spanish level ii

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SPANISH Grade 10 (comparable to Level II) Standard 1---COMMUNICATION: Write and speak in a language other than English Learners engage in written and spoken conversations on a variety of topics. (Interpersonal) SKILLS SUGGESTED ACTIVITIES ASSESSMENT 10.1. 1 Use multiple greetings and farewells in various situations. Students understand and interpret written and spoken language on a variety of topics. Video Guide, pp. 4–5, 8 Have students do Activities 14–16, p. 15. 1.2, 1.1, 1.3 Group skits 10.1. 2 Accurately state basic information about self and others. Examples: Name, personality characteristics Students understand and interpret written and spoken language on a variety of topics. (5 min.) Play Audio CD 1, Tr. 6 for Activity 17, p. 20. 1.2 (10 min.) Have Prueba : Gramática 1, pp. 3–4

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Page 1: Spanish Level II

SPANISHGrade 10

(comparable to Level II)Standard 1---COMMUNICATION: Write and speak in a language other than English

Learners engage in written and spoken conversations on a variety of topics. (Interpersonal)SKILLS SUGGESTED ACTIVITIES ASSESSMENT

10.1.1 Use multiple greetings and farewells in various situations.

Students understand and interpret written and spoken language on a variety of topics.

Video Guide, pp. 4–5, 8

Have students do Activities 14–16, p. 15. 1.2, 1.1, 1.3

Group skits

10.1.2 Accurately state basic information about self and others.

Examples: Name, personality characteristics

Students understand and interpret written and spoken language on a variety of topics.• (5 min.) Play Audio CD 1, Tr. 6 for Activity 17, p. 20. 1.2• (10 min.) Have students do Activities 18–19, p. 20 1.2

(10 min.) Multiple Intelligences, p. 19 1.2

Prueba : Gramática 1, pp. 3–4

10.1.3 Accurately express a variety of simple feelings and preferences of self and others.

Examples: Likes and dislikes

Teaching Transparencies: Vocabulary 1.3

•TPR Storytelling Book, pp. x–1

(15 min.) Comunicación (TE), p. 21 1.3

Oral quiz

Page 2: Spanish Level II

10.1.4 Exchange familiar information and opinions in brief conversations.

1.4; Cuaderno de vocabulario y gramática

Aplicación 2, pp. 11–12

10.1.5 Exchange familiar information and opinions in written form.

• (10 min.) Present Repaso: Affirmative and negative informal commands and ¿Te acuerdas?, using Teaching Gramática, p. 26.

(10 min.) Show GramaVisión (affirmative and negative informal commands), Video Program (Videocassette 1) or DVD Tutor (Disc 1).

Written responses

10.1.6 Make requests and ask different types of questions.

(5 min.) Play Audio CD 1, Tr. 8 for Activity 27, p. 24.

• (5 min.) Have each student write an affirmative and negative command telling someone how to behave in class or school

Oral quiz with rubric

Page 3: Spanish Level II

10.1.7 Recognize and use situation-appropriate non-verbal communication.

(5 min.) Have students do Activity 30, p. 26

Reading and questions

10.1.8 Use speaking and listening strategies to facilitate communication.

Examples: Identifying key words, synonyms and antonyms

(5 min.) Play Audio CD 1, Tr. 8 for Activity 27, p. 24.

Pictures sequences

Standard 2---COMMUNICATION: Interpret information in a language other than English

Learners interpret written and spoken language on a variety of topics. (Interpretive)SKILLS SUGGESTED ACTIVITIES ASSESSMENT

10.2.1 Respond accurately to classroom requests, commands, and directions.

Activities for Communication, pp. 7–8, 57–58

Open response questions

Page 4: Spanish Level II

10.2.2 Demonstrate comprehension of both authentic and non-authentic written and spoken language through developmentally appropriate tasks.

Example: Respond to simple comprehension questions in the target language

5 min. Present Nota cultural, p. 67

Writing responsesSpeaking activity

10.2.3 Make educated guesses about meaning in familiar contexts, using cognates and familiar vocabulary.

(3 min.) See Map Activities, p. 80. Based on Santo Domingo’s geographic location, have students make assumptions about the climate and what foods grow there.

Oral communication

Standard 3—COMMUNICATION: Present information in a language other than English

Learners present to an audience of listeners or readers on a variety of topics. (Presentational) SKILLS SUGGESTED ACTIVITIES ASSESSMENT

10.3.1 Recite rhymes, proverbs, and poetry or sing songs of the target language and cultures.

Student Edition, Literatura y variedades, pp. 384–385(5 min.) Atlas Interactivo Mundial, p. 137 3.1Students will learn the song “La Bamba”

(5 min.) Extension, p. 159 1.3, 3.1

Recite poemSing song

Page 5: Spanish Level II

10.3.2 Present prepared material on a variety of topics.

Examples: Dialogues, skits, plays, etc.

Students will make a map and write directions

Project

10.3.3 Read passages aloud to demonstrate improving intonation and pronunciation.

• (20 min.) Letra y sonido, p. 76 Worksheet

10.3.4 Compose simple cohesive written information using appropriate formats with teacher guidance.

Examples: Poetry, messages, descriptions, simple narratives, cartoons, etc.

Fine Art Connection: Analyzing, p. 79

Comparison essay over fine art

Page 6: Spanish Level II

10.3.5 Describe objects, self, and others in written and spoken language with greater detail.

Online practice, Chapter 2

• (5 min.) Have individual students name an object that belongs to him or herself or a neighbor.

Self-test

Standard 4---CULTURES: Develop awareness of other cultures

Learners examine, experience, and reflect on the relationships among the practices, products, and perspectives of the cultures studied.SKILLS SUGGESTED ACTIVITIES ASSESSMENT

10.4.1 Investigate and report on basic family and social practices of the target cultures.

Examples: Family structure, giving and receiving, cultural trends, etc.

(4 min.) Have students answer ¿Qué ves en la foto?, p. 124.

• (5 min.) Comparisons, p. 143 4.1

Oral

10.4.2 Describe products, perspectives, and symbols of the target cultures in simple terms.

4.2; Cuaderno de vocabulario y gramática

(5 min.) Present Nota cultural, p. 140. 4.2

• (3 min.) Have students review chapter expressions with a partner, using their pyramid study aid.

Speaking, reading, and speaking

Page 7: Spanish Level II

10.4.3 Describe factors that influence practices, products, and perspectives.

Examples: History, technology, etc.

(10 min.) Read and discuss Comunidad y oficio

• (15 min.) See Teaching Novela en video, p. 188. For a summary of the video, see El relicario, p. 189(10 min.) Culture Project, p. 198 1.1, 1.3, 4.2Cultural Products (la arquitectura)

Speaking, writing (lab book), and reading

10.4.4 Describe contributions from other cultures. Students will make brochures over a variety of countries and they will be given a list of information to include

Oral presentation and project

10.4.5 Identify elements that shape cultural identity in the target cultures.

(5 min.) Government Link, p. 231

(27 min.) See Teaching Leamos, p. 230

(3 min.) Play Audio CD 6, Tr. 9 for de «A Margarita Debayle», pp. 230–231

(22 min.) See Teaching Escribamos, p. 232

Reading comprehension worksheet, open response, listening lab

Page 8: Spanish Level II

Standard 5---CONNECTIONS: Make connections to other content areas

Learners use the target language to expand their knowledge of and make connections among multiple content areas.SKILLS SUGGESTED ACTIVITIES ASSESSMENT

10.5.1 Investigate and report on objects and concepts from other content areas.

• (4 min.) Begin Fold-N-Learn, p. 274. Have students finish their Fold-N-Learn at home

Students will write a restaurant skit.Students will research a famous Latin American hero.

Written report and oral presentation

10.5.2 Integrate content area concepts and skills through relevant activities. •Teaching Transparencies: Map 4;

Vocabulary, 5.1, 5.2; Situation; Cuaderno de vocabulario y gramática

Map

Writing activity

Standard 6---CONNECTIONS: Access and connect information through various media

Learners strengthen language proficiency and cultural knowledge by using current digital media and authentic resources.SKILLS SUGGESTED ACTIVITIES ASSESSMENT

10.6.1 Use digital media and culturally authentic resources to build vocabulary, improve reading ability, and encourage cultural awareness.

Examples: Electronic dictionaries, language websites, TV programs, etc.

Students will use websites such as www.studyspanish.com to practice grammar and vocabulary.Online practice, Chapter 7 (go.hrw.com, Keyword: EXP2 Interactive Tutor (Disc 2) or DVD Tutor (Disc 2)

Chapter quiz and lab worksheet

Page 9: Spanish Level II

10.6.2 Use digital media and culturally authentic resources to study target cultures.

Examples: video clips, advertisements, etc.

Students will watch commercials in Spanish. Students will look through authentic Spanish magazines to find advertisements.

Students will create their own commercial.

Group lists of commands

Standard 7---COMPARISIONS: Investigate the nature of language and culture

Learners understand the nature of language and culture through comparisons of the languages and cultures studied and their own.SKILLS SUGGESTED ACTIVITIES ASSESSMENT10.7.1 Recognize and use cognates, words shared

between English and the target language, and word families to expand vocabulary and guess meaning.

(7 min.) Review Vocabulario en acción 1, pp. 286–289

Make a list of cognates together on the board starting with the Spanish.

WorksheetQuiz

10.7.2 Recognize and use simple language structures.

Examples: Agreement of adjectives and nouns, and agreement of verbs and nouns

Students will create a poster describing animals.

Project

Page 10: Spanish Level II

10.7.3 Compare and use idiomatic and colloquial expressions in the target language.

Students will read a paragraph in Spanish and find the certain idiomatic and colloqioal expressions.

Cloze procedure

10.7.4 Compare and use authentic simple forms of address in a variety of social situations.

Students will role play by drawing out situation cards

Role playing

10.7.5 Compare the social patterns of other cultures and the learner’s own culture.

Examples: Compare school settings, role-play meeting new people, discuss dating, etc.

Students will read about Chile’s educational system.

Writing, reading, and guest speaker

Page 11: Spanish Level II

10.7.6 Recognize celebrations and holidays of other cultures and compare them to those of the learner’s culture.

Students will research El Día de los Muertos. Students will read about Los Reyes Magos. Students will sing Christmas carols.

Invitations, reading, and singing

Standard 8---COMMUNITIES: Become an active global citizen by experiencing languages and cultures in multiple setting

Learners use their knowledge of the target language and cultures both within and beyond the school setting for personal enrichment and civic engagement.SKILLS SUGGESTED ACTIVITIES ASSESSMENT10.8.1 Shane experiences from the world language

classroom with others.

Examples: use the target language to teach basic vocabulary to friends and family, make simple presentations to family or friends using the target language

Students will interview a relative. Students will sing a Spanish song to the German class.

Speaking, writing, and singing

10.8.2 Recognize and show the influences of the target language and/or cultures on the community.

Example: Architecture, special events, stores and ships, careers using the target language, etc.

Students will make signs for the different teams in Spanish. Students will invite the public to experience Mexican cuisine.

Writing and cooking

Page 12: Spanish Level II

10.8.3 Show evidence of becoming a life-long learner by using the target language and cultural knowledge for personal enrichment.

Examples: Watch movies in the target language, listen to songs in the target language, join a club, establish e-pal or pen pal connections with native speakers, and travel abroad.

Students will watch Sueño and write a commentary about the film. Students will write to students in Chile.

Writing

10.8.4 Research and present about a local and/or global need that is identified as authentic by the cultures of the target language.

Students will research recycling and will make posters for the community.

Posters

Page 13: Spanish Level II

SPANISH - Grade 11(Comparable to Level III)

Standard 1---COMMUNICATION: Write and speak in a language other than English

Learners engage in written and spoken conversations on a variety of topics. (Interpersonal)SKILLS SUGGESTED ACTIVITIES ASSESSMENT

11.1.1 Initiate, sustain, and close conversations in limited yet varied situations.

SE: 53,55,67,69TE: 50,54,64,68

Have students think of an activity they would like to do over the weekend and tell them to invite someone to go with them. Their classmates will respond by accepting or rejecting the invitation. Once someone has accepted an invitation, that person must reject further invitations by explaining that he or she already has plans. Continue until everyone has a partner for a weekend activity.

Worksheet, speaking, and writing

Oral Quiz

Invitation

11.1.2 Exchange detailed information and opinions orally.

SE: 53,63,67,89TE: 53,62,67,88Have students work in pairs to prepare a conversation about a problem between friends. The friends will be invented characters. Pairs will take turns presenting their conversations. The class will then talk about what happened and tell what kind of person they think each of the characters is.

Speaking and writing

Page 14: Spanish Level II

11.1.3 Exchange detailed information and opinions in written form.

SE: 83TE: 59,65,67,83

Have the class plan a field trip. Divide the class into small groups, and have each group come up with three suggestions. Ask each group to write their suggestions on the board using a nosotros command. Then allow the class to discuss the suggestions and decide together on the top three choices.

11.1.4 Make requests and ask different types of questions in a variety of social situations.

SE: 59,61TE: 54

Tell students to imagine that they are a famous person. Have each student write the name of the celebrity on a piece of paper. Collect the papers and write all of the names on the board. Have students then imagine what that person used to do before becoming famous and ask them to prepare four sentences using the imperfect. Students will take turns presenting their sentences to the class, while the rest of the class tries to guess who they are.

Writing

Essay

Page 15: Spanish Level II

11.1.5 Recognize and use situation-appropriate non-verbal communication.

SE: 89TE: 55,75,76

Have students work in pairs to talk about their ideal boyfriend of girlfriend. Once both students have had a chance to describe their ideal boyfriend or girlfriend, students can summarize their partner’s responses for the class.

Writing, listening, and speakingVocabulary quiz

11.1.6 Use speaking and listening strategies to facilitate communication.

Examples: Identifying key words, synonyms and antonyms

SE: 71,73,75TE: 56

Have pairs of students come up with problems that elicit double object pronouns with verbs such as dar, regular, mandar, decir, and contra. Each pair trades their problems with another pair and prepares a response. Have pairs present their exchanges to the class. Allow other students to add their own comments or advice for each problem.

Grammar testWriting and speaking

Page 16: Spanish Level II

Standard 2---COMMUNICATION: Interpret information in a language other than English

Learners interpret written and spoken language on a variety of topics. (Interpretive)SKILLS SUGGESTED ACTIVITIES ASSESSMENT

11.2.1 Respond to everyday requests, commands, and directions.

SE: 55,61TE: 47C,51,65Have students plan sports-themed vacations to Spanish-speaking countries. They should contact a travel agency that employs Spanish Speaking agents and do online research about appropriate places for skiing, diving, climbing, hiking, or any other sport they might be interested in. Have them suggest activities to at each destination. Then ask students to use the information to create a bilingual Web site promoting a vacation for travelers who want to take part in sporting events around the world.

Oral quiz

Speaking and writing

11.2.2 Demonstrate comprehension of both authentic and non-authentic written and spoken language through developmentally appropriate tasks.

Example: Provide a summary of the material in the target language

SE:63,77,79,82TE: 62,76,78,80,91,93,95Have students prepare an interview similar to the one Clara and Octavio had to conduct. They interview other student pairs to find out about the latest sports and pastimes and where they are held. Each pair prepares a short presentation to share their interview results.

Interview presentation

Page 17: Spanish Level II

11.2.3 Make educated guesses about meaning in unfamiliar written contexts, using cognates and familiar vocabulary.

SE: 76,80TE: 76,80

Ask students to talk about what they do when they go out at night. What time do they usually go out? Where do they go? What do they eat? What kind of music do they listen to? Tell them that they are going to read about nightlife in Spain. Have them think about the similarities and differences between the nightlife for young people in the U.S and Spain.

Reading

Open question response quiz

Standard 3—COMMUNICATION: Present information in a language other than English

Learners present to an audience of listeners or readers on a variety of topics. (Presentational) SKILLS SUGGESTED ACTIVITIES ASSESSMENT

11.3.1 Recite rhymes, proverbs, and poetry or sing songs of the target language and cultures.

Students will learn everyday expressions. Students will write a skit and will have to include at least 5 of the expression into the skit. Students will learn the song, “La Bamba”.

Participation

Skit

Page 18: Spanish Level II

11.3.2 Present prepared material and student-created material on a variety of topics.

Examples: Reports, student-written plays, mock travel journal, etc.

SE: 89TE: 47C,52,83

After students have read the selection, have them share their notes with the class. Did everyone choose the same main idea and important details? Have students use their organizers to summarize the story for the class. Then have students explain the significance of the bear rug at the end of the story.

Reading and listening

Organizer

11.3.3 Read passages aloud to demonstrate improving intonation and pronunciation.

SE: 69

Have each student write a sentence using an index card using vocabulary words from pp. 64-65 that describes a friend. Ask them to underline the vocabulary word on the card.

Vocabulary quiz

11.3.4 Compose simple cohesive written information using appropriate formats with greater detail and independence.

SE: 83TE: 47C,82,83

Have students analyze the symbolism of the bear in the story. Encourage them to think about the reaction of the children when they see the bear, and what the narrator does with the bear. Have them write a short paragraph focusing on the role of the bear in the story.

Writing story

Page 19: Spanish Level II

Standard 4---CULTURES: Develop awareness of other cultures

Learners examine, experience, and reflect on the relationships among the practices, products, and perspectives of the cultures studied.SKILLS SUGGESTED ACTIVITIES ASSESSMENT

11.4.1 Investigate and report on cultural practices of the target cultures.

Examples: Traditions, celebrations and holidays unique to the target cultures

SE: 79,89TE: 62,78,88,91,93,95

Caribbean artist have used many different artistic styles from Europe and around the world throughout history. Their work also reflects elements from their local culture. Have students investigate artistic styles used by artists in the United States such as pop art, abstract, expressionist, and so on, from 1940-2000. Have them compare the works of U.S artists with El gallo, Rumbling of the Earth, and Cuatro Vientos. Have them point out similarities and differences they see. What do they see in these paintings that clearly reflect the culture of the artists?

Project

Page 20: Spanish Level II

11.4.2 Describe products, perspectives, and symbols of the target cultures.

11.33 SE: 41TE: 34Have students work in pairs. Ask them to use the information from Geocultura on Castilla-La Mancha to generate several comparisons between their region and Castilla-La Mancha. Tell them to discuss their ideas and then write five comparative sentences to share with the class.

Writing

Test

11.4.3 Describe factors that influence practices, products, and perspectives.

Examples: Geography, technology, social issues, etc.

TE:5C,40,41Have students find advertisements online for vacation activities in Spain. What kinds of activities did they find? What are some of the catchphrases used? Ask students to print out the best advertisements and present them to the class, explaining why they like them.

Advertisements

11.4.4 Recognize the interrelations among the practices, products, and perspectives of the cultures studied.

Have groups of students brainstorm a list of ideas for careers in tourism. In which jobs would knowledge of Spanish be an advantage? Have groups share their ideas with the class.11.4.2 SE:21,37,47TE:3,5,20,36,46

Oral quiz

Page 21: Spanish Level II

11.4.5 Discuss significant events unique to the target cultures.

Have students think of things they hope will happen in the world. Ask each student to prepare five sentences in the subjunctive about their hopes. Have them take turns presenting their sentences to the class.11.4.3 SE:21,37,47TE:3,5,20,36,46

Conversation

Writing

11.4.6 Describe contributions from other cultures. Ask students to think about would attract tourists to their community. Have them make a short list of attractions such as historical sites, food, or festivals that would be interesting to a visitor and ask volunteers to share their lists with the class. How are the attractions different in Castilla-La Mancha and the students' communities?11.4.4 SE:21,37,47TE: 3,5,20,36,46

Oral and listening

11.4.7 Investigate elements that shape cultural identity in the target cultures.

Have students investigate the bull-fighting tradition in Spain. They could include information such as history, its significance in Spanish culture, and the controversies of bullfighting in present-day Spain.11.4.5 SE:37,47

Presentation

Worksheet

Page 22: Spanish Level II

Standard 5---COMMUNICATIONS: Make connections to other content areas

Learners use the target language to expand their knowledge of and make connections among multiple content areas.SKILLS SUGGESTED ACTIVITIES ASSESSMENT

11.5.1 Investigate and report on objects and concepts from other content areas.

Tell students that archaeologist working on Toledo's Carranque recently uncovered a 4th -century Roman basilica, Spain's oldest. Have students research more information about Toledo to find specific examples of its impressive architecture. You might suggest that they investigate the Alcazar, the two synagogues, the Iglesia de Santo Tome, or the Museo de Santa Cruz.11.4.6 SE:37TE:1,3,5,37

Quiz

11.5.2 Integrate content area concepts and skills through relevant activities.

Have students look up information about popular magazines in Chile, such as Qué Pasa. Are they similar to magazines in the United States? What kinds of topics do they cover?11.5.1 SE:37TE: 5C,5D,46

Conversational

Page 23: Spanish Level II

Standard 6---CONNECTIONS: Access and connect information through various media

Learners strengthen language proficiency and cultural knowledge by using current digital media and authentic resources.SKILLS SUGGESTED ACTIVITIES ASSESSMENT

11.6.1 Use digital media and culturally authentic resources to build vocabulary and improve receptive and productive skills.

Examples: Electronic dictionaries, RSS fees/Podcasts, streaming audio, streaming video, etc.

Have students refer to the map of Castilla-La Mancha in Geocultura. In small groups, have students give a tour of the region to tourists. They can use the Internet to find at least one activity for each region and point it out on the map.11.5.2 SE:T64-t67,5C,45

Test

11.6.2 Use digital media and culturally authentic resources to study target cultures.

Examples: Video clips, online newspapers, pop culture materials, etc.

Have all students stand up. Announce a vocabulary theme, (school, classes, clothing, housing items, ect.). Say a sentence with one word form the theme. For example, En colegio estudio matemáticas y español). When someone says the "chain" incorrectly, he or she sits down. This sequence continues until no one can add any more words to the sentence. At this time you might select another theme. The winners are the last three students to be left standing.11.6.1 SE:10,16,20,42,43,46TE:5E

Vocabulary quiz

Page 24: Spanish Level II

Standard 7---COMPARISIONS: Investigate the nature of language and culture

Learners understand the nature of language and culture through comparisons of the languages and cultures studied and their own.SKILLS SUGGESTED ACTIVITIES ASSESSMENT11.7.1 Recognize and use cognates, words shared

between English and the target language, and word families to expand vocabulary and guess meaning.

Have students take turns describing items in the classroom using ser and estar without identifying the item. The rest of the class must guess what object is being described.

Participation

11.7.2 Recognize and use a variety of language structures.

Examples: Parts of speech, compound and complex sentences.

Have students not the gestures used by the actors. What gestures do they use to show emotion? Do students use the same types of gestures to show emotion? Have students note what gestures are used in the rest of the video to show the same emotions.11.7.1 SE:29,43TE:14,28,42

Worksheet

11.7.3 Compare and use idiomatic, colloquial, and proverbial expressions in the target language.

Have students take turns describing famous people. Tell them they should no use names, only pronouns. The rest of the class has to guess who they are describing. The person who guesses correctly describes the next person.11.7.2 SE:14-19,41,47TE:28-33,42-45

Oral quiz

Page 25: Spanish Level II

11.7.4 Compare and use authentic forms of address in familiar and unfamiliar social situations.

Have students write a brief narrative of a real or imaginary worst vacation. Tell them to use the preterite and the imperfect to talk about what happened, who was there and what they were like, what the conditions were like, and so on. Instruct them to highlight the verbs in the preterite and imperfect and to rewrite their narrative with those verbs replaced by their infinitive in parentheses. Have them exchange their narrative with a partner and to replace the infinitives in parentheses with a conjugated verb in the preterite or imperfect.11.7.3 SE:13,47

Writing essay

11.7.5 Compare the social patterns of other cultures and the learner’s own culture.

Examples: Compare school settings, role-play meeting new people, discuss dating, etc.

Have students cut out photographs from magazines that show an activity they used to like to do when they were small. Have them attach the photo to a piece of construction paper or card stock and write an expression below it, using a sentence from Exprésate! Display the photos around the classroom and have students guess who used to do each activity. Keep the cards and re-use them to review for chapter and semester exams.11.7.5 SE:3.21 TE:20

Role play

Speaking, research, and writing

Page 26: Spanish Level II

Standard 8---COMMUNITIES: Become an active global citizen by experiencing languages and cultures in multiple setting

Learners use their knowledge of the target language and cultures both within and beyond the school setting for personal enrichment and civic engagement.SKILLS SUGGESTED ACTIVITIES ASSESSMENT11.8.1 Share experiences from the world language

classroom with others.Ask students to discuss the activities mentioned by Brando and Maria in their interviews. Were their summer activities similar to what people do in the U.S?11.7.6 SE: 3,21TE:20

Conversational

11.8.2 Investigate and share with others the influences of the target language and cultures on the community.

Tell students to imagine that they work for a travel agency that needs Spanish speakers. Have them draw a map of Spain or Argentina and mark where the most popular beaches are located. Have them research possible beach trips from Madrid or from Buenos Aires. What route would they take by car? What cities would they pass through? What train lines are available? Ask them to prepare a short presentation for the class as if they were selling a vacation package to clients.11.8.1 TE:46

Page 27: Spanish Level II

11.8.3 Show evidence of becoming a life-long learner by using the target language and cultural knowledge for personal enrichment.

Examples: Watch movies in the target language, listen to songs in the target language, join a club, establish e-pal or pen pal connections with native speakers, investigate a local and/or global need that is identified as authentic by the cultures of the target language, travel abroad

First, have student pairs write and illustrate a story of unfortunate events using verbs in the present tense. State that their grade will be based on specific grammar points you wish to review. Students present their illustrated story to the class. After the class has reviewed the preterite and imperfect, return the stories to student pairs to be rewritten in the past tense. The focus at this time is on choosing the correct form of past tense for each verb.11.8.3 TE:11,21Divide the class into small groups. Have students imagine their ideal vacation. Ask them to take turns describing what they did on this ideal vacation, without saying where they went. They should be sure to include details that will give their classmates clues about where they went on this imaginary trip. The rest of the group must guess the location.

Writing

Project

Page 28: Spanish Level II

SPANISHGrade 12

(comparable to Level IV)Standard 1---COMMUNICATION: Write and speak in a language other than English

Learners engage in written and spoken conversations on a variety of topics. (Interpersonal)SKILLS SUGGESTED ACTIVITIES ASSESSMENT

12.1.1 Initiate, sustain, and close conversations in varied situations.

1. Daily participation. Students will engage in a variety of class discussions. At certain times, students will be prompted to think critically and to respond logically and at other times, students will decide the topic in which they may discuss. For example, we read a story about nature. It specifically mentioned drought and rain. We discussed what rain was and what drought was. Then, the conversation developed into the significance of life and death. Students used an expanded vocabulary in order to describe the deeper symbolism in the story. Students may come into class and want to discuss a topic which is occurring in our school such as a guest speaker, a championship, a dance, something from the media related to current events, etc.

Oral quiz

Speaking

Page 29: Spanish Level II

12.1.2 Exchange detailed information and opinions orally on a variety of topics.

Speaking: In groups of 3, students will create dialogues. Students will exchange opinions about 4 different questions. As a class, we will discuss whether or not they believe in love at first sight and I will keep track of their responses on the board. They will receive credit for participation but they will receive extra points for giving a logical, grammatically correct answer. Students debate over immigration laws. They will choose a slip of paper from a basket that tells them whether they are debating pro/or contra immigration.

Debate

12.1.3 Exchange detailed information and opinions in written form on a variety of topics.

Writing: journal entries, interview a parent or grandparent about the city that they grew up in and write an essay describing the city, short answers

Interview

Essay

Page 30: Spanish Level II

12.1.4 Make requests and ask different types of questions in a variety of social situations.

Reading: short biographies over Gael García, Frida Kahlo, Elena Poniatowska, and Diego Rivera, a segment of the story, Aqueronte, by José Emilio Pacheco, and Juchitán: la ciudad de la mujeres.Speaking: discussing where they prefer to live, giving directions, describing people and places, discussing the difference between Frida Kahlo’s art and Diego Rivera’s, classroom discussion about the cost of living and difference between Mexico and the United States.

Speaking

Conversation

12.1.5 Recognize and use situation-appropriate non-verbal communication.

Speaking: As a class, we will discuss athletes and the media. I will write 4 statements on the board and students will be required to give their opinions about the statements. Each student will be given a different picture that they will have to describe to the class. The other students may add to their descriptions once they have finished describing their picture. In pairs, students will take turns discussing whether the statements are their paper are important or not,

Group role-play

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12.1.6 Use speaking and listening strategies to facilitate communication.

Examples: Circumlocution, synonyms and antonyms

Listening: Students will watch a short segment of the film, Raiz, by Gaizka Urresti.

Students will listen to a documentary of Los mayas: Antiguos habitantes de la Selva.Vocabulary: generations, family, daily living, and personalities

Listening

Brainstorming

Standard 2---COMMUNICATION: Interpret information in a language other than English

Learners interpret written and spoken language on a variety of topics. (Interpretive)SKILLS SUGGESTED ACTIVITIES ASSESSMENT

12.2.1 Respond accurately to everyday requests, commands, and directions.

Speaking: Students will practice reading aloud in the target language. Students will practice speaking by describing their photo to 5 different classmates. Each student will have a different photo correlating to nature and the environment. Students will receive situations about their future. These will be prompts for their conversation.

Oral communication

Vocabulary quiz

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12.2.2 Demonstrate comprehension of both authentic and non-authentic written and spoken language through developmentally appropriate tasks.

Example: answer complex comprehension questions in the target language

Listening: Students will listen to a narrative about the Incas. Students will also listen to a segment of “El día menos pensado” by the director, Rodrigo Ordónez.

Reading: Students will read the poem, “Masa”, by Cesar Valleo. Students will read about Isabel Allende, Inti Illimani, Violeta Farra, and Roberto Malta. We will read articles from the Ft. Wayne Newspaper.

Open response answers

12.2.3 Make educated guesses about meaning in unfamiliar written and spoken contexts, using cognates and familiar vocabulary.

Writing: Students will create posters using the passive voice. Students will journal about farming, business, poverty, and wealth. Students will fill out a job application in Spanish.

Reading: Students will read a segment of the story, “La Mirada”, by Juan Madrid. Students will read about agriculture and the Indians.

Project

Mini-prueba

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Standard 3—COMMUNICATION: Present information in a language other than English

Learners present to an audience of listeners or readers on a variety of topics. (Presentational) SKILLS SUGGESTED ACTIVITIES ASSESSMENT

12.3.1 Recite rhymes, proverbs, and poetry or sing songs of the target language and cultures.

Reading: Students will read and recite a segment of the story, “La intrusa del escritor argentino”, by Pedro Orgambide. Students will read short segments about space and technology.

Students will sing a song by Juanes.

Listening

12.3.2 Produce and present creative material on a variety of topics.

Examples: Reports, plays, PowerPoint presentations, etc.

Writing: Students will plan a fiesta and make invitations. Students will write short answers in their journals about topics such as: their 50th Birthday, extreme sports, plays, and winning the lottery.

Project: Students will write a short skit about immigration and present it to the 3rd year Spanish class.

Skit

Project

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12.3.3 Read passages aloud to demonstrate improving intonation and pronunciation.

Reading: selected readings about Central America, the Mayans, and biographies over Gioconda Belli, Armando Morales, Mauricio Puente, and a segment of the story, Eclipse, by Augusto Monterroso. Students will read aloud.

Reading

Practice in tape recorders at home

12.3.4 Compose detailed written information with more varied vocabulary and structures.

Writing: Students will create posters using the passive voice. Students will journal about farming, business, poverty, and wealth. Students will fill out a job application in Spanish.

Poster

Journal entries

Job application

Standard 4---CULTURES: Develop awareness of other cultures

Learners examine, experience, and reflect on the relationships among the practices, products, and perspectives of the cultures studied.SKILLS SUGGESTED ACTIVITIES ASSESSMENT

12.4.1 Analyze and reflect on cultural practices of the target cultures.

Reading: Students will read a segment of “Un sándwich de arroz” by Sandra Cisheros. Students will read short segments about immigration from magazine articles and from the textbook. Students will prepare a poster promoting world peace.

Reading and writing

Poster

Open response questions and answers

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12.4.2 Discuss products, perspectives, and symbols of the target cultures through guided participation.

Vocabulary: Pastime Celebrations and Entertainment.

Vocabulary quiz

12.4.3 Explain factors that influence practices, products, and perspectives.

Writing: Students will write a letter to a foreign exchange student asking them about their experience. Students will journal about diversity, why or why not they would like to live in a different country, and what they would like to protest against.

Writing

Letter

Journal entry

12.4.4 Explain the interrelations among the practices, products, and perspectives of the cultures studied.

Speaking: Students will discuss their favorite sport and players. Students will discuss and compare 5 different famous Hispanic people and their country. Students will answer conversational questions.

Research and presentationwww.peopleenespañol.com

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12.4.5 Explain significant events unique to the target cultures.

Reading: Students will read a short segment of the story, “El Beso de Los Dagones”, by Wilfredo Machado. Students will read about famous soccer players. Students will read about different festivals.

Reading

Stating opinions

12.4.6 Explain contributions from other cultures. Listening: Students will watch a short film about the ruins of Manchu Pichu. Students will watch a short segment of the film, “Happy Cool” by Gabriel Dodero.

Speaking, reading, and listening

Oral quiz

Standard 5---CONNECTIONS: Make connections to other content areas

Learners use the target language to expand their knowledge of and make connections among multiple content areas.SKILLS SUGGESTED ACTIVITIES ASSESSMENT

12.5.1 Make connections with other content areas through resources intended for native speakers.

Listening: native narratives CD, Internet sites, video, Encrucijada, from Imagina Film Collection, raggaetón music, and a film segment of salsa dancing.

Listening

Worksheet

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12.5.2 Design and share activities and materials that integrate the target language and cultures with concepts and skills from other content areas.

Reading: a selection of readings about the Caribbean influence, artists, musicians, a segment of Idilio from Mario Bendetti.

Speaking: As a class, we will discuss athletes and the media. I will write 4 statements on the board and students will be required to give their opinions about the statements. Each student will be given a different picture that they will have to describe to the class. The other students may add to their descriptions once they have finished describing their picture. In pairs, students will take turns discussing whether the statements are their paper are important or not

Speaking, reading, and writing

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Standard 6---CONNECTIONS: Access and connect information through various media

Learners strengthen language proficiency and cultural knowledge by using current digital media and authentic resources.SKILLS SUGGESTED ACTIVITIES ASSESSMENT

12.6.1 Use digital media and culturally authentic resources to build vocabulary and improve receptive and productive skills.

Examples: Electronic dictionaries, RSS fees/Podcasts, streaming audio, streaming video, etc.

Websites: www.imagina.vhlcentral.com www.rtve.es/ree/ www.trinity.edu/mstroud/grammar/index.html www.orbilat.com/Languages/Spanish/Grammar/index.html www.indiana.edu/~call/lengua.html www.colby.edu/~bknelson/exercises/

Internet

12.6.2 Use digital media and culturally authentic resources to study target cultures.

Examples: News broadcasts, online newspapers, pop culture materials, etc.

Websites: www.imagina.vhlcentral.com www.rtve.es/ree/ en.ukipedia.org/wiki/list_of_media_in_Fort_Wayne_Indiana www.fortwayne.com/mld/newssentinel/

Internet

12.6.3 Identify and evaluate resources intended for native speakers.

Writing: journals, writing responses to an advice column, answering questions and their opinions over immigration, and writing a poem or love letter to Pablo Neruda’s response to Poema 20

Writing letters

Reading, writing, and speaking

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Standard 7---COMPARISIONS: Investigate the nature of language and culture

Learners understand the nature of language and culture through comparisons of the languages and cultures studied and their own.SKILLS SUGGESTED ACTIVITIES ASSESSMENT12.7.1 Use elements of word formation to expand

vocabulary and derive meaning.

Examples: Prefixes, suffixes, roots

Speaking: In pairs, they will choose a situation written in Spanish and they will discuss the situation and present it to the class. They will discuss conflicts, solutions, advantages, and disadvantages. They will answer short answer questions about readings. Each student will bring in a favorite family picture and discuss the picture with a partner.

Situations

Conversation

12.7.2 Recognize and use a variety of language structures.

Example: Mood

Writing: Students will journal about their future and about the future of our environment. In groups, students will write their own short stories using personification. Students will write short answers about topics relating to the environment. In groups, students will create 2 plots for a science fiction film.

Speaking, reading, and writing

12.7.3 Compare and use idiomatic, colloquial, and proverbial expressions in the target language.

Reading: Students will read the short story, “La Tortuga”, by Quiroga. They will also read the poem “La Luna”, by Jaime Sabinas. Additionally, they will also be required to read short informational segments about the environment.

Cloze procedure

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12.7.4 Compare systems of other cultures and the learner’s own culture.

Examples: Educational, political, religious practices, etc.

Writing : Students will choose a president from a Spanish speaking country and they will research and write an autobiography that is 3 pages long. Students will write e-mails to their friends from school about an imaginary vacation. Students will answer short answer questions. Students will write in their journals about women’s rights, marriage laws, who should serve in the military, and how we should elect and choose a president.

Autobiography

12.7.5 Compare systems of other cultures and the learner’s own culture.

Examples: Educational, political, religious practices, etc.

Writing : Students will choose a president from a Spanish speaking country and they will research and write an autobiography that is 3 pages long. Students will write e-mails to their friends from school about an imaginary vacation. Students will answer short answer questions. Students will write in their journals about women’s rights, marriage laws, who should serve in the military, and how we should elect and choose a president.

12.7.6 Compare and contrast elements that shape cultural identity in the learner’s heritage and in the target cultures.

Speaking: Students will debate about the usage of guns. Students will discuss the positive and negative effects of globalization. In groups, students will explain what happened according to the pictures. Students will write short answer responses according to questions written on the board. Listening: Students will listen to a segment or, “El hombre que votaba un poqueto”, by Sergio Catá. Students will listen to a guest speaker from Chile discuss his culture and country. Students will be required to ask questions as well as write a thank you letter.

Debate

Reading, writing, listening, and speaking

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Standard 8---COMMUNITIES: Become an active global citizen by experiencing languages and cultures in multiple setting

Learners use their knowledge of the target language and cultures both within and beyond the school setting for personal enrichment and civic engagement.SKILLS SUGGESTED ACTIVITIES ASSESSMENT12.8.1 Share experiences from the world

language classroom with others.Writing: Students will journal about traveling to Space, genes, and technology. Students will write an essay about a famous scientist or inventor. Students will answer short answers that pertain to the reading about a Martian Invasion. Students will be expected to write and announce their own news broadcasts on Jay Today.

Essay

Broadcast

Reading, writing, and speaking

12.8.2 Investigate and share with others the influences of the target language and cultures on the community.

Field trip: We will visit our local Mexican restaurant, El Camino, for conversation and good cuisine.

Speaking

12.8.3 Show evidence of becoming a life-long learner by using the target language and cultural knowledge for personal enrichment.

Examples: Watch movies in the target language, listen to songs in the target language, join a club, establish e-pal or pen pal connections with native speakers, and investigate a local and/or global need that is identified as authentic by the cultures of the target language, travel abroad.

Listening: Students will listen to, “El ojo en la nuca”, by Rodrigo Pía. Students will listen to the documentary, Mysty-K: El poder feminino del hip hop. Students will watch the film, “Motor Cycle Diaries”.

Reading, listening, and writing

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