Foreign Language Standards Time (When? How much?) Foreign Language Standards Time (When? How much?) CONTENT and Assessment SPANISH TWO CURRICULUM MAP /SKIDMORE 2 –3 weeks Note: This syllabus incorporates the National Standards for Foreign Language Teaching (Communication, Culture, Connections, Context and Community; the 5 C’s) This unit is completed during as we start new material in the following unit on “daily routine.” UNIT ONE:REVIEW Telling what happens 3-4 weeks Goal 1: Communicate In Languages Other Than English • Standard 1.1: Students engage in conversation, provide and obtain UNIT TWO: THE LIFE OF ZIPPY POTSTICKERS Materials/ Text/ 2008-09Resources CONTENT and Assessment REVIEW OF SPANISH ONE CONCEPTS: Yo song forms Body parts Colors Basic vocabulary Stem changers(briefly) Present tense conjugations Question words Adjective agreement Countries that speak Spanish –will require group presentation Infintives and infinitives after wants to, needs to, is able to has to **Quizzes and class participation to assess Cómo te preparas? Vocabulary: daily routines, getting ready for an event Grammar: reflexive verbs; (Repaso) the verbs ser and estar; possessive adjectives mío, tuyo, suyo Materials/ Text/ Resources Handouts , some textbook resources from the Capitulo preliminar in Realidades Textbook Level 2. Reflections/Impact Reflections/Impact Culture • Diego Rivera, Baile en Tehuantepec **Need to include freewrites and participation feedback CORE CONTENT: compl. Colors in Spanish School of Study Connection School of Study Connection All SOS— VPAM country presentations may take any form relating to VPAM, ie PPT, drawing, performing song, dance from assigned country WRITING / ESSAY TEXT/ Workbook Textbook: Pgs 3+5+6 +9 for reference Workbook Part 1: Pgs 2, 3 (nationality) pg 5-class items Part 2 Listen pg1 Acts 1+2, write pgs 3+5 Handouts REALIDADES 2 A and stories. Readings to accompany story vocabulary (handouts) Introduce ♪♪♪♪♪ preterite songs REFLECTIONS: Students should be aware of participation expectations and the interactive nature of the class **Need to include ALL SOS VPAM students will be allowed to create and draw either a Wanted poster or a Eulogy for a character in Textbook Pgs 70-71, 74-75,pg 79 act.6, pg 81 acts 9+10, pg 84 act17,87 act 21 as class pg 96= 1 Foreign Language Standards information, express feelings and emotions, and exchange opinions. • Standard 1.2: Students understand and interpret written and spoken language on a variety of topics. • Standard 1.3: Students present information, concepts and ideas to an audience of listeners or readers on a variety of topics. Time (When? How much?) REFLEXIVE VERBS, DAILY RUTINE ZIPPY Talking about daily actions UNIT THREE LA CHICA SOCIAL 3 –weeks Reflexives cont./ vocab for end unit (chica social) CONTENT and Assessment STORIES: Survivor Zippy Potstickers Trilogy La cita Assessments:quizzes, participation, writing, workbook activities, “La cita de Elsa y Carlos” assessment SOS project (eulogy or wanted poster) STORIES: Smelly Cat No deja de llorar Dumbo Roscoe quiere salir con… Formal Assessment : LA CHICA SOCIAL reading and questions/ Zippy soñaba con ser popular quiz Goal 2: Gain Knowledge And Understanding Materials/ Text/ Resources (skip most of 2B,3A,3B chapters in book, for now) Readings: -Lección 6 -Una fiesta de Halloween -En defensa de los vampiros Readings: -boleto de lotería pres vs past --tina necesitaba.. --Apesta o huele bien --Una vaca en Weiser Idaho --la foca --quiero tener éxito con gorilas (?) Reflections/Impact freewrites and participation feedback Introduction of a few imperfects School of Study Connection the story—they may use media tools or art supplies Era, Habia Tenia Queria Necesitaba The preterite and imperfect tense are introduced here, mainly for sound and meaning recognition vocab pg pg 98 review Workbook Part 1, pg 27,28A, 29, 33 part 2 listen pg 28 acts 6+7+9 handouts NO SOS connection, focus on formation of verbs Textbook Review pg 98+99 NO SOS connection, Handouts on preterite Q+A, little text use Notes and transparencies Handouts To start Preterite Formation Of regular Verbs **Need to include freewrites UNIT 4A UNIT FOUR A: LOS DOS Preterite forms Cuando éramos niños Vocabulary: toys; play terms; SONGS ♪♪♪♪♪ include all A few previous stories will be 2 Foreign Language Standards Of Other Cultures • Standard 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied. • Standard 2.2: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied. CC: W1a-h Correct and effective writing Time (When? How much?) ESPOSOS Preterite forms 2-3 weeks Continued sounds differentiation of preterite and imperfect tenses thru stories Telling what happenED or WAS happening Unit 4A cont. preterite forms UNIT FOUR B (part 2) CHILDHOOD 2-3 weeks Cuando era pequeño— Talking about the past Telling what happenED or WAS happening CONTENT and Assessment Materials/ Text/ Resources Reflections/Impact 3 preterite songs. rewritten in past, as class describing children Grammar: the imperfect tense: regular verbs and irregular verbs; (Repaso) indirect object pronouns STORIES: El hombre flaco y calvo Brutus Reading/TEST: Los dos esposos Quizzes on forms / Q+A, workbook pages Cuando era pequeño.. Focus on imperfect tense vs preterite STORIES: La traviesa Assess:test.project Participation ABA , ía endings = Description Used to Wasing/wereing Internal, thoughs Time and age School of Study Connection focus on formation of verbs Formation SOS project – “When I was little/young”— presentation (in past tense) about your childhood (VPAM) Page 202-el grillo y el jaguar (reading) Pg 208 is vocab list Workbook Part 1 Pgs 71,73, 74,75, 76,79 part 2 pg 70 listen Handouts and text ancillaries REALIDADES TEXT 4 A from book Reading: --La pareja casada-cantas como Elvis **Need to include freewrites and SPEAKING ASSESSMENTS REALIDADES TEXT 4 A from book— Workbook pages for focus on form, spelling/ Readings: ---Magdalena, la mal educada --El muchacho que llegó tarde Personalization creates interest in expressing in TL DVD from book SONGS ♪♪♪♪♪ include all 3 preterite songs. (cont learning) **Need to include freewrites and participation feedback SONGS ♪♪♪♪♪ include all 3 preterite songs. (cont learning) (for the singers in class) CC: A/H Sing and interpret music (a Textbook pgs 186-189,190 acts 4+5, pg 192 acts 9+10, pgs 194-196 acts 14+16, Pg 199 act 22(I.O.s) acts5+7 /pgs 75+77 3 Foreign Language Standards Time (When? How much?) CONTENT and Assessment Materials/ Text/ Resources Reflections/Impact School of Study Connection stretch here on core content, but will work in music vocab) 3: Connect With Other Disciplines And Acquire Information UNIT FIVE: EL restaurante elegante …AND Realidades 4B Review food vocabulary from Spanish ONE 4-5 weeks Vocabulary: expressions • Standard 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language. CC: Cultural traditions (SS 2.2) Continued practice of past tenses Telling what happenED or WAS happening Direct and indirect objects 4B: Celebrando los días festivos Realidades chapter 4 B activities/wkbk And… participation feedback describing family celebrations Grammar: the imperfect tense: reciprocal actions STORIES: El príncipe El perro que tiene ganas de comer algo La propina La mosca Roscoe y Wilma El Sr Papa se casa FORMAL ASSESS: El restaurante elegante Expressing duration of action Readings: --En vacalandia --El pescado es diferente --Gizmo e Izzy --Me olvido --El senor papa casi no se casa --Somos novios desde hace 4 minutos Cultural differences in restaurants and food Cultural differences in wedding ceremonies in US vs LatinAmerica VPAM connection : Creating a weddning invitation for Mr PotatoHead’s wedding / being a wedding planner Textbook Pgs 212-213, 216 act 5, pg 219 read, Watch gramactiva, 220 act 11, reciprocal actions pg 224225, as class pg 228-el seis de enero reading, pg 234 vocab list pg 236-37 reivew workbook part 1 pgs 83,85,87 88(as class p vs i) part 2 pg 82 7+8 listen / pg 84+85 **Need to include freewrites and SPEAKING ASSESSMENTS 4 Foreign Language Standards Time (When? How much?) • Standard 3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures. UNIT SIX : novella : ¿ DONDE ESTÁ EDUARDO? And “los perros olímpicos” unit We will read a novella in class, as class, in groups entirely in Spanish . Assessment : Guided questions as they read, and test 4 wks-5wks Materials/ Text/ Resources Donde esta Ed. And VIDEO ON COSTA RICA if available VHS video of the novella Reflections/Impact The past tenses should be more familiar at this point in the semester/continued with irregular forms/ School of Study Connection CC(?) biodiversity of Costa Rica may act out scences from novel ??? REALIDADES 6A: ¿Viste SHOW AND TELL (Muestre y explique) during Eduardo novel Past tense forms continued Telling what happenED or WAS happening Goal 4: Gain Insight Into The Nature Of CONTENT and Assessment UNIT SEVEN: UN acto heróico, /En el el partido en la televisión? Vocabulary: watching television programs; sporting events Grammar: the preterite of -ir stem-changing verbs; other reflexive verbs STORIES: “Fido” “El entrenedor” ASSESS: READING Los perros olímpicos UNIT SEVEN Theme: emergencies and natural disasters Review Sports vocabulary Realidades textbook level 2 chapter 6A Readings: --En vez de entrenarse --Los huesos fritos --Dora la entrenadora Realidades textbook level 2 **Need to include freewrites and SPEAKING ASSESSMENTS and participation feedback little CI on vocab=selected vocab only Textbook Pgs 294-295 Pg 298 acts 4+5,pg 300 Q+A Pg 302(ir stem changers) act 14 Pg 316 is vocab list Workbook Part 1 Pg 113, 116, Pg 117 in class, 119,121 Part 2 Pg 113+114(?) VPAM ties: Whiteboard Textbook Pg 240243,244+245 5 Foreign Language Standards Language And Culture • Standard 4.1: Students demonstrate understanding of the nature of language through comparisons of the language studied and their own. • Standard 4.2: Students demonstrate understanding of the concept of culture Time (When? How much?) CONTENT and Assessment hospital Realidades 5A/5B Theme: emergencies and natural disasters/ hospital vocabulary / hospital 2 weeks-3 wks skit :in the hospital Stories: La araña que necesitaba… The belly button Assess/ “las citas con el doctor”/ UNIT EIGHT: MOVIES/las películas And EN busca de la verdad videoseries from text and Realidades 6 B Content : The present perfect tense/start 3-4 weeks review all story words from year Telling what HAS HAPPENED ASSESS: El perro que ha hecho todo 6B: ¿Qué película has visto? STORIES: Elvis está vivo Viaje a la luna El beso La guitarra (written) Vocabulary: movies; making a Materials/ Text/ Resources Reflections/Impact chapter 5A and 5B, select vocabulary from chapters / DVD/text/ Workbook activities Readings: --las citas con el doctor --Alicia la alérgica SONG: ♪♪♪♪♪ abierto dicho hecho puesto…irregular participles Realidades workbook and text for 6B (assessment as well) Readings: --Manuela y Manuel --La película más violenta activities of drawing parts / create skit in hospital, use vocabulary/ Watch selected sections of disaster movies and discuss/critique (segments of war or world/poseidon avent.) or write about will start “have done”(present perfect tense) May need to slow down after this, due to multiple verb tenses movie Grammar: verbs that use indirect objects; the present perfect DVD EN BUSCA DE LA VERDAD School of Study Connection And questions VPAM connection: MOVIES and movie related vocabulary are the main topics / possible movie review in Spanish acts 4+6,pg 266-267,272, pg 288=vocab pg 248 act 12, pg 256 reading of news article Workbook part1 5A pgs 93,96, 97 as class (Pv.I),98 5B-(part 1) pg 102,103-107 Textbook Pgs 320323,328,331, Pg 342= vocab Workbook Part 1 Pgs 122,125 126, 127, 131(yo song review) part 2 pg119 acts 6+7 listen / pg 125 as basis for movie review 6 Foreign Language Standards Goal 5: Participate In Multilingual Communities At Home And Around The World Time (When? How much?) (present perfect) (its and thems) UNIT NINE: the future tense/El VIAJE MUNDIAL DE ROGER Realidades chapter 9A material and 9B 2-3 wks plus FUTURE TENSE • Standard 5.1: Students use the language both within and beyond the school setting. CONTENT and Assessment Telling what will happen Materials/ Text/ Resources Discussing careers Stories: Iceberg City revisited Fido No alcanzará su destino Dracula’s story= in 3 sentences Presidente de la granja MAYBELLE Thumbelina pt 1 Thumbelina pt 2 Las amigas que se odian (Carla charla) ASSESS: el viaje mundial de Roger rading and questions Reflections/Impact School of Study Connection from videoseries ¿Qué profesión tendrás? Vocabulary: professions; making plans for the future; earning a living Grammar: the future tense; the future tense of irregular verbs Readings : --Algún día sere(9A) --Holgazán --Emilia y el huevo gigante --La Chiquita jovencita que.. El superhéroe del futuro (9B) Text: vocab for professions SONG: ♪♪♪♪♪diré haré … Presentation: SELL something to the class COMPOSITION: the future 9A vocabulary deals with the professions / SOS discussion of careers may work well here Textbook 9A Pgs 452-455, pp456-75 Acts 4+5+6, ,459 act 11, pg 461 act 14,462 act 16, pg 472 is vocab list 9B-476-477, 481 acts 6+7+8, pg 494 reading 496=vocab Workbook Part 1 9A Pg 173,176,177 178,181 part 2 pg 17071 acts 6+8(listen) Workbook 9B part 1 Pgs 182,184,185 7 Foreign Language Standards • Standard 5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment. Time (When? How much?) UNIT TEN: un viaje en avión, REALIDADES chapters 8 A and 8B And END YEAR REVIEW 2-3 weeks The subjunctive: Shows doubt, wishes, emotional reactions to something REVIEW VOCABULARIO FROM YEAR CONTENT and Assessment Materials/ Text/ Resources Eight a Vocabulary: visiting an airport; planning a trip; traveling safely Grammar: the present subjunctive; irregular verbs in the subjunctive Reflections/Impact REALIDADES text and workbook chapters 8a and 8b The subjunctive may prove difficult, we will mainly focus on formation eight b Quiero que disfrutes de tu viaje Vocabulary: staying in a hotel; appropriate tourist behaviors; traveling in a foreign city Grammar: the present subjunctive with impersonal expressions; the present subjunctive of stem-changing verbs FINAL EXAMS Readings SONG: ♪♪♪♪♪subjunctive formation ♪♪♪♪♪ dé, esté… Readings: --El viajero infeliz(8A) pt 1 --El viajero infeliz Pt 2 **Need to include freewrites and SPEAKING ASSESSMENTS School of Study Connection ---- Textbook 8A Pgs 401-405 Pg406 acts 4+5, pg 410(subj.), Pg 413 Pg 418 Ecuador reading Pg 422= vocab 8B pgs 434,437438 act 15 workbook 8A wkbkpart 1 153,154,157,159, 8B wkbk pt1 page 164,166,167 wkbk pt 2 ,pg 149-150 (listen) pg 154-writing Handouts on subjunctive Unit 11- 7A la excursion Food Preparation If time permits 8