Director of Curriculum and Instruction Stacy Snider
advertisement
MADISON PUBLIC SCHOOL DISTRICT SPANISH II Authored by: Laura N. Lee Reviewed by: Lee Nittel, Director of Curriculum and Instruction Stacy Snider Supervisor of Visual & Performing Arts/World Language Adopted by the Board: January, 2013 Members of the Board of Education: Lisa Ellis, President Patrick Rowe, Vice-President David Arthur Kevin Blair Shade Grahling Linda Gilbert Thomas Haralampoudis James Novotny Superintendent: Dr. Michael Rossi Madison Public Schools 359 Woodland Road, Madison, NJ 07940 Madison Public Schools I. OVERVIEW Spanish II continues the Spanish language sequence at the High School. This full year course continues the development of listening, speaking, reading and writing competency in Spanish. It is designed for students who have successfully completed Spanish I in the high school or eighth grade Spanish. Students improve their control of the present tense and learn to express their desires and recommendations via the simple past tense. The textbook is Realidades II. All objectives are practiced with the goal of communicative and cultural awareness. Students will communicate with spoken and written forms using interpretive, interpersonal and presentation modes. Students will demonstrate understanding of a culture via these same three modes. II. RATIONALE New Jersey citizens are part of a dynamic, interconnected, and technologically driven global society centered on the creation and communication of knowledge and ideas across geographical, cultural, and linguistic borders. Individuals who effectively communicate in more than one language, with an appropriate understanding of cultural contexts, are globally literate. The study of another language and culture enables individuals to communicate with people from diverse cultures. The study of another language fosters attitudes, values, and skills that indicate a positive disposition and understanding of cultural differences and that enhance cross-cultural communication. III. GOALS (Linked to NJ Core Content Standards) 7.1 World Languages: 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. Language learners can be expected to move through levels of proficiency at different rates. In addition, language learners may demonstrate differing proficiencies depending upon the communicative mode in which they are functioning (interpersonal, interpretive, or presentational). In Madison High School, students who are taking Spanish II should meet the cumulative progress indicators for the Novice-High Level of proficiency. Novice-High Level students communicate using strings of sentences to ask and answer questions, to handle simple transactions related to everyday life, and to talk about subject matter studied in other classes. By the end of Spanish II, students taking a continuing sequence of language from middle school will: A. Interpretive Mode: 1. Recognize familiar words and phrases, understand the main idea, and infer the meaning of some highly contextualized, unfamiliar spoken or written words contained in culturally authentic materials using electronic information sources related to targeted themes. 2. Demonstrate comprehension of a series of oral and written directions, commands, and requests through appropriate physical response. 3. Recognize some common gestures and cultural practices associated with target culture(s). 4. Identify people, places, objects, and activities in daily life based on oral or written descriptions. 5. Demonstrate comprehension of short conversations and brief written messages on familiar topics. 6. Identify the main idea and other significant ideas in readings from age- and level-appropriate, culturally authentic materials. B. Interpersonal Mode: 1. Use digital tools to participate in short conversations and to exchange information related to a variety of familiar topics and some unfamiliar topics. 2. Give and follow a series of oral and written directions, commands, and requests for participating in age- and level-appropriate classroom and cultural activities in familiar and some unfamiliar situations. 3. Use appropriate gestures, intonation, and common idiomatic expressions of the target culture(s)/language in familiar and some unfamiliar situations. 4. Ask and respond to factual and interpretive questions of a personal nature, on school-related topics, and on some unfamiliar topics and situations. 5. Engage in short conversations about personal experiences or events, topics studied in other content areas, and some unfamiliar topics and situations. C. Presentational Mode: 1. Synthesize information related to the cultural products, cultural practices, and cultural perspectives associated with targeted culture(s) to create a multimedia-rich presentation on targeted themes to be shared virtually with a target language audience 2. Dramatize student-created and/or authentic short plays, skits, poems, songs, stories, or reports. 3. Use language creatively to respond in writing to a variety of oral or visual prompts about familiar and some unfamiliar situations. 4. Synthesize information found in age- and level-appropriate culturally authentic materials 5. Compare the cultural perspectives of the target culture(s) with those of one’s own culture, as evidenced through the cultural products and cultural practices associated with each. IV. ESSENTIAL CONTENT AND ACTIVITIES See attached. V. EVALUATION Listening, speaking, reading and writing in a variety of modes will be considered to determine the final grade. Assessments will include: • Tests and quizzes that accompany the text • Teacher-made achievement tests and quizzes • Aural testing • Oral testing in interpersonal and presentational modes • Written evaluations in interpersonal and presentational modes • Homework VI. RESOURCES A. Basic Materials Realidades 2 , Peggy Palo Boyles, et al. Prentice Hall Pearson, New Jersey, 2011 Realidades 2 , Leveled Vocabulary and Grammar Workbook Realidades 2 , Communication Workbook with Test Preparation Realidades 2, Video Program on DVD Realidades 2, Videocultura on DVD Realidades 2, Vocabulary and Grammar Transparencies Realidades 2, Fine Art Transparencies Realidades 2, Assessment Program B. Correlated Materials: Magazines Videocassettes and DVDs from various sources Newspaper articles Travel posters Internet sources Madison School District Spanish II Scope and Sequence Unit of Study Para Empezar SeptemberNovember Key Vocabulary/ Language in Key Vocabulary/ Language in Use Use Part A: Describing people Asking for information Nationalities Adjective agreement The verb ser Part B: Leisure activities Seasons of the year Regular –ar, -er, and –ir verbs Activities/Assessment/Project Activities/Assessment/Project Who am I? booklet Batalla en el Mar game Maps Group posters Bulletin boards Writing descriptions Bingo Bellringer activities Research and reports Skits / Role Play / Dialogues Poems Songs Listening activities Fill in the blanks Multiple choice True/ False Short answers Workbook activities Group presentations Arts and crafts Flashcards Pictionary Cultural Connections Cultural Connections El mundo hispano Latin Grammy Awards Enrique Iglesias Famous Hispanic singers Ojo de Dios craft project Weather in Northern and Southern Hemispheres Immigrant population in the United States Related Literature, Video, and Related Literature, Video, and Songs Songs Videos: Textbook video Travel Art Regions Countries Music videos Culture Cooking Holidays Literature: Realidades 2 Atlas Songs: Eres Tú Bailamos Be With You Hero Unit of Study Tu día escolar NovemberJanuary Key Vocabulary/ Language in Use Part A: School activities School rules Classroom objects The verb tener Stem-changing verbs in the present tense Affirmative and negative words Part B: Extracurricular activities Pastimes Making comparisons The verbs saber and conocer Hace + time expressions The verb ir Activities/Assessment/Project Tri-fold school brochure El Balero game Bulletin boards Posters / Flyers Pen pal projects Pantomime and role play Cartoon sketches Opinion essay Tic Tac Toe Pronunciation activities Writing about class projects using transition words Concentration game Oral presentations Dialogues Coat of Arms project Writing e-mails Making videos Internet research Bingo Songs Listening activities Fill in the blanks Multiple choice Workbook activities Cultural Connections José Martí Simón Silva El día del maestro School rules and customs in Spanish speaking countries Use of backpacks vs lockers School schedules Use of school uniforms Grading systems Relationships between students and teachers Appropriate school behavior Guanajuato, México Miguel de Cervantes Don Quijote El Festival Cervantino Antonio Berni Bullfighting Ballet Folklórico Lucho Monaguillo Talleres Fernando Botero Salsa and mambo San Miguel de Allende Related Literature, Video, and Songs Songs: Guantanamera Music from Man of La Mancha Songs by Celia Cruz Songs by Pérez Prado Literature: Realidades 2 Atlas Poems by José Martí Okapi magazine Don Quijote by Miguel de Cervantes The Man of La Mancha Videos: Travel Art Regions Countries Culture Cooking Holidays Unit of Study Key Vocabulary/ Language in Use Un evento especial Part A: Daily routines Clothing Reflexive verbs Ser and estar Possessive adjectives FebruaryApril Part B: Fashion Shopping Preterite of regular verbs Demonstrative adjectives Parties Activities/Assessment/Project Create a fashion magazine page Posters and bulletin boards Create a web page Simón Dice game Write a paragraph using four-step writing process Advertisements Surveys Describe photos Oral presentations Dialogues Shopping role play Songs Listening activities Fill in the blanks Multiple choice True/False Short answers Workbook activities Bingo Pictionary Flashcards Cultural Connections Hispanics and World War II Party attire Families/ special events Dating Daily routine Mexican and U.S. independence El día del santo Diego Rivera Hispanic fashion designers Teatro Colón Artesanías and the mercado Making a poncho Dolores Hidalgo, México Grito de Dolores The peso and the euro Conversion tables for sizes History of jeans Native American textiles La parranda Words from Arabic Related Literature, Video, and Songs Songs: Music from La Traviata Videos: Travel Art Regions Countries Culture Cooking Holidays Textbook video Literature: Realidades 2 Atlas Unit of Study Key Vocabulary/ Language in Use Tú y tu comunidad Part A: Places around town Errands Direct object pronouns Preterite forms of ir, ser, tener, estar and poder Shopping April-June Part B: Giving directions Good driving habits Direct object pronouns Irregular affirmative tú commands Present progressive Activities/Assessment/Project Bulletin boards Posters Dialogues/Interviews Role play/Skits Flashcards Centers in the classroom Pie graphs Guessing games Journals Maps Word Searches Create a walking tour of a major Hispanic city Listening activities Fill in the blanks Multiple choice True/False Short answers Workbook activities Cultural Connections Mexican hot chocolate Places in a community Running errands Buenos Aires, Argentina The 24-hour clock Julio Alpuy Pablo Neruda Barrios Frida Kahlo Bazar Sábado/El Mercado Correos Farmacia de turno Sister Cities International program Bilingual schools Mexico City subway La Plaza mayor International drivers’ license Public transportation Madrid, Spain San Juan, Puerto Rico Drivers’ licenses Pan-American Highway Spanish speaking communities in the U.S. Related Literature, Video, and Songs Literature: Poetry of Pablo Neruda Realidades 2 Videos: Travel Art Regions Countries Culture Cooking Holidays Textbook video
