Grade: 9 Spanish I
Course Cirriculum Report
Alignment with
Show-Me
Standards
1.5
1.6
2.1
CA 1
CA 4
CA 6
2.2
2.3
2.5
CA 6
SS 6
MEASURABLE LEARNER OBJECTIVES
ASSESSMENT
LOCAL OBJECTIVE: (1.1)The students will use expressions of courtesy,
salutations, and civility in a basic conversation.
CONCEPTS
LEVEL OF
EXPECTATION
Student-generated dialogues;
Conversation
translation/completion worksheets to
Comprehension
check for accuary.
Teacher observation of drill response. Vocabulary
Aural comprehension quiz: The
teacher gives a prompt in the target
language; the student chooses the
proper response to the prompt. May
include a written response in an
informal quiz.
Questions and problems relating to
this lesson would appear on a
comprehensive exam at a later date.
LEARNING ACTIVITY: In the target language, the student will greet each other;
ask for each others' names; tell their own; ask someone how one is; tell how they
feel; indicate how many siblings they have; tell where they are from; and in English
will decribe and recognize the difference between formal and informal language.
The students willl perform choral repetition drills; take notes; answer teachergenerated oral questions; engage in peer conversation in the target language;
read, translate and write dialogues in the target language (using new vocabulary
and expressions); and complete practice worksheets.
INSTRUCTIONAL METHOD
The teacher speaks to the class in
the target language (total immersion
technique).
The teacher provides expressions
and information for students' notes.
Oral questions by teacher in the
target language.
Video over target expressions.
Tuesday, June 28, 2005
RESOURCES
CORRECTIONS
Page 1 of 45
ENRICHMENTS
SPECIAL NEEDS
Grade: 9 Spanish I
Course Cirriculum Report
Alignment with
Show-Me
Standards
1.6
2.1
2.2
CA 1
CA 4
CA 7
2.3
SS 6
MEASURABLE LEARNER OBJECTIVES
ASSESSMENT
LOCAL OBJECTIVE: (2.1) The student will describe himself and others in the
target language.
CONCEPTS
LEVEL OF
EXPECTATION
Teacher observation of pronunciation Conversation
and proper student responses during
Vocabulary
drills.
Comprehension
Coverage/Discussion of
homework/worksheet responses.
Questions/Problems regarding this
objective will occur on a later quiz.
LEARNING ACTIVITY: Using simple adjectives, the student will answer the
question ¿Es Ud/¿Eres tú. + adj.?
The student will also describe others using a similar construction.
The student will employ simple logic by answering your (tu, su) with my (mi) in
both the formal and the informal. The students will also form the declension of
adjectives based on the subject's gender.
The student will translate the target vocabulary orally, answer questions from the
overhead, and chorally repeat the vocabulary.
The student will complete a worksheet practicing the target expressions ¿Es Ud.?
¿Eres tú? ¿Es él? ¿Es ella? + adjective.
Think/Write activity using the target expressions.
Textbook assignment answering the target expressions.
INSTRUCTIONAL METHOD
Teacher-generated notes and board
explanation.
Teacher questioning and drills using
the target expressions in around-theroom drills and overhead drills.
Flash card drills on target adjective
vocabulary.
Tuesday, June 28, 2005
RESOURCES
CORRECTIONS
Page 2 of 45
ENRICHMENTS
SPECIAL NEEDS
Grade: 9 Spanish I
Course Cirriculum Report
Alignment with
Show-Me
Standards
1.6
2.1
2.2
CA 1
CA 6
CA 7
MEASURABLE LEARNER OBJECTIVES
ASSESSMENT
LOCAL OBJECTIVE: (1.2) The student will learn the Spanish alphabet.
Dictation practice.
Dictation quiz.
Teacher observation of proper
pronunciation and names of the
letters.
SS 6
CONCEPTS
LEVEL OF
EXPECTATION
Speaking
Pronunciation
Comprehension
LEARNING ACTIVITY: The student will demonstrate mastery of the Spanish
alphabet by reciting the Spanish alphabet; naming all the letters; indicating the
sounds the letters make; spelling their own name and other words; writing down
dictation using the alphabet; and properly using diacritical marks.
Oral questions by the teacher.
Student notes.
Practice dictation.
Choral repetition.
INSTRUCTIONAL METHOD
Modeling the pronunciation of the
alphabet by the teacher.
Handout over the letters.
Video and song over material.
Vowel song.
Tuesday, June 28, 2005
RESOURCES
CORRECTIONS
Page 3 of 45
ENRICHMENTS
SPECIAL NEEDS
Grade: 9 Spanish I
Course Cirriculum Report
Alignment with
Show-Me
Standards
1.6
2.1
2.2
CA 1
CA 4
CA 7
MEASURABLE LEARNER OBJECTIVES
ASSESSMENT
LOCAL OBJECTIVE: (2.3) The student will use the expression "hay."
Worksheet practice.
Quiz.
CONCEPTS
LEVEL OF
EXPECTATION
Translation
Grammar
Vocabulary
LEARNING ACTIVITY: The student will use the expression "hay" to say "There
is, There are, Are there, Is there?"
The student will use logic in answering questions.
Choral drills directed by the teacher.
Worksheet practice.
INSTRUCTIONAL METHOD
Teacher-generated notes and board
explanation.
Teacher questioning drills.
Overhead / board practice.
Tuesday, June 28, 2005
RESOURCES
CORRECTIONS
Page 4 of 45
ENRICHMENTS
SPECIAL NEEDS
Grade: 9 Spanish I
Course Cirriculum Report
Alignment with
Show-Me
Standards
1.6
2.1
2.2
CA 1
CA 4
CA 7
MEASURABLE LEARNER OBJECTIVES
ASSESSMENT
LOCAL OBJECTIVE: (2.2) The student will name and identify classroom objects
and tell of what material they are made.
CONCEPTS
LEVEL OF
EXPECTATION
Teacher observation of oral student
Vocabulary
responses.
Translation
Homework/Assignment check of
Comprehension
assignments.
Mini quiz: Identification of classroom
objects (pictures).
Further questions and problems
regarding this objective occurs on a
quiz and later exam.
LEARNING ACTIVITY: The student will identify objects which the teacher either
holds up or refers to.
The student will identify pictures of target objects and answer questions regarding
them from an overhead/board.
The student will translate, say, and write the spelling of the target vocabulary both
informally and on a worksheet and text assignment.
INSTRUCTIONAL METHOD
Teacher modeling of target
vocabulary.
Use of props representing target
vocabulary.
Oral questioning and drills
Overhead drills
Notes
Tuesday, June 28, 2005
RESOURCES
CORRECTIONS
Page 5 of 45
ENRICHMENTS
SPECIAL NEEDS
Grade: 9 Spanish I
Course Cirriculum Report
Alignment with
Show-Me
Standards
1.6
2.2
3.5
CA 1
CA 4
CA 7
MEASURABLE LEARNER OBJECTIVES
ASSESSMENT
LOCAL OBJECTIVE: (3.1) The student will learn adjectives of nationality.
Practice worksheets.
Teacher listens to students'
pronunciation and word usage in the
target language.
Quiz.
CONCEPTS
LEVEL OF
EXPECTATION
Vocabulary
Comprehension
Conversation
LEARNING ACTIVITY: The student will name the adjectives of nationality; the
student will apply the adjectives of nationality.
The student will make adjectives agree in number and gender with the noun they
modify.
The student will NOT capitalize adjectives of nationality.
The student will discriminate between adjectives of nationality and countries.
The student will name some Latin American countries.
The student will use the expression "si" (if) and tell from where someone is.
Choral repetition drills.
Dialogs with classmates and teacher using adjectives of nationality in the target
language.
INSTRUCTIONAL METHOD
Introduction of subject material by
the teacher, text may be used
during introduction.
Choral response led by teacher.
Practice worksheet.
Tuesday, June 28, 2005
RESOURCES
CORRECTIONS
Page 6 of 45
ENRICHMENTS
SPECIAL NEEDS
Grade: 9 Spanish I
Course Cirriculum Report
Alignment with
Show-Me
Standards
1.6
3.5
CA 1
CA 4
CA 7
MEASURABLE LEARNER OBJECTIVES
ASSESSMENT
CONCEPTS
LOCAL OBJECTIVE: (3.2) The student will name and translate family vocabulary. Teacher observation of correct
responses and pronunciation during
oral and flash card drills.
Homework/Worksheet check.
Quiz targeting family vocabulary,
including solving "riddles" (reading
comprehension).
Further questions/problems appear
on a later major quiz and exam.
LEARNING ACTIVITY: The students will chorally repeat and name the various
terms regarding family members. The student will tell if they have a particular
family member. The student will take notes on extra vocabulary, chorally
participate in flash card drills, solve "clues" regarding the family vocabulary (e.g.,
El hermano de mi padre es mi (tío)), and view several videos regarding the family
terms.
Translation
INSTRUCTIONAL METHOD
Teacher-generated notes (board,
overhead)
Flash card drills
Oral questioning
Overhead/Board drills
Video song
Videos
ENRICHMENTS
Tuesday, June 28, 2005
RESOURCES
CORRECTIONS
Page 7 of 45
LEVEL OF
EXPECTATION
Comprehension
Conversation
SPECIAL NEEDS
Grade: 9 Spanish I
Course Cirriculum Report
Alignment with
Show-Me
Standards
1.6
CA 1
CA 4
CA 6
MEASURABLE LEARNER OBJECTIVES
ASSESSMENT
LOCAL OBJECTIVE: (3.3) The student will express their likes and dislikes,
answering the question ¿Le gusta? ¿Te gusta?
CA 7
Teacher observation of correct
responses during oral drills, flash
cards drills and choral repeitition.
Homework/Classwork check
(discussion).
Small quiz: "Me gusta" vs. "Me
gustan"
CONCEPTS
LEVEL OF
EXPECTATION
Translation
Conversation
Comprehension
Further question and problems
regarding vocabulary are included on
a sectional quiz and later exam.
LEARNING ACTIVITY: The student will answer questions such as "¿Te gusta?
¿Qué te gusta? ¿Qué te gusta más?" in order to express their likes and dislikes.
Students take notes on vocabulary items related to things people like and dislike
to include in their answers. The student will choose between "gusta" (singular)
and "gustan" (plural) both in written and oral forms. The student will watch several
videos illustrating the concept of "gusta". The student will practice this
construction on written assignments (worksheets and text).
INSTRUCTIONAL METHOD
Board and overhead explanation;
lecture; notes; handout of terms;
oral drills (¿Te gusta? ¿Qué te
gusta? ¿Qué te gusta más?); flash
card drills; videos.
Tuesday, June 28, 2005
RESOURCES
CORRECTIONS
Page 8 of 45
ENRICHMENTS
SPECIAL NEEDS
Grade: 9 Spanish I
Course Cirriculum Report
Alignment with
Show-Me
Standards
1.6
2.2
3.5
CA 1
CA 4
CA 7
MEASURABLE LEARNER OBJECTIVES
ASSESSMENT
LOCAL OBJECTIVE: (3.4) The student will count to twelve in the target
language. The student will use the numbers to indicate how many exist (The
Expression "Hay"--see 2.3)
Teacher observation of oral
responses to drills and activities;
homework/classwork check;
numbers quiz (Students circle the
numeral they hear). Further
problems and questions appear on a
later quiz and exam.
CONCEPTS
LEVEL OF
EXPECTATION
Translation
Comprehension
LEARNING ACTIVITY: The student will chorally repeat the numbers in sequence
and randomly; the student will chorally repeat numbers based on the flash card. A
video illustrates a numbers song (mnemonic device). The student will employ the
terms "hay" (see objective 2.3) and the interrogative "¿Cuántos?" to indicate "how
many" there are. A worksheet and a text drill provide further independent
practice. The students will recite simple mathematical forumulae and solve simple
math problems in Spanish out loud.
INSTRUCTIONAL METHOD
Board notes on numbers and
spelling; choral repetition
(modeling); flash card drills; video;
oral drills.
Tuesday, June 28, 2005
RESOURCES
CORRECTIONS
Page 9 of 45
ENRICHMENTS
SPECIAL NEEDS
Grade: 9 Spanish I
Course Cirriculum Report
Alignment with
Show-Me
Standards
1.6
3.5
CA 1
CA 4
MEASURABLE LEARNER OBJECTIVES
ASSESSMENT
LOCAL OBJECTIVE: (3.5) The student indicate the time in Spanish and tell at
what time something occurs.
Teacher observation of responses to
oral drills and tutorial problems. A
quiz includes a listening and written
section.
Further problems occur on the
sectional quiz and unit exam.
CONCEPTS
LEVEL OF
EXPECTATION
Conversation
QUIZ: Nationalities, Family, Gusta,
Time (Objectives 3.1, 3.2, 3.3, 3.5).
LEARNING ACTIVITY: The student will repeat chorally, take notes, tell the time in
Spanish (including different time problems in drills), and answer time questions
and problems in Spanish. The student will practice various circumstances of time
(Es la una,, son las dos, etc.) on a worksheet and will complete a teacher-led
"tutorial" on which the student completes a part of the objective in sequence until
he/she is able to tell time in all circumstances (top of the hour, quarter-past, halfpast, mintues 'til, etc.). Students watch a video on time and telling "At what time".
INSTRUCTIONAL METHOD
Board and overhead instruction and
notes; oral drills; the teacher
facilitates a 'tutorial
worksheet"/board explanation in
which the concept is taught in parts
or steps.
Tuesday, June 28, 2005
RESOURCES
CORRECTIONS
Page 10 of 45
ENRICHMENTS
SPECIAL NEEDS
Grade: 9 Spanish I
Course Cirriculum Report
Alignment with
Show-Me
Standards
1.6
2.2
CA 1
CA 4
CA 7
MEASURABLE LEARNER OBJECTIVES
ASSESSMENT
LOCAL OBJECTIVE: (3.6) The student will learn the days of the week in the target Teacher observation on correct word
language.
usage and pronunciation.
Practice worksheets.
Quiz.
CONCEPTS
LEVEL OF
EXPECTATION
Vocabulary
Comprehension
Conversation
SS 6
LEARNING ACTIVITY: The student will recite the days of the week in Spanish;
tell what day today is and what day tomorrow will be.
The student will use the expression "si" meaning "if".
The student will form dates and write dates in the European fashion.
The studetn will determine the day of the week based on"clues"
The student will sing the Days of the Week song
Teacher directed choral drills.
Oral presentation of material, notes.
Video.
Practice worksheets.
INSTRUCTIONAL METHOD
Teacher generated notes on board.
Oral questioning over subject matter.
Choral response.
Tuesday, June 28, 2005
RESOURCES
CORRECTIONS
Page 11 of 45
ENRICHMENTS
SPECIAL NEEDS
Grade: 9 Spanish I
Course Cirriculum Report
Alignment with
Show-Me
Standards
1.6
2.2
3.5
CA 1
CA 4
CA 7
MEASURABLE LEARNER OBJECTIVES
ASSESSMENT
LOCAL OBJECTIVE: (4.1) The student will describe various aspects of the
weather.
CONCEPTS
LEVEL OF
EXPECTATION
Teacher observation of proper
Conversation
pronuncation and student answers to
Vocabulary
drills; homework/classwork check.
Quiz: Describing weather from
pictures, deciphering "riddles"
regarding vocabulary, identifying and
answering questions about the
months of the year, and solving
"riddles" regarding the days of the
week (objective 3.6).
LEARNING ACTIVITY: In the target language, the student will indicate what the
weather actually is and what is depicted on the flash cards; tsw answer questions
about the weather regarding the season and month of the year; the student will
pronounce chorally the months and seasons of the year and identify them based
on flash card drills.
INSTRUCTIONAL METHOD
Teacher-genearated notes on the
board; handout of vocabulary items;
modeling weather and related
terms; oral drilling about the
weather, months, and seasons;
overhead/board drills; oral
questioning; teacher-led flash card
drills.
Tuesday, June 28, 2005
RESOURCES
CORRECTIONS
Page 12 of 45
ENRICHMENTS
SPECIAL NEEDS
Grade: 9 Spanish I
Course Cirriculum Report
Alignment with
Show-Me
Standards
1.6
2.2
3.5
CA 1
CA 4
CA 7
MEASURABLE LEARNER OBJECTIVES
ASSESSMENT
LOCAL OBJECTIVE: (II, 2.2) The student will learn the name of colors in Spanish. Practice worksheet.
Worksheet.
Quiz.
CONCEPTS
LEVEL OF
EXPECTATION
Vocabulary
Comprehension
Conversation
LEARNING ACTIVITY: The student will name and write common colors; for
declension using colors; use, translate, and describe nouns (vocabulary)
associated with colors; correctly place adjectives of color; label items using colors;
indicate theie favorite color.
Repetion drills.
Use of flashcards.
Video.
Dialogs with teacher and peers using new vocabualry in the target language.
INSTRUCTIONAL METHOD
Teacher introduces new vocabulary.
Repetition drills.
Flash cards.
Video.
Teacher initiated question/answer
session.
Tuesday, June 28, 2005
RESOURCES
CORRECTIONS
Page 13 of 45
ENRICHMENTS
SPECIAL NEEDS
Grade: 9 Spanish I
Course Cirriculum Report
Alignment with
Show-Me
Standards
1.6
3.5
CA 1
CA 4
CA 7
MEASURABLE LEARNER OBJECTIVES
ASSESSMENT
LOCAL OBJECTIVE: (4.1B) The student will name and use interrogative
questions.
Teacher observation of responses
from oral drills; homework/classwork
check.
CONCEPTS
LEVEL OF
EXPECTATION
Vocabulary
Section of a quiz: Problems
regarding the meaning of the
interrogatives.
LEARNING ACTIVITY: The student will indicate the interrogative expressions
(¿Cuál?, ¿Quién?, ¿Qué?, etc.) in both Spanish and English. The students will
translate items from the board/overhead and create the proper forms for singular
and plural (if applicable). The students will solve "riddles" based on the
interrogative (e.g., the answer is given--what was the question word?). The
student will practice this vocabulary on a worksheet.
INSTRUCTIONAL METHOD
Teacher-led flash card drills and
notes.
Tuesday, June 28, 2005
RESOURCES
CORRECTIONS
Page 14 of 45
ENRICHMENTS
SPECIAL NEEDS
Grade: 9 Spanish I
Course Cirriculum Report
Alignment with
Show-Me
Standards
1.5
1.6
1.8
CA 1
CA 4
CA 6
2.2
CA 7
MEASURABLE LEARNER OBJECTIVES
ASSESSMENT
LOCAL OBJECTIVE: (II, 2.1) The student will identify -er and -ir infinitives.
Practice worksheets.
Worksheet.
Quiz and/or test.
CONCEPTS
LEVEL OF
EXPECTATION
Grammar
Vocabulary
LEARNING ACTIVITY: The student will identify infinitives; translate and
conjugate -er and -ir infinitves and form subject-verb agreement; name and use
the first, second, and third-person singular subject pronouns; substitute nouns for
subject pronouns; read conjugated verbs and infinitives in context; answer
questions using conjugations; complete and compose sentences using verb
conjugations; employ logic in answering questions.
Notes over conjugations and numerous infinitives.
Various drills over conjugations.
Oral practice with teacher and peers.
INSTRUCTIONAL METHOD
Overhead/board presentation over
infinitives and conjugations.
Worksheets.
Textbook exercises.
Tuesday, June 28, 2005
RESOURCES
CORRECTIONS
Page 15 of 45
ENRICHMENTS
SPECIAL NEEDS
Grade: 9 Spanish I
Course Cirriculum Report
Alignment with
Show-Me
Standards
1.5
1.6
1.8
CA 1
CA 4
CA 6
2.2
CA 7
SS 6
MEASURABLE LEARNER OBJECTIVES
ASSESSMENT
LOCAL OBJECTIVE: (II 2.0) The student will conjugate regular -ar infinitives and
form subject-verb agreement in the singular. The student will replace subjects
with subject pronouns.
CONCEPTS
LEVEL OF
EXPECTATION
Teacher observation of student
Grammar
answers to drills;
Vocabulary
homework/classwork check.
Written -ar conjugation quiz. Related
questions and problems employing
this objective occur on a later formal
quiz.
LEARNING ACTIVITY: The student will conjugate verbs to form subject-verb
agreement. The student will employ conjugation in order to form simple
sentences. The student will perform think/share activities and boardwork,
worksheet and overhead drills and answer teacher-generated oral questions. The
student will translate infinitives by giving the meaning of a target verb on a flash
card in both Spanish and English. The student will take extensive notes on
conjugation and make a conjugation chart. The student will also answer questions
in Spanish from flash cards. The student will fill in a vocabulary handout on the
target verbs. Fill-in worksheets; text problems.
INSTRUCTIONAL METHOD
Teacher-generated notes, modeling
of verb pronuncation and
conjugation, oral drilling,
board/overhead drilling, board
instruction on question-and-answer
logic, teacher-led flash card drills.
Tuesday, June 28, 2005
RESOURCES
CORRECTIONS
Page 16 of 45
ENRICHMENTS
SPECIAL NEEDS
Grade: 9 Spanish I
Course Cirriculum Report
Alignment with
Show-Me
Standards
1.6
2.2
3.5
CA 1
CA 4
CA 7
MEASURABLE LEARNER OBJECTIVES
ASSESSMENT
LOCAL OBJECTIVE: (II, 1.0) The student will count to 39 in Spanish.
Teacher observation of oral
responses to drills and activities.
Homework / classwork check.
Numbers quiz.
Further problems and questions
appear on a later quiz and exam.
CONCEPTS
LEVEL OF
EXPECTATION
Vocabulary
Comprehension
LEARNING ACTIVITY: The student will chorally repeat the numbers in sequence
and randomly; the student will chorally repeat numbers based on the flashcard. A
worksheet and text drill provide further independent practice. The student will
recite simple mathematical formulae and solve simple math problems in Spanish.
INSTRUCTIONAL METHOD
Board notes on numbers and
spelling.
Choral repetion.
Story problems.
Tuesday, June 28, 2005
RESOURCES
CORRECTIONS
Page 17 of 45
ENRICHMENTS
SPECIAL NEEDS
Grade: 9 Spanish I
Course Cirriculum Report
Alignment with
Show-Me
Standards
1.6
3.5
CA 1
CA 4
CA 7
MEASURABLE LEARNER OBJECTIVES
ASSESSMENT
LOCAL OBJECTIVE: (II, 3.1) The student will learn basic Spanish adjectives.
SS 6
Worksheet.
Teacher observes correct adjective
usage and placement from the
student.
Quiz.
CONCEPTS
LEVEL OF
EXPECTATION
Vocabulary
Grammar
Conversation
LEARNING ACTIVITY: The student will identify, spell, and translate common
adjectives; correctly place adjectives; describe themselves, others, and objects
using adjectives; form correct adjective declension; use animal vocabulary and
describe animals; complete sentences using adjectives.
Choral repition drills.
Video.
Textbook examples and exercises.
Teacher /peer dialogs comparing nouns.
INSTRUCTIONAL METHOD
Teacher introduces adjectives and
placement in a Spanish sentence.
Referral to textbook examples.
Oral practice with students (may be
choral) comparing animals.
Tuesday, June 28, 2005
RESOURCES
CORRECTIONS
Page 18 of 45
ENRICHMENTS
SPECIAL NEEDS
Grade: 9 Spanish I
Course Cirriculum Report
Alignment with
Show-Me
Standards
1.5
1.6
1.8
CA 1
CA 4
CA 7
MEASURABLE LEARNER OBJECTIVES
ASSESSMENT
LOCAL OBJECTIVE: (II 3.3) The student will form and use the demonstrative.
Teacher observation of student
answers to drills;
homework/classwork check.
Listening activity: The student
listens to a sentence and indicates if
the object in question is near (este,
esta, estas, estos) or far (ese, esa,
esos, esas).
CONCEPTS
LEVEL OF
EXPECTATION
Grammar
Comprehension
Vocabulary
This concept may be tested on a
small quiz (competion, using the
opposite noun form) and other
questions are included on the
sectional quiz and exam.
LEARNING ACTIVITY: The student will form demonstratives in Spanish in both
the adjective and pronoun formats and discriminate between the two. The student
will make a chart of demonstratives including adjective declension (gender
agreement). The student will complete sentences using an opposite
demonstrative, e.g, [No me gusta este libro; me gusta (ése)]. The student will
complete a tutorial worksheet based on this concept and chorally repeat the forms
from the text, board, and flash cards. The student will complete textbook and
worksheet drills in which he/she will form demonstratives and/or convert
demonstrative adjectives to demonstrative pronouns.
INSTRUCTIONAL METHOD
Teacher input from board in a chart
format; teacher-generated notes;
lecture. Teacher-led tutorial; oral
drills.
Tuesday, June 28, 2005
RESOURCES
CORRECTIONS
Page 19 of 45
ENRICHMENTS
SPECIAL NEEDS
Grade: 9 Spanish I
Course Cirriculum Report
Alignment with
Show-Me
Standards
1.6
3.5
CA 1
CA 4
MEASURABLE LEARNER OBJECTIVES
ASSESSMENT
LOCAL OBJECTIVE: (II, 3.4) The student will conjugate the verb "Ir" and use
contractions.
Practice worksheet.
Worksheet.
Quiz.: Adjectives, Demonstratives, Ir
Study Guide.
CONCEPTS
LEVEL OF
EXPECTATION
Vocabulary
Grammar
Conversation
Teacher observes correct
conjugation of "ir" by the student.
LEARNING ACTIVITY: The student will conjugate the verb "Ir" in the singular;
translate the infinitive and conjugated forms; translate "a", "de" and form
contractions with those prepositions; answer questions using "ir" and contractions;
translate place names; indicate to where they are going.
Falsh and drill review.
Oral drill initiated by the teacher.
Notes.
Worksheet.
INSTRUCTIONAL METHOD
Teacher presentation, student takes
notes.
Overhead/board drills.
Quiz: Adjectives, Comparative and
Superlative, Demonstratives, and
Ir. (Objectives 3.1, 3.2, 3.3, 3.4)
Tuesday, June 28, 2005
RESOURCES
CORRECTIONS
Page 20 of 45
ENRICHMENTS
SPECIAL NEEDS
Grade: 9 Spanish I
Course Cirriculum Report
Alignment with
Show-Me
Standards
1.6
1.8
CA 1
CA 4
MEASURABLE LEARNER OBJECTIVES
ASSESSMENT
LOCAL OBJECTIVE: (II 3.2) The student will form the comparative and superlative Teacher observation of student
forms to describe and compare objects and people.
answers to drills;
homework/classwork check.
Quiz: Answering questions using
comparisons based on pictures of
objects.
CONCEPTS
LEVEL OF
EXPECTATION
Grammar
Vocabulary
Conversation
Lesson 3 Quiz: Problems/Questions
regarding objective 3.1, 3.2, 3.3, 3.4.
LEARNING ACTIVITY: The student will compare objects and people in Spanish;
the student will combine sentences to form comparisons (Juan es alto. Pedro es
más alto. = Pedro es más alto que Juan). The student will make a
comparative/superlative chart in their notes and answer questions regarding
comparing things in Spanish. The student will complete a tutorial worksheet and
independent assignment (worksheet; text) and will participate in overhead/board
drills. The student will give the translation of selected target vocabulary in flash
card drills.
INSTRUCTIONAL METHOD
Teacher-generated notes on the
board; overhead presentation; oral
drilling; teacher-led tutorial; flash
card drills; overhead/board drills.
Tuesday, June 28, 2005
RESOURCES
CORRECTIONS
Page 21 of 45
ENRICHMENTS
SPECIAL NEEDS
Grade: 9 Spanish I
Course Cirriculum Report
Alignment with
Show-Me
Standards
3.5
CA 1
CA 4
CA 7
MEASURABLE LEARNER OBJECTIVES
ASSESSMENT
LOCAL OBJECTIVE: (L2.1) The student will use, translate, pronounce and apply
vocabulary, mainly related to items in the home.
CONCEPTS
LEVEL OF
EXPECTATION
The student will apply the vocabulary Vocabulary
by reading the clue in the target
Comprehension
language and choosing the correct
response, e.g., ¿Con qué se cocina Reading
una hamburguesa? A: Con un
horno.
LEARNING ACTIVITY: The student chorally repeats selected vocabulary items,
takes notes on certain terms and orally translates items from flash cards both from
English to Spanish and Spanish to English. Students answer questions using this
vocabulary both in writing and out loud in complete sentences. There may be a
translation practice worksheet.
INSTRUCTIONAL METHOD
Teacher-produced notes; teacherled flash card drills, oral drills,
choral repetition and
board/overhead drills.
Tuesday, June 28, 2005
RESOURCES
CORRECTIONS
Page 22 of 45
ENRICHMENTS
SPECIAL NEEDS
Grade: 9 Spanish I
Course Cirriculum Report
Alignment with
Show-Me
Standards
1.6
1.8
2.2
CA 1
CA 4
CA 7
MEASURABLE LEARNER OBJECTIVES
ASSESSMENT
LOCAL OBJECTIVE: (L1.2) The student will form full conjugation of verbs.
SS 6
Practice worksheets.
Worksheets.
Quiz over conjugations.
Lesson quiz over vocabualry, full
verb conjugation, Ser, De quien and
De quienes (L1.1, L1.2, L1.3, L1.4)
CONCEPTS
LEVEL OF
EXPECTATION
Conjugate
Translate
LEARNING ACTIVITY: The student will form full conjugation of -ar, -er, and -ir
verbs with emphasis to the plural; discriminate between "Uds." and "vosotros";
conjugate, translate, and use the irregular verb "ser"; use logic and conjugation to
answer questions in complete sentences.
The student will perform think/share activies.
Fill-in worksheets; text problems.
Videos.
Choral drills led by the teacher.
Practice conjugations on board.
INSTRUCTIONAL METHOD
Teacher will present the new
subject material using visual aids
(board and/or overhead)
Choral repetion drills.
Teacher-generated notes.
Modeling of verb pronunciation
Tuesday, June 28, 2005
RESOURCES
CORRECTIONS
Page 23 of 45
ENRICHMENTS
SPECIAL NEEDS
Grade: 9 Spanish I
Course Cirriculum Report
Alignment with
Show-Me
Standards
3.5
CA 1
CA 4
CA 7
MEASURABLE LEARNER OBJECTIVES
ASSESSMENT
LOCAL OBJECTIVE: (L1.1) The student will use, translate, pronounce and apply
vocabulary, mainly related to parts and rooms of the house.
CONCEPTS
LEVEL OF
EXPECTATION
The student will apply the vocabulary Vocabulary
by reading the clue in the target
Comprehension
language and choosing the correct
Reading
response. The student will also
interpret the floor plan to a house
and answer questions such as how
many rooms it has, if it has certain
features such as a pool, and if it is a
house of one or two stories, etc.
LEARNING ACTIVITY: The student chorally repeats selected vocabulary items,
takes notes on certain terms and orally translates items from flash cards both from
English to Spanish and Spanish to English. Students answer questions using this
vocabulary both in writing and out loud in complete sentences. There may be a
translation practice worksheet.
INSTRUCTIONAL METHOD
Teacher-produced notes; teacherled flash card drills, oral drills,
choral repetition and
board/overhead drills.
Tuesday, June 28, 2005
RESOURCES
CORRECTIONS
Page 24 of 45
ENRICHMENTS
SPECIAL NEEDS
Grade: 9 Spanish I
Course Cirriculum Report
Alignment with
Show-Me
Standards
3.5
CA 1
CA 4
CA 7
MEASURABLE LEARNER OBJECTIVES
ASSESSMENT
LOCAL OBJECTIVE: (L3.1) The student will use, translate, pronounce and apply
vocabulary, mainly related to articles of clothing.
The student applies vocabulary
relating to items of clothing by
identifying the article from a picture.
For other items of vocabulary, the
student reads a "clue" in the target
language and then chooses the
correct term.
CONCEPTS
LEVEL OF
EXPECTATION
Reading
Vocabulary
Comprehension
Lesson 3 Quiz: Problems/Questions
regarding objective 3.1, 3.2, 3.3, 3.4.
LEARNING ACTIVITY: The student will chorally repeat selected vocabulary
items, mainly related to items of clothing. Students take notes on certain terms,
and orally translate items from flash cards both from English to Spanish and
Spanish to English. Students answer questions using this vocabulary both in
writing and out loud. There may be a translation practice worksheet. The
students view a video in which much of the target vocabulary is illustrated. The
students also apply the words on a comprehension worksheet and informal quiz.
INSTRUCTIONAL METHOD
Teacher-produced notes; teacherled flash card drills, oral drills,
choral repetition and
board/overhead drills.
Tuesday, June 28, 2005
RESOURCES
CORRECTIONS
Page 25 of 45
ENRICHMENTS
SPECIAL NEEDS
Grade: 9 Spanish I
Course Cirriculum Report
Alignment with
Show-Me
Standards
1.6
1.8
2.2
CA 1
CA 4
CA 7
MEASURABLE LEARNER OBJECTIVES
ASSESSMENT
LOCAL OBJECTIVE: (L1.3) The student will conjugate and use the verb "ser."
SS 6
Teacher observes correct
pronunciation and conjugation.
Worksheet.
Quiz.
Lesson quiz over vocabulary, full
verb conjugation, ser, de quien and
de quienes (L1.1, L1.2, L1.3, L1,4)
CONCEPTS
LEVEL OF
EXPECTATION
Conjugate
Translate
LEARNING ACTIVITY: The student will conjugate the verb "ser"; answer
questions using 'ser" .
Teacher-generated notes.
Oral drill initiated by the teacher.
Worksheets.
INSTRUCTIONAL METHOD
Teacher will present the new verb
using visual aids.
Choral repetion drills led by the
teacher.
Teacher-generated notes.
Modeling of verb pronunciation.
Tuesday, June 28, 2005
RESOURCES
CORRECTIONS
Page 26 of 45
ENRICHMENTS
SPECIAL NEEDS
Grade: 9 Spanish I
Course Cirriculum Report
Alignment with
Show-Me
Standards
3.5
CA 1
CA 4
CA 7
MEASURABLE LEARNER OBJECTIVES
ASSESSMENT
LOCAL OBJECTIVE: (L4.1) The student will use, translate, pronounce and apply
vocabulary, mainly dealing with parts of the body.
CONCEPTS
LEVEL OF
EXPECTATION
The student will apply the vocabulary Reading
by reading the clue in the targe
Vocabulary
language and choosing the correct
response. The student will identify a Comprehension
body part from a picture.
LEARNING ACTIVITY: The student chorally repeats selected vocabulary items,
takes notes on certain terms and orally translates items from flash cards both from
English to Spanish and Spanish to English. Students answer questions using this
vocabulary both in writing and out loud in complete sentences. The students view
a film illustrating the most commonly used body parts. There may be a translation
practice worksheet. Time permitting, the students will draw a creature and label
its body parts in Spanish.
INSTRUCTIONAL METHOD
Teacher-produced notes; teacherled flash card drills, oral drills,
choral repetition and
board/overhead drills.
Tuesday, June 28, 2005
RESOURCES
CORRECTIONS
Page 27 of 45
ENRICHMENTS
SPECIAL NEEDS
Grade: 9 Spanish I
Course Cirriculum Report
Alignment with
Show-Me
Standards
3.5
CA 1
CA 4
CA 7
MEASURABLE LEARNER OBJECTIVES
ASSESSMENT
LOCAL OBJECTIVE: (L5.1) The student will use, translate, pronounce and apply
vocabulary, mainly related to shopping.
CONCEPTS
LEVEL OF
EXPECTATION
The student will apply the vocabulary Vocabulary
by reading clues in the target
Comprehension
language and choosing the correct
Reading
response.
Lesson 5 Quiz: Objectives 5.1, 5.2,
5.3, 5.4, 5.5.
LEARNING ACTIVITY: The student chorally repeats selected vocabulary items,
takes notes on certain terms and orally translates items from flash cards both from
English to Spanish and Spanish to English. Students answer questions using this
vocabulary both in writing and out loud in complete sentences. There may be a
translation practice worksheet.
INSTRUCTIONAL METHOD
Teacher-produed notes; teacher-led
flash card drills, oral drills, choral
repetition and board/overhead drills.
Tuesday, June 28, 2005
RESOURCES
CORRECTIONS
Page 28 of 45
ENRICHMENTS
SPECIAL NEEDS
Grade: 9 Spanish I
Course Cirriculum Report
Alignment with
Show-Me
Standards
1.6
CA 1
CA 4
CA 7
MEASURABLE LEARNER OBJECTIVES
ASSESSMENT
LOCAL OBJECTIVE: (L1.4) The student will discriminate between and use "de
quien" and "de quienes."
Worksheet.
Lesson quiz over vocabulary, full
verb conjugation, "ser", "de quien"
and "de quienes" (L1.1, L1.2, L1.3,
L1.4)
CONCEPTS
LEVEL OF
EXPECTATION
Vocabulary
Grammar
LEARNING ACTIVITY: The student will discrimate and use "de quien" and "de
quienes" correctly in oral and written sentences of the target language.
Oral dialogs with the teacher using the correct phrase.
Practice Worksheet.
INSTRUCTIONAL METHOD
Teacher-generated notes.
Teacher explanation using visual
aids.
Textbook practice.
Tuesday, June 28, 2005
RESOURCES
CORRECTIONS
Page 29 of 45
ENRICHMENTS
SPECIAL NEEDS
Grade: 9 Spanish I
Course Cirriculum Report
Alignment with
Show-Me
Standards
3.5
CA 1
CA 4
CA 7
MEASURABLE LEARNER OBJECTIVES
ASSESSMENT
LOCAL OBJECTIVE: (L6.1) The student will use, translate, pronounce and apply
vocabulary, mainly related to activities.
CONCEPTS
LEVEL OF
EXPECTATION
The student will apply the vocabulary Vocabulary
by reading the clue in the target
Comprehension
language and choosing the correct
Reading
response.
LEARNING ACTIVITY: The student chorally repeats selected vocabulary items,
takes notes on certain terms and orally translates items from flash cards both from
English to Spanish and Spanish to English. Students answer questions using this
vocabulary both in writing and out loud in complete sentences. There may be a
translation practice worksheet.
INSTRUCTIONAL METHOD
Teacher-produced notes; teacherled flash card drills, oral drills,
choral repetition and
board/overhead drills.
Tuesday, June 28, 2005
RESOURCES
CORRECTIONS
Page 30 of 45
ENRICHMENTS
SPECIAL NEEDS
Grade: 9 Spanish I
Course Cirriculum Report
Alignment with
Show-Me
Standards
1.6
1.8
2.2
CA 1
CA 4
CA 7
MEASURABLE LEARNER OBJECTIVES
ASSESSMENT
LOCAL OBJECTIVE: (L2.2) The student will discriminate between the verbs
"tener" and "venir."
SS 6
Practice worksheets.
Worksheets.
Teacher observes student using
correct conjugation and
pronunciation.
Quiz over "tener" and "venir".
Lesson quiz over vocabulary, tener
vs.venir, expressions with tener,
adjective declension / placement
(L2.1, L2.2, L2.3, L2.4)
CONCEPTS
LEVEL OF
EXPECTATION
Vocabulary
Grammar
LEARNING ACTIVITY: The student will use, read, discriminate between and
translate, and conjugate the irregular verbs "tener" and "venir".
Teacher-generated notes.
Choral drill over conjugation and pronunciation.
Practice, Fill-in worksheets.
Textbook exercises.
INSTRUCTIONAL METHOD
Visual / oral presentation of the
irregular verbs "tener" and "venir".
Teacher initiated question/answer
drills over conjugations.
Board / overhead drills.
Tuesday, June 28, 2005
RESOURCES
CORRECTIONS
Page 31 of 45
ENRICHMENTS
SPECIAL NEEDS
Grade: 9 Spanish I
Course Cirriculum Report
Alignment with
Show-Me
Standards
1.6
1.8
2.2
CA 1
CA 4
CA 7
MEASURABLE LEARNER OBJECTIVES
ASSESSMENT
LOCAL OBJECTIVE: (L3.2) The student will fully conjugate and discriminate
among the irregular verbs "ir," "dar," and "estar."
SS 6
Teacher observation of correct
conjugation, pronunciation, and
responses; homework/classwork
check. On the quiz, students fill-in
the correct conjugations, thus
completing sentences. They must
also discriminate among the three
target verbs from the context of the
sentence.
CONCEPTS
LEVEL OF
EXPECTATION
Vocabulary
Grammar
LEARNING ACTIVITY: The student will apply previous knowledge of regular verb
conjugation to the irregular verb conjugations of the target verbs. The student will
form subject-verb agreement, complete sentences with the verb conjugations and
orally answer questions related to these verbs. Students will apply the irregular
verb conjugations by using them to answer questions in complete sentences.
Practice includes oral drills from the overhead and board, several worksheets, and
text assignments.
A "mini-unit" on the verb ir includes a video demonstrating this verbs use in
describing actions in the immediate future.
INSTRUCTIONAL METHOD
Teacher modeling, teachergenerated notes, teacher-led choral
repetition, and flash cards.
Tuesday, June 28, 2005
RESOURCES
CORRECTIONS
Page 32 of 45
ENRICHMENTS
SPECIAL NEEDS
Grade: 9 Spanish I
Course Cirriculum Report
Alignment with
Show-Me
Standards
1.6
1.8
2.2
CA 1
CA 4
CA 7
MEASURABLE LEARNER OBJECTIVES
ASSESSMENT
LOCAL OBJECTIVE: (L2.3) The student will use expressions with "tener."
SS 6
Teacher observes student's
pronunciation and word usage.
Worksheet.
Quiz.
Quiz over Lesson 2: vocabulary,
tener vs. venir, expressions with
"tener", adjective declension /
placement (L2.1, L2.2, L2.3, L2.4)
CONCEPTS
LEVEL OF
EXPECTATION
Grammar
Vocabulary
LEARNING ACTIVITY: The student will recognize, translate, read, and use
expressions with "tener" and discriminate between these expressions and others
of different types.
Video.
Flash cards with new expression vocabulary.
Practice worksheet.
Textbook exercises.
Overhead drills.
INSTRUCTIONAL METHOD
Teacehr-generated notes.
Visual / oral presentation of new
subject material.
Oral question /answer session led
by the teacher.
Tuesday, June 28, 2005
RESOURCES
CORRECTIONS
Page 33 of 45
ENRICHMENTS
SPECIAL NEEDS
Grade: 9 Spanish I
Course Cirriculum Report
Alignment with
Show-Me
Standards
1.6
1.8
2.2
CA 1
CA 4
CA 7
MEASURABLE LEARNER OBJECTIVES
ASSESSMENT
LOCAL OBJECTIVE: (L3.3) The student will apply, conjugate, translate and
discriminate between the irregular verbs "ser" and "estar."
SC 6
Teacher observation of correct
responses and pronuncation during
drills; homework/classwork/tutorial
check; quiz in which the student
appllies the rules by writing the
correct verb and correct conjugation.
CONCEPTS
LEVEL OF
EXPECTATION
Vocabuarly
Grammar
Lesson 3 Quiz: Problems/Questions
regarding objective 3.1, 3.2, 3.3, 3.4.
LEARNING ACTIVITY: Both "ser" and "estar" mean "to be." In Spanish, they are
used in different contexts. The student will take notes on the rules regarding how
they are used. The student will conjugate these two irregular verbs and apply
rules for their use on worksheets, oral drills, and overhead drills.
INSTRUCTIONAL METHOD
The teacher will model the spelling,
pronunciation, and conjugation of
the verbs "ser" and "estar"; provide
notes, teacher-led choral repetition,
and numerous examples of the
uses of these verbs.
Tuesday, June 28, 2005
RESOURCES
CORRECTIONS
Page 34 of 45
ENRICHMENTS
SPECIAL NEEDS
Grade: 9 Spanish I
Course Cirriculum Report
Alignment with
Show-Me
Standards
1.6
3.5
CA 1
CA 4
CA 7
MEASURABLE LEARNER OBJECTIVES
ASSESSMENT
LOCAL OBJECTIVE: (L2.4) The student will form adjective declension.
Teacher observes student using
adjective declension properly.
Worksheet.
Quiz over Lesson 2: vocabulary,
tener vs. venir, expressions with
"tener", adjective declension /
placement (L2.1, L2.2, L2.3, L2.4)
SS 6
CONCEPTS
LEVEL OF
EXPECTATION
Grammar
LEARNING ACTIVITY: The student will use adjective placement properly in
various Spanish sentences.
Practice worksheets.
Overhead drills.
Tutorial worksheets.
INSTRUCTIONAL METHOD
Teacher-generated notes.
Overhead drills showing variations
of adjective placement.
Tuesday, June 28, 2005
RESOURCES
CORRECTIONS
Page 35 of 45
ENRICHMENTS
SPECIAL NEEDS
Grade: 9 Spanish I
Course Cirriculum Report
Alignment with
Show-Me
Standards
1.6
2.2
3.5
CA 1
CA 4
CA 7
MEASURABLE LEARNER OBJECTIVES
ASSESSMENT
LOCAL OBJECTIVE: (L3.4) The student will discriminate between prepositional
pronouns and subject pronouns.
CONCEPTS
LEVEL OF
EXPECTATION
Teacher observation of correct
Grammar
responses during drills; homework
Vocabulary
check/classwork check; quiz on
which the student gives the meaning
of prepositions in the target language
and applies the rules to provide the
correct pronoun: subject or
prepositional.
Unit 3 Exam: Problems cover
reading and application problems for
objectives L3.1, L3.2, L3.3, and L3.4
in various contexts.
Lesson 3 Quiz: Problems/Questions
regarding objective 3.1, 3.2, 3.3, 3.4.
LEARNING ACTIVITY: The student will list the subject pronouns and
prepositional pronouns in chart form; take notes; list prepositions and translate
their meaning; apply the rules for the use of prepositional pronouns on
worksheets, overhead and board drills and text assignments. The student will
translate prepositions from flash cards.
INSTRUCTIONAL METHOD
Teacher-generated notes, teacherled oral drills and choral repetition,
modeling and examples.
Tuesday, June 28, 2005
RESOURCES
CORRECTIONS
Page 36 of 45
ENRICHMENTS
SPECIAL NEEDS
Grade: 9 Spanish I
Course Cirriculum Report
Alignment with
Show-Me
Standards
1.6
1.6
1.8
CA 1
CA 4
CA 7
2.2
SS 6
MEASURABLE LEARNER OBJECTIVES
ASSESSMENT
CONCEPTS
LOCAL OBJECTIVE: (L4.2) The student will indicate possession using possessive Teacher observes the student using
adjectives.
the possessive adjective correctly in
oral and written sentences.
Worksheet.
Quiz.
Quiz over Lesson 4: Vocabulary,
possession, -go verbs (L4.1, L4.2,
L4.3)
LEARNING ACTIVITY: The student will indicate possession using possessive
adjectives, the preposition "de", and ask for ownership using "¿De quien?" vs.
"¿De quienes?"
Overhead drills.
Fill-in worksheets.
Tutorial worksheet.
Create questions for classmates, and the response from the classmate will include
the possession "de".
Grammar
INSTRUCTIONAL METHOD
Teacher-generated notes.
Overhead / board explanation of the
usage and rules
ENRICHMENTS
Tuesday, June 28, 2005
RESOURCES
CORRECTIONS
Page 37 of 45
LEVEL OF
EXPECTATION
SPECIAL NEEDS
Grade: 9 Spanish I
Course Cirriculum Report
Alignment with
Show-Me
Standards
1.6
1.8
2.2
CA 1
CA 4
CA 7
MEASURABLE LEARNER OBJECTIVES
ASSESSMENT
LOCAL OBJECTIVE: (L5.2) The student will define, conjugate, and discriminate
between the irregular verbs "conocer" and "saber."
SS 6
Teacher observation of correct
responses during drills;
homework/classwork check; quiz on
which the student must first choose
which verb is used in a particular
context and then form the proper
conjugated form.
CONCEPTS
LEVEL OF
EXPECTATION
Vocabulary
Grammar
Lesson 5 Quiz: Objectives 5.1, 5.2,
5.3, 5.4, 5.5.
LEARNING ACTIVITY: Both "conocer" and "saber" mean 'to know" but in different
contexts. The student will conjugate and apply these verbs both orally in various
drills and in writing on worksheets. They will take notes and participate in "downthe-line" drills in which each person quickly recites a conjugation in order. The
student will take notes and make a conjugation chart for each of these verbs.
INSTRUCTIONAL METHOD
Teacher-generated notes and
conjugation chart; teacher-led
choral repetition; teacher led downthe-line drill in which each student
says a conjugation in order; various
overhead drills.
Tuesday, June 28, 2005
RESOURCES
CORRECTIONS
Page 38 of 45
ENRICHMENTS
SPECIAL NEEDS
Grade: 9 Spanish I
Course Cirriculum Report
Alignment with
Show-Me
Standards
1.6
1.8
2.2
CA 1
CA 4
CA 7
MEASURABLE LEARNER OBJECTIVES
ASSESSMENT
LOCAL OBJECTIVE: (L5.3) The student will apply rules for the use of the
preposition "a."
Teacher observation of drill
responses; homework/classwork
check; practice quiz; quiz.
CONCEPTS
LEVEL OF
EXPECTATION
Grammar
Lesson 5 Quiz: Objectives 5.1, 5.2,
5.3, 5.4, 5.5.
SS 6
LEARNING ACTIVITY: The student will take notes and make a list of the four
rules and numerous examples that govern the use of the preposition "a" in its
contexts. On overhead drills, the students will translate sentences using these
rules from both English to Spanish and Spanish to English. In addition, students
will indicate if an "a" is required, and if so, which rule applies. Students may be
asked to provide their own sentences as examples to the rules. Students also
apply these rules on a worksheet by determining if an "a'" or "que" is required, if
any, and which rule applies. There are also text assignments and oral drills.
INSTRUCTIONAL METHOD
Teacher-generated notes on the
board; overhead information and
drills; examples; teacher-led tutorial.
Tuesday, June 28, 2005
RESOURCES
CORRECTIONS
Page 39 of 45
ENRICHMENTS
SPECIAL NEEDS
Grade: 9 Spanish I
Course Cirriculum Report
Alignment with
Show-Me
Standards
1.6
1.8
2.2
CA 1
CA 4
CA 7
3.5
SS 6
MEASURABLE LEARNER OBJECTIVES
ASSESSMENT
LOCAL OBJECTIVE: (L5.4) The student will apply prepositions and use the
preposition following the infinitive.
Teacher observation of correct
responses to drills;
homework/classwork check; quiz on
which students translate/define
common prepositions and use either
the conjugated verb or the infinitive
depending on the context.
CONCEPTS
LEVEL OF
EXPECTATION
Grammar
Vocabulary
Lesson 5 Quiz: Objectives 5.1, 5.2,
5.3, 5.4, 5.5.
LEARNING ACTIVITY: During flash card during drills, the student will translate
target prepositions and repeat them chorally. The student will review/define what
an infinitive is and give examples. The student will provide examples of common
prepositions in Spanish and take notes on additional ones. On numerous
worksheets, oral, board, and overhead drills, the student will determine when the
verb is in the infinitive and when it is conjugated based on the presence of a
preposition.
INSTRUCTIONAL METHOD
Teacher-generated notes and
numerous oral, overhead, and flash
card drills.
Tuesday, June 28, 2005
RESOURCES
CORRECTIONS
Page 40 of 45
ENRICHMENTS
SPECIAL NEEDS
Grade: 9 Spanish I
Course Cirriculum Report
Alignment with
Show-Me
Standards
1.6
1.8
2.2
CA 1
CA 4
CA 7
3.5
SS 6
MEASURABLE LEARNER OBJECTIVES
ASSESSMENT
LOCAL OBJECTIVE: (L5.5) The student will form negation.
Teacher observation of correct
responses from oral responses and
drills; homework/classwork check;
tutorial; quiz on which an answer or
prompt is given, and the student
must determine which negative
expression applies: nada, nunca, or
nadie.
CONCEPTS
LEVEL OF
EXPECTATION
Vocabulary
Grammar
Lesson 5 Quiz: Objectives 5.1, 5.2,
5.3, 5.4, 5.5.
LEARNING ACTIVITY: Students will use negative words (nunca, nada, nadie) to
indicate never/not ever; nothing/not anything and no-one/not anyone. Students
will also use alternate word order to express emphasis, e.g., No está nadie aquí
vs. Nadie está aquí. The student will take notes, participate in flash card drills,
use the target expressions in sentences, and change the negative expression from
one type to the alternate word order in oral and written drills from overheads and
various worksheets and text assignments.
INSTRUCTIONAL METHOD
Teacher-generated notes and
teacher-led flash card and overhead
oral drills. There is a teacher-led
tutorial for this objective.
Tuesday, June 28, 2005
RESOURCES
CORRECTIONS
Page 41 of 45
ENRICHMENTS
SPECIAL NEEDS
Grade: 9 Spanish I
Course Cirriculum Report
Alignment with
Show-Me
Standards
1.6
1.8
2.2
CA 1
CA 4
CA 7
MEASURABLE LEARNER OBJECTIVES
ASSESSMENT
LOCAL OBJECTIVE: (L4.3) The student will use various -go verbs.
Worksheet
Teacher observation of proper
conjugation of a -go verb.
Quiz.
Quiz over Lesson 4: Vocabulary,
possession, -go verbs (L4.1, L4.2,
L4.3).
SS 6
CONCEPTS
LEVEL OF
EXPECTATION
Grammar
Vocabulary
LEARNING ACTIVITY: The student will conjugate, use, read, and translate -go
verbs.
Oral drills.
Worksheet.
Overhead drills.
INSTRUCTIONAL METHOD
Teacher-generated notes (may
include the conjugation chart)
Visual / oral presention of -go verbs
on the board or the overhead.
Oral drills.
Textbook exercises.
Tuesday, June 28, 2005
RESOURCES
CORRECTIONS
Page 42 of 45
ENRICHMENTS
SPECIAL NEEDS
Grade: 9 Spanish I
Course Cirriculum Report
Alignment with
Show-Me
Standards
1.6
1.8
2.2
CA 1
CA 4
CA 7
3.5
SS 6
MEASURABLE LEARNER OBJECTIVES
ASSESSMENT
LOCAL OBJECTIVE: (L6.2) The student will replace direct objects with direct
object pronouns.
Teacher observation of correct
responses from drills and tutorials;
homework/classwork check;
"quizettes" (short quizzes); quiz on
which the student must replace an
antecedent with a pronoun and
correctly place the pronoun in the
sentence.
CONCEPTS
LEVEL OF
EXPECTATION
Grammar
Further problems/questions occur on
the Lesson 6 Quiz: Objectives 6.1,
6.2, 6.3.
LEARNING ACTIVITY: In Spanish, the student will replace antecedents in the
objective case with object pronouns. The student must discriminate between
subject pronouns and their objective counterparts. Activities include notes,
overhead drills, oral drills, written drills on worksheets and book assignments, and
a tutorial. This procedure is repeated for each of the following: me/te/nos;
lo/la/los/las, and "os" is mentioned informally at this level.
INSTRUCTIONAL METHOD
Teacher-generated notes and
numerous examples; tutorials; oral
overhead drills and instruction.
Tuesday, June 28, 2005
RESOURCES
CORRECTIONS
Page 43 of 45
ENRICHMENTS
SPECIAL NEEDS
Grade: 9 Spanish I
Course Cirriculum Report
Alignment with
Show-Me
Standards
1.6
1.8
2.2
CA 1
CA 4
CA 7
MEASURABLE LEARNER OBJECTIVES
ASSESSMENT
LOCAL OBJECTIVE: (L6.3) The student will conjugate the radical root (boot)
verbs.
SS 6
Practice worksheet.
Worksheet.
Quiz.
Quiz over Lesson 6: vocabulary,
direct object with pronouns, radical
root verbs (L6.1, L6.2, L6.3)
CONCEPTS
LEVEL OF
EXPECTATION
Grammar
Vocabulary
LEARNING ACTIVITY: The student will conjugate the Radical Root verb in writing
and in speech.
Oral drills over the conjugation chart focusing on pronunciation and spelling
changes.
Worksheets
Overhead drills.
Video.
INSTRUCTIONAL METHOD
Visual / oral presentation by the
teacher over the Radical Root
(Boot) verbs on board or overhead.
Textbook exercises.
Teacher-generated notes
Teacher directed conjugation drills.
Tuesday, June 28, 2005
RESOURCES
CORRECTIONS
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SPECIAL NEEDS
Grade: 9 Spanish I
Course Cirriculum Report
Alignment with
Show-Me
Standards
1.5
1.5
3.5
CA 1
CA 2
CA 3
MEASURABLE LEARNER OBJECTIVES
ASSESSMENT
LOCAL OBJECTIVE: READING: The student will read, comprehend and translate Teacher observation of translation
authentic discourse.
and drill responses; comprehension
questions check; written drills check;
translation check.
CA 4
CA 7
Reading Exam: The students
respond to questions about the three
shorts stories they have read and
one which they have never seen.
The text of each story is provided.
CONCEPTS
LEVEL OF
EXPECTATION
Reading
Vocabulary
Comprehension
Translation
LEARNING ACTIVITY: The student will practice new vocabulary and oral and
written translation of authentic discourse by using inference, context, and
cognates. Students chorally repeat new vocabulary; perform vocabulary drills;
listen to the story on the tape and translate orally as a class. For subsequent
stories, students translate on paper in coöperative groups. Students answer
comprehension questions in Spanish and complete written drills for various review
structures.
INSTRUCTIONAL METHOD
The teacher provides a vocabulary
list and initiates a choral repetition
drill. The teacher plays the tape
and initiates discussion on an oral
translation. For later stories, the
teacher breaks the class into groups
and advises/answers questions as
needed.
Tuesday, June 28, 2005
RESOURCES
CORRECTIONS
Page 45 of 45
ENRICHMENTS
SPECIAL NEEDS