish-speaking countries and the culture(s) of the United States.

Method: Students will view PowerPoint presentations which reinforce this Objective and which strengthen their understanding of how speakers of other languages and from other cultures are bound by the same unwritten rules that govern culture as are native speakers of English. Beginning with Mexico and Cuba and moving southward the students will examine how local, regional, historical, and national differences within each county affect their culture and their views of the United States. To this end, cultural topics are varied and an important part of Spanish IV at AHS. SIV.9 The student will expand understanding of the English

language through study and analysis of increasingly complex elements of the Spanish language. 1. Examine local, regional, and national differences in

sound systems, pronunciation, vocabulary, and usage in Spanish-speaking countries and in the United States.

2. Compare linguistic elements of Spanish and English, such as time, tense, and mood, and understand how each language uses different grammatical structures to express these relationships, such as hacer + present tense and pretérito vs. imperfecto.

Method: Students will study more in-depth than in previous levels the history of the Spanish language and how that relates to the development of American English. Students will learn to cross reference their knowledge of both languages in order to determine the meanings of unknown words in both. Example the relationship of tion and cion words, elements of mood, and phonetic structure and evolution.

Communication across Communities

SIV.10 The student will apply Spanish language skills and cultural understanding in opportunities beyond the classroom setting for recreational, educational, and occupational purposes. 1. Analyze in Spanish information obtained through

media, entertainment, and technology.



xxvii

2. Use Spanish-language resources, such as individuals and organizations in the community or accessible through the Internet, to enhance cultural understanding.

Method: Trips to San Juan and Abuelos Trip to Puerto Rico Foreign Language Food Tasting Foreign language Club


perform memorized songs, write guided and nonguided sentences, do TPR, create a verb chart folder, design a mola using traditional Kuna themes, use manipulatives (scrambled sentences, flash cards, slap game), play la guerra and isla del Senor, construct descriptive paragraphs, describe objects in Spanish, use the subjunctive in Spanish , solve Spanish puzzles, design, create, and present their semester projects

2nd 6 weeks Verbs a.Abrir b.Estar c.ser d.Escribir e.Querer f.Poder g.perder h.Buscar Project Piñata y Mola Voc. SP!V.6-10 C.T.A.s SP1V..9-15 Canciones Pescar Colorado Culture Mercado Nahua





newspapers, magazines, broadcasts, and Web sites. Methods: Students will communicate in Spanish, both orally and in writing. They will engage in a variety of activities that apply to or simulate real-life situations. Using complex structures covered in Spanish II, III, and I, students will create and understand more advanced sentences in Spanish. Students will express more complex ideas in Spanish and be able to obtain research from a variety of sources to formulate opinions pertaining to the Spanish-speaking world. They will continue to practice expressing themselves in the past, future, and present tenses, but will begin to focus on the use of the subjunctive tenses SIV.2 The student will demonstrate skills necessary to sustain

extended oral and written exchanges in Spanish. 1. Use a full range of vocabulary, structures, and past,

present, and future time frames. 2. Exchange ideas clearly, based on level-appropriate


xxviii

Blooms Taxonomy


• Affective



• Psychomotor


The affective domain includes the manner in which learners deal with things emotionally, such as feelings, values, appreciation, enthusiasms, motivations, and attitudes. Spanish IV students are presented aspects of the five areas of this domain in various ways as may be found in the mapping guide. Flow chart for this domain for

material. 3. Use paraphrasing, circumlocution, and other creative

means to express and comprehend ideas. Method:

Written worksheets and sentence construction CTAs Cuadernos Summaries and analysis of readings Verb Charts






Method: Students will be given a number of reading materials from Various authentic sources which will include newspapers, books, and web based information in Spanish. The first 2nd weeks shall include Los Versos Sencillos written by Jose Marti which will be explored for literary elements and subtleties of meaning.


SIV.4 The student will relate information in Spanish, combining learned and original language in oral and written presentations of extended length and complexity. 1. Deliver presentations containing well-developed ideas


2. Use style, language, and tone appropriate to the


xxix

Hispanic culture as a group topic is as follows: The student will: Follow group guidelines ▼ Participate as an active team member ▼ Differentiate cultural mores ▼ Recognize cultural differences ▼ Work as a team player Resources:


Spanish 4 Voc 6-10


Verb Chart Folders

PowerPoint presentations Workplace/Job Preparedness:




Note: Speaking: includes correct production of all grammar and verb tense rules already known, as well as acceptable pronunciation of and use of learned and conditioned vocabulary, impromptu application at a reasonable rate of fluency in

audience and the purpose of the presentation. Method: Students in the 4th year program will read and write songs, poems and selected passages with an emphasis on style and structure acceptable in Latin American prose. Independent structure creation in Spanish will be checked for through small group and whole class activities. SIV.5 The student will present in Spanish student-created and



techniques. Method: Students will present songs, poems and selected passages from the works of Jose Marti that have been memorized to the class. The level of dramatic interpretation and ease of presentation shall be at a higher level than that which was expected during the 3rd year. Independent structure creation in Spanish will be checked for through small group and whole class activities. There should be almost no scaffolding on the part of the teacher.








language and Spanish-speaking culture(s) found in other subject areas, focusing on a variety of topics such as political systems and world literature.

2. Use Spanish to relate topics discussed in other subject areas to those discussed in Spanish class, such as authors and artists from Spanish-speaking countries or political and historical events that involve Spanish-


xxx

questioning, answering, and describing Translation: Translation exercises help promote a conceptual understanding of languages rather than literal

speaking countries. 3. Use Spanish-language resources to continue expanding

knowledge related to other subject areas. Method: Students will view PowerPoint presentations which reinforce this Objective and which strengthen their understanding of the SOLs in other subject areas. Along with this Isla del Senor is specifically designed a la Jeopardy in Spanish to further reinforce these goals. In addition 4th year students will demonstrate the ability to correlate data learned to real world situations involving the interdependence of Spanish-speaking countries and the United states.


SIV.8 The student will discuss in level-appropriate Spanish the effects of cultural similarities and differences on social, economic, and political relationships in the global community. 1. Discuss the role of culture in the development of

relationships between the United States and Spanish-speaking countries.






2. Compare linguistic elements of Spanish and English, such as time, tense, and mood, and understand how each language uses different grammatical structures to express these relationships, such as hacer + present tense and pretérito vs. imperfecto.

Method: Students will study more in-depth than in previous levels the history of the Spanish language and how that relates to the development


xxxi

of American English. Students will learn to cross reference their knowledge of both languages in order to determine the meanings of unknown words in both. Example the relationship of tion and cion words, elements of mood, and phonetic structure and evolution



media, entertainment, and technology. 2. Use Spanish-language resources, such as individuals

and organizations in the community or accessible through the Internet, to enhance cultural understanding.

Method: Trips to San Juan and Abuelos Trip to Puerto Rico Foreign Language Food Tasting Foreign language Club



3rd 6 weeks Verbs a.mantener b.decir c.descubrir d.obedecer e.tocar f.andar g.dar h.leer Project moche Voc.





newspapers, magazines, broadcasts, and Web sites. Methods: Students will communicate in Spanish, both orally and in writing. They will engage in a variety of activities that apply to or simulate real-life situations. Using complex structures covered in Spanish II, III, and I, students



xxxii

SP!V.11-15 C.T.A.s SP1V.16-22b Canciones La Gallina Blooms Taxonomy


• Affective



• Psychomotor

Perception Set Guided response Mechanism Complex overt response Adaptation

Organization The psychomotor domain includes physical movement, coordination, and use of the motor-skill areas. Development of these skills requires

will create and understand more advanced sentences in Spanish. Students will express more complex ideas in Spanish and be able to obtain research from a variety of sources to formulate opinions pertaining to the Spanish-speaking world. They will continue to practice expressing themselves in the past, future, and present tenses, but will begin to focus on the use of the subjunctive tenses SIV.2 The student will demonstrate skills necessary to sustain

extended oral and written exchanges in Spanish. 1. Use a full range of vocabulary, structures, and past,

present, and future time frames. 2. Exchange ideas clearly, based on level-appropriate

material. 3. Use paraphrasing, circumlocution, and other creative

means to express and comprehend ideas. Method:

Written worksheets and sentence construction CTAs Cuadernos Summaries and analysis of readings Verb Charts






Method: Students will be given a number of reading materials from Various authentic sources which will include newspapers, books, and web based information in Spanish. During the 3rd 6 weeks this shall include Sin Valor and selected readings from Canasta De Cuentos Mexicanos which will be explored for literary elements and subtleties of meaning.


SIV.4 The student will relate information in Spanish, combining learned and original language in oral and written


xxxiii

practice and is measured in terms of speed, precision, procedures, or techniques in execution. Students in Spanish IV at AHS are presented with all 7 areas of this domain. Flow chart for this domain for TPR is as follows: The student will: Detect non-verbal clues ▼ Show a desire to learn new commands ▼ Perform TPR correctly ▼ Mix TPR commands in new sequences ▼ Display confidence as a TPR facilitator ▼ Respond effectively to unexpected commands ▼ Create new TPR patterns Resources:


Spanish 4 Voc 6-10


Verb Chart Folders




design , construction, and

presentations of extended length and complexity. 1. Deliver presentations containing well-developed ideas


2. Use style, language, and tone appropriate to the audience and the purpose of the presentation.

Method: Students in the 4th year program will read and write songs, poems and selected passages with an emphasis on style and structure acceptable in Latin American prose. Independent structure creation in Spanish will be checked for through small group and whole class activities. SIV.5 The student will present in Spanish student-created and



techniques. Method: Students will present songs, poems and selected passages from the works of Jose Marti that have been memorized to the class. The level of dramatic interpretation and ease of presentation shall be at a higher level than that which was expected during the 3rd year. There should be almost no scaffolding on the part of the teacher. Independent structure creation in Spanish will be checked for through small group and whole class activities.








language and Spanish-speaking culture(s) found in other subject areas, focusing on a variety of topics such


xxxiv

presentation • Ability to speak in front of

others in both rehearsed and spontaneous situations


as political systems and world literature. 2. Use Spanish to relate topics discussed in other subject

areas to those discussed in Spanish class, such as authors and artists from Spanish-speaking countries or political and historical events that involve Spanish-speaking countries.

3. Use Spanish-language resources to continue expanding knowledge related to other subject areas.

Method: Students will view PowerPoint presentations which reinforce this Objective and which strengthen their understanding of the SOLs in other subject areas. Along with this Isla del Senor is specifically designed a la Jeopardy in Spanish to further reinforce these goals. In addition 4th year students will demonstrate the ability to correlate data learned to real world situations involving the interdependence of Spanish-speaking countries and the United states.


SIV.8 The student will discuss in level-appropriate Spanish the effects of cultural similarities and differences on social, economic, and political relationships in the global community. 1. Discuss the role of culture in the development of

relationships between the United States and Spanish-speaking countries.






2. Compare linguistic elements of Spanish and English, such as time, tense, and mood, and understand how

Class Strategies: Assessments Homework activities Individual activities Large group activities


xxxv

each language uses different grammatical structures to express these relationships, such as hacer + present tense and pretérito vs. imperfecto.

Method: Students will study more in-depth than in previous levels the history of the Spanish language and how that relates to the development of American English. Students will learn to cross reference their knowledge of both languages in order to determine the meanings of unknown words in both. Example the relationship of tion and cion words, elements of mood, and phonetic structure and evolution



media, entertainment, and technology. 2. Use Spanish-language resources, such as individuals

and organizations in the community or accessible through the Internet, to enhance cultural understanding.

Method:

Trips to San Juan and Abuelos Trip to Puerto Rico Foreign Language Food Tasting Foreign language Club



block scheduling analysis - alleghany.k12.va.us ser-estar correctly ... jeopardy, draw pictures,...

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