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MASSAPEQUA PUBLIC SCHOOLS
SPANISH 4RSUMMER 2009
COMMITTEE MEMBERSEmily Pulick-Carrino, Angelina Legerton, Susanne Weiss Ruiz
William Anderson, Department Chairperson
BOARD OF EDUCATIONMaryanne Fischer– President
Christine Lupetin Perrino – Vice PresidentThomas Caltabiano– Secretary
Timothy Taylor– TrusteeJane Ryan– Trustee
ADMINISTRATIONCharles V. Sulc, Superintendent of Schools
Alan Adcock, Assistant Superintendent for BusinessLucille Iconis, Assistant Superintendent for Elementary Education
Susan Woodbury, Assistant Superintendent for Secondary EducationDr. Thomas Fasano, Ed.D., Assistant to the Superintendent
Robert Schilling, Executive Director for Assessment, Student Data and Technology
COURSE DESCRIPTION
This course aims to polish and strengthen students’ proficiency in
Spanish through a linguistic, communicative and cultural approach. It is a
continuation of Spanish III with special emphasis on the use of Spanish for
meaningful and more sophisticated communication both in written and
spoken expression. Students will also explore the culture and history of
Spanish and Hispanic countries through readings, research and films. There
will be historical and cultural interludes between the main units. Assessment
will be conducted through the use of quizzes, journals, projects, compositions
and oral presentations.
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Table of Contents
Learning Standards, Key Ideas & Performance Indicators4Content Map w/Essential Questions................................7Course Materials...........................................................8Curriculum Aligned w/Standards, Key Ideas and Technological Components
Bienvenidos al mundo hispano 1A...........................................91B............................................................................................10¿Cómo soy ?.............................................................................11¿Cómo me veo ?......................................................................12¡Hay tanto que hacer !.............................................................13El arte......................................................................................14¡A acampar y el medio ambiente !...........................................15La riqueza natural....................................................................16
Appendix (In the appendix you will find worksheets for each of the units)
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Summer Curriculum Guidelines 2009
LEARNING STANDARDS LANGUAGES OTHER THAN ENGLISH: SPANISH
Standard 1Students will be able to use a language other than English for communication.
Key Idea: LISTENING & SPEAKING are primary communicative goals in modern language learning. These skills are used for the purposes of socializing, providing and acquiring information, expressing personal feelings and opinions, and getting others to adopt a course of action.
Performance Indicators at Checkpoint B – Students will… comprehend messages and short conversations when listening to
peers, familiar adults, and providers of public services either in face-to-face interactions or on the telephone.
understand the main idea and some discrete information in television, radio, or live presentations
initiate and sustain conversations, face to face or on the phone, with native-speaking or more fluent individuals
select vocabulary appropriate to a range of topics, employ simple and complex sentences in present, past, and future time frames, and express details and nuances by using appropriate modifiers
exhibit spontaneity in their interactions, particularly when the topic is familiar, but often rely on familiar utterances
use reception and circumlocution as well as gestures and other nonverbal cues to sustain conversation
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Key Idea: READING & WRITING are used in languages other than English for the purposes of socializing, providing and acquiring information, expressing personal feelings and opinions, and getting others to adopt a course of action.
Performance Indicators at Checkpoint B– Students will… read and comprehend materials written for native speakers when the
topic and language are familiar. use cognates and contextual and visual cues to derive meaning from
texts that contain unfamiliar words, expressions, and structures read simple materials, independently, but may have to guess at
meanings of longer or more complex material write short notes, uncomplicated personal and business letters, brief
journals, and short reports write brief analyses of more complex content when given the
opportunity for organization and advance preparation, though errors may occur more frequently
produce written narratives and expressions of opinion about radio and television programs, newspaper and magazine articles, and selected stories, songs, and literature of the target language
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Standard 2Students will develop cross-cultural skills and understandings.
Key Idea: EFFECTIVE COMMUNICATION involves meanings that go beyond words and require an understanding of perceptions, gestures, folklore, and family and community dynamics. All of these elements can affect whether and how well a message is received.
Performance Indicators at Checkpoint B – Students will… exhibit more comprehensive knowledge of cultural traits and patterns draw comparisons between societies recognize that there are important linguistic and cultural variations
among groups that speak the same target language understand how words, body language, rituals, and social interactions
influence communication
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CONTENT MAP WITH ESSENTIAL QUESTIONS
Unit Title Thematic Content
Essential Questions
Estimated
Time Frame
Unit 1A Bienvenidos al mundo hispano
Exploring the Hispanic world- Central and
South America
How diverse is our Spanish speaking world? 2-3 weeks
Unit 1B Bienvenidos al mundo hispano
Exploring the Hispanic world- Spain and the
Carribean.
How diverse is our Spanish speaking world? 3-4 weeks
Unit 2 ¿Cómo soy? Personal Identity Who am I? 4-5 weeks
Unit 3 ¿Cómo me veo? Fashions, pastimes, future Who will I become? 4-5 weeks
Unit 4 ¡Hay tanto que hacer! Chores What does one need to do to maintain a home? 4-5 weeks
Unit 5 El arte Identifying and describing art
How can we express ourselves through art? 4-5 weeks
Unit 6 La riqueza natural NatureWhat can we do to preserve the environment?
4-5 weeks
Unit 7 Acampar Camping What do you need to do to survive in the wild? 4-5 weeks
To achieve the course’s learning objectives, students will work with a variety
of thematic units as described in the chart below.
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COURSE MATERIALS
Resources
Gahala, Estella & Carlin, Patricia Hamilton. ¡En Español tres!. Illinois: McDougal Littel, 2004.
"En Espanol." Ed. McDougal Littel. Web.
Additional materials will include excerpts of Spanish novels, poetry, films, and songs.
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Unit 1 A: ¡Bienvenidos al mundo hispano !
STANDARD 1: COMMUNICATION -- Listening & Speaking
Students will talk about present activities. Students will talk about nationalities.
STANDARD 1: COMMUNICATION – Reading
Authentic readings about Central and South American countries.
STANDARD 1: COMMUNICATION – Writing
Composition: write about your every day activities. Pyramid Poem: Use adjectives to describe yourself in a “Pyramid
Poem” form.
STANDARD 2: CULTURE
Students will learn about the cultural differences between Central and South American countries.
GRAMMATICAL STRUCTURES
Review: Present tense of regular verbs Review: Present tense verbs with irregular yo forms. Review: Adjectives of Nationality
DIFFERENTIATION
Tiered Lessons Pyramid Poem
SUPPLEMENTARY MATERIAL
Supplementary worksheets have been provided.
TECHNOLOGICAL ENHANCEMENTS
Transparencies / Overhead Projector Power Point Presentations
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Unit 1B: ¡Bienvenidos al mundo hispano!
STANDARD 1: COMMUNICATION -- Listening & Speaking
Students will talk about past activities. Students about past events
STANDARD 1: COMMUNICATION – Reading
Authentic Reading : Spain Authentic Reading : Carribean
STANDARD 1: COMMUNICATION – Writing
Dialogue : Interview about past event.
STANDARD 2: CULTURE
Students will learn about the Culture of Spain and the Carribean.
GRAMMATICAL STRUCTURES
Review: preterite tense Review: preterite tense-irregulars Review: object pronouns Review: Interrogatives
DIFFERENTIATION OF INSTRUCTION
Choice Homework Activity
SUPPLEMENTARY MATERIAL Supplementary worksheets have been provided.
TECHNOLOGICAL ENHANCEMENTS Transparencies / Overhead Projector Power Point Presentations
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Unit 2: ¿Cómo soy?
STANDARD 1: COMMUNICATION -- Listening & Speaking
Students will describe people. Students will talk about experiences. Students will list and discuss accomplishments.
STANDARD 1: COMMUNICATION – Reading
Author Study : Cristina Garcia Soñar en cubano- story about a cuban family
STANDARD 1: COMMUNICATION – Writing
Journal: Write about yourself and your experiences. Essay: Compare your family to the family in the reading soñar en
cubano.
STANDARD 2: CULTURE
Students will learn about the influence of Spanish speakers in the U.S.
GRAMMATICAL STRUCTURES
Review: ser vs. estar Review: Imperfect Preterite vs. Imperfect
DIFFERENTIATION OF INSTRUCTION’
Choice assignment: Make a collage about yourself or draw your self portrait.
SUPPLEMENTARY MATERIAL
Supplementary worksheets have been provided.
TECHNOLOGICAL ENHANCEMENTS
Transparencies / Overhead Projector Power Point Presentations
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Unit 3: ¿Como me veo?
STANDARD 1: COMMUNICATION -- Listening & Speaking
Students will describe fashions. Students will talk about pastimes. Students will talk about the future. Students will predict actions.
STANDARD 1: COMMUNICATION – Reading
Authentic materials- Un gran diseñador- Oscar de la Renta
STANDARD 1: COMMUNICATION – Writing
Interview: Role-play following up with information from the reading. Research assignment: Research and write a report about a famous
Hispanic/Spanish designer other than Oscar de la Renta.
STANDARD 2: CULTURE
Students will learn about the cultural role of Hispanic/Spanish fashion in the United States and the world.
GRAMMATICAL STRUCTURES
Future Tense Verbs like Gustar Por vs. Para Conditional Tense
DIFFERENTIATION OF INSTRUCTION
Choice Project: Students will be able to choose between several assignments that will count as a test grade. They can work in groups to create their own fashion show or write about a Hispanic/Spanish designer.
SUPPLEMENTARY MATERIAL Supplementary worksheets have been provided.
TECHNOLOGICAL ENHANCEMENTS Transparencies / Overhead Projector Power Point Presentations
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Unit 4: ¡Hay tanto que hacer!
STANDARD 1: COMMUNICATION -- Listening & Speaking
Students will talk about household chores. Students will say what friends do. Students will express feelings.
STANDARD 1: COMMUNICATION – Reading
Author study- Sandra Cisneros. Excerpts from the House on Mango Street. Reading: Tito Puente
STANDARD 1: COMMUNICATION – Writing
Project: Write the first three paragraphs of your novel. Research assignment: Hispanic music/instruments Song: Write a “Hispanic themed” song about your daily routine.
STANDARD 2: CULTURE
Students will learn about Spanish and Hispanic music. Students will be exposed to the influence of Spanish/Hispanic music in
the U.S.
GRAMMATICAL STRUCTURES
Reflexive verbs Reciprocal verbs
DIFFERENTIATION OF INSTRUCTION
Tiered lessons
SUPPLEMENTARY MATERIAL
Supplementary worksheets have been provided.
TECHNOLOGICAL ENHANCEMENTS
Transparencies / Overhead Projector Power Point Presentations
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Unit 5: el arte
STANDARD 1: COMMUNICATION -- Listening & Speaking
Students will identify and describe famous Hispanic art. Students will discuss art forms. Students will report about what others say.
STANDARD 1: COMMUNICATION – Reading
Madrid and el museo del Prado. Flamenco study.
STANDARD 1: COMMUNICATION – Writing
Critic: choose a two works of art and critic them. Project: Parisopoly (Students create a game using their learning on
Paris)
STANDARD 2: CULTURE
Students will learn about Madrid and its monuments. Students will be exposed to the Spanish/Hispanic way of life and art.
GRAMMATICAL STRUCTURES
Tú and Usted commands Nosotros Commands Introduction to the Subjunctive
DIFFERENTIATION OF INSTRUCTION
Art criticism Choice test Choose an artist and create your own rendition of the painting and
discuss.
SUPPLEMENTARY MATERIAL
Supplementary worksheets have been provided.
TECHNOLOGICAL ENHANCEMENTS
Transparencies / Overhead Projector
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Power Point Presentations
Unit 6: ¡A acampar y el medio ambiente!
STANDARD 1: COMMUNICATION -- Listening & Speaking
Students will identify what is needed for a camping trip. Students will discuss plans to go on a camping trip. Students will react to ecology.
STANDARD 1: COMMUNICATION – Reading
Students will read newspaper articles about the environment. Students will analyze research about the environment in the target
language.
STANDARD 1: COMMUNICATION – Writing
Short Story: Students will work in groups to write short stories for younger children on how to protect the environment.
Brochure: How can we make Massapequa a “green” school?
STANDARD 2: CULTURE
Students will learn about rainforests in Costa Rica and other Hispanic nations.
Students will be exposed to “green” practices in Spain and Latin America
GRAMMATICAL STRUCTURES
Present Subjunctive-Regular verbs Present Subjunctive- Irregular verbs and Stem-changers.
DIFFERENTIATION OF INSTRUCTION
Cooperative Learning: Students will work in groups to design an ad campaign to improve the community. Topics may include: the environment, natural resources, and recycling.
SUPPLEMENTARY MATERIAL
Supplementary worksheets have been provided.
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TECHNOLOGICAL ENHANCEMENTS
Transparencies / Overhead Projector Power Point Presentations
Unit 7: La riqueza natural
STANDARD 1: COMMUNICATION -- Listening & Speaking
Students will react to nature. Students will express doubt. Students will relate to events in time.
STANDARD 1: COMMUNICATION – Reading
“Ecoturista”: Students will read an article about ecotourism in Central America.
STANDARD 1: COMMUNICATION – Writing
Project: Create your own zoo. What animals would you choose, etc.?
STANDARD 2: CULTURE
Students will learn about ecotourism in Costa Rica Students will be exposed to other Latin American countries that are
developing ecotourism.
GRAMMATICAL STRUCTURES
Present Subjunctive-Regular verbs Present Subjunctive- Irregular verbs and Stem-changers.
DIFFERENTIATION OF INSTRUCTION
Stations- students will create a review activity using stations to discuss all the different areas/types/activities associated with ecotourism in Costa Rica.
SUPPLEMENTARY MATERIAL
Supplementary worksheets have been provided.
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TECHNOLOGICAL ENHANCEMENTS
Transparencies / Overhead Projector Power Point Presentations
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