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PENNSVILLE SCHOOL DISTRICT
CURRICULUM COVER SHEET Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST
CENTURY
GLOBAL SKILLS
Curriculum Design Template
Content Area: World Language Spanish
Course Title: Spanish II
Grade Level: 9-12
Familiares y Amigos
32 days
Pueblos y Ciudades
32 days
Dia a dia
32 days
Buen Provecho
32 days
Date Created: May 28, 2014
Board Approved on: August 25, 2014
PENNSVILLE SCHOOL DISTRICT
Engaging Students ~ Fostering Achievement ~ Cultivating 21st Century Global Skills
UNIT PLAN
Course Title: Spanish level 2 Unit Name: Familiares y Amigos Grade Level 9-12
Content Statements
With the varied abilities in the level two
classroom, students must be engaged and
immersed in the Spanish Speaking World
to stimulate a desire to communicate
in Spanish. Students make
connections with geography, art,
architectures, food and celebrations with
exposure to the many cultures of the
Spanish Speaking World. Introduction to
basic vocabulary and functional phrases
are the foundation of meaningful
communication. Simplified grammar
explanations help student to achieve
accuracy in communication.
Cumulative Progress Indicators
Standard 7.1- All students will be able to use a
world language in addition to English to
engage in meaningful conversation, to
understand and interpret spoken and written
language, and to present information ,
concepts and ideas, while also gaining an
understanding of the perspectives of other
cultures. Through language study, they will
make connections with other content areas,
compare the language and culture studied with
their own, and participate in home and global
communities. A: Interpretive Mode B:
Interpersonal mode and C: Presentational
Mode.
Overarching Essential Questions
What activities for teens are similar
in the Spanish speaking world to what
American teens do?
What chores do “kids” help with in
the Spanish speaking world that are
similar to what American “kids” help
with at home?
Overarching Enduring Understandings
Young people in the various Spanish
speaking countries participate in many
activities. Many of the activities are
similar to those in which American teens
participate in, but there are many
differences. Students learn the vocabulary
and discuss the differences.
The family unit is also quite different. The
Spanish speaking world identifies the
family unit as not only the immediate
family but the extended family as well.
Students identify chores and discuss who
in the family has those responsibilities.
Unit Essential Questions
How does one ask about likes or
dislikes?
How is the verb gustar different
than conjugating a regular verb in the
present indicative.
Unit Enduring Understandings
The verb gustar(to be pleasing, like) is a
verb that uses indirect object pronouns so
its use is different than that of the regular
verbs in the present indicative which are
conjugated normally in all situations.
Unit Rationale
Students often do not know how to study
a foreign language. Students are
encouraged to practice a little bit every
day. Many students also have begun
their study of foreign language in
primary school. This unit serves as a
review of material, a jumping off point
for more detailed and formal grammar
and vocabulary instruction as well as
more intensive focus on the cultures of
Mexico and Peru for those students.
It is also a natural starting point for those
students never exposed to foreign
language learning.
Unit Overview
The communicative context of the themes
determines what grammar topics are covered.
Students will review the basics from Spanish 1:
verb conjugations, irregular verbs, vocabulary,
subject pronouns, adjective/noun agreement
etc. They will learn to offer help and express
likes and dislikes in other ways other than
using the verb gustar. They will also focus on
reflexive verbs and stem changing verbs.
Students will also learn how to introduce
someone to another person. They will start to
use more irregular verbs and will begin the
introduction to the Preterite(one of the past)
tense.
Authentic Learning Experience (Global Awareness, Civic Awareness, Critical Thinking Skills, Collaboration Skills, Technology Skills)
(3 days)
In a Skype session, students will interview a family member, friend or neighbor. For Foreign
Language Week you are going to interview the person and video tape the interview to show on
the school announcements.
You must come up with the appropriate Greetings, introductions and questions. Questions should
be regarding name, age, birth date, origins, and other personal information. Other personal
information can include inquiring about friendships, family, personality characteristics, physical
characteristics, likes and dislikes and how he/she helps out at home. Students should include
questions about careers choices.
Interrogative words should be used to form many of the questions. Questions can be written on
index cards.
Integration of 21st Century Themes
Global Perspectives
Beginning language learners start by learning translations for common words and
phrases from their first language but then quickly realize the differences that make
each language unique. For example asking someone how are you? In English we have
this phrase but in Spanish one must choose to speak formally or informally using this
question and this depends on to whom one is speaking.
x Students become more aware of the grammatical structures of their first language in
order to become more proficient using language 2.
Civic Literacy
By learning Spanish and the various cultures of the Spanish Speaking world students
become better able to communicate and collaborate with people from those cultures.
x When students have more knowledge about different cultures and languages they are
less likely to foster negative stereotypes.
21st Century Learning and Innovation Skills
(T,A = Taught and assessed in the unit, E = encouraged through the unit)
Critical Thinking and Problem Solving
Reason Effectively
°To use vocabulary and grammar appropriately with varied situations (When
speaking to adults or a male vs. a female
Use Systems Thinking
°Recall/recognize appropriate verb endings to speak/write/listen with varied
subjects.
Make Judgments and Decisions
°°Effectively analyze a situation and choose the correct verb or adjective etc. x Interpret spoken information to be able to respond appropriately.
x Synthesize and make connections to write in a journal/class assignment or to
create a presentation/skit using learned vocabulary.
Solve Problems
°Effectively use vocabulary and grammar in a spontaneous situation with
minimal errors.
Learning Targets/Scaffolding
Ask about people routines and activities
Express likes and dislikes
Offer help and talk about chores
Talk about plans and places
Talk about what people do for a living
Introduce people and respond to introductions
Describe a house
Say what needs to be done and complain
Evidence of Learning
Summative Assessment (5 different Days) Students will take end of vocabulary/grammar
section quizzes as well as end of
chapter/unit tests. All quizzes and tests include listening, speaking, reading and writing
components.
Equipment needed: audio/video equipment, overhead projectors, computer/projector
Teacher Resources: audio cds, dvds, teacher generated tests/quizzes, interpersonal and
presentational rubrics
Key Terms
Indirect and direct object pronouns
Present tense of dar, decir, saber, conocer, ser and estar
Verbs and Expressions followed by infinitives
Ser with nationality
Preterite of –ar,-er,-ir verbs and hacer and ir
Nouns, adjectives and gustar
The present indicative tense
Verbs with reflexive pronouns
Tener idioms
Present progressive
Informal commands with direct object pronouns.
Instructional Strategies
Introduction of vocabulary with transparencies…the students have a blank version as
well and they fill in the missing words associated with each picture.
Model new words and phrases by moving about the room using the target language in
appropriate ways to help with understanding.
Model pronunciation and have students repeat and respond using correct
pronunciation.
Students have a blank floor plan of a home and they label it with new vocabulary.
Using picture prompts of chores, students have to identify the responsibility.
Customizing Learning/Differentiation
For advanced learners: To practice the descriptive adjectives further, have students role-
play a telephone conversation between two friends. They talk about a new classmate that
they want to invite to a birthday party. They should describe what he or she looks like and
what he or she likes to do.
Students with learning disabilities benefit from a more structured approach to new
vocabulary. Give out copies of the teaching transparency for the vocabulary. On another
sheet of paper or on the board, provide a list of their physical attributes(rubia, alto etc) . Go
over the words again and ask the students to write the adjectives that describe each person
next to his or her picture.
Formative Assessments
Checking for understanding- white boards, signaling, TPR, drawing to demonstrate
understanding
Interpretive reading and listening tasks
Student to student conversations
Quizzes both oral and written
Primary Interdisciplinary Connections
Global awareness, geography, food, family values, religion, music, traditions….
Resources
References
Expresate Holt Rinehart Winston
www.youtube.com
www.google.com
Teacher discovery (various supplemental materials to practice verb conjugations,
adjective noun agreement etc)
Collaboration Tools
Video sharing website for “at home” projects
Epals(hopefully this year)
Digital Tools
Text book expresate
Dvds
Powerpoint
Suggested Activities for Inclusion in Lesson Planning
Play recordings for listening activities multiple times.
Pair students homogeneously or heterogeneously by proficiency level
Use picture prompts
Use word banks
Unit Timeline
Lesson Timeframe
Lesson 1
Familiares y Amigos
16 days
Lesson 2
En el vecindario
16 days
Cumulative progress indicators
7.1.A.1 – Identify the main idea and some
supporting details when reading.
7.1.A.2- Understand the gist and some
supporting details of the conversations
dealing with everyday life.
7.1.A.3- Infer the meaning of some
unfamiliar words when used in familiar
contexts.
7.1.B.1- Ask and answer questions related to
everyday life.
7.1.B.2- Handle simple transactions related
to everyday life.
{DATE}
Sample Lesson Plan 1 Template
Content Area: World language Spanish
Lesson Title: Present tense of regular and stem changing verbs Timeframe: 3 days
Lesson Components
21st Century Themes
X Global Awareness Financial, Economic,
Business, and
Entrepreneurial Literacy
x Civic Literacy Health Literacy
21st Century Skills
X Creativity and
Innovation
x Critical Thinking and
Problem Solving
x Communication
and Collaboration
x Information
Literacy
X Media Literacy ICT Literacy x Life and Career Skills
Interdisciplinary Connections: English, history, geography
Integration of Technology: interactive dvd and textbook, online recording
Equipment needed: ipads, headsets with microphones, computers
Goals/Objectives Learning Activities/Instructional Strategies Formative Assessment Tasks
Students:
Present tense review
conjugations
Verbs with
reflexive pronouns
Review of stem
changing verbs
Lesson Sequence
1. Review endings for –ar –er and –ir
verbs
2. Review reflexive pronouns and verbs
3. Go over the list of stem changing verbs
e –ie, e-i, o-ue, u-ue.
4.
Verb conjugation games
Fill in the blank
activities
Question and answer
Matching reflexive
pronoun with
appropriate conjugated
verb
Differentiation: The flexibility of the timeframe and the structure of the lesson are designed to enable
all students to achieve individual levels of mastery and to receive the individual support they need.
Resources Provided
Pictures
Dvd
Visual of activity via online text and lcd projector or in paper form or using hard bound classroom
set of textbooks/
PENNSVILLE SCHOOL DISTRICT
Engaging Students ~ Fostering Achievement ~ Cultivating 21st Century Global Skills
UNIT PLAN
Course Title: Spanish Level 2 Unit Name: Pueblos y Ciudades Grade Level 9-12
Content Statements:
With the varied abilities in the level two
classroom, students must be engaged and
immersed in the Spanish Speaking World
to stimulate a desire to communicate
in Spanish. Students make
connections with geography, art,
architectures, food and celebrations with
exposure to the many cultures of the
Spanish Speaking World. Introduction to
basic vocabulary and functional phrases
are the foundation of meaningful
communication. Simplified grammar
explanations help student to achieve
accuracy in communication.
Cumulative Progress Indicators
Cumulative Progress Indicators
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.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.
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
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)
Overarching Essential Questions
How do people in Spanish speaking
countries get around town?
Taking into consideration the
cultural differences, how would you
react to events and situations?
Overarching Enduring Understandings
Methods of transportation often vary from
country to country. Students will learn the
necessary vocabulary to be able to get
around in a Spanish speaking country.
While assuming the role of a tourist,
students will master the necessary
vocabulary to be able to react to the
different events that occur.
Unit Essential Questions
What is different about conjugating
regular verbs in the preterite tense
versus verbs ending with –zar, -gar, -
car
What is the difference between a
formal command and an informal
command?
Unit Enduring Understerstandings
Verbs ending with –zar, -gar, -and –car have
a spell change in the formal commands as
well as in the yo format of the preterite
tense.
A formal command is used for a person that
requires formality and respect. An informal
command is mainly used for people that do
not require formality such as your friends.
Unit Rationale
Students often do not know how to study
for a foreign language. Students are
encouraged to practice a little bit every
day. This is the second level of a
language course for students. Students
review and revisit the grammar concepts
from the previous level and expand upon
them. This unit of study focuses on the
cultures of Dominican Republic and
Miami.
Unit Overview
The communicative context of the themes
determines what grammar concepts are covered.
Students will review the basics from Spanish I:
verb conjugations, irregular verbs, vocabulary,
subject pronouns, noun/adjective agreement, etc.
They will learn to ask for and give information in
other contexts other than asking for someone’s
name, age, and birthday. They will also focus in
on irregular preterites of certain verbs, past
participles as adjectives, verbs with reflexive
pronouns and direct objects, impersonal and
passive se, irregular formal commands, and
commands with pronouns and informal
commands.
Key Terms
Impersonal se and passive se
Preterite of –car, -gar, -zar verbs and conocer
Irregular preterites: andar, venir, tener, ver, and dar
Irregular formal commands
Commands with pronouns and formal commands.
Irregular preterites of ponerse, decir, ser, and estar.
Preterite sof stem changing –ir verbs
Verbs with reflexive pronouns and direct object pronouns
Past participles as adjectives
Preterite of verbs like caer
Instructional Strategies
Introduction of vocabulary with transparencies…the students have a blank version as
well and they fill in the missing words associated with each picture.
Model new words and phrases by moving about the room using the target language in
appropriate ways to help with understanding.
Model pronunciation and have students repeat and respond using correct pronunciation.
Students have a map of a city. They must ask for directions, clarification, give directions
to get to their next destination.
Customizing Learning/Differentiation
Advanced students can create a scavenger hunt in which they give directions to another
friend/classmate around the school building.
The other students can fill in the directions needed based on their map.
Resources
References
Expresate Holt Rinehart Winston
www.youtube.com
www.google.com
Teacher discovery (various supplemental materials to practice verb conjugations,
adjective noun agreement etc)
Collaboration Tools
Video sharing website for “at home” projects
Epals(hopefully this year)
Digital Tools
Text book expresate
Dvds
Powerpoint
Unit Timeline
Lesson Timeframe
Lesson 1 X hours/16 days
Pueblos y Ciudades
Lesson 2
Mantente en Forma
X hours/16 days
Lesson 3
Name of Lesson 3
X hours/days
{DATE}
Sample Lesson Plan 1 Template
Content Area: World Language Spanish
Lesson Title: Preterite tense of irregular verbs Timeframe: 3 days
Lesson Components
21st Century Themes
X Global Awareness Financial, Economic,
Business, and
Entrepreneurial Literacy
X Civic Literacy Health Literacy
21st Century Skills
X Creativity and
Innovation
X Critical Thinking and
Problem Solving
X Communication
and Collaboration
Information
Literacy
X Media Literacy ICT Literacy X Life and Career Skills
Interdisciplinary Connections: English, History, Geography
Integration of Technology: interactive dvd and textbook, online recording
Equipment needed: ipads, computers, headsets, computers
Goals/Objectives Learning Activities/Instructional Strategies Formative Assessment Tasks
Students:
Preterite tense of
irregular verbs
Verbs with
reflexive pronouns
and direct objects
Past participles as
adjectives
Lesson Sequence
1. Review the preterite tense of
irregular verbs.
2. Review reflexive pronouns and
verbs in the past tense.
3. Go over the list of stem-changing
verbs e-ie, o-ue, u-ue
Verb conjugation
games
Fill in the blank
Question and answer
Matching and reflexive
pronoun with appropriate
conjugated verb
Differentiation: The flexibility of the timeframe and the structure of the lesson are designed to enable all
students to achieve individual levels of mastery and to receive the individual support they need.
Resources Provided
Pictures
Dvd
Visual activity via online text and led projector or in paper form or using hard bound classroom set of
textbooks.
PENNSVILLE SCHOOL DISTRICT
Engaging Students ~ Fostering Achievement ~ Cultivating 21st Century Global Skills
UNIT PLAN
Course Title: Spanish level 2 Unit Name: Dia a Dia Grade Level 9-12
Content Statements
With the varied abilities in the level two
classroom, students must be engaged and
immersed in the Spanish Speaking World
to stimulate a desire to communicate
in Spanish. Students make
connections with geography, art,
architectures, food and celebrations with
exposure to the many cultures of the
Spanish Speaking World. Introduction to
basic vocabulary and functional phrases
are the foundation of meaningful
communication. Simplified grammar
explanations help student to achieve
accuracy in communication.
Cumulative Progress Indicators
Standard 7.1- All students will be able to use a
world language in addition to English to
engage in meaningful conversation, to
understand and interpret spoken and written
language, and to present information ,
concepts and ideas, while also gaining an
understanding of the perspectives of other
cultures. Through language study, they will
make connections with other content areas,
compare the language and culture studied with
their own, and participate in home and global
communities. A: Interpretive Mode B:
Interpersonal mode and C: Presentational
Mode.
Overarching Essential Questions
What activities for teens are similar
in the Spanish speaking world to what
American teens do?
What chores do “kids” help with in
the Spanish speaking world that are
similar to what American “kids” help
with at home?
Overarching Enduring Understandings
Young people in the various Spanish
speaking countries participate in many
activities. Many of the activities are
similar to those in which American teens
participate in, but there are many
differences. Students learn the vocabulary
and discuss the differences.
The family unit is also quite different. The
Spanish speaking world identifies the
family unit as not only the immediate
family but the extended family as well.
Students identify chores and discuss who
in the family has those responsibilities.
Unit Essential Questions
How does one ask about likes or
dislikes?
How is the verb gustar different
than conjugating a regular verb in the
Unit Enduring Understandings
The verb gustar(to be pleasing, like) is a
verb that uses indirect object pronouns so
its use is different than that of the regular
verbs in the present indicative which are
present indicative.
conjugated normally in all situations.
Unit Rationale
Students often do not know how to study
a foreign language. Students are
encouraged to practice a little bit every
day. Many students also have begun
their study of foreign language in
primary school. This unit serves as a
review of material, a jumping off point
for more detailed and formal grammar
and vocabulary instruction as well as
more intensive focus on the cultures of
Dominican Republic and Miami for those
students.
It is also a natural starting point for those
students never exposed to foreign
language learning.
Unit Overview
The communicative context of the themes
determines what grammar topics are covered.
Students will review the basics from Spanish 1:
verb conjugations, irregular verbs, vocabulary,
subject pronouns, adjective/noun agreement
etc. They will learn to express interest and
disinterest, hurry someone, remind someone to
do something. They will also focus on
possessive pronouns and pero and sino.
Students will also learn how to say what they
used to like, what they wanted to be. They will
start to use the imperfect tense and reciprocal
actions.
Authentic Learning Experience (Global Awareness, Civic Awareness, Critical Thinking Skills, Collaboration Skills, Technology Skills)
Students review the expressions that mean always, never, every year. Students will write a short
story about their childhood, or the childhood of a fictional character, using each of those
expressions. Then, they exchange what they have written to correct grammar and spelling, and
provide feedback.
For students that are lower ability or are special education, they will write some sentences about
what they did or what they are like now. Once they have finished, have volunteers read their
sentences to the class. The other students should determine whether they are talking about now
or the past.
Integration of 21st Century Themes
Global Perspectives
Beginning language learners start by learning translations for common words and
phrases from their first language but then quickly realize the differences that make
each language unique. For example asking someone how are you? In English we have
this phrase but in Spanish one must choose to speak formally or informally using this
question and this depends on to whom one is speaking.
x Students become more aware of the grammatical structures of their first language in
order to become more proficient using language 2.
Civic Literacy
By learning Spanish and the various cultures of the Spanish Speaking world students
become better able to communicate and collaborate with people from those cultures.
x When students have more knowledge about different cultures and languages they are
less likely to foster negative stereotypes.
21st Century Learning and Innovation Skills
(T,A = Taught and assessed in the unit, E = encouraged through the unit)
Critical Thinking and Problem Solving
Reason Effectively
°To use vocabulary and grammar appropriately with varied situations (When
speaking to adults or a male vs. a female
Use Systems Thinking
°Recall/recognize appropriate verb endings to speak/write/listen with varied
subjects.
Make Judgments and Decisions
°°Effectively analyze a situation and choose the correct verb or adjective etc. x Interpret spoken information to be able to respond appropriately.
x Synthesize and make connections to write in a journal/class assignment or to
create a presentation/skit using learned vocabulary.
Solve Problems
°Effectively use vocabulary and grammar in a spontaneous situation with
minimal errors.
Learning Targets/Scaffolding
Tell someone to hurry
Remind someone to do something
Express interest and disinterest
Talk about how long something has been going on
Talk about what you used to like and dislike
Talk about what you used to do and what you wanted to be
Describe people and things in the past
Talk about an emotional reaction
Evidence of Learning
Summative Assessment (5 different Days) Students will take end of vocabulary/grammar
section quizzes as well as end of
chapter/unit tests. All quizzes and tests include listening, speaking, reading and writing
components.
Equipment needed: audio/video equipment, overhead projectors, computer/projector
Teacher Resources: audio cds, dvds, teacher generated tests/quizzes, interpersonal and
presentational rubrics
Key Terms
Preterite of poder and traer
Verbs with reflexive pronouns
Possessive pronouns
Negative expressions and ninguno(a)
Hace with time expressions
Pero and sino
Imperfect of regular verbs
Imperfect of ir and ver and ser and haber
Verbs with reciprocal actions
Preterite with mental and emotional states
Preterite of creer, leer, construer, oir; caerle a uno
Instructional Strategies
Introduction of vocabulary with transparencies…the students have a blank version as
well and they fill in the missing words associated with each picture.
Model new words and phrases by moving about the room using the target language in
appropriate ways to help with understanding.
Model pronunciation and have students repeat and respond using correct
pronunciation.
Students have to fill in the blanks with the appropriate activity and verb in the
imperfect tense.
Using picture prompts of childhood games, pastimes students say what they used to like
to do .
Customizing Learning/Differentiation
For advanced learners: they write a paragraph describing what they can do during their
visit. They can illustrate the activity if they want. They explain why they want to visit that
park and what time of year would be best for a visit.
Students with learning disabilities benefit from a more structured approach to new
vocabulary. Give out copies of the teaching transparency for the vocabulary. On another
sheet of paper or on the board, provide a list of verbs that they can use to write their
sentences.
Formative Assessments
Checking for understanding- white boards, signaling, TPR, drawing to demonstrate
understanding
Interpretive reading and listening tasks
Student to student conversations
Quizzes both oral and written
Primary Interdisciplinary Connections
Global awareness, geography, food, family values, religion, music, traditions….
Resources
References
Expresate Holt Rinehart Winston
www.youtube.com
www.google.com
Teacher discovery (various supplemental materials to practice verb conjugations,
adjective noun agreement etc)
Collaboration Tools
Video sharing website for “at home” projects
Epals(hopefully this year)
Digital Tools
Text book expresate
Dvds
Powerpoint
Suggested Activities for Inclusion in Lesson Planning
Play recordings for listening activities multiple times.
Pair students homogeneously or heterogeneously by proficiency level
Use picture prompts
Use word banks
Unit Timeline
Lesson Timeframe
Lesson 1
Familiares y Amigos
16 days
Lesson 2
En el vecindario
16 days
Cumulative progress indicators
7.1.A.1 – Identify the main idea and some
supporting details when reading.
7.1.A.2- Understand the gist and some
supporting details of the conversations
dealing with everyday life.
7.1.A.3- Infer the meaning of some
unfamiliar words when used in familiar
contexts.
7.1.B.1- Ask and answer questions related to
everyday life.
7.1.B.2- Handle simple transactions related
to everyday life.
{DATE}
Sample Lesson Plan 1 Template
Content Area: World language Spanish
Lesson Title: Imperfect tense of regular and irregular verbs Timeframe: 3 days
Lesson Components
21st Century Themes
X Global Awareness Financial, Economic,
Business, and
Entrepreneurial Literacy
x Civic Literacy Health Literacy
21st Century Skills
X Creativity and
Innovation
x Critical Thinking and
Problem Solving
x Communication
and Collaboration
x Information
Literacy
X Media Literacy ICT Literacy x Life and Career Skills
Interdisciplinary Connections: English, history, geography
Integration of Technology: interactive dvd and textbook, online recording
Equipment needed: ipads, headsets with microphones, computers
Goals/Objectives Learning Activities/Instructional Strategies Formative Assessment Tasks
Students:
Imperfect tense
review conjugations
Preterite tense of
verbs
Review of stem
changing verbs
Lesson Sequence
5. Review endings for –ar –er and –ir
verbs in the imperfect tense
6. Review of preterite tense endings.
7. Review of stem-changing verbs
Verb conjugation games
Fill in the blank
activities
Question and answer
Matching subject
pronoun with
appropriate conjugated
verb
Differentiation: The flexibility of the timeframe and the structure of the lesson are designed to enable
all students to achieve individual levels of mastery and to receive the individual support they need.
Resources Provided
Pictures
Dvd
Visual of activity via online text and lcd projector or in paper form or using hard bound classroom
set of textbooks/
PENNSVILLE SCHOOL DISTRICT
Engaging Students ~ Fostering Achievement ~ Cultivating 21st Century Global Skills
UNIT PLAN
Course Title: Spanish level 2 Unit Name: Buen Provecho Grade Level 9-12
Content Statements
With the varied abilities in the level two
classroom, students must be engaged and
immersed in the Spanish Speaking World
to stimulate a desire to communicate
in Spanish. Students make
connections with geography, art,
architectures, food and celebrations with
exposure to the many cultures of the
Spanish Speaking World. Introduction to
basic vocabulary and functional phrases
are the foundation of meaningful
communication. Simplified grammar
explanations help student to achieve
accuracy in communication.
Cumulative Progress Indicators
Standard 7.1- All students will be able to use a
world language in addition to English to
engage in meaningful conversation, to
understand and interpret spoken and written
language, and to present information ,
concepts and ideas, while also gaining an
understanding of the perspectives of other
cultures. Through language study, they will
make connections with other content areas,
compare the language and culture studied with
their own, and participate in home and global
communities. A: Interpretive Mode B:
Interpersonal mode and C: Presentational
Mode.
Overarching Essential Questions
What differences are there in the
menus of the different Spanish
speaking world versus those in the
United States?
What do teens in the Spanish
speaking countries have to eat for
lunch versus American kids?
Overarching Enduring Understandings
Young people in the various Spanish
speaking countries eat different foods than
those in the United States. Many of the
foods are similar to those that American
teens eat, but there are many differences.
Students learn the vocabulary and discuss
the differences.
The food unit is also quite different.
Students learn about the menus of the
different Spanish speaking countries.
They also learn about what foods are
prepared for the different celebrations.
Unit Essential Questions
How does one describe the taste of
something?
How do you describe your diet and
describe the preparation of food?
Unit Enduring Understandings
The students use words such as: burned,
lacking salt, etc… to describe how their
food item tastes.
Students use words/phrases such as: I’m a
vegetarian, to add, cooked, to fry, raw,
etc.. to make reference to their diet and
preparation of food.
Unit Rationale
Students often do not know how to study
a foreign language. Students are
encouraged to practice a little bit every
day. Many students also have begun
their study of foreign language in
primary school. This unit serves as a
review of material, a jumping off point
for more detailed and formal grammar
and vocabulary instruction as well as
more intensive focus on the culture of
Puerto Rico for those students.
It is also a natural starting point for those
students never exposed to foreign
language learning.
Unit Overview
The communicative context of the themes
determines what grammar topics are covered.
Students will review the basics from Spanish 1:
verb conjugations, irregular verbs, vocabulary,
subject pronouns, adjective/noun agreement
etc. They will learn to order in a restaurant,
talk about how food tastes, describe and their
diet. They will also focus on adverbs and the
imperfect tense. Students will also learn how to
make food recommendations to another
person. They will use the past participle as
adjectives and the imperfect tense.
Authentic Learning Experience (Global Awareness, Civic Awareness, Critical Thinking Skills, Collaboration Skills, Technology Skills)
(3 days)
Students create a comic strip depicting a visit to the restaurant. They can be as funny or as
dramatic as the student would like. They must include the waiter/waitress, restaurant patrons,
managers, and so on. They determine the location of the event.
Integration of 21st Century Themes
Global Perspectives
Beginning language learners start by learning translations for common words and
phrases from their first language but then quickly realize the differences that make
each language unique. For example asking someone how are you? In English we have
this phrase but in Spanish one must choose to speak formally or informally using this
question and this depends on to whom one is speaking.
x Students become more aware of the grammatical structures of their first language in
order to become more proficient using language 2.
Civic Literacy
By learning Spanish and the various cultures of the Spanish Speaking world students
become better able to communicate and collaborate with people from those cultures.
x When students have more knowledge about different cultures and languages they are
less likely to foster negative stereotypes.
21st Century Learning and Innovation Skills
(T,A = Taught and assessed in the unit, E = encouraged through the unit)
Critical Thinking and Problem Solving
Reason Effectively
°To use vocabulary and grammar appropriately with varied situations (When
speaking to adults or a male vs. a female
Use Systems Thinking
°Recall/recognize appropriate verb endings to speak/write/listen with varied
subjects.
Make Judgments and Decisions
°°Effectively analyze a situation and choose the correct verb or adjective etc. x Interpret spoken information to be able to respond appropriately.
x Synthesize and make connections to write in a journal/class assignment or to
create a presentation/skit using learned vocabulary.
Solve Problems
°Effectively use vocabulary and grammar in a spontaneous situation with
minimal errors.
Learning Targets/Scaffolding
Order in a restaurant
Talk about how food tastes
Talk about your diet
Describe the preparation of food
Evidence of Learning
Summative Assessment (5 different Days) Students will take end of vocabulary/grammar
section quizzes as well as end of
chapter/unit tests. All quizzes and tests include listening, speaking, reading and writing
components.
Equipment needed: audio/video equipment, overhead projectors, computer/projector
Teacher Resources: audio cds, dvds, teacher generated tests/quizzes, interpersonal and
presentational rubrics
Key Terms
Double object pronouns
Commands with double object pronouns
Imperfect tense
Adverbs
Past participles as adjectives
Instructional Strategies
Introduction of vocabulary with transparencies…the students have a blank version as
well and they fill in the missing words associated with each picture.
Model new words and phrases by moving about the room using the target language in
appropriate ways to help with understanding.
Model pronunciation and have students repeat and respond using correct
pronunciation.
Students have a blank picture of a restaurant. They have to label the food items and
silverware.
Using picture prompts of a restaurant setting, students have to identify things such as
the check, the waiter, the patrons.
Customizing Learning/Differentiation
Students with learning disabilities benefit from a more structured approach to new
vocabulary. Give out copies of the teaching transparency for the vocabulary. On another
sheet of paper or on the board, provide a list of their words. Go over the words again and ask
the students to write the adjectives that describe each food item based on off the person’s
facial expression.
Formative Assessments
Checking for understanding- white boards, signaling, TPR, drawing to demonstrate
understanding
Interpretive reading and listening tasks
Student to student conversations
Quizzes both oral and written
Primary Interdisciplinary Connections
Global awareness, geography, food, family values, religion, music, traditions….
Resources
References
Expresate Holt Rinehart Winston
www.youtube.com
www.google.com
Teacher discovery (various supplemental materials to practice verb conjugations,
adjective noun agreement etc)
Collaboration Tools
Video sharing website for “at home” projects
Epals(hopefully this year)
Digital Tools
Text book expresate
Dvds
Powerpoint
Suggested Activities for Inclusion in Lesson Planning
Play recordings for listening activities multiple times.
Pair students homogeneously or heterogeneously by proficiency level
Use picture prompts
Use word banks
Unit Timeline
Lesson Timeframe
Lesson 1
Familiares y Amigos
16 days
Lesson 2
En el vecindario
16 days
Cumulative progress indicators
7.1.A.1 – Identify the main idea and some
supporting details when reading.
7.1.A.2- Understand the gist and some
supporting details of the conversations
dealing with everyday life.
7.1.A.3- Infer the meaning of some
unfamiliar words when used in familiar
contexts.
7.1.B.1- Ask and answer questions related to
everyday life.
7.1.B.2- Handle simple transactions related
to everyday life.
{DATE}
Sample Lesson Plan 1 Template
Content Area: World language Spanish
Lesson Title: Present tense of regular and stem changing verbs Timeframe: 3 days
Lesson Components
21st Century Themes
X Global Awareness Financial, Economic,
Business, and
Entrepreneurial Literacy
x Civic Literacy Health Literacy
21st Century Skills
X Creativity and
Innovation
x Critical Thinking and
Problem Solving
x Communication
and Collaboration
x Information
Literacy
X Media Literacy ICT Literacy x Life and Career Skills
Interdisciplinary Connections: English, history, geography
Integration of Technology: interactive dvd and textbook, online recording
Equipment needed: ipads, headsets with microphones, computers
Goals/Objectives Learning Activities/Instructional Strategies Formative Assessment Tasks
Students:
Present tense review
conjugations
Verbs in the
imperfect tense
Past participle as
adjectives
Adverbs
Lesson Sequence
8. Review estar.
9. Review past participles and imperfect
tense verbs
10. Go over the list of adjectives.
11.
Verb conjugation games
Fill in the blank
activities
Question and answer
Matching the pronoun
with appropriate
conjugated verb
Differentiation: The flexibility of the timeframe and the structure of the lesson are designed to enable
all students to achieve individual levels of mastery and to receive the individual support they need.
Resources Provided
Pictures
Dvd
Visual of activity via online text and lcd projector or in paper form or using hard bound classroom
set of textbooks/