Culture - Kenton County Schools

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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
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