pennsville school district curriculum cover sheet · 2015-03-31 · reflexive pronouns pronoun with...

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


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/



UNIT PLAN

Course Title: Spanish Level 2 Unit Name: Pueblos y Ciudades Grade Level 9-12

Content Statements:

















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)


How do people in Spanish speaking

countries get around town?

Taking into consideration the

cultural differences, how would you

react to events and situations?


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.


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


for a foreign language. Students are


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


determines what grammar concepts are covered.

Students will review the basics from Spanish I:


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






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.


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


www.youtube.com

www.google.com



Collaboration Tools



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}


Content Area: World Language Spanish

Lesson Title: Preterite tense of irregular verbs Timeframe: 3 days

Lesson Components

21st Century Themes


Business, and


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


Equipment needed: ipads, computers, headsets, computers


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.



UNIT PLAN

Course Title: Spanish level 2 Unit Name: Dia a Dia Grade Level 9-12

Content Statements





























Mode.


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?



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.


How does one ask about likes or

dislikes?

How is the verb gustar different

than conjugating a regular verb in the


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










more intensive focus on the cultures of

Dominican Republic and Miami for those

students.



language learning.

Unit Overview






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.


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.


Global Perspectives








Civic Literacy








Reason Effectively





subjects.





Solve Problems


minimal errors.


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





components.




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







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 .


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.



sheet of paper or on the board, provide a list of verbs that they can use to write their

sentences.



understanding






Resources

References


www.youtube.com

www.google.com



Collaboration Tools



Digital Tools

Text book expresate

Dvds

Powerpoint




Use picture prompts

Use word banks

Unit Timeline

Lesson Timeframe

Lesson 1

Familiares y Amigos

16 days

Lesson 2

En el vecindario

16 days









contexts.


everyday life.


to everyday life.

{DATE}



Lesson Title: Imperfect tense of regular and irregular verbs Timeframe: 3 days

Lesson Components

21st Century Themes


Business, and



21st Century Skills

X Creativity and

Innovation


Problem Solving

x Communication

and Collaboration

x Information

Literacy






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


Fill in the blank

activities

Question and answer

Matching subject

pronoun with

appropriate conjugated

verb



Resources Provided

Pictures

Dvd


set of textbooks/



UNIT PLAN

Course Title: Spanish level 2 Unit Name: Buen Provecho Grade Level 9-12

Content Statements





























Mode.


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?



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.


How does one describe the taste of

something?

How do you describe your diet and

describe the preparation of food?


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










more intensive focus on the culture of

Puerto Rico for those students.



language learning.

Unit Overview






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.


(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.


Global Perspectives








Civic Literacy








Reason Effectively





subjects.





Solve Problems


minimal errors.


Order in a restaurant

Talk about how food tastes

Talk about your diet

Describe the preparation of food





components.




Key Terms

Double object pronouns

Commands with double object pronouns

Imperfect tense

Adverbs

Past participles as adjectives







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.




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.



understanding






Resources

References


www.youtube.com

www.google.com



Collaboration Tools



Digital Tools

Text book expresate

Dvds

Powerpoint




Use picture prompts

Use word banks

Unit Timeline

Lesson Timeframe

Lesson 1

Familiares y Amigos

16 days

Lesson 2

En el vecindario

16 days









contexts.


everyday life.


to everyday life.

{DATE}



Lesson Title: Present tense of regular and stem changing verbs Timeframe: 3 days

Lesson Components

21st Century Themes


Business, and



21st Century Skills

X Creativity and

Innovation


Problem Solving

x Communication

and Collaboration

x Information

Literacy






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.


Fill in the blank

activities

Question and answer

Matching the pronoun

with appropriate

conjugated verb



Resources Provided

Pictures

Dvd


set of textbooks/

pennsville school district curriculum cover sheet · 2015-03-31 · reflexive pronouns pronoun with...

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