spanish ii 2013-14 - weebly 2- writing and asking a friend questions, conjugating er and ir verbs...

Spanish II 2013-14 Duration: one year Frequency: one class period daily

Year: 2013-14 Text: Spanish II for Christian Schools Course goals: Reteach and review the foundational material taught in Spanish I. New vocabulary is used, and new or additional grammar concepts are added to the material the students have already learned. Students should be able to communicate on an intermediate level of proficiency. Areas to be evaluated: the four skills of language learning—listening, speaking, reading, and writing in Spanish. Additional activities: Students take turns bringing Spanish food to class once a week; read Scripture and other assignments aloud for a grade; prepare to teach second-graders a few basic words and phrases, then actually teach the children one day a week Other materials: accompanying workbook, videos, and audio-tapes

Course explanation: This course teaches grammar as a means to improve communication. Everyday contexts include the airport, bank, car shop, doctor’s office, hotel, restaurant, and store. Students should be able to communicate basic needs or desires.

Unit: Chapter l Lesson 1-conversation in the present tense; identifying items, describing people, places, and things; describing a condition or a temporary situation; reviewing ar verbs, masculine and feminine articles and adjectives; using estar and hay Lesson 2- writing and asking a friend questions, conjugating er and ir verbs for narration; using the verb ser to describe basic traits and permanent characteristics; comparing ser and estar to decide which to use in a given situation; interviewing a friend using interrogative words and the verb ser. Lesson 3-identifying relationships of family members using a family tree; describing personal possessions using possessive adjectives; making comparisons using comparative adjectives and adverbs; providing idiomatic expressions with tener given certain situations; giving a police officer information to locate a lost sibling. Chapter test

Pages: 2-32 Time frame: 20 days

Unit: Chapter 2 Lesson 1-ordering food in a restaurant; creating a menu for three balanced meals; answering questions by making comparisons; describing activities in a restaurant; narrating events in the present tense; indicating the destinations and origins of staff members at a camp Lesson 2-narrating activities at a sporting even; using sports


vocabulary to describe extra-curricular activities; telling whether one is playing a sport, an instrument, or the radio; agreeing or disagreeing with a friend’s statement; giving a request or giving a command. Lesson 3- narrating in the present tense to tell what you know or know how to do; explaining which of your friends know each other; conversing about musical activities and themes; describing events that are taking place during your free time; coordinating a banquet; telling if you are waiting on a person or a thing; reporting what sounds are being heard; reporting which instruments friends play; answering a musical survey; telling what you see and are going to buy at a store. Chapter test

Unit: Chapter 3 Lesson 1- conversing about the types of clothing and/or jewelry one would wear for a given occasion and to a given place; reporting a family’s plans for the weekend; acting as a middle person of a conversation (indirect discourse); demonstrating preference of clothing in a store; telling the precise location of items in a store; giving specific descriptions of clothing; expressing what a good student should do. Lesson 2- conversing in the barber shop or beauty parlor; asking questions and requesting items; telling to whom or for whom an action is done; pretending to be a nosey friend; participating in a Sunday School class; sharing likes and dislikes as well as personal tastes. Lesson 3- relating events of a daily routine; asking a friend about his or her daily routine; narrating morning activities and getting ready for school; reacting to a given circumstance. Chapter test


Unit: Chapter 4 Lesson 1- making telephone calls and leaving messages; answering questions about the weather with the days of the week; locating other students on a seating chart; responding negatively to ideas given in a committee. Lesson 2- describing items for missionaries; expressing courtesy in a bank setting by playing the role of a banker and a client; using numbers between 1 and 1,000,000; writing dates of historical events. Lesson 3- describing the location of objects in a motel room; telling who will be going with whom to a basketball game; narrating a story; interviewing a friend and reporting information; using adjectives to make conversation more colorful. Chapter test


Unit: Chapter 5 Lesson 1- describing car trouble; telling what people have just finished doing to take care of their cars; reporting on a trip taken; talking about things done yesterday; narrating in the past. Lesson 2- answering questions about a past train trip; explaining what a friend did yesterday; conversing about an experience in a train station; narrating a trip taken in a train; using adverbs to describe activities in a train or bus station; writing a brief paragraph to describe a trip. Lesson 3- participating in a dialog about a plane trip; using the preterite to tell about airport experiences; asking and answering questions about a trip overseas; giving excuses for missing a plane. Chapter test


Unit: Chapter 6 Lesson 1- answering questions to indicate how long ago something happened; describing the actions in progress upon arrival at a friend’s house; recalling activities at summer camp; telling what one did at a younger age; writing about the independence period and Simón Bolivar; talking about the “good ol’ days” of veteran soldiers. Lesson 2- asking questions about earlier life in the Americas; writing about Simón Bolivar; telling of activities done on vacation; sharing with friends what activities were taking place the night before; describing Venezuela’s independence; conversing about one’s interruptions; keeping a diary at Bible camp; relating how people used to be when they were kids. Lesson 3- expressing thoughts about childhood; telling the Bible account of David and Goliath to children; expressing plans never accomplished; writing a testimony; describing the life of a hero; writing an autobiography; learning vocabulary about the government and politics. Chapter test


Unit: Chapter 7 Lesson 1- describing past events; telling how people are doing on a given day; describing a picture; relating what happened yesterday. Lesson 2- giving optional ways to write a given sentence expressing an impersonal idea; writing newspaper ads; using the diminutive suffixes to convey the idea of smallness or endearment; showing ownership of items; reading and discussing sections of Platero y Yo; telling what items friends will take on a missions trip; showing and describing photos; asking a brother where his things are. Lesson 3- reacting to statements; explaining everyday experiences at school; quizzing a friend on selections from Platero y Yo; answering questions about personal experiences. Chapter test


Unit: Chapter 8 Lesson 1- expressing what has happened in the past; playing the

role of a doctor asking a patient questions; telling others what has happened at a doctor’s appointment, learning names of some parts of the human body. Lesson 2- reporting what a person has done; sharing ideas having expressions of time; recounting events in a daily journal; asking friends about interesting things they have done; acting as a medical assistant. Lesson 3- describing what students has seen in a car accident; playing the role of a younger brother or sister; telling how plans were made for a date; determining when to use aun (even), ni siquiera (not even) and aún (still, nevertheless). Chapter test


Spanish II 2013-14

COURSE TITLE: Spanish II GRADE LEVEL / DEPT.: Grades 11, 12 / Spanish UNIT/TITLE: Teach second grade SEMESTER: First DATE OF REVISION: 2013-14 LENGTH OF UNIT: one day per

week

GOALS/OBJECTIVES Unit goals (How unit supports course goals): Students will: review basic Spanish vocabulary and grammar Unit Objective: Students will: --prepare simple lessons to teach to second graders --work with the second graders in whole group, small groups, or one-on-one --sing with the children --play simple games with them as well KCCS: SL.11-12.1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in

groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

L.11-12.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

INSTRUCTIONAL METHODOLOGY

Primary means of instruction: Use a simple guide book to build vocabulary, teacher-led planning to make effective use of the time spent with the children Secondary means of instruction: student-made flashcards used to teach the children; preparation of skits, developing songs with Spanish words being learned Activities that support instruction: classroom dialog, interaction with other students in guided conversations

INTEGRATION Biblical: God created languages; He also commanded us to teach others. Knowing another language enlarges our ability to reach out to others and gives opportunities to serve as well as develop careers. Level of Critical Thinking Skills (Bloom’s Taxonomy): Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation

Integration of other skills: (research, writing, technological, practical application, other disciplines) Students reinforce their own knowledge when they teach it to others; build relationships with young children that last;

ASSESSMENT Of student learning/work/performance (describe means): teacher observation; oral ability to communicate Of teaching effectiveness (describe means): verbal feedback after the hour spent with the children; Of unit effectiveness in contributing to course goals (describe means): Students begin to understand and speak the language better because they are teaching it to someone else

INSTRUCTIONAL RESOURCES Primary: Teach Them Spanish! Publisher: McGraw-Hill Children’s Publishing

COMMUNITY RESOURCES List organizations, guests, field trips, donations, etc.: Missions trips made by youth groups, missionary speakers,

Spanish II

COURSE TITLE: Spanish II GRADE LEVEL / DEPT.: Grades 11, 12 / Spanish UNIT/TITLE: Chapter 1 Lesson 1 SEMESTER: First DATE OF REVISION: 2013-14 LENGTH OF UNIT: 7 days

GOALS/OBJECTIVES

Unit goals (How unit supports course goals): Students will: -- review basic Spanish vocabulary and grammar Unit Objective: Students will: --narrate events in the present tense; identify items in the classroom, describe people, places, and things; describe a condition or a temporary situation, tell how people feel --use the regular ar verbs --use indefinite and definite articles, masculine and feminine adjectives --use estar and hay KCCS: L.11-12.1. Demonstrate command of the conventions of standard English grammar and usage when writing

or speaking. Resolve issues of complex or contested usage, consulting references (e.g., Merriam-Webster’s Dictionary of English Usage, Garner’s Modern American Usage) as needed.

W.11-12.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)


Primary means of instruction: Textbook, teacher-led instruction, participation in verbal exercises Secondary means of instruction: audio tapes, workbook exercises, video illustration and instruction, written exercises, Activities that support instruction: classroom dialog, interaction with other students in guided conversations

INTEGRATION

Biblical: God created languages; He also commanded us to teach others. Knowing another language enlarges our ability to reach out to others and gives opportunities to serve as well as develop careers. Level of Critical Thinking Skills (Bloom’s Taxonomy): Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation Integration of other skills: (research, writing, technological, practical application, other disciplines) Students’ grammar skill is reinforced in English grammar; spelling becomes easier in English; memorization skills increase. They also learn to teach basic principles to the second-graders, developing ways to make learning easy and pleasant for the children.

ASSESSMENT Of student learning/work/performance (describe means): teacher-generated quizzes over vocabulary; chapter tests; oral ability to communicate Of teaching effectiveness (describe means): verbal feedback during instruction and exercises; homework grades; obvious understanding of the words as they participate in dialog with a friend; occasional reports of hearing Spanish spoken in a store or on the radio and being able to understand words Of unit effectiveness in contributing to course goals (describe means): Students begin to understand and speak the language

INSTRUCTIONAL RESOURCES Primary: Spanish II for Christian Schools Publisher: Bob Jones University Press Secondary: Spanish II for Christian Schools Workbook

Publisher: same as above

COMMUNITY RESOURCES

List organizations, guests, field trips, donations, etc.: Missions trips made by youth groups, missionary speakers,

Spanish II


GOALS/OBJECTIVES

Unit goals (How unit supports course goals): Students will: -- review basic Spanish vocabulary and grammar Unit Objective: Students will: --write and ask a friend questions in Spanish --tell where people are from --conjugate regular –er and –ir verbs for narration in the present tense --use the verb ser to describe basic traits and permanent characteristics --compare ser and estar to decide which to use in a given situation --interview a friend using interrogative words and the verb ser KCCS: SL.11-12.1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in





INTEGRATION Biblical: God created languages; He also commanded us to teach others. Knowing another language enlarges our ability to reach out to others and gives opportunities to serve as well as develop careers. Level of Critical Thinking Skills (Bloom’s Taxonomy): Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation Integration of other skills: (research, writing, technological, practical application, other disciplines) Students’ grammar skill is reinforced in English grammar; spelling becomes easier in English; memorization skills increase. They also learn to teach basic principles to the second-graders, developing ways to make learning easy and pleasant for the children.

ASSESSMENT Of student learning/work/performance (describe means: teacher-generated quizzes over vocabulary; chapter tests; oral ability to communicate Of teaching effectiveness (describe means): verbal feedback during instruction and exercises; homework grades; obvious understanding of the words as they participate in dialog with a friend; occasional reports of hearing Spanish spoken in a store or on the radio and being able to understand words Of unit effectiveness in contributing to course goals (describe means): Students begin to understand and speak the language



COMMUNITY RESOURCES


Spanish II


GOALS/OBJECTIVES

Unit goals (How unit supports course goals): Students will: -- review basic Spanish vocabulary and grammar Unit Objective: Students will:

--identify relationships of family members using a family tree --describe personal possessions using possessive adjectives --make comparisons using comparative adjectives and adverbs --provide idiomatic expressions with tener given certain situations --give a police officer information to locate a missing sibling KCCS: L.11-12.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based

on grades 11–12 reading and content, choosing flexibly from a range of strategies. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or

function in a sentence) as a clue to the meaning of a word or phrase. L.11-12.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and

spelling when writing. Observe hyphenation conventions. Spell correctly.







COMMUNITY RESOURCES


Spanish II


GOALS/OBJECTIVES

Unit goals (How unit supports course goals): Students will: -- review basic Spanish vocabulary and grammar Unit Objective: Students will: --order food in a restaurant --create a menu including three balanced meals --answer questions by making comparisons --describe activities in a restaurant --narrate events in the present tense --indicate the destinations and origins of staff members at a camp KCCS: SL.11-12.1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in


W.11-12.4. Produce clear and coherent writing in which the development, organization, and style are a appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)




ASSESSMENT Of student learning/work/performance (describe means): teacher-generated quizzes over vocabulary; chapter tests; oral ability to communicate Of teaching effectiveness (describe means): verbal feedback during instruction and exercises; homework grades; obvious understanding of the words as they participate in dialog with a friend; occasional reports of hearing Spanish spoken in a store or on the radio and being able to understand words Of unit effectiveness in contributing to course goals (describe means): Students begin to understand and

speak the language



COMMUNITY RESOURCES


Spanish II


GOALS/OBJECTIVES

Unit goals (How unit supports course goals): Students will: -- review basic Spanish vocabulary and grammar Unit Objective: Students will: --narrate activities at a sporting event --use sports vocabulary to describe extra-curricular activities --tell whether one is playing a sport, an instrument, or the radio --agree or disagree with a friend’s statement --state a request or give a command KCCS: L.11-12.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based


function in a sentence) as a clue to the meaning of a word or phrase. Identify and correctly use patterns of word changes that indicate different meanings or parts of

speech (e.g., conceive, conception, conceivable). Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both

print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage.

Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

SL.11-12.1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.







COMMUNITY RESOURCES


Spanish II


GOALS/OBJECTIVES

Unit goals (How unit supports course goals): Students will: review basic Spanish vocabulary and grammar Unit Objective: Students will: --narrate in the present tense what he knows or knows how to do --explain which of their friends know each other --converse about musical activities and themes --describe events that are taking place during their free time -coordinate a banquet --tell if they are waiting for a person or a thing --report what sounds are being heard --report which instruments friends play --answer a musical survey

--tell what they see and are going to buy at a store KCCS: L.11-12.1. Demonstrate command of the conventions of standard English grammar and usage when writing

or speaking. W.11-12.2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.







COMMUNITY RESOURCES


Spanish II

COURSE TITLE: Spanish II GRADE LEVEL / DEPT.: Grades 11, 12 / Spanish UNIT/TITLE: Chapter 3 Lesson 1

SEMESTER: First DATE OF REVISION: 2013-14 LENGTH OF UNIT: 7 days

GOALS/OBJECTIVES Unit goals (How unit supports course goals): Students will: review basic Spanish vocabulary and grammar Unit Objective: Students will: --converse about the types of clothing and/or jewelry one would wear for a given occasion and to a given place --report a family’s plans for the weekend --act as a middle person of a conversation (indirect discourse) --demonstrate preference of clothing in a store --tell the precise location of items in a store --give specific descriptions of clothing --express what a good student should do KCCS: W.11-12.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a

new approach, focusing on addressing what is most significant for a specific purpose and audience. L.11-12.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and

spelling when writing. Observe hyphenation conventions. Spell correctly.





INSTRUCTIONAL RESOURCES Primary: Spanish II for Christian Schools Publisher: Bob Jones University Press Secondary: Spanish II for Christian Schools Publisher: same as above

Workbook


Spanish II


GOALS/OBJECTIVES

Unit goals (How unit supports course goals): Students will: review basic Spanish vocabulary and grammar Unit Objective: Students will: --converse in the barber shop or the salon --ask questions and request items --tell to whom or for whom an action is done --pretend to be a nosey friend --participate in a Sunday School class --share likes and dislikes as well as personal tastes L.11-12.6. Acquire and use accurately general academic and domain-specific words and phrases, sufficient

for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.





ASSESSMENT Of student learning/work/performance (describe means): teacher-generated quizzes over vocabulary; chapter tests; oral ability to communicate Of teaching effectiveness (describe means): verbal feedback during instruction and exercises; homework

grades; obvious understanding of the words as they participate in dialog with a friend; occasional reports of hearing Spanish spoken in a store or on the radio and being able to understand words Of unit effectiveness in contributing to course goals (describe means): Students begin to understand and speak the language



COMMUNITY RESOURCES


Spanish II


GOALS/OBJECTIVES

Unit goals (How unit supports course goals): Students will: review basic Spanish vocabulary and grammar Unit Objective: Students will: --relate events of a daily routine --ask a friend about his or her daily routine --narrate morning activities and getting ready for school --react to a given circumstance KCCS: W.11-12.2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and

information clearly and accurately through the effective selection, organization, and analysis of content.

SL.11-12.1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.



INTEGRATION Biblical: God created languages; He also commanded us to teach others. Knowing another language enlarges our ability to reach out to others and gives opportunities to serve as well as develop careers. Level of Critical Thinking Skills (Bloom’s Taxonomy): Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation Integration of other skills: (research, writing, technological, practical application, other disciplines) Students’ grammar skill is reinforced in English grammar; spelling becomes easier in English;

memorization skills increase. They also learn to teach basic principles to the second-graders, developing ways to make learning easy and pleasant for the children.




COMMUNITY RESOURCES


Spanish II


GOALS/OBJECTIVES

Unit goals (How unit supports course goals): Students will: review basic Spanish vocabulary and grammar Unit Objective: Students will: --make telephone calls and leave messages --answer questions about the weather and the days of the week --locate other students on a seating chart (using cardinal and ordinal numbers) --respond negatively to ideas given in a committee KCCS: W.11-12.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a

new approach, focusing on addressing what is most significant for a specific purpose and audience. L.11-12.6. Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.



INTEGRATION





COMMUNITY RESOURCES


Spanish II

COURSE TITLE: Spanish II GRADE LEVEL / DEPT.: Grades 11, 12 / Spanish. UNIT/TITLE: Chapter 4 Lesson 2 SEMESTER: First DATE OF REVISION: 2013-14 LENGTH OF UNIT: 7 days

GOALS/OBJECTIVES

Unit goals (How unit supports course goals): Students will: review basic Spanish vocabulary and grammar Unit Objective: Students will: --learn vocabulary about banking --express courtesy in a bank setting by playing the role of a banker and a client --use numbers between 1 and 1,000,000 --write dates of historical events KCCS: SL.11-12.1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in


W.11-12.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are

defined in standards 1–3 above.)

INSTRUCTIONAL METHODOLOGY Primary means of instruction: Textbook, teacher-led instruction, participation in verbal exercises Secondary means of instruction: audio tapes, workbook exercises, video illustration and instruction, written exercises, Activities that support instruction: classroom dialog, interaction with other students in guided conversations





COMMUNITY RESOURCES


Spanish II


GOALS/OBJECTIVES

Unit goals (How unit supports course goals): Students will: review basic Spanish vocabulary and grammar Unit Objective: Students will: --describe the location of objects in a motel room

--tell who will be going with whom to a basketball game --narrate a story --interview a friend and report the information --use adjectives to make conversation more colorful KCCS: L.11-12.4. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. L.11-12.1. Demonstrate command of the conventions of standard English grammar and usage when writing

or speaking.






COMMUNITY RESOURCES


Spanish II

COURSE TITLE: Spanish II

GRADE LEVEL / DEPT.: Grades 11, 12 / Spanish UNIT/TITLE: Chapter 5 Lesson 1 SEMESTER: First DATE OF REVISION: 2013-14 LENGTH OF UNIT: 7 days

GOALS/OBJECTIVES

Unit goals (How unit supports course goals): Students will: review basic Spanish vocabulary and grammar Unit Objective: Students will: --describe car trouble --tell what people have just finished doing to take care of their cars --report on a trip taken --talk about things done yesterday --narrate a story of events in the past KCCS: SL.11-12.1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in


W.11-12.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)







COMMUNITY RESOURCES


Spanish II


GOALS/OBJECTIVES

Unit goals (How unit supports course goals): Students will: review basic Spanish vocabulary and grammar Unit Objective: Students will: --answer questions about a past train trip --explain what a friend did yesterday --converse about an experience in a train station --narrate a trip taken in a train --use adverbs to describe activities in a train or bus station --write a brief paragraph to describe a trip KCCS: L.11-12.1. Demonstrate command of the conventions of standard English grammar and usage when writing

or speaking. Apply the understanding that usage is a matter of convention, can change over time, and is

sometimes contested. Resolve issues of complex or contested usage, consulting references (e.g., Merriam-Webster’s

Dictionary of English Usage, Garner’s Modern American Usage) as needed. W.11-12.2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information




ASSESSMENT Of student learning/work/performance (describe means): teacher-generated quizzes over vocabulary;

chapter tests; oral ability to communicate Of teaching effectiveness (describe means): verbal feedback during instruction and exercises; homework grades; obvious understanding of the words as they participate in dialog with a friend; occasional reports of hearing Spanish spoken in a store or on the radio and being able to understand words Of unit effectiveness in contributing to course goals (describe means): Students begin to understand and speak the language



COMMUNITY RESOURCES


Spanish II


GOALS/OBJECTIVES

Unit goals (How unit supports course goals): Students will: review basic Spanish vocabulary and grammar Unit Objective: Students will: --participate in a dialogue about a plane trip --use the preterite to tell about airport experiences --ask and answer questions about a trip overseas --give excuses for missing a plane KCCS: L.11-12.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based


function in a sentence) as a clue to the meaning of a word or phrase. Identify and correctly use patterns of word changes that indicate different meanings or parts of

speech (e.g., conceive, conception, conceivable). SL.11-12.1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in




INTEGRATION Biblical: God created languages; He also commanded us to teach others. Knowing another language

enlarges our ability to reach out to others and gives opportunities to serve as well as develop careers. Level of Critical Thinking Skills (Bloom’s Taxonomy): Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation Integration of other skills: (research, writing, technological, practical application, other disciplines) Students’ grammar skill is reinforced in English grammar; spelling becomes easier in English; memorization skills increase. They also learn to teach basic principles to the second-graders, developing ways to make learning easy and pleasant for the children.




COMMUNITY RESOURCES


Spanish II


GOALS/OBJECTIVES

Unit goals (How unit supports course goals): Students will: review basic Spanish vocabulary and grammar Unit Objective: Students will: --answer questions to indicate how long ago something happened using hacer+que with the preterite --describe the actions in progress upon arrival at a friend’s house using the imperfect tense --recall activities at summer camp using the imperfect tense --tell about what one did at a younger age using the imperfect tense --write about the independence period and Simón Bolivar KCCS: L.11-12.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and

spelling when writing. Observe hyphenation conventions. Spell correctly. L.11-12.6. Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to

comprehension or expression.






COMMUNITY RESOURCES


Spanish II


GOALS/OBJECTIVES

Unit goals (How unit supports course goals): Students will: review basic Spanish vocabulary and grammar Unit Objective: Students will: --ask questions about earlier life in the Americas using the imperfect tense --write about Simón Bolívar using the imperfect

--tell of activities done on vaction --share with friends what activities were taking place the night before --describe Venezuela’s independence --relate how people used to be when they were kids using the imperfect KCCS: L.11-12.1. Demonstrate command of the conventions of standard English grammar and usage when writing

or speaking. SL.11-12.1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.







COMMUNITY RESOURCES


Spanish II

COURSE TITLE: Spanish II

GRADE LEVEL / DEPT.: Grades 11, 12 / Spanish UNIT/TITLE: Chapter 6 Lesson 3 SEMESTER: First DATE OF REVISION: 2013-14 LENGTH OF UNIT: 7 days

GOALS/OBJECTIVES

Unit goals (How unit supports course goals): Students will: review basic Spanish vocabulary and grammar Unit Objective: Students will: --express thoughts about childhood using the imperfect --tell the Bible account of David and Goliath to children --express plans never accomplished using ir a + infinitive in the imperfect to explain intention --write a testimony --describe the life of a hero KCCS: SL.11-12.1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in


W.11-12.2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.







COMMUNITY RESOURCES


Spanish II


GOALS/OBJECTIVES

Unit goals (How unit supports course goals): Students will: review basic Spanish vocabulary and grammar Unit Objective: Students will: --describe past events choosing between the preterite and the imperfect tenses --describe what happened yesterday choosing between the preterite and the imperfect --choose between the imperfect form había vs. the preterite hubo --learn regular past participles KCCS: W.11-12.4. Produce clear and coherent writing in which the development, organization, and style are

appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)


Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested.

Resolve issues of complex or contested usage, consulting references (e.g., Merriam-Webster’s Dictionary of English Usage, Garner’s Modern American Usage) as needed.




ASSESSMENT Of student learning/work/performance (describe means): teacher-generated quizzes over vocabulary;

chapter tests; oral ability to communicate Of teaching effectiveness (describe means): verbal feedback during instruction and exercises; homework grades; obvious understanding of the words as they participate in dialog with a friend; occasional reports of hearing Spanish spoken in a store or on the radio and being able to understand words Of unit effectiveness in contributing to course goals (describe means): Students begin to understand and speak the language



COMMUNITY RESOURCES


Spanish II


GOALS/OBJECTIVES

Unit goals (How unit supports course goals): Students will: review basic Spanish vocabulary and grammar Unit Objective: Students will: --learn to use optional ways of expressing an impersonal idea --write newspaper ads using the impersonal se --use diminutive suffixes to convey the idea of smallness or endearment --show ownership of items --read and discuss selections of Platero y yo --learn vocabulary for forest animals, jungle animals, and sea animals KCCS: SL.11-12.1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in


L.11-12.6. Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.



INTEGRATION





COMMUNITY RESOURCES


Spanish II


GOALS/OBJECTIVES

Unit goals (How unit supports course goals): Students will: review basic Spanish vocabulary and grammar Unit Objective: Students will: --react to statements using lo que +verb+subject --answer questions about personal experiences using qué+adjective, qué +adverb. qué + noun KCCS: L.11-12.4. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s

position or function in a sentence) as a clue to the meaning of a word or phrase. Identify and correctly use patterns of word changes that indicate different meanings or parts of

speech (e.g., conceive, conception, conceivable). Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage







COMMUNITY RESOURCES


Spanish II


GOALS/OBJECTIVES

Unit goals (How unit supports course goals): Students will: review basic Spanish vocabulary and grammar Unit Objective: Students will: --express what has happened in the past using the present perfect tense --play the role of a doctor asking a patient questions using the present perfect tense --tell others what has happened at a doctor’s appointment using past participles of verbs like leer KCCS: L.11-12.1. Demonstrate command of the conventions of standard English grammar and usage when writing

or speaking. SL.11-12.1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.







COMMUNITY RESOURCES


Spanish II


GOALS/OBJECTIVES

Unit goals (How unit supports course goals): Students will: review basic Spanish vocabulary and grammar

Unit Objective: Students will: --report what a person has done using irregular past participles --share ideas having expressions of time --recount events in a daily journal --ask friends about interesting things they have done --act as a medical assistant KCCS: W.11-12.4. Produce clear and coherent writing in which the development, organization, and style are

appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

W.11-12.2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.







COMMUNITY RESOURCES


Spanish II


GOALS/OBJECTIVES

Unit goals (How unit supports course goals): Students will: review basic Spanish vocabulary and grammar Unit Objective: Students will: --describe what they had seen in a car accident using the pluperfect tense --play the role of a younger brother or sister using affirmative and negative expressions --determine when to use aun, ni siquiera, and aún KCCS: SL.11-12.1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in







INSTRUCTIONAL RESOURCES Primary: Spanish II for Christian Schools Publisher: Bob Jones University Press Secondary: Spanish II for Christian Schools Publisher: same as above

Workbook


spanish ii 2013-14 - weebly 2- writing and asking a friend questions, conjugating er and ir verbs...

Documents