SPANISH III
CURRICULUM GUIDE
WICOMICO COUNTY BOARD OF EDUCATION
P. O. Box 1538
Salisbury, Maryland 21802-1538
August 2009
SPANISH III
CURRICULUM GUIDE
PARENTS HAVE THE FINAL AUTHORITY IN DETERMINING THE COURSES
AND/OR GROUP LEVELS IN WHICH THEIR CHILDREN ARE ENROLLED.
HOWEVER, IF THEIR DECISION CONFLICTS WITH THE ADVICE OF SCHOOL
PERSONNEL, PARENTS MUST SIGN A FORM INDICATING THAT THEY HAVE
CHOSEN NOT TO FOLLOW THIS ADVICE.
WICOMICO COUNTY BOARD OF EDUCATION
P. O. Box 1538
Salisbury, Maryland 21802-1538
2009
ii
WICOMICO COUNTY SCHOOLS
MEMBERS OF THE WICOMICO COUNTY BOARD OF EDUCATION
Mark S. Thompson
President
L.Michelle Wright
Vice President
Robin H. Holloway
Ronald O. Willey
Susan A. Hitch
Tyrone A. Chase, Ph.D
John E. Fredericksen, Ph.D
Superintendent of Schools
iii
FOREWORD
Through instruction in world language, students should be prepared for a global society. The
National Standards for World Language ask students to be aware of aspects of Communication,
Cultures, Connections, Comparisons, and Communities in the target language. World language
study should enable students to gain skills in five areas: listening, speaking, reading, writing, and
culture. As they gain skill, students should move toward both linguistic and communicative
competency.
This document provides guidance for Spanish III teachers as they determine what to teach and
how to teach it. It includes program philosophy, outcomes, scope and sequence, appropriate
strategies and a course outline.
Those who developed this guide deserve the appreciation of teachers and students who will
benefit from it.
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ACKNOWLEDGEMENTS
This curriculum guide was developed by Patricia Powell of Wicomico High School,
Sharon Birch and Betsie Carey of James M. Bennett Senior High School, Caroline Mark and
Siumen Koontz of Parkside High School.
Serving as consultant to the writers was Dr. Arlene White of the Department of Modern
Languages at Salisbury University.
Assisting in the preparation of the guide was Dr. Daniel Pyle, Supervisor of Instruction.
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TABLE OF CONTENTS
How to Use This Guide......................................................................................................................
World Language Philosophy..............................................................................................................
World Language Scope and Sequence ...............................................................................................
Strategies for Teaching a World Language .......................................................................................
Advanced Organizer ..........................................................................................................................
A.
B.
C.
D.
Course Description.....................................................................................................
Unit Descriptions .......................................................................................................
Entering Skills ............................................................................................................
Time Frame ................................................................................................................
Course Outline ...................................................................................................................................
Unit 1- Capítulo 7 ¡Buen Provecho! ......................................................................................
Unit 2- Capítulo 8 Tiendas y puestos .....................................................................................
Unit 3- Capítulo 9 A nuestro alrededor .................................................................................
Unit 4- Capítulo 10- De vacaciones ......................................................................................
Unit 5- Capítulo 2- ¡A pasarlo bien!......................................................................................
Unit 6- Capítulo 3- Todo tiene solución ................................................................................
Unit 7- Capítulo 4- Entre familia………………………………………………………..
IX.
Appendix ................................................................................................................................
A.
B.
C.
D.
E.
F.
Activities Reference Chart .........................................................................................
Philosophies of the Wicomico County Public School System ..................................
Instructional Modifications ........................................................................................
Effective Instruction...................................................................................................
Student Service Learning ...........................................................................................
Suggested Activities...................................................................................................
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vii
HOW TO USE THIS GUIDE
I.
Understanding by Design
The format of this particular guide is based on Understanding by Design by Wiggins and
McTighe. In STAGE 1, teachers will find a brief summary of the unit, a list of materials
and Resources and a tentative time frame. STAGE 2 includes those content standards
which are addressed in each unit. There are also “essential understandings” which
indicate what students should still have from the unit, even after five years. “Essential”
and “Topic questions” provide a springboard for class discussions. “Key knowledge and
skills” indicate what students will be able to do and what information they will need to
accomplish the task(s). This stage also provides information regarding the evidence
which will allow students to show their understanding of the unit. These include
performance tasks, traditional quizzes and tests, and opportunities for students to selfassess. The most significant performance task has a “blueprint” provided for
implementation and a rubric for scoring. STAGE 3 provides samples of learning
experiences in “communication,” “culture,” and “reading “that come from both inside
and outside the text to enrich the classroom experience.
II.
¡Exprésate! 3
This curriculum guide was created for several purposes. First, it is to help the Level III
teacher gain an overall perspective of the material to be presented by the teacher and
acquired by the students. Second, it is to provide specific activities to accomplish the
objectives based on the Maryland Voluntary State World Language Standards for
Curriculum (see the items coded in purple) and based on the descriptors found in the
national standards. Third, it is to be a resource book for materials and activities which
may be used to complement and to help implement the curriculum. It is assumed that
each teacher will become familiar with the text and all the ancillaries in order to
maximize their use and to select judiciously those activities and assessments which will
enhance the students’ learning experience. Attention paid to the number of days allotted
per unit should help with pacing for both teacher and students.
Be sure to use the document entitled “Must Teach Topics” as a guide. The assumption is
going to be made, and the directive given, that ALL Spanish III teachers will have taught
the specified material in that document AND that ALL Spanish IV students should have
an adequate foundation in that material. While all teachers have different teaching styles
and may elect to pick and choose among supplemental vocabulary, it is imperative that
all teachers address, instruct, prepare and assess all the material specified. There is a
compelling rationale for such use. It is the hope of all world language teachers that
students continue to study the language, in this case Spanish. Once students leave the
confines of the Spanish III classroom, they are entering a Spanish IV classroom whose
1
students may come from as many different teachers. In order to ensure a successful
transition from Spanish III to Spanish IV, the Spanish IV teacher must be able to rely on
the fact that all Spanish III teachers have taught the same basic information. It is logical
and necessary to conclude that this should happen in every level of Spanish. While all
students will have had different experiences based on different teachers, all students, for
example, should be able to successfully manipulate present and past tense verbs (regular,
irregular, and reflexive). We want to ensure that Spanish III students will be successful in
Spanish IV and will be willing and able to participate in upper level classes. While a
teacher may opt to teach some segments in an order other than as listed, if the material is
listed in the “must teach” document, it must be taught. It is equally important that all
teachers include all the Performance Based Tasks for proficiency assessment over and
above the chapter quizzes and tests. Finally, it is crucial, that all teachers finish Chapters
7 through 10 in the Spanish II text and Chapters 2 through 4 in the Spanish III text.The
theoretical basis for the guide and the activities is one of proficiency. An appropriate
balance is sought between linguistic competence and communicative competence. It is
believed that students must have some knowledge of HOW the language works but that
knowledge of the language alone is insufficient. Practice and use of the language in
functional situations are also required. Students must be allowed to use the language
actively in a variety of situations which approximate real life as much as possible. A
focus on and the integration of the National Standards into daily lessons is critical. It is
hoped that this guide might provide the basic for a sound and well balanced preparation
for the Level III student. It is important to understand the difference between active and
passive learning. Active material, both vocabulary and grammar, is that which students
are expected to use orally and in writing with good control. This material will be formally
evaluated through performance tasks and other pen and paper tests in class and on midyear and final exams. Passive material, again both vocabulary and grammar, is that which
students should be familiar but for which they will not be held accountable on tests.
The issue of pronunciation is one which is often raised. Pronunciation is not unimportant
but research has indicated that adolescents who begin their study of a foreign language in
middle or high school will rarely acquire the accent of a native speaker. Although some
pronunciation errors are more critical than others; it is not productive to spend an
inordinate amount of time working on pronunciation at this level.
Regarding testing and evaluation, the basic principle is assumed to be: ASSESS WHAT
YOU HAVE TAUGHT IN THE MANNER IN WHICH YOU TAUGHT IT. In the
evaluation section of each unit, suggestions are made for both informal (of personal use
to both teacher and student) and formal (recorded grades) means of evaluation. All skills
should be evaluated on a regular basis and in an integrated fashion when possible.
Standardized quizzes for lessons and tests for units are provided by the textbook
company but teachers should note if appropriate vocabulary often found in teacher notes
2
has been practiced adequately in order to be tested. Teachers may need to add or to delete
items in order to match objectives better. One example would be changing directions to
Spanish on the ¡Exprésate! tests. The performance-based tasks for each unit allow
students to pull together the knowledge and skills in each unit into an authentic
opportunity to use the language in meaningful ways. Several of the rubrics included in
this guide have been assigned point values but you may wish to adjust them to
accommodate your grading system. All performance-based tasks should be completed by
all students. There are a variety of other ancillaries and options that have not been
mentioned in the chapter plans. Of particular note is the program Puzzle Pro in which
teachers can work from prescribed vocabulary lists from each chapter to create their own
personalized puzzles. An additional resource that may be of great value is the Grammar
Tutor, which provides extra practice for those students who may need it. Teachers should
inform their students early in the year that anyone can access go.hrw.com from their
computers at home to take advantage of additional practice as well as cultural material.
The Reading Skills Handbook contains a wide variety of reading strategies and skills for
pre-, during and post-reading activities. On the DVD Tutor, the section called
Gramavisión may appear at first viewing to include only cartoon characters. However,
each grammatical episode also contains a real-life scenario with actors. Of utmost
importance are the Core Instructions given to teachers in each chapter of the Teacher’s
Edition. They contain additional information, specific strategies and helpful hints for
each section of study. Finally, while ¡Exprésate! Provides a wealth of ancillaries to
augment the text, each teacher may want to create and use his or her materials.
Many chapters make reference to youtube videos. Since youtube remains blocked, it is
important that all teachers understand how to convert the desired video so that it may be
used in the classroom. See directions for this below.
It is hoped that the philosophy, theory and practical activities found in this guide will aid
the teacher in creating a learning environment which will foster language learning and
active language use on the part of the students as well as provide inspiration and guidance
to both new and experienced teachers.
Because a good curriculum guide is one that responds to the needs of the teachers who
use it, it is hoped that teachers will feel free to comment upon the information found
therein and to offer their own suggestions as to how this guide might be continually
updated and improved. In this manner, both teaching and learning will constantly be
revitalized.
.
3
How to convert youtube videos or other videos that are blocked by the board:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Click on the video that you want to convert so that you open it in a new screen. To the
right of the video there are two boxes: one that says URL and one that says EMBED.
Copy the URL address given.
Go to zamzar.com and follow these steps:
Click on the highlighted blue URL in Step 1
When the Step 1 box changes to http: paste your URL address from the youtube video in
the space provided.
In the Step 2 box, choose MPG
In the Step 3 box, enter your e-mail address
In the Step 4 box, click on CONVERT
Another box will pop up, click OK
Within 5 minutes to an hour, the converted video file will show up in your e-mail. The
link that it contains will only remain active for about 20 hours, so you must download it
quickly.
Click on the link in your e-mail. It will give you the option to open or save it. Choose
save, and save it to your pin drive. Don’t worry about the fact that it is listed in all
numbers and letters. You can rename the file once it is on your pin drive.
4
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WORLD LANGUAGE PHILOSOPHY
To study another language and culture gives one the key to successful communication:
knowing how, when, and why to say what to whom. All linguistic and social knowledge required
for effective human-to-human interaction is encompassed in those ten words. Formerly, most
teaching in foreign language classrooms concentrated on the how (grammar) to say what
(vocabulary). While these components of language are indeed crucial, the current organizing
principle for language study is on communication - which also highlights the why, the whom, and
the when (the socio-linguistic and cultural aspects of language). The approach to second
language instruction found in today’s schools is designed to facilitate genuine interaction with
others - whether they are on another continent, across town, or sharing the porch swing.
Standards for Foreign Language Learning the Twenty-first Century, 1999
Exploratory world language courses introduce students to strategies for language learning
through the study of the patterns and history of their native language and through an
investigation of what they may already know about communication. At the same time they will
gain insight into how to learn a world language and the nature of language. These courses will
challenge students to look at themselves and their world and to build upon their natural curiosity
about new and interesting things.
Students will explore cultures, languages and language
learning that will make them more aware of the outside world. Through this awareness, students
will develop an understanding of and respect for individual and cultural diversities and the
importance of societal values. Target language skills will be minimal.
6
As students progress in world language study, they increase their ability to convey and
receive oral and written messages within a cultural context. They continue to acquire strategies
for language learning.
For modern languages, the learner’s communicative, linguistic and
cultural competences comprise proficiency. These competencies develop over time, but not at
the same rate. Additionally, all Latin curriculum provides communicative experience with an
emphasis on linguistic and cultural studies.
World language teachers need to understand and anticipate the physical, intellectual,
emotional and social needs of students. As a basis for learning a new language, the classroom
should reflect culturally appropriate material. Teachers should base their teaching methods on
active learning so that students may interact with their peers, not only to develop cooperative
attitudes but also make learning a participatory activity. The influence of peers is a highly
motivating force in the classroom which can be used advantageously in group work whether
learning about languages or working in the target language.
In Wicomico County, exploratory students select world language courses according to
their previous experience in English language arts courses. High school students may select the
appropriate level of French, Latin or Spanish. Teachers will modify and / or individualize where
necessary to meet the unique needs of students. All students will have equitable opportunities to
master the elements of the world language curriculum. In addition, all world language courses
challenge all students to reach their maximum potential.
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WORLD LANGUAGE SCOPE AND SEQUENCE
STANDARD 1.1:
Engage in conversations in the target language in a culturally appropriate manner in order to provide and obtain information,
express feelings and emotions, and exchange opinions.
A. COMMUNICATION: INTERPERSONAL- CONVERSATION
BEGINNING
EMERGING
1. INDICATOR:
1. INDICATOR:
Engage in short conversations
about personal interests,
including what they do, are doing,
and plan to do.
Engage in conversations in
the present, past and future
on familiar topics about
themselves and their
community.
OBJECTIVES:
DEVELOPING
1. INDICATOR:
ADVANCING
1. INDICATOR:
Discuss and defend an opinion on
selected topics from the personal to
the abstract level.
Discuss or debate a wide variety of
topics from the personal to the
abstract level, hypothesizing,
persuading, and negotiating to reach
a conclusion.
OBJECTIVES:
OBJECTIVES:
OBJECTIVES:
a. Ask and answer simple
questions, including
biographical information.
a. Ask and answer a variety of
simple questions, giving
reasons for their answers.
a. Ask and answer a variety of
questions that elicit follow-up
questions and responses for
more information.
a. Ask and answer a variety of
questions that elicit
elaboration and
substantiation of opinions.
b. Exchange personal
preferences and feelings.
b. Exchange personal
preferences and feelings and
provide limited explanation.
b. Exchange and defend
personal preferences,
feelings, and opinions and
provide explanation.
b. Exchange and defend
personal preferences,
feelings, and opinions and
provide complete explanation
with substantive detail.
c.
c.
c.
c.
Express personal needs.
d. Ask for repetition and repeat
to ensure understanding.
Make suggestions in
response to personal needs
or circumstances.
d. Ask for clarification to ensure
understanding.
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Suggest options for solving
problems related to personal
needs and needs of others.
d. Ask for clarification and
suggest alternative words to
ensure understanding.
Discuss options and negotiate
solutions to problems.
d. Ask for clarification and
paraphrase to ensure
understanding.
STANDARD 1.2:
Understand and interpret the target language in its spoken and written form on a variety of topics.
A. COMMUNICATION: INTERPRETIVE MODE
BEGINNING
EMERGING
1. INDICATOR:
1. INDICATOR:
Understand spoken and written
language on familiar topics that
incorporates basic structures and
strong visual support.
Understand spoken and written
language on familiar topics that
incorporates descriptive
vocabulary and expanded
structures.
OBJECTIVES:
DEVELOPING
1. INDICATOR:
ADVANCING
1. INDICATOR:
Understand spoken and written
language on a variety of topics that
incorporate abstract ideas and more
advanced structures
Understand spoken and written
language on a wide variety of
topics that incorporates abstract
ideas and complex structures.
OBJECTIVES:
OBJECTIVES:
OBJECTIVES:
a.
Use prior experiences with the
language to understand both
spoken and written forms.
a.
Use prediction, connections
to prior experiences, context
clues, word order, word attack
skills, and various reference
materials to derive meaning.
a.
Use a variety of resources,
prior experiences, and
strategies to derive and
negotiate meaning.
a. Use a variety of authentic
resources, language
experiences, and strategies
to derive and negotiate
meaning more
independently.
b.
Identify the main idea and
some supporting details of
daily conversations on
familiar topics of selected
products from various media.
b.
Identify the main idea and
some supporting details of
selected authentic materials
from various media.
b.
Identify and summarize the
main ideas and key
supporting ideas of oral and
written presentations from
various media products and
works of literature.
b. Comprehend, analyze, and
make inferences about the
main idea and supporting
ideas of oral presentations
and authentic spoken and
written materials.
c.
Apply information gained
through active listening or
reading to a different context
as described by the
interpersonal and
presentational mode
indicators at the beginning
level.
c.
Apply information gained
through active listening or
reading to a different context
as described by the
interpersonal and
presentational mode
indicators at the emerging
level.
c.
Apply information gained
through active listening or
reading to a different context
as described by the
interpersonal and
presentational mode
indicators at the developing
level.
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c.
Apply information gained
through active listening or
reading to a different context
as described by the
interpersonal and
presentational mode
indicators at the advancing
level.
STANDARD 1:3:
Present information, concepts, and ideas to an audience of listeners or readers on a variety of topics in the target
language.
A. COMMUNICATION: PRESENTATIONAL: SPEAKING AND WRITING
BEGINNING
EMERGING
DEVELOPING
1. INDICATOR:
1. INDICATOR:
1. INDICATOR:
Make short presentations
and write simple sentences
on familiar topics regarding
what they do, are doing, or
plan to do.
Make presentations of moderate
length and write simple
paragraphs on familiar topics in
the present, past and future
tenses.
OBJECTIVES:
Make presentations and write
paragraphs on selected topics from
the personal to the abstract level.
ADVANCING
1. INDICATOR:
Make presentations and write
compositions on a wide variety of
topics from the personal to the
abstract level.
OBJECTIVES:
OBJECTIVES
OBJECTIVES:
a. Dramatize songs, short
poems, skits, or dialog(s).
a. Dramatize songs, poems,
skits, extended dialog(s), and
stories.
a. Dramatize excerpts from
authentic music, media, or
literature.
a. Dramatize authentic music,
media, or literature.
b. Write and deliver short
narratives about themselves,
their family, or friends.
b. Write and deliver short
presentations about familiar
topics of personal interest.
b. Write and deliver
presentations on selected
topics.
b. Research and deliver
presentations on a variety of
topics.
c.
c.
c.
c.
Tell or write a simple story.
d. Write simple lists, simple
sentences, messages, or
poems.
Tell or write stories
incorporating some
description and detail.
d. Write short paragraphs,
letters, or poems.
Recount a story, orally and in
writing, with description and
detail.
d. Write in a variety of forms for
multiple purposes.
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Recount a story with
substantive detail and
description, incorporating
sophisticated linguistic
structures.
d. Write in a variety of forms for
multiple purposes,
incorporating sophisticated
linguistic structures.
STANDARD 2.1:
Demonstrate knowledge and understanding of another people's way of life, and the relationship between their patterns of behavior, and the underlying beliefs and values that
guide and shape their lives.
A. CULTURE: PRACTICES AND PERSPECTIVES
BEGINNING
EMERGING
1. INDICATOR:
1. INDICATOR:
Compare cultural practices within the
Identify and describe cultural practices in
target countries and contrast them to
the target countries and discuss their
their own.
importance.
OBJECTIVES:
a. Observe, identify, and replicate in
appropriate contexts patterns of
behavior used with family, friends,
and acquaintances in everyday
situations.
b.
a.
DEVELOPING
1. INDICATOR:
Research and explain the relationship
between the perspectives and cultural
practices of target countries.
OBJECTIVES:
Continue the process of
identifying and replicating
appropriate patterns of behavior
and expand upon those patterns
by interacting appropriately with
others in everyday situations.
OBJECTIVES:
a. Interact according to the social
and cultural patterns of behavior
in real-life situations.
Participate in a wider variety of
cultural and social activities common
to the target culture.
b. Expand knowledge of, and
Describe and participate in schoolbased cultural activities such as
games, songs, and holiday
celebrations.
b.
c.
Identify some common beliefs and
attitudes within the cultures studied.
c.
Expand knowledge of beliefs and
attitudes within the cultures studied
and compare them to their own.
d.
Identify the historic and/or
contemporary influences that
underlie selected practices.
d.
Expand understanding of the historic
and/or contemporary influences that
underlie different patterns of
behavior and use of language.
ADVANCING
1. INDICATOR:
Discuss and analyze cultural practices
within the political, economic, social,
educational, religious, and artistic
realms in order to determine their
global significance.
OBJECTIVES:
a. Interact in a culturally appropriate
manner in a variety of contexts.
b. Examine the role and importance of
participate in, a wider variety of
cultural activities in the school and
community.
c.
Refine their understanding of how
beliefs and attitudes within the
cultures studied are affected by
national and international issues.
d.
Explain historic and
contemporary influences on
cultural patterns of behavior and
use of language.
11
various events and activities within
the cultures studied
c.
Analyze, evaluate, and explain how
beliefs, perspectives, and attitudes
influence the target countries’
position on global issues.
d. Discuss the historic, contemporary,
and/or philosophical basis underlying
cultural and linguistic patterns of
interaction and in selected literary
works and the media.
STANDARD 2.2:
Demonstrate knowledge and understanding of the relationship between the products, symbols, beliefs and values of the target
culture.
A. CULTURE: PRODUCTS AND PERSPECTIVES
BEGINNING
EMERGING
1. INDICATOR:
1. INDICATOR:
Identify and describe the
products within the target culture
and discuss their importance.
Compare the products within the
target culture and contrast them to
those in their own.
OBJECTIVES:
a. Identify objects and symbols
that are used day-to-day and
represent the target culture.
ADVANCING
1. INDICATOR:
Research and explain the
relationship between the
perspectives and the products of the
target countries.
Discuss and analyze the products
from the political, economic,
social, educational, religious, and
fine arts arenas in order to
determine
their
global
significance.
OBJECTIVES:
OBJECTIVES:
a.
DEVELOPING
1. INDICATOR:
Compare objects and symbols
from the target culture to
those found in their own.
a. Explain the historic
Compare contributions and
historic events from the
cultures studied to those of
their own.
b. Explain the role of
b. Identify selected
contributions, notable figures,
and historic events from the
target culture.
b.
c.
Identify some significant
historic and contemporary
influences from the target
culture such as explorers,
artists, musicians, and
athletes.
c.
Expand knowledge of some
historic and contemporary
influences from the target
culture that impact today’s
society.
d.
Identify countries, regions,
and geographic features
where the target language is
spoken.
d.
Explain the impact of the
target countries’ geography
on daily life.
background of objects and
symbols and how they came
to represent aspects of the
target culture.
contributions, notable figures,
and historic events of the
target culture in today's world.
c.
d.
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Discuss how historic and
contemporary influences
from the target culture shape
people’s views of the world
and their own attitudes
toward issues facing the
world.
Evaluate the target countries’
geography with respect to the
impact on politics,
economics, and history.
OBJECTIVES:
a. Discuss and analyze the
relationship between objects
and symbols of the target
culture to the underlying
beliefs and values of its
people.
b. Analyze, discuss and
evaluate the effect of the
target culture's historic and
contemporary events on their
own.
c.
Explain the impact of the
target culture’s views on what
is happening and could
happen in the world today.
d. Discuss the impact of the
target countries’ geography
on the people’s beliefs,
perspectives, and attitudes.
STANDARD 3.1:
Reinforce and further knowledge of other disciplines through a language other than English.
A. CONNECTIONS: ACROSS DISCIPLINES
BEGINNING
EMERGING
1. INDICATOR: *
1. INDICATOR: *
Access and apply
Access and apply
information and skills from
information and skills from
other content areas to
other content areas to
extend knowledge and
extend knowledge and
skills in the target language skills in the target language
DEVELOPING
1. INDICATOR: *
Access and apply
information and skills from
other content areas to
extend knowledge and
skills in the target language
OBJECTIVES:
a. Use information and
skills from other content
areas to build
vocabulary and
communicate through
limited structures in the
target language.
OBJECTIVES:
a. Use information and
skills from other content
areas to communicate
in the target language
incorporating expanded
vocabulary and
structures.
OBJECTIVES:
OBJECTIVES:
a. Use information and
a. Use information and
skills from other content
skills from other content
areas to communicate
areas to communicate in
in the target language
the target language
incorporating more
incorporating
advanced vocabulary
sophisticated vocabulary
and structures.
and structures.
b. Apply knowledge and
skills gained in the
target language to make
connections to other
content areas and
personal situations.
b. Apply knowledge and
skills gained in the
target language to
make connections to
other content areas
and familiar
situations.
b. Apply knowledge and
skills gained in the
target language to
make connections to
other content areas
and real world
situations.
*At all stages of language study, students make connections that are appropriate to their cognitive level.
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ADVANCING
1. INDICATOR: *
Access and apply
information and skills from
other content areas to
extend knowledge and
skills in the target language
b. Apply knowledge and
skills gained in the target
language to make
connections to other
content areas and
complex real world
situations.
STANDARD 3.2:
Acquire information and recognize the distinctive viewpoints that are available only through a language and its cultures.
A. CONNNECTIONS: ADDED PERSPECTIVES
BEGINNING
EMERGING
1. INDICATOR: *
1. INDICATOR: *
DEVELOPING
1. INDICATOR: *
ADVANCING
1. INDICATOR: *
Demonstrate a greater
understanding of various
topics by examining them
from the perspectives of
other cultures where the
language is spoken.
Demonstrate a greater
understanding of various topics
by examining them from the
perspectives of other cultures
where the language is spoken.
Demonstrate a greater
understanding of various topics
by examining them from the
perspectives of other cultures
where the language is spoken.
Demonstrate a greater
understanding of various topics
by examining them from the
perspectives of other cultures
where the language is spoken.
OBJECTIVES:
OBJECTIVES:
OBJECTIVES:
OBJECTIVES:
a. Demonstrate an
understanding of
perspectives gained from
prepared materials to extend
knowledge and skills in the
target language.
a. Demonstrate an
understanding of
perspectives gained from
selected authentic materials
to extend knowledge and
skills in the target language.
a. Demonstrate an
understanding of
perspectives gained from a
variety of authentic materials
to extend knowledge and
skills in the target language.
b. Apply knowledge of the
target culture’s perspectives
to other content areas or to
personal situations
b. Apply knowledge of the
target culture’s perspectives
to other content areas or to
familiar situations
b. Apply knowledge of the target
culture’s perspectives to other
content areas or to real world
situations
a. Demonstrate an
understanding of
perspectives gained from a
wide variety of authentic
sources to extend
knowledge and skills in the
target language.
b. Apply knowledge of the
*At all stages of language study, students make connections that are appropriate to their cognitive level.
14
target culture’s perspectives
to other content areas or to
complex real world
situations
STANDARD 4:1:
Demonstrate understanding of the nature of language through comparisons of the language studied and their own.
A. COMPARISONS: LANGUAGE
BEGINNING
1. INDICATOR:*
Gain insight into the nature of their
own language by comparing how a
different language system expresses
meaning and reflects culture
OBJECTIVES:
a. Compare and apply basic
grammatical structures in the
target language to English.
EMERGING
1. INDICATOR:*
Gain insight into the nature of their
own language by comparing how a
different language system expresses
meaning and reflects culture.
OBJECTIVES:
a. Compare and apply
expanded grammatical
structures in the target
language to English.
DEVELOPING
1. INDICATOR:*
Gain insight into the nature of their
own language by comparing how a
different language system expresses
meaning and reflects culture.
OBJECTIVES:
a. Compare and apply more
advanced grammatical
structures in the target
language to English.
ADVANCING
1. INDICATOR:*
Gain insight into the nature of their
own language by comparing how a
different language system expresses
meaning and reflects culture.
OBJECTIVES:
a. Compare and apply complex
grammatical structures in the
target language to English.
b. Use the sound-symbol
association of the target
language and compare it to
English.*
b. Refine the use of the
sound-symbol association
of the target language and
compare it to English.*
b. Refine the use of the
sound-symbol association
of the target language and
compare it to English.*
b. Refine the use of the soundsymbol association of the
target language and
compare it to English.*
c.
c.
c. Identify and use cognates,
word roots, prefixes, suffixes,
and sentence structure to
construct meaning in different
contexts as described by the
interpersonal, interpretive,
and presentational indicators
at the developing level.**
c. Identify and use cognates,
word roots, prefixes, suffixes,
and sentence structure to
construct meaning in different
contexts as described by the
interpersonal, interpretive,
and presentational indicators
at the advancing level.**
d. Compare and use abstract
idiomatic expressions in order
to construct meaning and
d. Identify and use complex
abstract idiomatic expressions
and words and expressions
Identify and use cognates,
word roots, prefixes, suffixes,
and sentence structure to
construct meaning in different
contexts as described by the
interpersonal, interpretive,
and presentational indicators
at the beginning level.**
d. Compare and use simple
concrete idiomatic
expressions in order to
Identify and use cognates,
word roots, prefixes, suffixes,
and sentence structure to
construct meaning in
different contexts as
described by the
interpersonal, interpretive,
and presentational indicators
at the emerging level.**
d. Compare and use more
complex idiomatic
expressions in order to
15
construct meaning and
create language.
construct meaning and
create language.
create language.
e. Demonstrate an
understanding of cultural
characteristics of language,
such as levels of politeness,
as compared to English.
e. Demonstrate an
understanding of cultural
characteristics of language
such as levels of politeness
and formal expressions as
compared to English.
e. Demonstrate an
understanding of cultural
characteristics of language
such as levels of politeness,
formal expressions, and
syntax as compared to
English.
* May not be appropriate for immersion programs.
** May not apply to certain languages
*At all stages of language study, students make connections that are appropriate to their cognitive level.
16
that have no equivalent in
another language in order to
construct meaning and create
language.
e. Demonstrate an
understanding of cultural
characteristics of language
such as levels of politeness,
formal expressions, syntax,
and informal and formal
language as compared to
English.
STANDARD 4.2:
Demonstrate an understanding of the concept of culture through comparisons of the cultures
studied and their own.
A. COMPARISONS: CULTURE
BEGINNING
EMERGING
DEVELOPING
1. INDICATOR:*
1. INDICATOR:*
1. INDICATOR:*
Compare the perspectives,
Compare the perspectives,
Compare the perspectives,
practices, and products of
practices, and products of
practices, and products of
people in different cultures.
people in different cultures.
people in different cultures.
OBJECTIVES:
OBJECTIVES:
OBJECTIVES:
a. Discuss the meaning of
a. Explain the meaning of
a. Analyze the form,
selected perspectives,
a broader range of
meaning, and
practices, and products
perspectives, practices,
importance of
in different cultures as
and products in different
perspectives, practices,
compared to their own.
cultures as compared to
and products in
their own.
different cultures as
b. Describe the concept of
compared to their own.
culture in common
b. Explain the concept of
perspectives, practices
culture in common
b. Analyze the concept of
and products of the
perspectives, practices,
culture in common
target culture as
and products of the
perspectives, practices,
compared to their own.
target culture as
and products of the
compared to their own.
target culture as
compared to their own.
17
ADVANCING
1. INDICATOR:*
Compare the perspectives,
practices, and products of
people in different cultures.
OBJECTIVES:
a. Interpret the form,
meaning, and
importance of
perspectives, practices,
and products in different
cultures as compared to
their own.
b.
Interpret the concept of
culture in common
perspectives, practices,
and products of the
target culture as
compared to their own.
STANDARD 4.2:
Demonstrate an understanding of the concept of culture through comparisons of the cultures
studied and their own.
A. COMPARISONS: CULTURE
BEGINNING
EMERGING
DEVELOPING
1. INDICATOR:*
1. INDICATOR:*
1. INDICATOR:*
Compare the perspectives,
Compare the perspectives,
Compare the perspectives,
practices, and products of
practices, and products of
practices, and products of
people in different cultures.
people in different cultures.
people in different cultures.
OBJECTIVES:
OBJECTIVES:
OBJECTIVES:
c. Discuss the meaning of
c. Explain the meaning of
c. Analyze the form,
selected perspectives,
a broader range of
meaning, and
practices, and products
perspectives, practices,
importance of
in different cultures as
and products in different
perspectives, practices,
compared to their own.
cultures as compared to
and products in
their own.
different cultures as
d. Describe the concept of
compared to their own.
culture in common
d. Explain the concept of
perspectives, practices
culture in common
d. Analyze the concept of
and products of the
perspectives, practices,
culture in common
target culture as
and products of the
perspectives, practices,
compared to their own.
target culture as
and products of the
compared to their own.
target culture as
compared to their own.
*At all stages of language study, students make connections that are appropriate to their cognitive level.
18
ADVANCING
1. INDICATOR:*
Compare the perspectives,
practices, and products of
people in different cultures.
OBJECTIVES:
c. Interpret the form,
meaning, and
importance of
perspectives, practices,
and products in different
cultures as compared to
their own.
d.
Interpret the concept of
culture in common
perspectives, practices,
and products of the
target culture as
compared to their own.
STANDARD 5.1:
Use the language both within and beyond the school setting.
A. COMMUNITIES: PRACTICAL APPLICATIONS
BEGINNING
EMERGING
1. INDICATOR:
1. INDICATOR:
Use and extend their language
proficiency and cultural knowledge
through face-to-face encounters
and/or the use of technology both
within and beyond the school
setting.
OBJECTIVES:
Use and extend their language
proficiency and cultural knowledge
through face-to-face encounters
and/or the use of technology both
within and beyond the school
setting.
DEVELOPING
1. INDICATOR:
ADVANCING
1. INDICATOR:
Use and extend their language
proficiency and cultural knowledge
through face-to-face encounters
and/or the use of technology both
within and beyond the school
setting.
Use and extend their language
proficiency and cultural knowledge
through face-to-face encounters
and/or the use of technology both
within and beyond the school
setting.
OBJECTIVES:
OBJECTIVES:
OBJECTIVES:
a. Communicate with people
locally and/or around the
world through avenues such
as pen pals, E-mail, video,
face-to-face encounters, and
publications with limited use
of the target language.
a. Communicate with people
locally and/or around the
world through avenues such
as pen pals, E-mail, video,
face-to-face encounters, and
publications with increased
use of the target language.
a. Communicate with people
locally and/or around the
world through avenues such
as pen pals, E-mail, video,
face-to-face encounters, and
publications with exclusive
use of the target language.
a. Communicate with people
locally and/or around the
world through avenues such
as pen pals, E-mail, video,
face-to-face encounters, and
publications with more
proficient use of the target
language.
b. Provide service to their
school through such activities
as assisting peers with their
target language studies.
b. Provide service to their
school through activities such
as tutoring and assisting
speakers of other languages.
b. Provide service to their
school through activities such
as tutoring, teaching, and
assisting speakers of other
languages.
b. Provide service to their
school and community
through activities such as
tutoring, teaching, and
assisting speakers of other
languages.
c.
c.
19
Participate in activities where
the ability to communicate in
the target language may be
beneficial, such as
internships, exchange
programs, and sister city
projects.
Participate in activities where
the ability to communicate in
the target language is
necessary, such as
internships, exchange
programs, and sister city
projects.
STANDARD 5.2:
Use the language for personal enjoyment and enrichment.
A. COMMUNITIES: PERSONAL ENRICHMENT
BEGINNING
EMERGING
1. INDICATOR:
1. INDICATOR:
Explore opportunities both at
Explore opportunities both at
home and abroad and have
home and abroad and have
access to a wider variety of
access to a wider variety of
resources where they can
resources where they can
pursue topics of personal
pursue topics of personal
interest.
interest.
OBJECTIVES:
OBJECTIVES:
a. Identify opportunities to
a. Investigate opportunities
learn more about
to learn more about
languages and cultures
languages and cultures
through various media.
through various media.
DEVELOPING
1. INDICATOR:
Explore opportunities both at
home and abroad and have
access to a wider variety of
resources where they can
pursue topics of personal
interest.
OBJECTIVES:
a. Develop an opportunity
to learn more about
languages and cultures
through various media.
b. Identify careers where
skills in another
language and/or crosscultural understanding
are needed.
b.
Investigate careers
where skills in another
language and/or crosscultural understanding
are needed.
b. Explore careers where
skills in another
language and/or crosscultural understanding
are needed.
c. Identify local groups and
communities where the
target culture can be
experienced.
c.
Make connections with
local groups and
communities where the
target culture can be
experienced.
c. Build relationships with
local groups and
communities where the
target culture can be
experienced.
20
ADVANCING
1. INDICATOR:
Explore opportunities both at
home and abroad and have
access to a wider variety of
resources where they can
pursue topics of personal
interest.
OBJECTIVES:
a. Participate in
opportunities to learn
more about languages
and cultures through
various media.
b. Explore a self-selected
career where skills in
another language and/or
cross-cultural
understanding are
needed.
c. Maintain relationships
with local groups and
communities where the
target culture can be
experienced.
STRATEGIES FOR TEACHING A WORLD LANGUAGE
This section offers a collection of teaching strategies designed to help teachers get
students actively involved in the process of learning. These strategies help meet the needs of
students with different learning styles and varied ability levels and interests. When planning
instruction, teachers should consider the ways students learn and select a variety of these
strategies to stimulate critical thinking and to help students organize ideas and extend meaning.
Audio-Visuals
Audio-visual strategy refers to the use of pictures, photographs, slides, filmstrips, art
reproductions and videotapes to enhance learning a new language. Visuals can be used to
encourage conversation in the target language, elicit discussion about what the students see, and
serve as a reference point for students to compare and contrast their own world and the target
culture. Videotapes can be used to show examples of the target language from native speakers.
They can also be used as an editing tool for the students to check their own speaking abilities.
Brainstorming
Brainstorming is a method of exploring a given topic theme by amassing as many ideas
as possible. It permits students to gather many ideas that lead to more creative thinking and
solutions. Students share ideas and explore solutions without fear of criticism or threat of a
grade. Students also build upon other students' thoughts and suggestions. Brainstorming can be
done individually, in pairs or as a whole class.
The procedures for brainstorming follow:
1.
State a specific problem or open-ended question.
2.
Explain the rules for brainstorming.
a.
Express no criticism. Accept all ideas. Save arguments and discussion
until after the initial listing.
b.
Let one's imagination go. Seek unusual and original ideas.
c.
Build upon the ideas of other students.
3.
State, again, the specific problem or open-ended question. As students volunteer
their ideas, generate a list in writing for all to see without making any comments.
After a designated time, stop and comment on the variety of responses.
4.
After brainstorming, display brain stormed ideas appropriately, where all students
can see them plainly.
21
5.
Determine with the students which ideas fit the criteria established.
6.
Allow students the opportunity to share any feelings they may have about how
they came up with their ideas.
Concept Attainment
Concept attainment enables students to discover concepts based on information provided.
It enables children to take an active role in learning rather than a passive role.
In implementing concept attainment, follow these steps:
1.
Choose a concept. Determine the essential characteristics of the concept you have
chosen.
2.
Collect several examples of your concept. These might be pictures, objects,
sentence strips, or drawings. Collect the same number of related things that are
not examples of your concept.
3.
Select the example that best exemplifies your positive concept. This will be the
first example given, so you should not attempt to fool your students. Continue to
rank your examples from those that are most clear to those that are "gray." You
may not want any "gray" examples at all when students are first learning this
technique. Follow the same procedure in ranking your negative examples from
most clear to least clear.
4.
Be sure your examples do not contain any characteristics that are unnecessarily
distracting. For instance, if you have written on sentence strips, the color of your
magic marker, the color of the background, and the length of the sentence might
be distracting.
5.
When you begin your lesson, give general directions regarding which
characteristics are important to focus on and which are not. Do not be specific
enough to give away the concept. Line your examples up side-by-side. Make
sure that in selecting your negative examples you have eliminated all of the
characteristics contained in the positive examples that are not essential in defining
your concept. Try your lesson quickly on a peer if possible.
6.
Explain what you are going to do. Say that you have an idea that you want the
students to figure out and that you are going to use a technique called concept
attainment that will help them to guess the concept. Have the students keep their
guesses private until invited to share with the class.
7.
Explain the "Yes" and "No" categories. Say that as examples are presented, they
will be labeled "Yes" and "No." Explain that the "Yes" examples have one or
more characteristics in common which are all of the essential characteristics of the
concept and the "No" examples may not have anything in common other than the
22
fact that they do not illustrate the concept. Sometimes the "No" examples do
share characteristics.
8.
Focus the students' thinking on appropriate characteristics.
9.
Inform students that you will begin with your best "Yes." Show the example,
give the students time to study it, and leave it on display. Proceed with your best
"No."
10.
As you present alternating "Yes" and "No" examples, continually ask the students
to compare the "Yes" examples and contrast them with the "No" examples. The
students should try to form hypotheses about your concept. Remind students not
to call out their guesses. For upper grades or complex concepts, you might have
students write their guesses.
11.
Check for working hypotheses occasionally with a show of hands or some other
signal.
Cooperative Learning
Cooperative learning refers to a set of instructional strategies which include cooperative
student-student interaction over subject matter as an integral part of the learning process. These
strategies promote active learning, produce positive academic and social gains, reduce student
apprehension, and add variety to instruction, relieving the teacher from always lecturing and
directing. Cooperative learning activities involve two or more people working together toward
the same goal. A shared objective and positive interdependence are characteristics of
cooperative learning.
Studies show that cooperative learning has significant strategy advantages for cognitive
and affective development. Benefits of this include higher achievement, enjoyable learning,
practice of leadership and group skills, growth of self-esteem, and sense of belonging.
Collaborative classrooms operate on three important principles:
1.
2.
Cooperative skills are introduced, developed and practiced. Feedback is given on
how well the skills were used.
Class is structured so that students work in cohesive groups.
3.
Individuals are given responsibility for their own learning and behavior.
There are few limits to the number of ways cooperative learning groups can be used.
Although the following list is not inclusive of all cooperative learning strategies, it does
present many basic techniques. Teachers are encouraged to use and adapt these techniques.
1.
Turn to Your Neighbor. Ask students to turn to a neighbor and share information.
23
This activity can be used before, during, and/or after a lesson.
2.
Think-Pair-Share. Have students listen while you ask a question. Give students
time to think of a response. Have students then pair with another student to
discuss their responses. Invite students to share their responses with the whole
group.
3.
Focus Trios. Before a lesson, have three students summarize together what they
already know about the subject and come up with questions they have about it.
Afterwards, have the trios answer questions, discuss new information, and
formulate new questions.
4.
Reading Groups. Within an established group, one student serves as the reader,
one as the recorder, and a third as the task master. The reader reads the material.
The recorder records the group responses. The taskmaster makes certain that
everyone stays on task and understands and agrees with the answers.
5.
Jigsaw. Each person on a team specializes in one part of a selection and then
teaches what he/she has learned to the others. Ultimately, all members are
responsible for all parts of the selection. (There are many variations to the
jigsaw.)
6.
Corners. Label the four corners of the room with four topic choices. Have
students choose a topic, report to that corner, and respond to the topic with the
other members of the group.
7.
Roundtable. Ask a question with many possible answers. Have small groups of
students; make a list on one piece of paper, each writing one answer and then
passing the paper to the person on his/her left.
For more ways to use cooperative learning, see Spencer Kagan's Cooperative Learning
and Resources for Teachers.
Cultural Experiences
Culture deals with the historic, literary and artistic heritage of a target people as well as
with aspects of their everyday life. Cultural experiences enable the students to communicate
effectively within the context of another culture.
The goal of cultural experiences is to develop international awareness. These
experiences may involve going out of the classroom environment or bringing in native speakers
in an effort to broaden student awareness and behavior.
24
Dictation
Dictation is a strategy that enables students to bridge the gap between listening
comprehension and writing. It involves listening to selected material in the target language
several times at different speeds and then writing what is heard.
1.
It is often helpful to give students background knowledge on the content of the
dictation before starting the activity.
2.
A dictation can contain a list of words, several separate sentences or sentences in
a paragraph form.
Dimensions of Learning
The teaching strategies in this section take into account the ways learning takes place and
incorporate the framework presented in Dimensions of Learning: Teacher's Manual which can be
found, along with supplementary materials, in each school's professional library. A brief
explanation of each dimension follows.
Dimension 1: Attitudes and Perceptions
In all strategies teachers use, they must ensure that they are developing positive
attitudes and perceptions about learning in order for learning to occur.
Dimension 2: Acquire and Integrate Knowledge
Teachers must guide students in relating new knowledge to what they already
know and in organizing and internalizing the new knowledge.
Dimension 3: Extend and Refine Knowledge
Teachers must guide students in analyzing the knowledge in more depth.
Dimension 4: Use Knowledge Meaningfully
Teachers must provide students the opportunity to apply what they have learned.
Dimension 5: Habits of Mind
Teachers must encourage students to become aware of their own thinking, to
think critically, and to think creatively.
25
Directed Reading-Thinking Activity
DRTA (Directed Reading-Thinking Activity) is an approach to guided reading that
develops critical reading-thinking skills. Students are actively involved in thinking, predicting,
and setting their own purposes for reading. The purpose of a DRTA is to develop self-reliant,
independent, discriminating readers.
Before reading, use DRTA to activate students' prior knowledge, to help students set
purposes for reading, and to encourage students to make predictions.
During reading, guide reading with questions such as these:
a.
b.
c.
What did happen?
Was your prediction right?
What do you think will happen next?
Also teach these monitoring strategies:
a.
b.
c.
d.
e.
Question yourself. Does this make sense?
What must I do if it doesn't?
Reread.
Picture things in your mind.
Use context clues.
Ask someone.
After reading, discuss the passage or selection to extend meaning and understanding.
Check purposes, evaluate application of strategies, and express their reactions. Further extend
and expand vocabulary by helping students build word relationships and extend existing
vocabulary.
As follow-up, have students write to extend meaning and understanding. They may
express personal reactions and sometimes create new endings.
Games
Games are strategies that provide an opportunity to move away from a structured
textbook oriented classroom while utilizing the five target skills. Listening, speaking, reading
and writing in the language are incorporated into most games. They provide different levels of
competition and allow students of varying abilities to work together, united by the goal of a win
for their team.
26
Graphic Organizers
Graphic organizers are diagrammatic shapes which are used to generate and/or organize
thought by making the invisible process of thinking visible to both student and teacher.
Their initial application is to help the student get an overall idea for what they are to hear,
read, write or orally present. They are also used to help students make predictions, compare and
contrast, organize thoughts, determine cause and effect, and summarize materials read or heard.
Graphic organizers have numerous advantages. They
- make abstract information more concrete.
- appeal to different learning styles.
- improve retention of information.
- serve as useful pre-writing and listening tools.
- help students to determine main ideas.
In using an organizer, teachers should first introduce a specific graphic organizer by
describing its purpose and form. Then they should explain and demonstrate the use of the
selected organizer. Next, students should use the presented organizer in small groups, large
groups, or individually. Finally, encourage students to construct their own organizers in prewriting, pre-speaking pre-reading and reading activities. Several graphic organizers appear in
the appendix of the World Language Program Guide. A more extensive collection can be found
in the 1987 Maryland Writing Supplement and the Writing Guide for Elementary Teachers.
Listening
Listening strategies refer to those techniques that enable the student to understand what
others are saying.
A - Passive listening
Passive listening may include activities to practice sound discrimination, listen for signals,
gather clues from context or understand a general message. Listening may be from tapes, the
teacher, guest speakers or other students.
B - Active listening
Active listening encourages students to give personal responses based on what they hear.
1.
Think-Pair-Share. Have students listen while you ask a question. Give students
time to think of a response. Have students then pair with another student to
discuss their responses. Invite students to share their responses with the whole
group.
27
2.
Reading Groups. Within an established group, one student serves as the reader,
one as the recorder, and a third as the taskmaster. The reader reads the material
aloud. The recorder records the group responses. The taskmaster makes certain
that everyone stays on task and understands and agrees with the answers.
3.
Jigsaw. Each person on a team specializes in one part of a selection and then
teaches what he/she has learned to the others. Ultimately, all members are
responsible for all parts of the selection. (There are many variations to the
jigsaw.)
4.
Corners. Label the four corners of the room with four topic choices. Have
students choose a topic, report to that corner, and respond to the topic with the
other members of the group.
Note taking
Note taking is a strategy whereby students learn to take notes from written, spoken or
viewed materials. The most important thing to know about note taking is that it is not simply
writing down what one reads or hears: it is listening, thinking, questioning, summarizing,
organizing, listing, illustrating, and writing.
Note taking enables students to remember information, it improves understanding, and it
leads students to develop a life-long skill.
In teaching note taking the teacher should encourage students to do the following:
1.
Place date and topic at the top of each page of notes.
2.
Leave space in the margin for questions, revisions or additions.
3.
Write concisely. Leave out words that are not necessary; write notes in phrases
rather than complete sentences.
4.
Use many abbreviations, acronyms, and symbols.
5.
Draw simple illustrations whenever it helps to make a point clearer.
6.
Circle those words or ideas which they will need to ask about or look up later.
7.
Read over the notes they have taken and recopy, highlight, or summarize them as
needed.
8.
Review their notes within one day.
9.
React to their notes by including these:
28





a comment on what memory or feeling a particular concept brings to mind
a reaction to a particular point with which they strongly agree or disagree
a question about a concept that confuses them
a paraphrase or rewording of a difficult concept
a discussion of material presented in class
Oral Presentations
In order for students to prepare oral presentations, the teacher should guide them to focus
on the purpose, topic, audience, and form of the presentation or speech.
Teachers should lead students to consider the following questions as they develop the
content of the presentation:
1.
2.
What are the important parts of your oral presentation?
a.
The controlling statement provides the topic, purpose, and limits of the
oral presentation.
b.
The introduction begins an oral presentation by capturing listeners'
attention and establishing the central idea.
c.
The body is the main portion of the presentation in which the topic is
explained and described.
d.
The conclusion refocuses the listeners' attention on the central idea of the
presentation.
How can you capture the listeners' attention in your introduction?
a.
Refer to your audience. Appeal to the needs, interests, or situation of the
listeners.
b.
Use a direct approach. Go directly to the heart of your topic and define it
for your audience.
Use an illustration. Use an example or story, or a series of examples and
stories.
c.
3.
d.
Cite a statistic. A numerical fact can provide an effective opening
statement.
e.
Begin with a quotation. Repeat someone else's words in relation to the
topic or central idea.
What should your conclusion accomplish?
29
a.
Redirect your listeners' attention. To begin your conclusion, give a
summary of your material. Remind your listeners of the purpose and
content of the presentation.
b.
Provide a final thought. End with a thought that ties up all loose ends,
using any of the same methods you used in the introduction.
Partner Practice
Partner practice is a student-centered approach to learning a new concept or refining
previously learned skills. In this strategy two to three students work together to complete a task.
Partner practice may be used to review previously learned material or to provide examples of
newly presented material. It is important that, during these paired activities, each student has the
opportunity to play the role of the teacher and the student.
Skimming and Scanning
Skimming is a means of introducing a reading to students through questions about the
title and visuals pertaining to the story which allow students to anticipate. Scanning is a means
of giving students a general idea of what they are about to read through more specific questions
pertaining to the story. These strategies should be used prior to having students read
independently. Teachers may provide written or oral questions as prompts.
Speaking
Speaking strategies provide students with the means to express themselves formally and
informally in the target language. Improvisation refers to activities in which students are asked
to speak with a minimal amount of preparation. Spontaneous speaking is a set of activities in
which students must speak informally with no prior preparation. These activities provide
practice in speaking and listening skills. They encourage use of conversational strategies such as
paraphrasing, circumlocution, gaining time and helping the speaker. Improvisation and
spontaneous speaking may involve individuals speaking briefly in turn, dialogues in pairs, and
small group discussions or skits. Prepared speech refers to a designated topic which has been
given to the student in advance and which requires prior preparation.
30
Translations
Translation is a strategy by which students write equivalent passages from English to the
target language or reverse the process. Passages may be of varying lengths and on a variety of
topics.
Writing
Writing strategies refer to those techniques that enable the student to communicate in
writing. These may include written descriptions, reactions, questions, lists, compositions, letters
and journals. Writing may be in response to questions, readings, teacher- or student-generated
topics or visual stimuli.
Conclusion
These teaching strategies enable the students to become actively involved in the process
of learning. Effective with all levels of students, these strategies increase motivation and interest
by allowing students to function as independent learners. Teachers are encouraged to use these
strategies in their daily lessons and to explore additional strategies to enhance their students'
classroom performance.
31
ADVANCED ORGANIZER
I.
Course Description
Spanish III emphasizes listening, speaking, reading and writing within a cultural context.
It involves the study and use of vocabulary and basic grammar using textbooks and visual
aids. Speaking Spanish will be required. Written and oral practice beyond the classroom
will be expected.
Capítulos 7-10 in the ¡Exprésate! Level 2 book and Capítulos 2-4 in the ¡Exprésate!
Level 3book will be covered by the end of the school year.
II.
Unit descriptions
A.
Unit 1- Capítulo 7 ¡Buen Provecho!
In this unit students will learn expressions which will enable them to order in a
restaurant in the Spanish-speaking world, and talk in more detail about food and
diet. They will also be able to describe how to prepare food and food preparation
using the metric system. The imperfect tense, both forms and uses will be
introduced. Students will learn how to use both direct and indirect object
pronouns at the same time in statements and commands. They will form adverbs
and use adverbs and adverbial phrases. They will also learn more about the
culture and customs of Puerto Rico, with a concentration on its capital of San
Juan. Students will read various recipes and may decide to try one on their own.
They will incorporate the description of a Latino dish in the final task of the unit,
a restaurant review.
B.
Unit 2- Capítulo 8 Tiendas y puestos
Students will be able to talk about articles of clothing, trying clothes on and how
clothes fit. Students will learn to bargain in a market and to state preferences.
Students will learn some differences between the imperfect and the preterite
tenses, and will also use the ir a + infinitive construction in both the imperfect
and the preterite. Students will make comparisons of inequality and equality
using comparatives, and will also learn to make superlatives. The different uses
and meanings of por and para will be introduced in this chapter. Demonstrative
adjectives (ese, este) will be reviewed and aquel will be added. Students will also
learn adverbs of place and how to use adjectives as nouns. Students will be able
to locate Santiago in Chile and provide details about some cultural aspects of the
area. For the reading selection, students will use background knowledge and the
pre-reading strategies of looking for visual clues, quotes, headings and format to
determine the purpose of the text.
32
C.
Unit 3- Capítulo 9 A nuestro alrededor
Students will learn the art of storytelling in this unit. The final performance task
will be to present a puppet show in which they talk about the ecology, weather
and the environment as they tell a story in the past. Students will be able to use
more verbs in the subjunctive as they will be introduced to the irregular and –ir
stem changing verbs. They will also be introduced to the future tense, its
formation and how to use future to communicate future events and to express
wonder. Students will compare and contrast things and actions and discuss events
in the past.
D.
Unit 4- Capítulo 10- De vacaciones
In this unit students will learn expressions and vocabulary pertinent to vacation
and travel. Students will be able to ask for and make recommendations and ask
for and give information using the present perfect. Students will be able to talk
about where they went and what they did on vacation using both the preterite and
the imperfect. Students will learn how to use the present subjunctive in order to
give advice or state their opinion, additionally learning spelling changes in the
subjunctive mood. Students will review the present progressive, the future and the
present subjunctive tenses. Students will delve into the culture of Buenos Aires,
Argentina exploring aspects such as famous people, shopping, music and
customs. As a summative assessment, students will choose a Spanish-speaking
country and create a wiki space that explores the aspects of tourism, history and
culture of the country selected.
E.
Unit 5- Capítulo 2- ¡A pasarlo bien!
In this unit, students will learn expressions which will enable them to discuss
sports with friends and express interest and displeasure about past events. They
will also be able to describe their ideal friend and be able to express their feelings
about him/her. Students will review the imperfect and the ir a + infinitive in the
imperfect. Students will also use the nosotros commands. They will practice
objects pronouns and the subjunctive with an unknown or nonexistent antecedent,
as well as the subjunctive with expressions of feelings. Students will learn more
about the culture and night life in Spain. As they read, they will think about the
similarities and differences between the night life for young people in the U.S.
and in Spain.
F.
Unit 6- Capítulo 3- Todo tiene solución
In this chapter students will be able to make complaints, offer opinions, express
disagreement, make suggestions and apologize. Students will learn about
stereotypes and negative and positive images. Students will expand their
vocabulary that deals with school and classes. Students will review the concept of
using a verb followed by an infinitive. Students will continue to work with the
33
subjunctive with verbs of will or wish. Students will learn to use the subjunctive
with verbs of denial and negation. The future tense is reviewed and the
conditional is introduced. Students will be able to locate Santo Domingo in la
República Dominicana and provide details about some cultural aspects of the
area. Students will learn about Juan Luis Guerra and his influence, not just in la
República Dominicana but in the Western Hemisphere. Students will also
continue listening to and studying the music of Juanes and will be introduced to
the music of Carlos Baute on a limited basis. For the reading, students will
analyze a story from a historical point of view and will practice paraphrasing.
G.
Unit 7- Capítulo 4- Entre familia
In this unit, students will learn about the differences and similarities between
American and Caribbean family relationships. They will also be researching and
preparing a favorite ethnic dish. Students will learn expressions which will enable
them to ask about and react to the latest current sensational stories. Students will
review the present progressive and present perfect tense in the indicative as well
as use the present perfect in the subjunctive. Students will also comment on food,
explain and give excuses and review irregular stem-changing verbs in the preterite
as well as those verbs that change meaning in the preterite. They will use se +
indirect object pronoun + verb, and the past progressive, including its use with the
preterite.
III.
Entering Skills
Students should have successfully completed Spanish II and a recommendation from
their Level II Spanish teacher in order to continue the sequence.
IV.
Time frame
A.
B.
C.
D.
E.
F.
G.
Unit 1- Capítulo 7 ¡Buen Provecho!
Unit 2- Capítulo 8 Tiendas y puestos
Unit 3- Capítulo 9 A nuestro alrededor
Unit 4- Capítulo 10- De vacaciones
Unit 5- Capítulo 2- ¡A pasarlo bien!
Unit 6- Capítulo 3- Todo tiene solución
Unit 7- Capítulo 4- Entre familia
34
24 days
23 days
24 days
22 days
23 days
24 days
25 days
Understanding by Design
Unit 1 (Chapter 7) Cover Page
Unit Title: Capítulo 7 - ¡Buen provecho!
Grade Level(s): 9-12
Subject/Topic Area(s): Food, Diet, Recipes, Double object pronouns, Past tense, Past
Participles as adjectives, San Juan, Metric System
Key Words: Restaurante, Dieta, Recetas, Double object pronouns, Se, Adverbs,
Imperfecto, Past participles, San Juan, Pirámide alimenticia, Metric System
Designed By: Patricia Powell
Time Frame: 24 days
School District: Wicomico
Unit Description (including curricular context and unit goals):
In this unit students will learn expressions which will enable them to order in a restaurant in
the Spanish-speaking world, and talk in more detail about food and diet. They will also be
able to describe how to prepare food and food preparation using the metric system. The
imperfect tense, both forms and uses will be introduced. Students will learn how to use
both direct and indirect object pronouns at the same time in statements and commands.
They will form adverbs and use adverbs and adverbial phrases. They will also learn more
about the culture and customs of Puerto Rico, with a concentration on its capital of San
Juan. Students will read various recipes and may decide to try one on their own. They will
incorporate the description of a Latino dish in the final task of the unit, a restaurant review.
Materials and Resources:
Exprésate 2
 Text and Teacher’s Edition Workbook
 Teaching Transparencies
 Video program/DVD Tutor
 Cuaderno de Vocabulario y Gramática
 Cuaderno de Actividades
 Activities for Communication
 Independent Study Guide
 Video Guide
 Lab Book
 Audio CD
 Assessment Program
 TPR Storytelling Book
 Grammar Tutor for Students of Spanish
 Reading Strategies and Skills Handbook
 Interactive Tutor CD
 Puente: Customized Level 1 Review
35
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my.hrw.com (student online text)
www.go.hrw.com (student practice resources)
http://boricua.com/comida/index.html (teacher resource of information, including a few
recipes, from Puerto Rico
http://www.uni.edu/becker/Spanish3.html#food (a site to explore for recipes in the
Spanish-speaking World)
http://www.casadejoanna.com/mirror/cs_span.htm (a site for teacher resources on the
food pyramid and restaurants)
http://www.asknumbers.com (metric conversions tools)
Rubric for performance task
Pen and paper quizzes on selected vocabulary, structure and culture
A class set of menus from local restaurants and/or menus printed from the Internet from
restaurants in the Latino world
http://www.meetpuertorico.com/espanol/about_pr/dining_reviews.asp (Sample of
restaurant review)
In-service Guide – Muirhead, Pablo (See Unit 1)
http://www.spanishspanish.com/food/frutas.html Fruit/picture association
http://www.spanishspanish.com/food/veggies.html Vegetable/picture association
http://www.spanishspanish.com/verb/preterito_prac_cap2_web.html timed quiz to
practice the preterite
http://www.spanish.bz/activity-imperfect-verbs.htm practice imperfect
http://video.aol.com/video-detail/jesse-and-joy-llegaste-tu/2997061169 video of Jesse
and Joy song: Llegaste Tú (for work with the preterite)
http://www.jameswooldridge.com/preterit8_large.php Preterite video
http://www.supermercadosgrande.com/index.htm SuperMercados Grandes: Puerto
Rican grocery store, updated weekly
36
Understanding by Design
Stage 1: Desired Results
What content standards are addressed?
ACTFL National Standards For World Language Learning
1.1, 1.2, 1.3, 2.1, 2.2, 3.1, 3.2, 4.1, 4.2, 5.1, 5.2
Maryland Voluntary State Word Language Standards
1.1: a. (emerging and developing) – d., 1.2: a.- c.(emerging) and b. (developing), 1.3: b., d.;
2.1: a.- d.; 2.2: c. – d. (emerging), a. (developing), 3.1: a., b. (emerging and developing), 3.2:
a., b.; 4.1: c. – d., 4.2: a., b.; 5.1: a.; 5.2: a., c.
What enduring understandings are desired
(and what misunderstandings will be addressed)?
Students will be able to:
 Ask and answer questions in a restaurant when ordering food.
 Give opinions about how food tastes.
 Describe food preparation.
 Use imperfect to share past experiences dealing with food preparation, diet and restaurant
situations.
 Give recommendations and respond to questions using direct, indirect and reflexive
pronouns.
 Use adverbs to describe food preparation and consumption.
 Use correct forms of past participles to describe food.
 Identify cultural norms and describe cultural aspects of San Juan and Puerto Rico.
 Skim and scan a text.
 Use logographic cues to aid in reading comprehension.
 Use the format of the text and pictures surrounding the text to aid in reading
comprehension.
 Use prior knowledge of recipes and food items of Puerto Rico to aid in reading
comprehension.
 Convert measurements from the metric system to our system of measurement and vice
versa.
 Use grammatical cues to aid in reading comprehension.
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What essential questions will guide this unit and focus teaching/learning?
What expressions are essential when in a restaurant situation as a customer and a server?
What is needed to be able to discuss one’s diet?
How do you describe how to prepare food?
How do you talk about past experiences in which food is involved?
How do you use both direct and indirect object pronouns at the same time?
How do you use both direct and reflexive pronouns at the same time?
37
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When do you need to use the imperfect tense when talking about past food experiences?
How and when do you make past participles agree in number and gender?
What is an adverb?
When are adverbs used?
How do you form an adverb from an adjective?
What is the connection between San Juan, Puerto Rico and the U.S.?
What are similarities and differences between life in Puerto Rico and the U.S.?
What strategies will aid in reading comprehension when reading a recipe?
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What topical questions will guide this unit and focus teaching/learning?
Can I order in a restaurant and respond to questions?
Can I make recommendations and share opinions about food and how it tastes?
Can I talk about my diet both in the present and in the past?
Can I describe how to prepare food as far as things like fried, boiled, baked?
Can I describe how someone else prepared food?
Can I talk about a few cultural aspects of San Juan, Puerto Rico?
Can I convert metric measurements in a recipe to our measurements?
Can I use some new reading strategies to aid in reading comprehension?
Can I use both direct and indirect object pronouns in the same sentence when giving
suggestions or answering questions?
What key knowledge and skills will students acquire as a result of this unit?
Knowledge of:
 Restaurant terms for ordering and taking orders
 Diet and the food pyramid
 The metric system
 Recipes, particularly from Puerto Rico
 Adverbs
 Past participles as adjectives
 Imperfect
 Double object pronouns, i.e. reflexive, indirect and direct object pronouns
Skills:
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Express opinions
Make recommendations
Describe past experiences dealing with food
Use adjectives to form adverbs
Use past participles as adjectives
Place appropriate pronouns accurately
Use the imperfect tense
Skim and scan a text
Use visual, organizational and grammatical cues
Use prior knowledge
Use graphic organizers
(optional) Use technology
38
Understanding by Design
Stage 2: Acceptable Evidence of Understanding
What evidence will show that students understand?
Performance Tasks*:
After students have practiced describing personal experiences in restaurants, and food
preferences and the preparation of foods, students will write a restaurant review for Latino
exchange students who have recently come into the area. The review may be true or fictitious
but must incorporate terms and functions that have been learned in the unit including
recommendations using commands and double object pronouns for going to the restaurant and
what to order, the use of several descriptions of the food (good or bad and why, and how
prepared such as fried, boiled or baked to name a few), how the service was, how healthy the
choices were, the prices of the food and any other information that might prove helpful to the
reader.
*Complete a Performance Task Blueprint for each task (next page).
Other Evidence (quizzes, tests, prompts, observations, dialogues, work samples, etc.):
Formal:
 Selected homework exercises
 Selected quizzes
 Chapter test
 (optional) Technology lesson
Informal:
 Selected homework assignments
 Selected classroom activities (written and/or oral)
 A recipe
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Student Self-Assessment:
Partner and small group practices in unit
Written warm-ups in which students pose questions about previously learned material with
which they still have problems
Oral closure activities in which students summarize what was learned that day or ask
questions for clarification
Self-test on page 21 of the Independent Study Guide
Responses to topical questions
Repaso, Capítulo 7 on pages 274-5 of the text
39
Performance Task Blueprint
Task Title: La reseña de un restaurante
Approximate Time Frame: 3 days
What desired understandings/content standards will be assessed through this task?
1.2, 1.3, 2.2, 3.1, 3.2, (5.1)
What criteria are implied in the standard(s) understanding(s) regardless of the task
specifics?
Students understand and interpret written language and spoken language on a variety
of topics. Students present information, concepts, and ideas to an audience of listeners or
readers on a variety of topics. Students demonstrate an understanding of the relationship
between the products and perspectives of the culture studied. Students reinforce and further
their knowledge of other disciplines through the world language. Students acquire
information and recognize the distinctive viewpoints that are only available through the world
language and its cultures. Students use the language both within and beyond the school
setting.
Through what authentic performance task will students demonstrate understanding?
Students will be given the task of writing a critique/review of a restaurant in the area as
it might appear in a magazine that can be shared with Spanish exchange students and/or ESOL
students and their families or other Spanish speakers in the community that they know. They
may have to actually visit local restaurants and speak with the owners/cooks to accomplish
this task or they may be able to complete the task via technology. In the review, they should
include a description of the food in the restaurant or a typical meal, prices, how the service
was, what happened during their visit (real or imaginary) and how healthful the food choices
were. Recommendations should be made about whether to visit the restaurant and what
food(s) to order or not order.
What student products/performances will provide evidence of desired understandings?
Product: A restaurant review for a
“magazine”
By what criteria will student products/performances be evaluated?
See the rubric at the end of the unit.
40
Understanding by Design
Stage 3: Plan Learning Experiences and Instruction
What sequence of teaching and learning experiences will equip students to develop and
demonstrate the desired understanding?
I.
II.
Culture
A.
Have students look at the painting on page 279 and as a class discuss what the
contradiction seems to be between the title of the work and what they see in the
picture. Why would plantains be their “daily bread”? Have students make a
guess as to where this person lives and/or where the artist is from. Have students
brainstorm any other food facts that they recall about Puerto Rico prior to reading
and discussing the Notas culturales on pages 248, 252, 264. Have discussions
about the climate and historical influences that have made certain foods more of
an intrinsic part of the diet in Puerto Rico.
B.
Before watching the Comparaciones on pages 256-7, dealing with celebrations
and foods in Puerto Rico, Peru and Venezuela, review with students the
vocabulary that will aid in comprehension. Also have a discussion about typical
foods that we eat here in the U.S. during certain holidays and let students know
that this is what they need to listen for while watching the video the first time, i.e.,
which foods are highlighted and when are they usually eaten? Discuss student
findings after the first viewing and remediate as needed. Go through together as a
class the Post-viewing questions on page 67 of the Video Guide. Any that the
class is unable to answer will be the target/focus of their listening during the
second viewing. Students may wish to try making either of the dishes described
in the video at home as a follow up activity.
C.
You may wish to review the Geocultura of Spanish 1 in Chapter 2 yourself which
deals with cultural aspects of Puerto Rico before proceeding with the study of the
Geocultura on pages 240-243. Students should be able to brainstorm some
information that they remember about Puerto Rico. Have students read to find out
more information about the history of Puerto Rico, the capital city of San Juan
and other cultural aspects that you deem appropriate and discuss as a class.
Communication
A.
Ordering in a restaurant and talking about how food tastes
1.
After learning the new food vocabulary and restaurant terms, have
students role-play ordering from the Café Sol menu on page 246 of the
text. Students should work in pairs and switch roles between waiter and
customer to get practice with all of the vocabulary. Have partners
volunteer to share their role-plays with the class. They should include
41
descriptions of the food in their role-plays in the form of a complaint or a
compliment. As the class listens, after each role-play they can comment
on whether the food was good or bad to show comprehension.
2.
Have a class discussion in which students first write, individually, about
one restaurant experience and then talk about good and bad restaurants in
town and the experiences that they had that caused their opinions. Make a
running list on the board or overhead as students suggest good and bad
things that can or have happened to them in a restaurant.
3.
Have students suggest polite commands that might have been used to try
to correct any unpleasant experiences that they have had in restaurants.
You may wish to follow the activities as suggested in the Comunicación
activity 9 on page 251 along with the suggestions in the Teacher’s Edition
for the same activity.
4.
Have students role-play once again but this time have them incorporate
direct and indirect object pronouns in the role-plays as they choose to roleplay a pleasant experience in a restaurant or an unpleasant experience in
which everything goes wrong. In this second set of role-plays, there
should be groups of three to four rather than pairs so that some students
can play the role of chef or fellow patron in the restaurant. The unpleasant
experience could be due to bad food and/or bad service.
5.
You may choose at this point or after review of the imperfect uses, to take
your classes to one of the local restaurants in town and order a meal in
Spanish. During the visit, you may wish to have students fill out a
questionnaire which includes questions like the following to help to
prepare them for the performance-based task:
a.
b.
c.
d.
e.
f.
6.
¿Cuál fue la comida más popular del grupo?
¿Cómo era el servicio? ¿Por qué?
¿Había una comida mala? ¿Por qué?
¿Cómo eran los precios?
¿Cómo era el ambiente en el restaurante?
¿Cuál era la comida más exotica o diferente del menú?
(optional) Have students complete the web quest Cenamos en Perú as
described in http://www.casadejoanna.com/mirror/frameworks/cs_yrgo.htm. They may choose to research one of the dishes in more depth and
try to prepare the recipe. See activity B.7.
42
B.
Diet and food preparation
1.
Have students try to describe the Pirámide Alimenticia, including food
groups, their location on the pyramid and the number of portions
recommended daily, in as much detail as they can from memory, before
actually looking at the illustration on page 260 of the text and making
corrections and/or additions to their first description. As a follow-up, have
students discuss whether they think they are healthy eaters and why or
why not based on the suggestions of the Food Pyramid.
2.
Have groups of students prepare the survey and poll classmates as directed
in Comunicación activity 21 on page 261 of the text and the Interpersonal
activity in the Teacher’s Edition on the same page. Encourage students to
use new adverbs learned as much as possible in the preparation of the
polling questions. Have students prepare a graph of their findings and
present it to the class.
3.
Have students in groups create lists of recipe ingredients that go into
recipes under the various food groups. Allow students ten minutes to
create the most unique lists. Encourage them to use the adjectives from
page 266 in their list of foods and remind them of the agreement that must
take place. As a class, review the lists orally. The group that has the most
unique and longest lists wins.
4.
Have students do Comunicación activity 33 on page 267 and its follow-up
in the Teacher’s Edition on the same page of a role-play. Have selected
pairs do their role-play for the class. Ask comprehension questions after
each role-play.
5.
Have pairs of students talk about a cooking experience that they have had
in the past, something that they prepared with their parent or on their own.
The cooking experience can be as simple as preparing macaroni and
cheese, a sandwich or a salad and as complicated as a special dish that
they prepared for a special occasion. Have them include the ingredients,
the steps for preparation and how it turned out. Have the partner take
notes and have selected pairs report back to the class the recipe from their
partners. Variation: Have students create a PowerPoint® of the recipe to
use in the presentation.
6.
If possible, have a cook from a local Latino restaurant come to class to
talk about the restaurant that s/he works in and the dishes that are prepared
at the restaurant. Students should prepare questions ahead of time to ask
concerning the restaurant’s recipes, what the cook’s job entails and the
cook’s experiences, if any, with customers.
43
7.
III.
Have students explore the Internet, their textbooks and/or copies of recipes
from the Spanish I textbook that you provide or that you might have for a
recipe that they may choose to prepare individually or in pairs. You may
also want to tap the resources of your technology teachers in the building.
Have students prepare the dishes and a short description of how the dish
was prepared and how it turned out. Have students bring the dish to class,
if you wish, and share with classmates along with a mini-presentation of
the experience. If students do not bring the dish to class, they should still
do a written description of the experience. They may choose to
incorporate the dish in their performance-based activity.
Reading
A.
B.
El sabor de Puerto Rico, pages 270-1
1.
Have students identify what the reading on pages 270-271 is about and
how they know, based on the format. Ask them what this is a recipe for,
how long it will take to prepare, whether they think this recipe is healthy
and why, and how many people it will serve.
2.
Ask students to look at the first word of each step of the recipe and explain
what forms of verbs are being used (command) and why they are being
used. Ask them to scan the steps and tell you how many commands must
be followed in each step. Next, ask students to read the recipe silently.
3.
Explain the logographic cues strategy and have students complete the
activity from the Reading Strategies and Skills Handbook on page 72 as
they do the reading. Have selected students share their drawings with the
class.
4.
Direct the students to the Comprensión questions in B and C on page 272
and clarify any questions students may have. Have them re-read the
selection to answer the questions. Have students first do individually, then
share with a partner and then go over orally as a class. Remediate as
needed.
El mofongo, pages 414-5
1.
After reading the Nota cultural on page 252 of the text, ask students what
the main ingredient of el mofongo is and where it is on the platter
illustrated. Have them defend their choice.
44
2.
With books closed, play the recipe on page 415 of the text, track 10 in the
Audio CD program, and ask students to identify what they are listening to,
how many ingredients there are and how many steps it takes to prepare the
recipe.
3.
Next, have students open their books and listen, as they read along, to the
introduction to the reading of the introduction. Have them listen/read for
the origin of the recipe, how old the recipe is and who is speaking.
Discuss students’ findings as a class.
4.
Next, have students determine the tenses of verbs used in the second part
of the reading by scanning the text and identifying the present tense and
the imperfect tense in the first and second paragraphs respectively. Ask
students why they think that the author is using imperfect in the second
paragraph (a personal experience). Also, ask them to identify where and
when the author first had el mofongo and who they think María Luisa
Echeandría is.
5.
Have students read both pages once more and answer the comprehension
questions on page 415. Collect and evaluate informally. Remediate as
needed.
6.
Students may choose to prepare this recipe. See activity II.B.7.
45
Contenido
x 6 (el
máximo es
veinticuatro)
La Rúbrica (Escritura) – Capítulo 7 – Una reseña de un restaurante
4
3
2
(Superior)
(Bueno)
(Más o Menos)
Incluye una reseña muy buena:
Incluye todos los requisitos
Incluye tres o cuatro de los
Por lo menos dos recomendaciones
menos uno.
requisitos.
Varias descripciones de comida
incluyendo como se prepara
Una descripción del servicio y los
precios
Cuánta comida saludable y no
saludable hay en el menú
Puedo entender todo.
Puedo entender mucho.
Puedo entender menos de
la mitad (half) de lo que
escribes.
Hay varios errores. Favor
de ver el papel.
No puedo entender mucho.
La estructura (cómo deletreas, el orden
de palabras y la puntuación) es super.
Casi no hay errores.
Hay muy pocos errores.
Muy bien organizada y bonita.
Es lógica y efectiva pero hay
unos problemas de secuencia
de la reseña.
Tienes todos los requisitos
A veces es confusa la reseña
y es difícil reconocerla
como reseña.
Tienes muchos de los
requisitos.
No hay organización. No
parece una reseña.
_______
_______
Comprensión
Correcto x 2
(el máximo
es ocho)
Organización
Esfuerzo x 2
(el máximo
es ocho)
Totales (de
categorías)
Es evidente que hay más de lo
requerido.
_______
1
(Incompleto)
No incluye los requisitos
básicos.
Hay muchos errores. Favor
de ver el papel.
Tienes muy pocos de los
requisitos.
_______
Nombre: ________________________
Nota:
Unos comentarios:
____________________________________________________________________________________________
____ / 48
____________________________________________________________________________________________
46
M.I.
Interpersonal Intrapersonal Verbal
Linguistic
Standard
Communication
Interpersonal
II.A.4., 5.
Interpretive
Presentational
II.B.4.,
III.A.4.
II.A.1., B.4.
Cultures
Practices
I.A.
Products
I.A.
Perspectives
Connections
Making
Connections
Acquiring
Information
Comparisons
Language
Culture
Communities
School and
Community
Lifelong
Learning
Visual
Spatial
Musical
Rhythmic
Naturalist
II.A.3., 5.
II.A.6.,
III.B.3., 4.
PBT
II.B.5.,
II.B.2.,
III.A.1.
III.A.2.
PBT
II.B.2.
II.A.3., B.5.
I.A.,
III.A.3.
II.A.1.
II.A.5.
I.B.
PBT
I.A.
I.B.
I.A.
PBT
II.B.1.
III.B.5.
PBT
I.C.
I.C.
PBT
I.B., II. B.7.
PBT
II.B.6.
II.A.5.
II.A.5., 6.
PBT, III.B.6.
I.B.
47
III.A.2.
II.A.2.
II.B.3.
I.C.
II.B.1.
I.B.
Logical
Bodily
Mathematical Kinesthetic
III.A.1.
Understanding by Design
Unit 2 (Chapter 8) Cover Page
Unit Title: Capítulo 8 -Tiendas y Puestos
Grade Level(s): 9 - 12
Subject/Topic Area(s): Clothing, Shopping, Chile, Comparisons and Contrasts, Past tense,
Adverbs
Key Words: Clothing, Shopping, imperfect, preterite, Ir a + infinitive in the imperfect and
preterite, Comparatives, Superlatives, Bargaining in a market, Stating preferences, por and
para, Demonstrative adjectives, Adverbs of place, Adjectives as nouns, Santiago, Chile
Designed By: Sharon Birch, Patricia
Powell, Lara Whitehead
Time Frame: 23 days
School District: Wicomico
Unit Description (including curricular context and unit goals):
Students will be able to talk about articles of clothing, trying clothes on and how
clothes fit. Students will learn to bargain in a market and to state preferences. Students
will learn some differences between the imperfect and the preterite tenses, and will also use
the ir a + infinitive construction in both the imperfect and the preterite. Students will make
comparisons of inequality and equality using comparatives, and will also learn to make
superlatives. The different uses and meanings of por and para will be introduced in this
chapter. Demonstrative adjectives (ese, este) will be reviewed and aquel will be added.
Students will also learn adverbs of place and how to use adjectives as nouns. Students will
be able to locate Santiago in Chile and provide details about some cultural aspects of the
area. For the reading selection, students will use background knowledge and the prereading strategies of looking for visual clues, quotes, headings and format to determine the
purpose of the text.
Materials and Resources:
Exprésate 2
 Text and Teacher’s Edition Workbook
 Teaching Transparencies
 Video program/DVD Tutor
 Cuaderno de Vocabulario y Gramática
 Cuaderno de Actividades
 Activities for Communication
 Independent Study Guide
 Video Guide
 Lab Book
 Audio CD
 Assessment Program
48
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TPR Storytelling Book
Grammar Tutor for Students of Spanish
Reading Strategies and Skills Handbook
Rubric for performance task
Pen and paper quizzes on selected vocabulary, structure and culture
Interactive Tutor CD
my.hrw.com (student online text)
www.go.hrw.com (student practice resources)
http://www.mes-english.com/flashcards/clothes.php (2 sets of clothing flashcards and
powerpoints)
map of Chile
http://video.google.com/videoplay?docid=-7693381360811843674&q=chile+site%3Ayoutube.com&total=5385&start=10&num=10&so=0&type=search&plindex=4
(video about kayaking in Chile with all Spanish music)
http://video.google.com/videoplay?docid=81977883904662581&q=chile+site%3Ayoutube.com&total=5243&start=40&num=10&so=0&type=search&plindex=2
(14 minute amateur travel video of Santiago, Chile and Easter Island, no dialogue, just
video and Spanish music
http://video.google.com/videoplay?docid=8322869387382045075&q=chile+site%3Ayoutube.com&total=5230&start=60&num=10&so=0&type=search&plindex=0
(very long video, 40 minutes, for Chile and Argentina, absolutely breathtaking, teacher
needs to pick and choose)
http://www.exchile.com/ (a website devoted to all adventure sports in Chile)
http://video.google.com/videoplay?docid=1585440922799814602&q=chile+site%3Ayoutube.com&total=5215&start=70&num=10&so=0&type=search&plindex=2
(10 minute surf, adventure movie in Chile, Spanish music, no dialogue)
http://video.google.com/videoplay?docid=945279496785312511&q=chile+site%3Ayoutube.com&total=5107&start=100&num=10&so=0&type=search&plindex=
3 * (19 minute video in English, with interesting information in general about Santiago,
Chile and adventure sports)
http://video.google.com/videoplay?docid=-2020866914716912919&q=la+cueca+site%3Ayoutube.com&total=47&start=0&num=10&so=0&type=search&plindex=0 (1
minute video of the national dance La Cueca being performed in Santiago)
www.laleysite.com
http://college.cengage.com/languages/spanish/long/nexos/1e/mediaed/ace/fae/brand.htm
l?layer=act&src=ch10-07.xml Por versus Para exercise
http://college.cengage.com/languages/spanish/long/nexos/1e/mediaed/ace/fae/brand.htm
l?layer=act&src=ch08-07.xml Comparatives exercise
http://www.studystack.com/flashcard-172428 practice with vocabulary
http://www.jameswooldridge.com/billy.php Billy la bufanda….trust me, your kids will
love it!
http://atschool.eduweb.co.uk/rgshiwyc/school/curric/Spanish/Vocabulary/Clothes/12.ht
m listening exercise for clothing
http://www.hello-world.com/resource/free.php exercises for colors and clothing
http://classtools.net/widgets/quiz/quiz662.htm/ games for vocabulary (matching pairs,
cannonball, manic miner, wordshoot)
49

http://www.leoloqueveo.org/ropas.htm#arriba clothing

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http://www.sewanee.edu/Language_Lab/spanish/doprn.html double object pronouns
http://familycrafts.about.com/gi/dynamic/offsite.htm?zi=1/XJ/Ya&sdn=familycrafts&z
u=http%3A%2F%2Fwww.berenstainbears.com%2Fdressup.html Berenstain Bears
paper dolls and clothing
http://familycrafts.about.com/gi/dynamic/offsite.htm?zi=1/XJ/Ya&sdn=familycrafts&z
u=http%3A%2F%2Fwww.100megsfree4.com%2Fgogators4%2FIndex.html paper
dolls, movie stars, teen idols, famous Americans, royalty, TV stars, rock stars, fictional
characters
http://www.pdictionary.com/spanish/browse.php?bm=zero&db=clothing*and*apparel
picture dictionary for clothing
http://www.e-nicoli.com/ for ads of clothing
http://www.mangoshop.com/entradaPaises.faces?almacen=001&pais=001&idioma=ES
for ads for clothing
Rubric for performance-based activity
Más allá music lyrics
Pre-reading survey
During reading graphic organizer
Large pictures of clothing
Articles of clothing
Bop stick
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50
Understanding by Design
Stage 1: Desired Results
What content standards are addressed?
ACTFL National Standards For World Language Learning
1.1, 1.2, 1.3, 2.1, 2.2, 3.1, 3.2, 4.2, 5.1
Maryland Voluntary State Word Language Standards (Emerging)
1.1: a, b, c, d, 1.2: a, b, 1.3: a, b, 1.3: b,,c, 2.2: b, c, d, 3.1: a, 3.2: a, 4.1: a, d, 4.2: a, 5.1 :a
What enduring understandings are desired
(and what misunderstandings will be addressed)?
Students will be able to
 Talk about trying on clothes and how they fit
 Talk about shopping for clothes
 Bargain in a market
 State preferences
 Use the imperfect and the preterite
 Use ir a + infinitive with the imperfect and the preterite
 Make comparisons and use superlatives
 Use por and para for certain meanings and contexts
 Use demonstrative adjectives, including aquel
 Use adverbs of place
 Use some adjectives as nouns
 Apply background knowledge prior to reading
 Use pre-reading strategies to determine the purpose of the text
 Identify and describe some cultural aspects of Santiago, Chile
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What essential questions will guide this unit and focus teaching/learning ?
What vocabulary is needed to talk about trying on clothes and how they fit?
How does one bargain in a market?
How are preferences stated?
How is the imperfect different from the preterite? What are the different uses and rules
that apply?
How is ir a + infinitive used in the imperfect and the preterite?
How does one compare equal or unequal things?
What is the superlative?
How is the superlative formed?
What are some different meanings and context uses for por and para?
What are demonstrative adjectives? How are they used?
What are adverbs of place? How and where are they used?
How is an adjective used as a noun?
How is background knowledge applied to a reading selection prior to reading?
How do pre-reading strategies help to determine the purpose of the text?
51
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What are some cultural aspects of Santiago, Chile?
What topical questions will guide this unit and focus teaching/learning ?
Can I talk about trying on clothes?
Can I talk about how clothes fit?
Can I talk about shopping for clothes?
Can I bargain in a market?
Can I state preferences?
Do I know some of the different uses of the imperfect and the preterite? Can I apply them
correctly?
Can I use ir a + infinitive in the imperfect and the preterite?
Can I use comparisons for equal or unequal things?
Can I use superlatives?
Do I know some of the differences between por and para? Can I use them in the correct
context?
Do I know the different types of demonstrative adjectives? Can I apply the correct
demonstrative adjective in context?
Can I use adverbs of place?
Can I use an adjective as a noun?
Can I use background information to help determine main idea or purpose in a reading
selection?
Can I use pre-reading strategies to help determine purpose of text?
Can I identify and describe some cultural aspects of Santiago, Chile?
What key knowledge and skills will students acquire as a result of this unit?
Knowledge of:
 Vocabulary for trying on clothes, describing how clothes fit
 Vocabulary for shopping for clothes
 Vocabulary for bargaining
 Imperfect and preterite uses
 Ir a + infinitive in the imperfect and the preterite
 Comparatives
 Superlatives
 Por and para
 Adverbs of place
 Adjectives as nouns
 Various aspects of the culture of Santiago, Chile
52
Skills:
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Bargaining
Use the imperfect and the preterite
Form comparatives
Form superlatives
Use por and para in context
Use adverbs of place
Use adjectives as nouns
Determine purpose of text through pre-reading strategies
53
Understanding by Design
Stage 2: Acceptable Evidence of Understanding
What evidence will show that students understand?
Performance Tasks*:
Students perform a role-play with a partner about a past shopping situation. The
situations from which they will have to choose will vary in outcome but will all include use of
vocabulary from the chapter, the use of both past tenses, the use of por or para and at least
once the use of some comparative or superlative construction. Possible scenarios have been
created in the Performance Task Blueprint but these could be changed. Students will be able
to use the printed scenarios supplied by the teacher but may not read anything while doing the
role-play. Time will be provided to choose and practice the role-play.
*Complete a Performance Task Blueprint for each task (next page).
Other Evidence (quizzes, tests, prompts, observations, dialogues, work samples, etc.):
Formal:
 Selected homework exercises
 Selected quizzes
 Chapter test
Informal:
 Selected homework assignments
 Selected classroom activities (written and/or oral)
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Student Self-Assessment:
Partner and small group practices in unit
Written warm-ups in which students pose questions about previously learned material with
which they still have problems
Oral closure activities in which students summarize what was learned that day or ask
questions for clarification
Self-test on page 24 of the Independent Study Guide
Responses to topical questions
Repaso, Capítulo 8 on pages 314-5 of the text
54
Performance Task Blueprint
Task Title: Fuimos de compras
Approximate Time Frame: 3 days
What desired understandings/content standards will be assessed through this task?
1.1, 1.2, 1.3, 2.1
What criteria are implied in the standard(s) understanding(s) regardless of the task
specifics?
Students engage in conversations, provide and obtain information, express feelings and
emotions, and exchange opinions. Students understand and interpret written language and
spoken language on a variety of topics. Students present information, concepts, and ideas to
an audience of listeners or readers on a variety of topics. Students demonstrate an
understanding of the relationship between the practices and perspectives of the culture studied.
Through what authentic performance task will students demonstrate understanding?
Students will be given the task of role-playing one of four situations dealing with a
past shopping experience. They may be playing the roles of parent/child, two friends, two
salespeople who work in a clothing store or market stall, or a salesperson and a customer and a
salesperson in the store or market stall. After having practiced each of the four scenarios or
something similar during the unit, they should feel confident to role-play one of their choosing
with the person of their choice for a grade. They should follow the instructions given below as
their guides when they actually do their role-plays. They should not read but rather react to
what their partner is saying but may use the instructions as they role-play. Students should
read over the rubric before preparing and performing the role-play.
Situación 1: Vosotros sois dos amigos(as) que hablan de una excursión de compras que fue
un desastre.
A: Dile a tu compañero(a) cuándo fuiste de compras y que querías comprar.
B: Pregúntale a tu compañero(a) adónde fue y por qué decidiste ir a ese lugar.
A: Responde, explicando que supiste de la venta de un amigo o el periódico.
B: Pregúntale si compró algo o no.
A: Responde que no y explica por qué.
B: Dile a tu compañero(a) de una situación similar del pasado.
Situación 2: Vosotros sois dos dependientes, amigos, en una tienda y hablan de ayer y lo que
pasó. Puede ser la descripción y los eventos buenos o malos. Vosotros decidís.
A: Pregúntale al(la) otro(a) dependiente, del día anterior en la tienda.
B: Explícale que fue un día bueno(malo).
A: Pregúntale por qué y sugiere una posibilidad.
B: Responde a la posibilidad incorrecta y explica lo que pasó.
A: Dile que algo similar te pasó y explícalo. Pregúntale algo más que pasó.
B: Haz una conclusión de los eventos del día.
55
Situación 3: Vosotros sois (A) un(a) dependiente y (B) un(a) cliente y el cliente tiene un
problema de una visita anteayer.
A: Saluda al cliente y pregúntale si puede servir.
B: Explícale el problema con la ropa comprada anteayer.
A: Pregúntale ver la ropa y explícale que sólo puede cambiar porque fue de venta.
B: Dile lo que quería pero que el precio es más.
A: Muestra otros de colores y diseños diferentes que estaban en oferta.
B: Dile si vas a comprar o vas a esperar.
Situación 4: Vosotros sois (A) la madre(el padre) y (B) su hijo(a). Habláis de la primera
experiencia de compras en el mercado mientras de vacaciones.
A: Pregúntale a tu hijo(a) dónde estaba todo el día.
B: Explíca adónde fuiste y dile a la mamá qué buscabas de regalo con descripción del
objeto.
A: Pregúntale para quién le compró.
B: Dile quién y por qué
A: Habla de una experiencia anterior en el mismo mercado. Pídele de la experiencia de
regatear.
B: Dile del primer precio y el precio final después de regatear y tu opinión de la
experiencia.
What student products/performances will provide evidence of desired understandings?
Performance: Role-play of shopping
Product:
By what criteria will student products/performances be evaluated?
See the rubric at the end of the unit.
56
Understanding by Design
Stage 3: Plan Learning Experiences and Instruction
What sequence of teaching and learning experiences will equip students to develop and
demonstrate the desired understanding?
I.
Culture
A.
B.
Have students locate Chile on a map. Identify the body of water, the mountain
range, the capital city of Santiago and other major cities. Ask students what they
may know about Santiago, Chile. It is likely that they may not know very much.
Share with the students that 40% of the population of Chile lives in Santiago.
Two other interesting facts are that if Chile were placed in North America, it
would stretch from Mexico City to Juneau, Alaska and the national flag of Chile
is identical to the flag of Texas.
1.
Show the video clip
http://video.google.com/videoplay?docid=945279496785312511&q=chile
+site%3Ayoutube.com&total=5107&start=100&num=10&so=0&type=se
arch&plindex=3 *
(19 minute video in English, with interesting
information in general about Santiago, Chile and adventure sports).
Teacher should preview the clip and determine what parts would be best to
use in a particular class.
2.
After viewing, ask class again what they know about Chile. Ask if they
would like to visit, and if so, what they would like to do when there.
3.
Depending on the interest of the students, teacher may want to show
additional clips about adventure sports such as surfing, kayaking, skiing,
or snowboarding. Several sites are listed in the resource page.
4.
The Geocultura pages in the text, pages 280 – 283 may be referred to
briefly and some of the additional teacher notes may be shared with
students. Mentioning that Chile is sometimes referred to as El País del
Poeta because of the many famous poets that lived there will be
interesting to some. Talking about the ethnic makeup of Chile will be
surprising to some.
Music from Chile is vast and varied. It includes the andino music that students
have been exposed to in prior chapters, regional folk music from which the
national dance La Cueca evolved and all types of current music. One of the most
successful and popular rock groups to emerge in the Latino music world is the
group La Ley from Chile. Beginning in 2000, their success began to cross over
into the United States. In 2001 they recorded an MTV Unplugged session that
brought them even more acceptance and success. In 2005 they were part of the
57
Grammy telecast. They have become spokespeople for youth in the sense that
they believe that youth should take care of themselves, avoid drugs and know who
they are. There are strong messages in much of their later music. Several videos
of their music are available on www.dailymotion.com and also can be found
doing an advanced google search eliminating youtube.com.
1.
Allow students to listen to songs such as Ámate y Sálvate, Mi Ley, Aquí, or
Más allá.
2.
Más allá is a powerful song that was written in response to 9/11. It is a
song filled with the desire for peace and truth and is dedicated to the
eternal light of hope within all of us. Have students listen to the song as
they watch the video. Ask them what they understand from the pictures
and the Spanish they hear.
3.
Give students the lyrics to the song (see after Stage 3) and have the class
derive some of the meaning from the lyrics. While a significant amount of
the vocabulary in the lyrics should be known and recognized, you may
want to help with words such as ocultar, hundiendo, oscuridad, culpar,
temer and mentir.
4.
Have students listen to a part of the song again without showing the video.
Then show the video one more time.
5.
Have students write a reflection in Spanish, as much as possible, allowing
English to break through with the thoughts they are not able to express in
Spanish.
C.
Ask students if the United States has a national dance. Ask for regional dances
(square dance, West Coast swing, New York ballet) and other types of dances in
the United States (jitterbug, the twist, jive, tap). Remind students that Chile has a
national dance, La Cueca. Show the video
http://video.google.com/videoplay?docid=2020866914716912919&q=la+cueca+site%3Ayoutube.com&total=47&start=0&num=10&so=0&type=search&plindex
=0 (1 minute video of the national dance La Cueca being performed in Santiago)
Ask students if the dance reminds them of any dance they have seen before.
There will probably be several different types of responses. Discuss as a class.
D.
Show students the Fine Art Transparency of El Mercado by Ana Cortés. Have
students describe the activities, produce, and people in the market. Discuss the
use of color in the painting. Then, have students complete exercise 4 on page 319
of the text, writing a paragraph about what happened the day of market, including
details about the time of day, the weather, what the people said, and what they
sold and bought. Students could also compare the market to farmer’s markets
locally.
58
E.
II.
Begin a discussion about bargaining or regateando. Explain to the students that
in many Spanish speaking countries, there are markets where merchants charge
inflated prices and encourage bargaining. It is an essential skill to develop. Share
experiences you may have had bargaining, and ask student to share any
experiences they may have had. Were they comfortable haggling over a price?
Why or why not? How much were they able to bargain down the price? Have a
discussion about how prevalent this practice is in the U.S. (yard sales and car
purchases) as compared with countries in Latin America.
Communication
A.
Talking about trying on clothes and how they fit, talking about shopping for
clothes, imperfect and preterite, ir a + infinitive with imperfect and preterite,
comparatives and superlatives
1.
With a partner, have students complete activity 5 on page 289. The next
day have the students use the clues presented to perform a conversation for
the class. They may also want to use props, such as clothing, nametags or
a shopping bag. Have listening students summarize the conversation in
Spanish, using the imperfect and the preterite.
2.
Assign activity 8 on page 291 for homework, in which students will
respond to prompts about their last shopping expedition. After review in
class the next day, ask each student to choose one question from the
activity to use as a survey question for the class. The student should then
ask several different classmates the same question and compare the
answers. Students should write this comparison briefly in Spanish, using
the imperfect and the preterite as needed.
3.
To help to reinforce the differences between the imperfect and the
preterite, arrange to have someone walk into your classroom
unannounced, wearing something unusual and carrying some unlikely
objects. After that person leaves, ask students to tell what happened
including what they were doing, what time it was, a description of the
person and what he or she did.
4.
Ask students to bring in some old articles of clothing of varying sizes.
Augment this by bringing in some of your own. Create a list on the board
of all of the articles of clothing with some adjectives. Pick a student and
have him/her select an article of clothing to try on. Have that student or
have the class, state how the item fits.
5.
Have students complete activity 11 on page 293, Iba a….. in which they
will complete the sentence with a logical response. Then, in small groups,
have students practice giving excuses using ir a + infinitive in the
59
imperfect, followed by another verb in the preterite. Give students a
prompt question such as ¿Por qué no me llamaste anoche? Students
should reply with a variety of excuses: Iba a llamarte pero….
B.
6.
With a partner, have students complete activity 13 on page 293, ¿Por qué
no lo compraste? Have volunteers present their conversation to the class,
and ask the class to provide additional reactions.
7.
As students become comfortable with comparatives, have them write
comparative sentences about their favorite and least favorite actors or
musicians. Require that at least two irregular adjectives be used. Ask for
volunteers to share sentences with the class.
8.
Using the articles of clothing that were brought in for number 4 above,
give each student an article of clothing. Have students make comparisons
with each other about the articles of clothing they each have: Mi falda es
mejor que tu blusa. Mis zapatos son más limpios que tus zapatos.
9.
Once students have completed activity 16 on page 295 dealing with
superlatives, have them ask different classmates their opinion on the best
store, ugliest color. Everyone should try to find someone who shares one
of their opinions. Those two students should together find someone else
who shares their opinion. Continuing, almost like a game, have students
determine the most “popular” opinion.
Bargaining in a market, stating preferences, using por and para, demonstrative
adjectives, adverbs of place, and adjectives as nouns
1.
Utilizing articles of clothing and jewelry, or large pictures of articles of
clothing or jewelry, have students form a large circle to play Bop! Give
each student an article of clothing or a picture. One student is in the
middle with a bop item (such as a pool noodle or a rolled up piece of
construction paper). Teacher will begin play by calling an article of
clothing. The student with that article of clothing must respond by saying
another article of clothing that another student is holding before the
student in the middle can tap him/her with the bop article. If the student
does not respond quickly enough and does get bopped, he/she must
replace the student in the middle, exchanging his/her article for the bop
stick. Once the students have a feel for the game, increase the skill level
by requiring the student called to respond with a new sentence describing
the article of clothing that another student has before being tapped with the
bop article. Advancing even further, student might be required to respond
with Iba a comprar……pero compré….(I was going to buy……but I
bought…..)
60
III.
2.
Pair students and give each pair one item of clothing or piece of jewelry.
One student should be the vendor and the other student should be the
consumer who must bargain for the item. Have groups exchange articles
and have students reverse roles. Present a few exchanges in front of the
class and have the class vote on the most effective salesperson or the best
bargainer.
3.
For homework, have each student prepare several sentences that use por
and several others that use para. Group students and have them make one
paper that says por and one that says para. Have one student read his/her
sentences without the word por or para. The remainder of the group
should decide whether it is por or para that is missing from the sentence,
and say why. If the writer of the sentence disagrees, the group must come
to a consensus and justify the correct response. At the end, have each
group select their best three sentences that are correct to test the rest of the
class.
4.
Have students complete activity 29 on page 305, describing their opinions
of the articles at the market, using demonstrative adjectives. Next, have
students complete activity 30 on page 305, creating a conversation talking
about the market picture. Finally, in groups of four, have students imagine
that they are shopping in the market pictured in activity 29. They are on a
school trip and have 100 Chilean pesos to spend on a present for a teacher
and souvenirs for each of them. Have them discuss what to buy until they
reach a unanimous decision.
5.
Have students look through advertisements or store circulars, in print or
on-line. Ask them to compare prices for similar items at different stores.
6.
With a partner, have students dramatize the cartoon sequence in activity
33 on page 307. Then have students join another pair of students and
assign roles: a salesperson, a cashier, and two friends. Have them create a
conversation between them based on the cartoons in activity 33. Act it out
in front of the class, and have the class summarize in Spanish what
happened.
Reading
1.
Pre-reading: Ask students to take a brief survey (see at the end of Stage 3)
involving the students’ experiences or opinions regarding fashion to
briefly assess background knowledge and stimulate interest in the reading.
Ask students to look at the pictures, quotes, headings and format to
determine the purpose of the text. Emphasize that determining the
purpose of a text is an important strategy to help a reader define main
ideas and guess unfamiliar words in the proper context.
61
2.
Ask students to read the selection silently using the text, stopping before
they get to the survey. As they read, ask students to complete a few key
comprehension questions from the graphic organizer (see at the end of
Stage 3). Debrief and check answers as a class
3.
Ask students to complete the survey and give them time to read their
results. Take a minute to tally the overall results on the board.
4.
Ask students to answer the comprehension questions on page 312 and go
over the answers as a class.
5.
Post-Reading: Ask students to talk about some of the latest styles and
trends that exist at their school. Who set them and when did they become
popular? Ask students if they think the styles and trends serve any
purpose and whether they think it is important to follow the trends.
62
La Rúbrica (Oral) – Capítulo 8 – Fuimos de compras
Contenido (x 2)
4
Superior
3
Bueno
2
Más o
Menos
1
Todo está completo
Comprensión
Comprensión casi
completa
El hablador usa todas El hablador entiende
las estructuras y
casi todo lo que le dice
vocabulario necesarios el compañero.
menos uno para
comunicar.
A veces completo
Alguna comprensión
El hablador usa la
El hablador entiende
mitad de las
la mitad de lo que le
estructuras y
dice el compañero.
vocabulario necesarios
para comunicar.
Muy incompleto
Esfuerzo
Comprensión
Con fluidez total
completa de lo que
dice el compañero
El hablador usa todas El hablador entiende
las estructuras y
todo lo que le dice el
vocabulario necesarios compañero.
para comunicar : Los
tiempos pasados,
por/para,
comparativos y/o
superlativos, y mucho
vocabulario variado.
Casi completo
Fluidez
Muy poca
comprensión
Un esfuerzo
fenomenal
El hablador habla con Es muy creativo. Hay
claridad y sin parar. más de lo mínimo en
La pronunciación e
las preguntas y las
intonación parecen
reacciones.
naturales.
Con bastante
fluidez
Un esfuerzo bueno
El hablador tiene
Es bastante creativo
pocos problemas con pero hay sólo lo
fluidez, pronunciación pedido en la
e intonación.
conversación.
Con dificultad
Un esfuerzo
Tiene varios
Hay una conversación
problemas con
pero le falta mucha
fluidez, pronunciación imaginación.
e intonación.
Con mucha
dificultad
No hay mucho
esfuerzo
El hablador no usa casi El hablador no entiende No tiene fluidez. Hay Casi no hay una
ninguna estructura ni casi nada de lo que le muchos problemas
conversación
vocabulario necesarios dice el compañero.
con pronunciación e completa.
Incompleto
para comunicar
intonación.
TOTALES
Estudiante:___________________
______ %
Fecha:__/__/__
Nota: ___ /20
Comentarios:____________________________________________________
______________________________________________________________
63
Spanish 2 Chapter 8
Artista: La Ley
Album: Libertad
Canción: Más allá
tengo ganas de gritar
y mi boca esta cerrada
no tenia nada que ocultar
y nadie me ocultaba nada
hay algo mas o algo menos
me da igual lo mal o bueno
dejar morir / dejar vivir
estoy hundiéndome en la oscuridad del mar
aquí no hay aire pero al fin podré llegar
Mas allá
espero un sol que me llevara
sin temer volar
donde un sueño es realidad
Mas allá
podré mentirle a mi corazón
Sin tener razón
Mas allá no miente la verdad
Tengo ganas de brillar
Y mi luz esta apagada
No tenia a nadie a quien culpar
Y nadie culpabilizaba
Hay algo mas o algo menos
Me da igual si mas o menos
Deje morir / deje vivir
Estoy hundiéndome en la oscuridad del mar
Aquí no hay aire pero al fin podré llegar
Mas allá
Espero un sol que me llevara
Sin temer volar
Donde un sueño es realidad
Mas allá
podré mentirle a mi corazón
Sin tener razón
Mas allá no miente la verdad
Hermanos del viento comparten la razón
En cada momento que el tiempo desdeño
Viento desde el más allá
Despierta el sol que me llevara
Sin temer volar
Donde un sueño es realidad
Podré decirle a mi corazón
Sin tener razón
Mas allá no miente la verdad
64
¿Qué onda está de moda?
¿Sí o No? Indica con un círculo.
1.
Cuando era niño/a, quería ser modelo/a.
Sí
No
2.
Tengo que tener la ropa con las marcas
más populares (ej. Aeropostale,
Hollister, Vera Bradley, Timberland y
BabyPhat).
Sí
No
3.
La moda en Salisbury es tan atractiva
como la moda en Europa.
Sí
No
4.
Creo que las estrellas en Hollywood
determinan la moda contemporánea.
Sí
No
65
Contesten las preguntas en los
cuadros mientras lean.
¿Cómo definen la moda los
diseñadores, artistas y escritores?
¿Qué efecto tiene la moda en la
sociedad?
¿Por qué es una forma de expresión
la moda?
¿Quiénes dictan la moda?
¿Qué hay detrás de una marca?
¿A fin de cuentas, qué es la moda?
Opinión:
¿Con qué marcas identificas? ¿Por
qué?
66
M.I.
Standard
Communication
Interpersonal
Interpretive
Presentational
Cultures
Practices
Interpersonal
Intrapersonal
Verbal
Linguistic
Logical
Mathematical
Bodily
Kinesthetic
Visual
Spatial
Musical
Rhythmic
PBT, II.A.1.,
II.A.8.,9.,
II.B.4.
PBT, II.A.3.,
II.B.6.
PBT
PBT, II.A.5.,
III.C., III.E.
II.A.2.
PBT, II.A.1.
II.B.1.,2.
I.B/
I.B., III.B.
I.B. , I.E.,
II.B.6., III.A.,
III.C., IIII.E.
I.E., II.A.7.,
II.B.2.,3.
II.A.1., II.B. 1
I.A., I.D.,
II.B.5., III.B.
I.B.
II.A.1.,
II.A.4., II.B.1.
II.B.1.,2.
PBT, I.E.,
II.A.3..,
II.A.6. , II.B.
2
PBT
II.B.5.
Perspectives
I.A.
Culture
Communities
School and
Community
Lifelong Learning
II.B.5.
.
I.C., III.A.
I.A., I.D.,
I.C.
I.B.
I.A.
I.B.
I.C.
I.A., I.E.
I.C.
I.A.
67
II.A.4.
II.A.9.,
II.B.3.
I.A.
Products
Connections
Making
Connections
Acquiring
Information
Comparisons
Language
II.A.2., III.C.
Naturalist
Insert into the Appendix A – Activities Reference Chart for Level 3
Career
Multicultural
Technology
Unit Values
7
8
Education
I.A., II.A.1.6.
II.B. 2.-7.
III.A.4.
PBT
Education
Journalist
Chef
Dietician
Education
I.A.-C.
II.A.1., 5., 6.
II.B.6., 7.
III.A.4., B.4-6
I.A.-E.
PBT
Dancer
Musician
Hair Stylist
Salesperson
Designer
I.A.-E.
PBT
68
I.B.
II.A.6.
II.B.5.,7.
II.B.5.
Understanding by Design
Unit 3 (Chapter 9) Cover Page
Unit Title: Capítulo 9-A nuestro
alrededor
Grade Level(s): 9-12
Subject/Topic Area(s): The Environment, Ecology, Story-telling, Hopes and Desires in the
Future, Comparisons
Key Words: La naturaleza, El subjuntivo, El futuro, La comparasión, El imperfecto y el
pretérito, El cuento
Designed By: Patricia Powell & Sharon
Birch
Time Frame: 24 days
School District: Wicomico
Unit Description (including curricular context and unit goals):
Students will learn the art of story telling in this unit. The final performance task
will be to present a puppet show in which they talk about the ecology, weather and the
environment as they tell a story in the past. Students will be able to use more verbs in the
subjunctive as they will be introduced to the irregular and –ir stem changing verbs. They
will also be introduced to the future tense, its formation and how to use future to
communicate future events and to express wonder. Students will compare and contrast
things and actions and discuss events in the past.
Materials and Resources:
Exprésate 2
• Text and Teacher’s Edition Workbook
• Teaching Transparencies
• Video program/DVD Tutor
• Cuaderno de Vocabulario y Gramática
• Cuaderno de Actividades
• Activities for Communication
• Independent Study Guide
• Video Guide
• Lab Book
• Audio CD
• Assessment Program
• TPR Storytelling Book
• Grammar Tutor for Students of Spanish
• Reading Strategies and Skills Handbook
• Rubric for performance task
• Pen and paper quizzes on selected vocabulary, structure and culture
69
• Interactive Tutor CD
• Puente: Customized Level 1 Review
• Ball of Yarn
• Teacher-made illustrations of vocabulary on nature, geography, animals, plants and
natural disasters
• www.lasculturas.com - Possible resource for music.
•http://ecoweb.bereda.com/page5.html (history of adobe houses)
• http://www.casasdeadobe.com/ (video of adobe house interior and exterior)
• http://www.teacherhelp.org/puppets.htm ( a site for ideas on how to make puppets)
70
Understanding by Design
Stage 1: Desired Results
What content standards are addressed?
ACTFL National Standards For World Language Learning
1.1, 1.2, 1.3, 2.1, 2.2, 3.1, 3.2, 4.1, 4.2
Maryland Voluntary State Word Language Standards (developing)
1.1: a.-d., b., c., d.(advancing); 1.2:a.-c.(emerging), b.; 1.3:a.-d.; 2.1 a.-c.(emerging), d.; 2.2:b.c.(emerging), a.; 3.1:a., b.; 3.2:a., b.(emerging); 4.1: a.-c., e., d.(emerging), 4.2 b.
What enduring understandings are desired
(and what misunderstandings will be addressed)?
Students will be able to
 Talk about natural surroundings in the past, present and future.
 Talk about climate. (Not use the verb hacer with all weather expressions.)
 Tell a story.
 Talk about future plans.
 Make comparisons.
 Use preterite to describe past events, completed actions and sequences of events.
 Use imperfect to describe background information or repeated actions in the past.
 Use present subjunctive to describe wishes and desires. (Not use the infinitive especially
when there is a change in subject.)
 Use future tense to talk and write about future events and what they wonder.
 Identify and describe cultural aspects of El Paso, Texas.
 Write notes on readings.
 Use key words to determine the meaning of sections of a written text and not look up
every word that they do not understand.
 Read short texts, fairy tales and short stories.









What essential questions will guide this unit and focus teaching/learning?
What vocabulary is needed to talk and write about a place and its climate?
How does one tell a story which includes information about the surroundings and climate
but also includes important events?
How does one talk about what you and others will do?
How does one compare and contrast things?
How does one decide when to use preterite and when to use imperfect when writing and
talking about past experiences?
What are some transitional adverbs that can be used in story telling?
How does one express wishes and hopes?
How does one express future events?
What are some cultural aspects of El Paso, Texas and other areas with extreme
climates/geography in the Spanish-speaking world?
71












How does one determine important information in a reading in order to summarize what
one has read?
What topical questions will guide this unit and focus teaching/learning?
Can I talk about various geographical areas (desert, beach, mountains) around the world
and the weather in these areas?
Can I compare things or people?
Can I talk and write about previous experiences?
Can I narrate a story and give both background information and specific events in the past?
Can I create compound sentences with conjunctions and adverbs?
Can I talk and write about what others and I will do?
Can I talk and write about what others and I hope or wish to do?
Can I wonder out loud?
Can I summarize and take notes on sections of a reading?
Can I find important words essential to understanding in a reading?
Can I identify and describe some cultural aspects of El Paso, Texas?
What key knowledge and skills will students acquire as a result of this unit?
Knowledge of:
 Vocabulary dealing with nature, geography, and climate
 Vocabulary for story telling
 Vocabulary for comparisons
 Vocabulary for leisure-time activities
 Preterite and imperfect uses
 Comparatives
 Present subjunctive uses and forms
 Future uses and forms
 Adjectives as nouns
 Various aspects of the culture of El Paso, Texas
Skills:










Story telling
Use the preterite and imperfect
Use comparatives
Use present subjunctive
Use future tense
Use transitional adverbs
Use adjectives as nouns
Find key words in a reading
Summarize sections of a reading
Skim and scan
72
Understanding by Design
Stage 2: Acceptable Evidence of Understanding
What evidence will show that students understand?
Performance Tasks*:
Students perform a puppet show for the class in pairs or small groups. The puppet
show should treat some aspect of nature such as ecology, weather or the environment and
include uses of preterite, imperfect, and subjunctive. Following the presentations there can be
an informal discussion of what will happen next and a comparison the various puppet shows.
Teachers will need either to provide puppets or create or have students create puppets.
http://www.teacherhelp.org/puppets.htm is a nice site for how to make puppets.
*Complete a Performance Task Blueprint for each task (next page).
Other Evidence (quizzes, tests, prompts, observations, dialogues, work samples, etc.):
Formal:
 Selected homework exercises
 Selected written quizzes
 Chapter test
Informal:
 Selected homework assignments
 Selected classroom activities (written and/or oral)
 Journal entries







Student Self-Assessment:
Partner and small group practices
Written warm-ups
Exit slips
Oral closures of class
Self-test on page 27 of the Independent Study Guide
Repaso, Capítulo 9 on pages 314-315 of the text
Fold-n-Learn suggestion for vocabulary from page 354 of the textbook
73
Performance Task Blueprint
Task Title: Alrededor de la Fogata
Approximate Time Frame: 2-3 days
What desired understandings/content standards will be assessed through this task?
ACTFL
1.1, 1.2, 1.3, 3.1
Maryland Voluntary State Standards (Emerging)
1.1: a,b,c; 1.2: c; 1.3: a,c; 3.1: a, b
What criteria are implied in the standard(s) understanding(s) regardless of the task
specifics?
Students engage in conversations, provide and obtain information, express feelings and
emotions, and exchange opinions. Students understand and interpret written and spoken
language on a variety of topics. Students present information, concepts, and ideas to an
audience of listeners or readers on a variety of topics. Students reinforce and further their
knowledge of other disciplines through the world language.
Through what authentic performance task will students demonstrate understanding?
After having learned all the camping and nature vocabulary in this chapter, students
will be given the premise that they will present a puppet show for Hispanic youth at a
campsite in Texas. In groups of 2- 3, they will practice several scenarios that may be
generated by the teacher or by the class. Sample scenarios could include: global warming,
clean water or water availability, geographical areas of Texas, forest fires and animals. These
scenarios should include the use of the vocabulary for camping, weather, geography and
ecological issues that are in Chapter 9 and should tell a story. Have the students use finger
puppets, hand puppets or their own creations to present the story. Students should use both the
preterite and the imperfect tenses to tell their stories as well as at least one subjunctive
sentence indicating their hopes or desires. The stories should last about two minutes. While it
is expected that students will practice and prepare for the presentation prior to the actual
evaluation, students should NOT read from a script. After each presentation, classmates could
discuss with the performers what will happen next and at the end of all performances, students
could compare all of the presentations in a positive way, i.e., pick out the best parts of each
group’s performance. Part of the grade will be based on the collaboration of the group (time
requirements and vocabulary) while other parts will be graded individually.
What student products/performances will provide evidence of desired understandings?
Performance: A puppet show
Product:
By what criteria will student products/performances be evaluated?
See the rubric at the end of the chapter.
74
Understanding by Design
Stage 3: Plan Learning Experiences and Instruction
What sequence of teaching and learning experiences will equip students to develop and
demonstrate the desired understanding?
I.
Culture
A.
B.
Geocultura: El Paso, Texas
1.
Prior to watching the Geocultura video, have students tell you what they
already know about Texas and about El Paso in particular. Show the
blank transparency of the map of the Southern U.S. and have a student
volunteer point out where Texas and El Paso are.
2.
After presenting the new vocabulary on pages 326-7, play the Geocultura
video and ask students to watch it without hearing the commentary to
identify and describe the plants, animals, and geographical elements that
they see.
3.
Next, have them read pages 320-321 and report back to the class
something that they have learned about El Paso that they did not already
know. You may wish to have them do this Think-Pair-Share.
4.
Finally, have them listen and watch the video, asking them to listen for
similar things that have already been discussed and discuss with the class
any new information that they may have missed that you deem
appropriate.
Comparaciones, pages 336-337
1.
Have students read the interviews on pages 336-337, watching them from
the video in the DVD Tutor. You may wish for them to watch/listen and
read at the same time or read ahead of time and then watch. Ask students
to listen/read for things that could be compared between the two countries
such as kinds of animals, kinds of plants, types of weather and natural
disasters.
2.
Discuss findings with the class. Then have students, as a class, compare
and contrast the nature/geography of the two countries with what is found
here in our area.
3.
Finally, have them listen to the final interview that is only on the DVD
Tutor (not written in the text) about Mexico and have students make more
comparisons.
75
4.
C.
II.
Ask students to look at pictures that you find of houses/plants/animals in
Mexico, Texas, Chile and here on the Eastern Shore. Have a discussion in
which you ask them why they think we do not have adobe houses or why
in certain areas of Texas/Mexico there are no houses on stilts. If you wish,
have students research adobe houses to find out why they are so prevalent
in the Southwest of the U.S. and Mexico.
La música de Tejas y Méjico
1.
Provide students with songs done by various Texan musicians such as La
tropa F, Texas Tornados, The Champs, Sam the Sham, Selena and Los
lobos as an oral warm up when entering class. You may wish to give
some background information on the musicians. Have students listen to
the music on various days either at the beginning or the end of class and
give their opinions about the music. See the Resources in this unit for a
possible site for finding the music.
2.
Ask students to supply music of other Tex-Mex artists that you screen
prior to sharing with the class.
Communication
A.
La naturaleza en El Paso, el tiempo y los desastres
1.
After presenting the vocabulary and completing activity 1 on page 329 of
the book, have students create their own intrusos to try out on the class or
on a partner either orally or in writing. You may wish to wait until you
have presented the weather expressions to include them in this activity.
2.
Assign a category of either los animales, las plantas, las formaciones en la
tierra/agua, el tiempo, or los desastres to each member of the class. Have
students create original definitions for each of the vocabulary words.
Discuss the suggestions as a class and have the class decide which they
think is the best/easiest. Next, have students create crossword puzzles
using the chosen definitions to try out on classmates for additional
practice.
3.
Provide students one at a time with a situation written on a slip of paper
such as “El Paso, Texas el cuatro de julio”. Each student will receive a
different situation. Next, give a ball of yarn made of various colors of
various lengths to the first student who will have to wind or unwind as
they give an imaginary forecast. Have students create a weather forecast
on the spot using appropriate expressions. They must speak for the length
of one color of the Ball of Yarn before passing on to the next person who
will have a different situation to forecast. Students should talk about the
76
current weather and also make predictions. You can recycle the Ball of
Yarn and the situations later after introducing future and have students use
future tense forms rather than ir a. You could also use after presenting the
subjunctive. Students could add what they hope their listeners do based
on the kind of weather it is and listeners could reply with whether they
want to do these things of not in the kind of weather predicted.
B.
4.
Inner/Outer Circles Have students find pictures either on the computer or
from magazines which illustrate the vocabulary. You may wish to have
them first orally present these to the class, one at a time. Then, form
inner/outer circles with half of the class forming an inner circle that is
facing out and half of the class forming an outer circle facing in. Each
student should bring an illustration with them when they are standing in
the circles. They should take turns, with the inner circle starting, asking
either “¿Qué es?” or “¿Qué tiempo hace?” The partners in front of them
should reply or say “No sé.” and the inner circle folks should congratulate
or tell them what the response should be. Next, it is the folks in the outer
circle who show the pictures and have the question and the inner circle
partners who respond. Every thirty seconds (or when a reasonable amount
of time has passed for both circles to have asked and responded), you need
to say “Muevan.” and have the students in the outer circle move one
person to the right. This should continue for as long as you wish or until
all partners have had the opportunity for an exchange.
5.
After completing activity 4 on page 328 of the book, have students do the
same kind of description of an animal, plant, place and weather found at
their favorite vacation spot, the house of their grandparents or the like.
6.
Have students go to page 327 of the textbook and explain to you why there
are two sets of numbers on the thermometer. Ask students if they know
how to convert from Fahrenheit to Celsius. (F=9/5C + 32… C=F-32 ÷ 9 ×
5) After supplying students with a few mini-situations to see if they could
do the conversions, ask students to create designer thermometers which
show that they have internalized the Celsius system of temperature and
present them to the class. Groups could be two to three students. Evaluate
informally. A sample of mini-situations would be… Es veinte grados
Celsius el primer día que la super modelo está en Madrid. Ella oye este
pronóstico en la radio pero todavía no sabe llevar al trabajo hoy. ¿Cuál
es la temperatura en Farenheit y qué debe llevar? Si ibas a diseñar un
termómetro de viajero, ¿cómo sería?
Los comparativos, pages 330-331
1.
After studying the new ways to make comparisons, have students make
comparisons between students in class and/or students in their
ninth/tenth/eleventh/twelfth grade class and share with the class orally.
77
Have listeners agree or disagree. An example might be Aurora tiene más
zapatos de tenis que Miguel. A listener might say No, Miguel tiene tantos
como Miguel.
C.
2.
Have students complete the communication activity 11 on page 331 of the
book in small groups. In this activity they are trying to decide where they
prefer to do a biology project. They should report back to the class their
preference and reasons for their choice. Encourage the use of
comparatives in their presentations of reasons.
3.
With a partner, have students compare and contrast activities that they did
in previous vacations. An example of a statement might be “Este verano
pasado fui a la playa menos que dos veranos pasados.” After partners
have shared their activities, each should select one or two interesting facts
to share with the class that they found out about their partners. They could
talk about what their partner did or what both their partner and they did in
past vacations.
El pretérito y el imperfecto para contar un cuento, las pp. 332 y 334
1.
Provide students with a card (either at the beginning of class or at the end).
On this card have a key expression that will prompt preterite or imperfect,
a verb either from this unit or another verb that you feel needs practice, a
subject and a vocabulary word. Have students Think-Pair-Share a
sentence that uses each of the given words. You may wish to collect and
evaluate informally if you have them write it. You could also use
sentences later to review for a quiz by having students act out their
sentences for the class and have students guess the sentence.
2.
Show students part of a movie (any section of a movie with which they
are familiar and that has lots of actions would do) with the sound turned
off. Play a second time if needed and have students summarize what
happened orally, including background information, important events and
what happened at the end. Encourage the use of the new adverbial
expressions and encourage students to agree or disagree and correct what
has been said.
3.
After presenting and practicing the new uses of preterite and imperfect
along with typical expressions used to begin, continue and end a story;
have students do Activity 15 orally on page 333 with a partner. Students
could give constructive criticism for the sentences presented.
Next, divide the class into groups of four to five. Have students form
circles and provide each group with a piece of paper and ask them to
complete the same activity in writing as a circle story in which one student
starts in the past and the student to the right must add something that
makes sense next and continue until each person in the small group has
78
been able to provide at least one idea. Ask for volunteers to share their
group’s version with the class. As a class, have student volunteers
continue the story with no visual prompt, just their imaginations.
Encourage students to incorporate new phrases that help with the
continuation of the story. Finally, have one or two students suggest an
ending for this story.
D.
4.
Have students complete the story in Activity 19 individually in writing.
Collect, review and evaluate informally. Discuss how this is a slightly
twisted version of Goldilocks and the Three Bears. (El oso visitó la casa
del muchacho en vez de un ser humano visitando la casa de los osos.)
5.
Have students choose between the three fairy tales presented in activities
13, 16 and 18 on pages 334-5 of the book and twist one. Prior to creating
the new fairy tale, have students suggest possible twists for each.
Encourage the use of ir a when they give their suggestions. For example:
Ricitos va a visitar la casa de culebras en una cueva.
Cenicienta va a ser un muchacho y va a tener una hada padrina. Va a
llevar las botas de camping en vez de los zapatos de cristal.
They may do this orally with a partner or in small groups and they may jot
down changes. Have a few volunteers share with the class.
Variation: Have them write it out of order, collect and correct and then redistribute one of the best for the class to put in the correct order
El vocabulario de actividades de verano, el pasado y el futuro
1.
Have students free-write for five minutes about what they did during
previous summer vacations. Next, have each or volunteers share one thing
that they did that they liked and one thing that they did that they did not
like. They may share in pairs, small groups or with the class.
2.
After presenting the new vocabulary, ask students to write five things that
they either are going to do or not going to do next summer. They should
include with whom they are doing the activities. They should write the
sentence using ir a. Have them swap their sentences with a partner and
the partner should read the sentence and report back to class one thing that
they and their partner will and will not do next summer using the future
tense. Variation: Have students survey several classmates before
reporting back to class their findings. You may wish to jot down a few of
the sentences to use later in a review for the chapter.
3.
Assign at least one new vocabulary word to each student. Have students
write definitions of the new vocabulary. Collect and remediate as needed.
Return the definitions, have students read their definitions for the class and
have other students guess which vocabulary word it is.
79
4.
E.
Have students complete Activity 36 on page 347 and have them share it
with a partner. Circulate and remediate as needed. Share possibilities as a
class. You may wish to follow up with the presentation suggested on page
347 in the teacher’s edition under Comunicación. If so, create a rubric and
evaluate it formally and use instead of a written quiz on future and the
vocabulary. If not, evaluate informally and remediate as needed.
El subjuntivo y las vacaciones, pages 344-5 of the textbook
1.
As students enter class or before leaving class, provide each student with a
subject (possibly a family member or the name of another student in class)
and a verb and go around the class, assigning each student one of the key
expressions of hopes and desires in the yo form. Give students time to
write their sentences using subjunctive and the elements assigned. Have
students share their sentences with the class in chain fashion and have the
next person in line react to what was said before reading their own
sentence.
Example: Quiero que mi familia vaya a la playa este verano y nade.
Response: No quiero que mi familia vaya a la playa este verano y nade.
Preferimos bucear en el Caribe.
Example: Ojalá que [compañero de clase] baile el tango.
Response: Sí, todos queremos que [compañero de clase]baile el tango.
You may wish to collect sentences to use in a review of the unit.
2.
Have students generate a list of activities that students could do in class.
Write verbs on the board as they are brainstormed. Have the class divide
into small groups or four or five and play Spin the Bottle… each taking
turns (with the help of the rest of the group) suggesting one thing they
hope/want/prefer for a classmate to do. Either the person that the bottle
turns to must do it or must say that they do not want or prefer not to do it
and why. (Esperamos que Anita cante Como una flor… No, no quiero
cantar porque no sé las palabras de la canción.)
3.
Have students complete the Comunicación activity on page 345 of the
textbook in which they talk about what they want to do and what their
parents want them to do. Evaluate informally.
4.
Have students in groups select one of the picture stories on pages 48-52 of
the TPR Storytelling Book to create and perform for the class. Evaluate
informally and remediate as needed. This will help to prepare students for
the PBT.
80
III.
Reading
A.
Have students practice summarizing the main idea and picking out key words for
each of the stories on pages 334-335 of the text that they have done previously.
B.
Prior to having students read the paragraphs on pages 336-337 of the book, have
students pick out key words in each paragraph and have them suggest definitions
for the words. Next, assign a paragraph to each student and have them read
silently first individually and then form groups. In the groups, have them work on
a summary of what they have read to present to the class. See Culture activities
I.B.3. and 4. above for post-reading activities of watching the video.
C.
De “La ciudad de las bestias”, pages 350-351 of the book
1.
Pre-reading: Discuss the title and the illustration and have students
hypothesize what the story might be about. Have the students do Activity
A on page 350 in which they read and summarize the first paragraph.
Have students share ideas with the class and write their suggestions in the
form of notes as they share. Have students suggest what they think the
paragraph is about. Variation: Have students read the first paragraph,
which you have reproduced with some key words missing. Gradually add
more words until students can summarize what they think the story will be
about accurately.
2.
During reading: Ask students to take notes while they read the rest of the
selection on their own. Have them complete Comprensión B and C on
page 352. Collect and remediate or discuss answers with the class.
3.
After reading: Have students select to do either D or F on page 352 of the
book. Have students share their findings with the class (D) or share their
story boards and instructions with the class (F). Either will lend itself to
preparation for the PBT.
81
La rúbrica (oral) de Unidad 3 (Cap. 9)- Alrededor de la fogata Me llamo _____________ Mi grupo: ________________________
Vocabulario
(una nota del grupo)
Superior
4
Bueno
3
Más o
menos
2
No muy
bien
1
La Comprensión
Los Tiempos y Las
Formas
El Esfuerzo y La
Creatividad (una
nota del grupo)
La Fluencia
Los Minutos (una
nota del grupo)
Usa el vocabulario de la
naturaleza y el tiempo.
También usa el
vocabulario de la
geografía o de la ecología.
Tiene al menos 10
palabras nuevas.
Usa el vocabulario de la
naturaleza y el tiempo,.
También usa el
vocabulario de la
geografía o de la ecología.
Tiene al menos 7-8
palabras nuevas.
Usa el vocabulario de la
naturaleza y el tiempo, y
también de la geografía o
de la ecología, pero tiene
sólo 4-6 palabras nuevas.
Se comprende
TODO.
¡BRAVO!
Usa el pretérito, el
imperfecto y el
subjuntivo sin errores o
con unos pocos errores
menores.
Es muy creativo y
es evidente
mucho esfuerzo
extra.
Habla en voz alta sin
pauta con
pronunciación e
intonación casi
nativa.
La presentación dura
al menos 2 minutos
y no más de 3
minutos.
Se comprende
mucho pero hay
unos errores
menores.
Hay varios errores en
el uso del pretérito,
imperfecto y el
subjuntivo pero
ninguno es muy serio.
Hay creatividad y
esfuerzo pero no
tanto.
Habla en voz alta con
unas pautas y pocos
problemas de
pronunciación e
intonación.
La presentación dura
menos de 2 minutos
pero más de un
minuto.
Se comprende un
poco y hay
muchos errores .
Hay muchos errores
con el uso del pretérito,
el imperfecto y el
subjuntivo, algunos
serios.
No es muy
creativo y/o no
parece mucho
esfuerzo.
Habla con pautas y
muchos problemas
de pronunciación e
intonación.
La presentación dura
menos de un minuto
pero más de 45
segundos.
No incluye muchos de los
requisitos. Tienes menos
de 4 palabras nuevas.
Casi no se
comprende nada.
Hay tantos errores con
el uso del pretérito y el
imperfecto que es
obvio que no
comprende la
diferencia. No usa el
subjuntivo o no lo usa
correctamente.
Muy poco
creatividad/
esfuerzo.
Habla con muchos
pautas y muchos
problemas de
pronunciación e
intonación.
La presentación dura
menos de 45
segundos.
________/4 posibles
____/4 posibles
______/4 posibles
____/4 posibles
_____/4 posibles
_____/4 posibles
Unos comentarios: ____________________________________________________________________________________
________________________________________________________________________________________
82
___ / 24
M.I.
U3C9Sp3
Interpersonal Intrapersonal
Standard
Communication
Interpersonal
PBT, IIB1,
PBT, IA1,4,
IIC1
IID3, IIE3
Interpretive
IA2,3, IIB1,
IIE1,2, IIIB
Presentational
PBT, IIB1,
IID4, IIE2
Cultures
Practices
Products
Perspectives
Connections
Making
Connections
Acquiring
Information
Comparisons
Language
Culture
Communities
School and
Community
Lifelong
Learning
PBT, IIC2,4,
IID1, IIIA,
IIIC1
IIC2, IIE4
Verbal
Logical
Bodily
Visual Musical
Naturalist
Linguistic Mathematical Kinesthetic Spatial Rhythmic
PBT,
IIA1,2,
IIB3,
IIC3,
IIIC2
PBT,
IIA1,5,
IIC5
PBT,
IIA1,3,5
IIB3,
IIC1,3,5,
IIIC3
PBT
PBT, IA1,
IIA4,9
IIA2
IID2
IIA4
IIA5
IC1
IA2, IIA2
PBT
PBT,
IIA3,4
IIA5
IC2
IIA2
IIA6
IIA6
IIB2
PBT
IA3,4
IA2-4, IB1-4
IA3,4, IB2
IA2, IB1
IIA6
IIA6
IIB2
IC1-2
IA2,
IB1,2
PBT
IC2
83
Understanding by Design
Unit 4 (Chapter 10) Cover Page
Unit Title: Capítulo 10-De vacaciones
Grade Level(s): 9-12
Subject/Topic Area(s): Vacation, Tourism, Irregular past participles, Subjunctive for
advice, Subjunctive of –car, -gar, -zar, -ger, -guir verbs, Preterite vs. imperfect, Present
progressive and future, Buenos Aires
Key Words: Turismo, Asking for and giving travel recommendations, asking for
information, Buenos Aires, Argentina, pedir, ,Expressions for giving advice and opinions
used with subjunctive, Preterite vs. Imperfect, estar used with present progressive and
future
Designed By: Caroline E. Mark
PBT by Sharon Birch
Time Frame: 24 days
School District: Wicomico
Unit Description (including curricular context and unit goals):
In this unit students will learn expressions and vocabulary pertinent to vacation and
travel. Students will be able to ask for and make recommendations and ask for and give
information using the present perfect. Students will be able to talk about where they went
and what they did on vacation using both the preterite and the imperfect. Students will learn
how to use the present subjunctive in order to give advice or state their opinion,
additionally learning spelling changes in the subjunctive mood. Students will review the
present progressive, the future and the present subjunctive tenses. Students will delve into
the culture of Buenos Aires, Argentina exploring aspects such as famous people, shopping,
music and customs. As a summative assessment, students will choose a Spanish-speaking
country and create a wiki space that explores the aspects of tourism, history, and culture of
the country selected.
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Materials and Resources:
Text and Teachers Edition Workbook
Teaching Transparencies
Video program/DVD Tutor
Cuaderno de Vocabulario y Gramática
Cuaderno de actividades
Activities for Communication
Independent Study Guide
Video Guide
Lab Book
Audio CD
Interactive Tutor
84
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Assessment Program
Grammar Tutor for Student of Spanish
Reading Strategies and Skills Handbook
my.hrw.com (teacher and student online access)
Rubric for performance task
Pen and paper quizzes on selected vocabulary, grammatical structures and culture
Handout: Understanding Ethnic Slurs
Choice board- a ti te toca
http://www.wikipedia.com
http://video.libero.it/app/play?id=c1523a61929877d3ca5c24ae2949f706 (professional
tango clip)
http://www.travelistic.com/video/show/2762/Professional-Tango-Show,-Buenos-Aires,Argentina
http://www.history-of-tango.com/index.html
http://www.isu.edu/conteduc/images/tango.jpg (basic tango steps)
http://dance.lovetoknow.com/Tango_Dance_Steps
http://www.welcomeargentina.com
http://www.culturecrossing.net/basics_business_student_details.php?Id=16&CID=10
(Argentinean etiquette clip)
http://www.learner.org/resources/series75.html?pop=yes&pid=378# (A trip to
Argentina Video approx. 30 min.)
http://www.batanga.com/es/ (Argentinean music)
http://www.megavideo.com/?v=BFCXQMED (Gotan Project- video clip- Music)
85
Understanding by Design
Stage 1: Desired Results
What content standards are addressed?
ACTFL National Standards For World Language Learning:
1.1, 1.2, 1.3, 2.1, 2.2, 3.1, 3.2, 4.1, 4.2, 5.1, 5.2
Maryland Voluntary State World Language Standards: (Emerging)
1.1: a, b, c, d, 1.2:a, b, c, 1.2:b-developing, 1.3: a, b, c, d, 2.1: b, c, 2.2: b, d, 3.1: a, b, 3.2 b,
4.1 c, 4.2: a(developing), b(developing), 5.1 a, 5.2: a(developing), b(developing)
What enduring understandings are desired
(and what misunderstandings will be addressed)?
Students will be able to:
 Ask and make recommendations
 Ask and give information using the present prefect
 Use irregular past participles to talk about what you did
 Describe past activities using the preterite and imperfect
 Use the present progressive to talk about what is happening
 Use the future tense to talk about future vacation plans or itinerary
 Use the future tense with present participles to talk about what is probably going on
 Use correct forms of subjunctive following expressions that state hopes or wishes
 Use correct forms of subjunctive to give advice or opinions
 Use expressions that call for the subjunctive
 Use grammatical cues to aid in reading comprehension
 Make inferences and draw conclusions based on evidence that is hinted at or implied in
reading
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What essential questions will guide this unit and focus teaching/learning?
What vocabulary is necessary to be able to ask for and make recommendations?
How would one ask what mode of transportation to take?
What vocabulary is necessary to ask for and give information with regard to travel and
vacations?
How would one ask someone what he/she did on their past vacation?
How would one say where you went and what you did or did not do?
How would one use the future tense to talk about plans?
How would one use the correct forms of the subjunctive give advice or express opinions?
When does one use the present perfect?
What are similarities and difference between Buenos Aires, Argentina and El Paso, Texas?
What is the Tango?
What is the connection between tourism and the Spanish language?
What can one infer about the story “Kike” based on evidence that is only hinted at or
implied?
What topical questions will guide this unit and focus teaching/learning ?
86
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Can I ask a hotel receptionist what he/she would recommend?
Can I ask what mode of transportation to take?
Can I ask a stranger if he/she knows what time a place opens?
Can I ask/tell someone what I/ they should pay with?
When talking about the past, can I use the preterite?
When talking about the past, can I use the imperfect?
Can I ask someone what he/she did on their past vacation?
Can I say where I went and what I did or didn’t do?
Can I use the future tense to talk about plans?
Can I use the correct forms of the subjunctive give advice or express opinions?
Can I use the present perfect?
Can I ask about the latest news and respond?
Can I identify similarities and difference between Buenos Aires, Argentina and El Paso,
Texas?
Do I know what the Tango is?
Do I know the connection between tourism and the Spanish language?
Can I make inferences about the story “Kike” based on evidence that is only hinted at or
implied in the reading?
What key knowledge and skills will students acquire as a result of this unit?
Knowledge of:
 Tourism and vacation vocabulary and expressions.
 Culture of Buenos Aires, Argentina
 Present perfect
 Irregular past participles
 Subjunctive used with expressing opinions and advice
 Preterite
 Imperfect
 Present Progressive
 Future
87
Skills:
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Make and ask for recommendations
Ask and give information
Give advice
Describe past activities with regard to travel
Use the preterite
Use imperfect tense
Use the present progressive
Use the future tense
Use prior knowledge
Make inferences about a text
Express opinions
Express hopes and wishes
Use vocabulary and grammar to speak and write in L2
Use technology
Compare and contrast cultures
88
Understanding by Design
Stage 2: Acceptable Evidence of Understanding
What evidence will show that students understand?
Performance Tasks*:
After students have practiced describing past vacations and travel experiences, expressing
opinions, giving advice and making recommendations, students will create a wikispace,
PowerPoint or travel brochure on a Spanish-speaking country of his or her choice. Students
are responsible for creating a guide to the country that incorporates grammatical structures
learned in this chapter including making recommendations and asking for/giving information.
Students are also asked to expand their current knowledge of grammar and culture by
researching their chosen country and providing details outlined by the PBT.
*Complete a Performance Task Blueprint for each task (next page).
Other Evidence (quizzes, tests, prompts, observations, dialogues, work samples, etc.):
Formal:
 Selected homework exercises
 Selected quizzes
 Writing a story
 Choice board- a ti te toca
Informal:
 Selected homework activities
 Partnered dialogue
 Classroom exercises (oral and written)
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Student Self-Assessment:
Partnered dialogue
Homework activities
Small group practice
Oral and written closure activities, which students summarize what was learned that day,
ask questions for clarification or complete a small task.
Self-Test on page 30 of the Independent Study Guide
Responses to topical questions
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Performance Task Blueprint
Task Title: ¡A viajar!
Approximate Time Frame: 3 days
What desired understandings/content standards will be assessed through this task?
ACTFL:
1.2, 1.3, 2.2, 3.1, 5.1, 5.2
Maryland Voluntary World Language Standards (Emerging):
1.2: a, c; 1.3: d; 2.2: c, d; 3.1: a; 5.1: a; 5.2: a
What criteria are implied in the standard(s) understanding(s) regardless of the task
specifics?
Students understand and interpret written and spoken language on a variety of topics.
Students present information, concepts, and ideas to an audience of listeners or readers on a
variety of topics. Students demonstrate an understanding of the relationship between the
products and perspectives of the culture studied. Students reinforce and further their
knowledge of other disciplines through the world language. Students use the language both
within and beyond the school setting. Students show evidence of becoming lifelong learners
by using the language for personal enjoyment and enrichment.
Through what authentic performance task will students demonstrate understanding?
Students will imagine they are planning a class trip to a Spanish-speaking country.
There are too many Spanish-speaking countries in the world to bring in a travel agent to
discuss each country and the perks of visiting them. Working with a partner or two, students
will imagine that they are the travel agents and will select a Spanish-speaking country for
which they will develop a wikispace, a PowerPoint or a travel brochure. Do not allow more
than two groups to work on the same country, and encourage every group to choose a different
country. A wikispace is the preferred product, because, as a collaborative tool, students can
work on the same wikispace while in different locations. Additionally, a wikispace is easily
viewed by other students at any time. Wikispaces are available to all teachers at no cost.
Additionally, every teacher has the option of creating wikispace accounts for every member of
each class. A guide for creating and editing a wikispace is available at the end of this chapter.
Students should include the following elements in the creation of the wikispace, PowerPoint or
travel brochure: capital of the country, geographical features, type of government, language
and religion, music of the country, sports, holidays, and at least one pertinent video (for the
wikispace). Music of the country should be embedded on the wikispace. Students should
include a list with at least three places to visit and include a recommendation for two of the
places such as national parks, beaches, museums etc. and be sure to state why they have made
each recommendation. In addition, students should recommend a popular restaurant and state
their reasoning, recommend what form of transportation one should take to get there and the
methods of payment accepted at the restaurant using the vocabulary from the chapter (also
paragraph form). The design and format of the wikispace, PowerPoint or travel brochure
should be creative and colorful.
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An optional “gallery walkthrough (or a wikiwander!)” can be incorporated. For the
walkthrough, students will be required to visit 4 wikispaces and leave comments on the
discussion board. For the PowerPoint and travel brochure, students will view 4 PowerPoint or
travel brochures and leave comments on an exit sheet for each PowerPoint or brochure.
What student products/performances will provide evidence of desired understandings?
Product: a wikispace, PowerPoint or a travel
brochure
Performance:
By what criteria will student products/performances be evaluated?
See the rubric and the peer comment sheet after the chapter
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Performance Task Rubric: Capítulo 10 El País y el Wikispace o Powerpoint
La Capital
Las Fotos
La Geografía
El Gobierno y La
Religión
El Video
Los Deportes
La Música
5
Tienen la capital
Tiene al menos 5 fotos
apropiadas
Identifica por lo menos
3 aspectos geográficos
Los identifican
4
3
2
1
Tiene 4 fotos
apropiadas
Tiene 3 fotos
apropiadas
Identifica 2 apsectos
geográficos
Tiene 2 fotos
apropiadas
Tiene 1 foto
aparopiada
Identifica 1 aspecto
geográfico
Tiene un video
apropiado
Escriben de 1deporte
popular en detalle y
dan ejemplos de
equipos y jugadores
Escriben de unos tipos
de música y cantantes
y tienen un ejemplo
Escriben de 1 deporte
popular un poco y dan
ejemplos de equipos y
jugadores
Escriben de un tipo de
música y un cantante y
tienen un ejemplo
Escriben de un tipo
de música o un
cantante y tienen un
ejemplo
Escriben de un
deporte un poco. No
tiene ejemplos de
equipos o jugadores.
Escriben de un tipo
de música o un
cantante pero no
tienen un ejemplo
0
No tiene la capital
No tiene fotos
No identifica ningun
aspecto
No los identifican
No tienen un video
apropiado
No escriben de los
deportes.
No tiene la música.
Recomendación de un
restaurant
(X 2)
Escriben una recomendación
muy buena Recomiendan
forma de transportación y
como se paga en el
restaurante.
Escriben una recomendación.
Recomiendan forma de
transportación y como se
paga en el restaurante.
Escriben una
recomendación inadecuada
Recomiendan forma de
transportación o como se
paga en el restaurante.
No escriben una
recomendación. Tampoco
la forma de trasportación
ni como se paga en el
restaurante.
Recomendación de
lugares
(X 2)
Uso del subjunctivo
(X 2)
La Creatividad
(X 2)
Escriben una recomendación
de 2 lugares y tienen razón de
hacerla
Está bien documentada.
Usan el subjuntivo
correctamente
Escriben una recomendación
de 2 lugares y tienen más or
menos razón de hacerla. Está
suficiente documentada
Usan el subjuntivo con pocos
errores
Escriben una
recomendación de 1 lugar.
Necesitan más
No escriben de ningun
lugar.
Usan el subjuntivo con
muchos errores
No usan el subjuntivo
La creatividad es enorme.
Las páginas tienen mucho
color y buena organización.
La creatividad es obvia.
Las páginas tienen color y
hay organización
La Colaboración
La colaboración entre los
compañeros es muy buena.
Existe una comunicación
perfecta entre los dos. Los
compañeros comparten
igualmente en el trabajo.
La colaboración entre los
compañeros es buena.
Existe una comunicación
buena entre los dos. Los
compañeros comparten en
el trabajo.
Hay un poco de creatividad.
Unas páginas tienen color
pero la organización no es
lógica.
La colaboración entre los
compañeros es adecuada.
Existe una comunicación
entre los dos. Los
compañeros comparten más o
menos en el trabajo.
Hay poco creatividad. Hay
color o organización
minima.
No hay creatividad. Te falta
mucho.
La colaboración entre los
compañeros no es buena.
No existe comunicación
entre los dos. Los
compañeros no comparten
igualmente en el trabajo.
La colaboración entre los
compañeros no existe. No
existe comunicación entre
los dos. Es obvio que una
persona completa la
mayoría del trabajo.
______________/ 80 puntos posibles
92
No hay colaboración ni
comunicación entre los
compañeros.
Performance Task Rubric: Capítulo 10 Su País y Su Folleto
La Capital
Las Fotos
La Geografía
El Gobierno y La
Religión
Los Deportes
La Música
5
Tiene la capital
Tiene por lo menos 5
fotos apropiadas.
Identifica por lo menos
3 aspectos geográficos
Los identifican.
4
3
2
1
Tiene 4 fotos
apropiadas.
Tiene 3 fotos
apropiadas.
Identifica 2 apsectos
geográficos.
Tiene 2 fotos
apropiadas.
Tiene 1 foto
aparopiada
Identifica 1 aspecto
geográfico
Escriben de 1deporte
popular en detalle y
dan ejemplos de
equipos y jugadores
Escriben de unos tipos
de música y músicos.
Escriben de 1 deporte
popular un poco y dan
ejemplos de equipos y
jugadores
Escriben de un tipo de
música y un músico
con poco detalle.
Escriben de un
deporte un poco. No
tiene ejemplos de
equipos o jugadores.
Escriben de un tipo
de música o un
músico sin detalle.
0
No tiene la capital
No tiene fotos.
No identifica ningun
aspect.
No los identifican.
No escriben de los
deportes.
No tienen la música.
El formato
categorías con temas y
márgenes correctos.
Recomendación de un
restaurant
(X 2)
Escriben una recomendación
muy buena Recomiendan
forma de transportación y
como se paga en el
restaurante.
Escriben una recomendación.
Recomiendan forma de
transportación y como se
paga en el restaurante.
Escriben una
recomendación inadecuada
Recomiendan forma de
transportación o como se
paga en el restaurante.
No escriben una
recomendación. Tampoco
la forma de trasportación
ni como se paga en el
restaurante.
Recomendación de
lugares
(X 2)
Uso del subjunctivo
(X 2)
La Creatividad
(X 2)
Escriben una recomendación
de 2 lugares y tienen razón de
hacerla
Está bien documentada.
Usan el subjuntivo
correctamente
Escriben una recomendación
de 2 lugares y tienen más or
menos razón de hacerla. Está
suficiente documentada
Usan el subjuntivo con pocos
errores
Escriben una
recomendación de 1 lugar.
Necesitan más
No escriben de ningun
lugar.
Usan el subjuntivo con
muchos errores
No usan el subjuntivo
La Colaboración
La creatividad es enorme.
Las páginas tienen mucho
color y buena
organización.
La colaboración entre los
compañeros es muy
buena. Existe una
comunicación perfecta
entre los dos. Los
compañeros comparten
igualmente en el trabajo.
Categorías con
temas y márgenes
incorrectos.
La creatividad es obvia.
Las páginas tienen color
y hay organización.
La colaboración entre
los compañeros es
buena. Existe una
comunicación buena
entre los dos. Los
compañeros comparten
en el trabajo.
Hay un poco de
creatividad. Unas páginas
tienen color pero la
organización no es lógica.
La colaboración entre los
compañeros es adecuada.
Existe una comunicación
entre los dos. Los
compañeros comparten
más o menos en el
trabajo.
Hay poco creatividad.
Hay color o
organización minima.
No hay creatividad. Te
falta mucho.
La colaboración entre
los compañeros no es
buena. No existe
comunicación entre los
dos. Los compañeros
no comparten
igualmente en el trabajo.
La colaboración entre
los compañeros no
existe. No existe
comunicación entre los
dos. Es obvio que una
persona completa la
mayoría del trabajo.
______________/ 80 puntos posibles
93
No hay colaboración ni
comunicación entre los
compañeros.
Nuestro Wikispace:
____________________________
____________________________
Nuestro Wikispace
____________________________
____________________________
_______________________
____________________________
Por:
Por:
____________________________
_______________________
____________________________
___________________________
94
Understanding by Design
Stage 3: Plan Learning Experiences and Instruction
What sequence of teaching and learning experiences will equip students to develop and
demonstrate the desired understanding?
I.
Culture
A.
Have students locate Argentina on a map and the city of Buenos Aires (use the
teaching transparency map and project it for students onto overhead screen).
Challenge students to recall the mountain range that divides Chile and Argentina
(Andes). Ask students, based on the location of Argentina, what they can infer
about the country and its culture (what the weather is like, what drives the
economy, topography etc.)
1.
2.
3.
4.
In preparation for watching Geovisión ask students how they imagine
Buenos Aires. What modes of transportation do they expect to see?
Show the Geovición video clip of Buenos Aires for Chapter 10.
Ask students to compare and contrast what they saw to what they
originally imagined about Buenos Aires.
For further reference and more practice students can open their books to
pages 360-362 and read more about the culture and geography of Buenos
Aires.
B.
Vacations in Spanish-speaking countries: Have students read the Nota Cultural on
page 372 and compare and contrast the vacations in Argentina to types of
vacations that we take here in the United States. The seasons fall in different
months in the southern hemisphere - ask students to compare vacations for
example in December in Argentina and December in the U.S.A. Explain to
students that in Spanish-speaking countries, it is very common to take two weeks
or a month vacation. This extended period of time allots for much needed
relaxation. How is this similar or different to what happens in the United States?
C.
From Tierra del Fuego and las Cataratas del Iguazú to big cities like Buenos
Aires, Argentina has a vast landscape. Using the various locations, ask students to
compare those attractions/places in Argentina to those in the United States. This
activity should only take about twenty minutes. Students should identify the
location most similar in the U.S.A. (from prior knowledge) and orally present
their similarities to the class. Teacher may select these locations from and print
resources for students using the website: http://www.welcomeargentina.com One
could also consider taking this activity to the computer lab and having students
research their location online creating a brief word document and then sharing
with the class.
95
D.
Play the video clip on “Local Customs and Etiquette,” via the website
http://www.culturecrossing.net/basics_business_student_details.php?Id=16&CID
=10 Students may watch the video several times. Ask students to create a small
skit on the customs of the United States compared to those in Argentina. They
need be no longer 2 minutes and students should present them orally to the class.
While the skits are being performed, have students jot down one item they did not
include in their skit and one item they did. After all of the skits, discuss as a class
the similarities and differences between the etiquette of the USA and that of
Argentina.
E.
The Tango is a music genre and dance that originated in Buenos Aires, Argentina.
Its history and style have greatly influenced many types of dance today.
1.
Ask students if they have ever seen the Tango or know how to dance the
Tango.
2.
To spark student interest in the Tango, show them the professional Tango
clips found on the following websites:
a.
b.
c.
http://video.libero.it/app/play?id=c1523a61929877d3ca5c24ae294
9f706
http://www.travelistic.com/video/show/2762/Professional-TangoShow,-Buenos-Aires,-Argentina
http://www.megavideo.com/?v=BFCXQMED (This is a very
modern clip that will definitely interest students in the music of the
Tango. The Gotan Project is facilitating the evolution of the
Tango.)
3.
Show the video clip on Tango dance instruction from the website:
http://www.videojug.com/film/argentine-tango-basic-step-for-the-leader
4.
You may wish to share information on the Tango with your students.
There is plentiful information located on the website entitled “The history
of Tango” http://www.history-of-tango.com/index.html
5.
Having shown your students the Tango videos, teach your students the
basic tango steps. Diagrams can be found at:
a. http://www.isu.edu/conteduc/images/tango.jpg
b. http://dance.lovetoknow.com/Tango_Dance_Steps
96
II.
Communication
A.
B.
Talking about tourism and asking for/giving information.
1.
Using the teaching transparencies, model the pronunciation of the
vocabulary on page 366. Have students complete a Think-Pair-Share
individually jotting down one item they would need to visit the beach, one
the city, and one to a waterfall or tropical forest. Have students share
answers and then ask for their items aloud. You might expand by giving
them other tourist locations for them to prompt you with items.
2.
Have students look at the vocabulary on pages 366-367. Give students 1
minute to recall from past study other vocabulary words that would fit
under tourism/travel. They should be sure to include a list of verbs that are
pertinent to the chapter. Then in small groups, have students act out the
scenes from the photographs on pages 366-367. They should include
moments that lead up to the photograph only. Students can act out the
scene they have created. After each skit, the whole class should discuss
what would happen in the moments after the scene.
3.
As a homework assignment, ask students to bring to class items one might
use while on vacation, for example: map, camera, film, credit card or
check (pictures of), umbrella, etc… Place those items in the front of the
classroom and have students respond to teacher commands. “Estamos
perdidos. Mira el plano de la ciudad.” “¡Ay! No hay película en la
cámara. Dame el rollo de película.” (your commands will vary
depending on items.) See TPR activity on page 367 of Teacher Guide.
Using the Subjunctive for giving advice
1.
Using the same places from the activity “C” under Culture, ask students to
create a dialogue. Set up the scenario where one student has been to the
place and the other student has not. The student who has not been must
ask for a recommendation on where to go, how to get there and what one
can do there. The other student should give the recommendation; tell the
other how to arrive there and what he or she can do there. Dialogues can
be oral or written depending on the teacher’s preference. Students can
present the dialogues to the class or they can be turned in to the teacher.
2.
With a partner, ask students to create a dialogue between a tourist
checking into a hotel and a receptionist. They should include the duration
of their stay and the receptionist should ask for a form of payment.
Students can personalize their conversations by using the vocabulary to
make recommendations of restaurants, things to see, places to shop, the
97
best way to get from point A to point B etc… Students can either turn in
these dialogues or memorize them and present them to the class.
3.
C.
Given the same pictures from activity 9, students can use the subjunctive
to give advice about what one should if he or she would take a vacation to
the place in their photo. Students can present the photo to the class and
their advice/opinion.
Past tense: present perfect, irregular past participles and preterite v. imperfect
1.
Invite a native Spanish speaker who is from another country to class. Have
he/she talk about his/her city or town including aspects relative to the
chapter including: tourism, places to go, landmarks, parks, beaches etc…
and things one might need to bring if he or she were to visit the country.
As a closure activity to this, invite students to share vacations they went
on with the native Spanish speaker to things related to what the guest
speaker mentioned about his or her country.
2.
As a journal entry or free write, ask students to recall a past vacation.
Have students include: where they went, what they did, how they got
there, what they took with them, and if they would recommend it to
someone else. Students should use the preterite and imperfect as needed as
well as the present perfect. Ask students to trade journal entries and
comment on each other’s vacation experiences. Have students return the
writing and let students read the peer comments.
3.
Play the video labeled 12. Unit IV: Un viaje a la Argentina found on the
website:
http://www.learner.org/resources/series75.html?pop=yes&pid=378#
Once the video is playing, right click on the screen and select “zoom” then
select “full screen” to expand the viewing box. This video includes the
vocabulary from the chapter as well as vocabulary that students should
already know. It includes the preterite, imperfect, subjunctive and past
participles and exposes students to the Argentinean accent. Since the
video is part of a series of videos, you can divide the class into 2 sections,
events that lead up to this episode and events following this episode.
Based on the events of the video, students should make inferences and
create a mini-episode script leading up to and one following the episode
viewed. (For teacher reference, the video plays for approximately 30
minutes.) Collect the writing and grade.
4.
Have students look review past participles using pages 372-373.Using the
pictures (see end of Stage 3), imagine that they are looking at pictures
from a past vacation. Students ask and answer yes or no questions using
past participles about the vacation depending on the picture. For example
if one student brought in a picture of the beach the other could ask “¿Has
jugado al volibol?”
98
D.
E.
Talking about where you went and what you did, talking about the latest news
1.
Using the teaching transparencies, model the pronunciation for vocabulary
6.3 and 6.4. Have the students create a list of three to five things they did
on their last vacation on an index card. Using http://www.batanga.com/es/,
select the music genre “Tango” and play this music. Ask the students to
stand up and walk around the room, when the music stops they are to
freeze and trade their card with someone close to them. They will have to
guess where other student went based on the items written on the card.
Restart the music and repeat.
2.
Using the same sites in Argentina as you used for the culture activity “C”
found on the website http://www.welcomeargentina.com, have students
design the front of a postcard for a location of their choice. Encourage
students to be creative and use a lot of color. Collect the postcards and
place them face down in a fan position. Walk around the room and have
students select a postcard without looking at the front. Using the
vocabulary on page 379 and students should pretend they are in that place
and writing a postcard to a world exchange student. Students should be
sure to include the expressions learned that are pertinent to letter writing
as well as where they went and what they have been doing so far on their
trip.
3.
Working in pairs and using activity 24 on page 381, students should
choose at least 3 sentences to use in a short skit that depicts a telephone
conversation between friends. Have the students perform the skits.
Encourage the class to vote on which skit seemed most realistic.
Expressions for writing a letter
1.
F.
Students write their name on a small piece of paper and the teacher
collects them. Mix them up and put them in a hat and have each student
select a name from the hat. Once every student has another’s name,
students will write a letter to him/her asking for information about the
other student and any other general information they want to know. They
should be certain to refer to recent class activities for vocabulary and
grammar help. Once finished, students will exchange letters and in turn
write back to the student who wrote to them. The answers can be truthful
or made up.
Preterite vs. imperfect
1.
Students should already have an understanding of when the preterite and
imperfect are used. Review the notes on page 382 with students, selecting
volunteers to read the sentences. When finished, show Gramavisión 2.1.
99
As students watch the skit that follows the animation, have them jot down
a few preterite and a few imperfect verbs they hear. Ask students to
summarize why each verb was in preterite or imperfect after viewing the
video.
2.
G.
Present progressive and the future
1.
H.
III.
Have students use one of the locations they have studied prior in the unit
on Argentina and create a vacation itinerary for someone else,
recommending sites to see and things to do. A review of the present
progressive and the future is found on page 384 and students should use
both tenses in their work. Post each itinerary throughout the classroom and
have students do a gallery walk of the itineraries, voting on which
vacation would be the best, based on the itinerary. To guide the gallery
walk, you could play and pause the Tango music, giving students an
allotted amount of time at each itinerary. Music can be found at:
http://www.batanga.com/es/ (select Tango) and pause and play as you see
fit.
Subjunctive to express hopes and wishes
1.
I.
Have students bring in magazine pictures of people on vacation. Use those
pictures to have students write five sentences about the pictures using the
preterite and imperfect. Students can then switch papers with a partner and
then write three recommendations for the next vacation based on their
partner’s description of the picture.
Students have already learned to use the subjunctive to express hopes and
wishes. Advance this topic by asking students to review the notes and
activities on pages 386-387 and then students can create a dramatization in
which one student is the travel agent and the other is interested in taking a
vacation to Argentina. Students have studied sites to see in Argentina and
should use that information as well as the vocabulary and grammar found
in Chapter 10. You may choose to have students’ complete activity 36 on
page 387 in place of the aforementioned.
Optional Choice Board- see after Stage 3 for possible choices for students as
supplementary formal or informal assessments.
Reading
A.
Pre-reading:
1.
Making inferences: The word “Kike” in English is a derogatory term
referring to a Jewish person. Pass out the sheet entitled “Kike:
Understanding Ethnic Slurs” (see at the end of Stage 3) and have students
100
read the sheet and complete. After students have completed the task,
discuss aloud as a class in English.
2.
B.
Assistance during reading: (In-class activities)
1.
2.
C.
When introducing story, teachers should consider background knowledge
and personal experience of the student and making certain that you can
establish a common ground in the class to begin the story. Kike, by Hilda
Perera, is a story of a boy and his travel experience. Ask students to share
aloud personal experiences of traveling. If someone has ever traveled
alone, ask him or her to share the emotions they felt.
As students read the excerpt from Kike, have them pause after each main
idea and think about the details that the author includes and why they are
included. Drawing from pre-reading strategies, what do students know
about those details?
Ask students to stop half way through the excerpt and ask students how
their pre-reading assumptions compare or contrast to the story thus far.
Have students make new predictions as to what will happen in the story.
Post-reading:
1.
2.
3.
Discuss with students the relationship between their initial thoughts on
what the story would be about and what they now think having read the
whole story. Ask students how the term “Kike” could be an appropriate
title based on what they know about the word’s origin.
Have students look over the reading again. Although it is not directly
stated in the story, ask them what they can infer about the character, his
surroundings, and where he might be going and why.
Students have been making inferences about the story throughout the
reading. Count students off using the numbers one and two. Once each
student has been assigned a number group one will create an excerpt that
precedes the selection read and group two will write a follow up excerpt.
Collect the selection and grade it as a formal assessment.
101
Understanding Ethnic Slurs
According to Leo Rosten,
“
The word kike was born on Ellis Island when Jewish immigrants who were illiterate
(or could not use Roman-English letters), when asked to sign the entry-forms with
the customary 'X,'* refused, because they associated an X with the cross of
Christianity, and instead made a circle. The Yiddish word for 'circle' is kikel
(pronounced KY-kul), and for 'little circle,' kikeleh (pronounced ky-kul-uh. Before
long the immigration inspectors were calling anyone who signed with an 'O' instead
of an 'X' a kikel or kikeleh or kikee or, finally and succinctly, kike.
”
According to Rosten, Jewish American merchants continued to sign with an 'O' instead
of an 'X' for several decades, spreading the nickname kike wherever they went as a
result. At that time kike was more of an affectionate term, used by Jews to describe
other Jews, and only developed into an ethnic slur later on.( Kim Pearson's Rhetoric of
Race by Eric Wolarsky. The College of New Jersey. v
1. Based on the above, what do you think the story “Kike” by Hilda Perera is about?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________
2. “Kike” is only one of many ethnic slurs. The term “gringo” is used by Mexican and Latin
Americans to refer to people from the United States. Have you ever heard the term
“gringo?” What do you think this term means? Is this term derogatory?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________
3. Often times you hear people of the same race or people who are very close to each other
refer to each other in what could be thought of as a racial slur. Do you think this should
be acceptable in our society? Why do you think that people choose to refer to each other
in this manner?
______________________________________________________________________________
______________________________________________________________________________
____________________________________________________________
102
Las fotos- Capítulo 10 Irregular Past Participles (use
w/Communication Activity 9)
103
By: Sharon Birch
Summary:
So you’ve seen a wikispace or heard about them? Would you like to create your own wikispace?
In this brief hour, you will begin to create your own wiki, learn the mechanics of the toolbar,
including inserting links, files, images, videos and RSS feeds. You will learn how to add a page,
change the style and background, add music, track usage and begin to examine the “tricks and
tools” to enhance the visual appeal of your wiki.
Materials:
1. Computer with internet access
2. Cell phone
3. A tentative idea for your wikispace name
User name: ___________________________________________________________
Password: ___________________________________________________________
Wikispace name: ______________________________________________________
Learning Steps:
1. Visit http://elmundodebirch.wikispaces.com
2. Go to http://www.wikispaces.com/site/for/teachers and create your wikispace name and
login.
3. Manage Space: Change Style and Background

Click on “Manage Space” in the upper left hand corner of your wikispace

Under “Space Settings”, click on “Look and Feel”.

Go to “Colors” and choose your colors for your background, text and links. You can
change this as frequently as you like.

You can see color choices and their HTML codes at:
http://www.webmonkey.com/reference/Color_Charts
4. Navigation:
104

Find the tab “Edit This Page”: “Edit” makes it a document…like a word document;
“save” makes it a webpage.

Click on the tab “Edit This Page”. You now have the edit toolbar.

Explore/Identify the icons

You can click “Preview” at any time to preview your changes before saving. If you
make a mistake, you can always undo your changes. (view history/revert section #9)
5. Insert a weblink:

Click on the icon that looks like a world.

Insert a link to my wikispace.

Click “Save”.
6. Add an image or picture and place on your wikispace Using the links below, find
and save an image.
105
http://search.creativecommons.org/
http://www.pics4learning.com/

On the toolbar, click the icon that looks like a tree in a box.

Click “Upload New File” to select the image or file you wish to put on your page.

Click “Browse” and locate the image. Click “Open”. Then click “Upload” to
upload it to the wiki.

The image will appear in the thumbnails at the top of the “Insert a File” box
Double click an image to place it on the page.

Put the cursor at the position on the page where you want to put the image.
Double click the image in the “Insert A File” box to put it on your page.

Click “Save”.
7. Add a video and embed it into your wikispace. Using one of the links below, find a
video and copy the embed code.
http://video.google.com/
106
http://megavideo.com/
http://teachertube.com/

On the edit toolbar, click the icon that looks like a TV set.

Choose the type of item you will insert --in this case, other HTML code, and
paste in the embed code

Click “Save”.
8. Edit Navigation: Add a new page

On the left side of the page, under your home page listing, click “Edit Navigation”

Using double brackets [[ type the name of your new page and enclose it with double
brackets again]] It will look like this:
[[Name of your new page]]

Click “Save” and your new page will be listed on the left side of your space, below
your “Home” page.
9. Pages: Locking pages, page history and reverting pages
Lock Page

You, as the space organizer, can lock pages. A locked page can’t be edited by anyone
but you.

To lock a page, click “manage space”; click “List Pages; click “lock” next to the page
you want to lock
Page History (wikispaces.com)
Each time someone edits a page, wikispaces take a visual snapshot of the changes so
107
you can see in a glance how much has changed. Was it one line or the whole page?
Click on 'history' at the top of any page to see all changes. Then click on the
screenshot to the left of each entry to see a visual representation of the changes.
You can also compare any two versions of a page by clicking "select for comparison"
on one version of a page and then "compare to selected" on another.
Wikispaces keeps every version of every page and makes it easy for members to revert
back to a previous copy. You'll never have to worry about losing changes or being
stuck with a new bad version of a page if someone makes a mistake.
Revert Page (wikispaces.com)
Every time a page is edited on Wikispaces, we save the previous version so that you
can go back to a previous version if you don't like the new change. In fact, wikispaces
saves every version of every page on the site.
Reverting a page lets you restore the content on a page that existed at any previous
point in time. It's not to be done lightly, but can be very helpful if a page has been
vandalized or to undo editing mistakes.
To revert a page:




click on 'history' on top of the page you want to revert
select the version you would like to go back to, by clicking on the revision in the date
column
click 'revert to this version' at the top of the page
enter a comment and click the Revert button
When you revert a page, please enter a comment that explains why you reverted the
page. Note that you must be logged in to revert pages.
10. Discussion Tab
11. Insert an RSS feed
Gcast 1-888-65-GCAST (1- 888-654-2278)
Enter the 10 digit number: (you create when you join the site)
Enter the pin: (you create)
Leave a brief message
http://www.gcast.com/?nr=1&&s=59267427
12. Add music to your wikispace

Go to http://www.playlist.com/

Create an account

Go to Search Music and look up the band/song you want

Test the song to see if it works (infrequently the links are bad).
108

Next to the song listing, click the “+” button to add it to your playlist. Continue
collecting songs. You may add up to 100 songs on each playlist and you may
create as many playlists as you want.

Go to My Account and click Add Playlist to MySpace

Select option B, then select the playlist for which you need the code.

Change the color or whatever you want, the click Get Code.

On the wikispace toolbar, click on the icon that looks like the TV, and select
“Other HTML” Insert the code. Save.
If you add, delete or change songs on the playlist after you have inserted it into
your wikispace, it will automatically update within a few minutes.
13. Some tricks and tools:
Adding Pizzazz to Your Page:
http://collaborationnation.wikispaces.com/Adding+pizzazz+to+your+pages
Widget boxes: http://www.widgetbox.com/tag/text or http://www.widgetgallery.com/
Embedding slide shows and videos:
http://collaborationnation.wikispaces.com/Embedding+Slide+Shows+and+Video
Class Tools: create your own games, Venn diagrams: http://www.classtools.net/
Create your own flashcards, quizzes and games: http://quizlet.com/
Track your visitors: http://clustrmaps.com or http://flagcounter.com/index.html
Centering, indents, colored boxes http://sealwyf.wikispaces.com/Sandbox002
Create a table of contents: http://cct300-f07.wikispaces.com/Wiki+Tips
Create an interactive map: http://www.mapdaze.com/
Create a graph: http://nces.ed.gov/nceskids/createagraph/default.aspx
Create flowcharts, diagrams, floor plans: http://www.gliffy.com/
More extensive list of links: http://elmundodebirch.wikispaces.com/wiki+tools
109
Español 3: ¡Exprésate! 2- Capítulo 10
Tango- escucha la música
del Tango y describe el tono
emocional. ¿Hay más tipos
de música en que puedes
comparar el Tango? Busca
ejemplos de estos tipos de
música y compáralos al
Tango. Hay que presentar la
música a la clase con lo que
aprendiste.
¿Qué es el tango? ¿De
dónde salió? ¿Qué historia
tiene el tango? Atrás de los
años, ¿cómo ha cambiado el
Tango? ¿Hay más estilos de
bailar como el Tango o que
está basado en el Tango?
Incluye la evolución del
Tango basado en los artistas
Bajo Fondo y Gotan
Project. Hace un folleto
sobre el Tango.
Trae fotos de unas
Escribe un dialogo entre la
vacaciones pasadas y hacer recepcionista y un viajero
un collage con énfasis en
que acaba de llegar al hotel.
dónde fuiste, lo que hiciste
Incluye todo la información
y las emociones qué sentiste pertinente (nombre, número
durante su viaje. Escribe
de teléfono, etc.) cuántas
capciones para las fotos en
noches vas a quedarte,
frases completas, usando el cómo vas a pagar, numero
vocabulario y las
de la habitación, cuantas
expresiones del Capítulo 10. personas hay etc.
Escribe un blog sobre un
Imagínate que seas un
restaurante genial en que
profesor de español. Crea
comiste y un lugar
una mini-lección (5-10
fantástico que visitaste. (2
minutos) de los usos del
cosas separadas.) Les
pretérito y el imperfecto.
recomienda los lugares a los Sería apuntes, actividades
amigos… incluyendo
escritas, actividades orales,
comida buena y cosas
etc. Presenta tu mini-lección
divertidas para hacer.
a la clase.
¡A bailar! Investiga los
estilos diferentes del Tango.
¿Cuáles son los pasos
básicos del Tango? Enseña
a la clase cómo bailar el
Tango. Hay que incluir un
diagrama para sus
estudiantes y una
explanación de los pasos.
¡Se pone experto y “wow”
sus compañeros de clase!
Estás haciendo la maleta
para un viaje a cualquier
lugar. Haz una lista de cosas
que quieres traer contigo.
Al lado de las cosas escribe
por qué quieres llevarlas.
Trae 10 cosas a la clase y
compartirlas con la clase.
Crea un juego que toda la
clase puede jugar usando un
tema de gramática que
hemos estudiado en este
capítulo. El juego necesita
reforzar la gramática y el
vocabulario. Juega el juego
por 5 o 10 minutos con la
clase.
Hay que seleccionar una actividad de cada línea. Tienes 2 días en clase para prepararte. HAY
QUE TRABAJAR EN CASA. El tercer día, tienes que entregar tu trabajo. Pasaremos 1 o 2 días
con las presentaciones.
APLICACIÓN PARA EMPLEO
110
Esta aplicación general es proveida por WorkSource Washington. El formulario cúmple con las leyes federales y
estatales en contra de la discriminación, ademas, forma los empleadores que usen este formulario deben revisar las
regulaciones locales. WorkSource Washington y el Employment Security Department no aceptara la responsabilidad
por el abuso de la información ofrecida en este formulario. Escriba toda la información pedida en letra de molde en
tinta (negra) o máquina de escribir.
INFORMACIÓN GENERAL
Apellído
Inícial
Primer Nombre
Teléfono en el Hogar
(
Domicillio (Número y Calle)
)
-
E
Códig
Otro Teléfono
s
o
(
)
t
Postal
¿Está Ud. legalmente autorizadoapara trabajar en los E.U.?
Si
d
No
o
Ciudad
Corréo Electrónico
-
POSICIÓN
Aceptare:
Tipo de empleo deseado
¿Es
usted capaz de realizar las funciones esenciales del
trabajo que usted está solicitando, con o sin
accomodamiento?
Si
No
Turno:
Parte de Tiempo
Día
Tiempo
Turno de
Completo
tarde
Temporal
Nocturno
Rotativo
Día Disponible
Salario Deseado
EDUCACIÓN Y ENTRENAMIENTO
¿Se gradúo de la Escuela Secundaria (High School) o pasó la Prueba de Educación General (GED)?
Si contesta que no, indique el grado más alto completado.
UNIVERSIDAD, ESCUELA DE NEGOCIOS, MILITAR, Etc
Nombre Y Localidad
Fechas de
Asistencia
(Mes/Anó)
Si
No
____
(Los más reciente primero)
Créditos Ganaron
Trimestres,
semestres,
o horas
Otras
(Especifique)
Graduado
Desde
Si
No
Hasta
Desde
Si
No
Hasta
Desde
Si
No
Hasta
Desde
Si
No
Hasta
111
Título
Obtenido
Año
Recibido
Materia Prinicipal
de Estudio
Número
Donde Publicado
Licencia Ocupacional, Certificado, o
Registración
Número
Donde Publicado
Licencia Ocupacional, Certificado, o
Registración
Número
Donde Publicado
Licencia Ocupacional, Certificado, o
Registración
Idiomas que Fluentemente Puede Leér, Escribir o Hablar Aparte de Inglés
Fecha de
Expiración
Fecha de
Expiración
Fecha de
Expiración
SERVICIO MILITAR (Más Reciente)
Rama de Servicio
Fecha de Entrada
Fecha de Salida
HABILIDADES ESPECIALES (Lista de todas las habilidades y equipo pertinente que ud. pueda operar)
EXPERIENCIA DE TRABAJOS (Más Reciente Primero)
(Inclúya la Experiencia Militar y Trabajos
Voluntarios)
Empleador
Número de Télefono
(
)
-
Desde (Mes / Año)
Dirección
Título Del Trabajo
Número de Trabajadores que Superviso
Hasta (Mes / Año)
Deberes Especificas
Horas por Semana
Último Salario
Supervisor
¿Podemos comunicarnos con este patrón?
Razon que dejo el Trabajo
Empleador
Número de Télefono (
)
-
Si
No
Desde (Mes / Año)
Dirección
Título Del Trabajo
Número de Trabajadores que Superviso
Hasta (Mes / Año)
Deberes Especificas
Horas por Semana
Último Salario
Supervisor
¿Podemos comunicarnos con este patrón?
Razon que dejo el Trabajo
Empleador
Número de Télefono (
)
-
Si
Desde (Mes / Año)
Dirección
Título Del Trabajo
Número de Trabajadores que Superviso
112
Hasta (Mes / Año)
No
Deberes Especificas
Horas por Semana
Último Salario
Supervisor
¿Podemos comunicarnos con este patrón?
Razon que dejo el Trabajo
Número de Télefono (
Empleador
)
-
Si
No
Desde (Mes / Año)
Dirección
Título Del Trabajo
Número de Trabajadores que Superviso
Hasta (Mes / Año)
Deberes Especificas
Horas por Semana
Último Salario
Supervisor
¿Podemos comunicarnos con este patrón?
Si
Razon que dejo el Trabajo
Yo certifico que la información contenida en esta aplicación es verdad, correcto, y completo. Entiendo que, si estuvieron
empleadas, las declaraciones falsas divulgaron sobre este uso se pueden considerar suficiente causa para el despedido.
Firma del
Aplicante____________________________________________________
Fecha___________________
Comentarios De los Entrevistadores
WorkSource Washington y el Washington State Employment Security son empleadores de igualdad en el empleo y proveen servicios de
empleos y entrenamientos.
Si es solicitado los Servicios y asistencia auxiliar estan disponibles para personas con desabilidades.
113
No
CAPITULO 10 (UNIT 4)
M.I.
Interpersonal
Standard
Communication
Interpersonal
Intrapersonal
Verbal Linguistic
Logical
Mathematical
Bodily
Kinesthetic
Visual
Spatial
Musical
Rhythmic
PBT,
ID,IIA2,
ID,IIA1,IIB1,
IIC1
IIC1, IIC2,
IIC3,IIC4
PBT,ID,IIA1,IIG ID, PBT,
IIC3, IID
PBT, IIE,
ID
ID,IE,IIA,IIB3,
IIG
PBT,IIA1,ID,IIB1, IIA1
IIC, IIE
IIA3, IIB2
PBT
PBT,IE
PBT,IID
IIA
PBT, IIG
IA
IE
ID,III
ID
ID,IE, IIG
IA,
IE
Cultures
Practices
PBT,ID
PBT,ID
ID
ID
PBT, ID
PBT, IE
Products
ID
PBT
Perspectives
IB, ID
III
PBT,ID
PBT
ID
PBT
ID
IB, III
PBT, III
III
PBT, III
PBT, III
ID
IB,IC, III
Interpretive
Presentational
Connections
Making
Connections
Acquiring
Information
Comparisons
Language
Culture
Communities
School and
Community
Lifelong
Learning
III
Naturalist
IE
ID
ID
IE
ID, III
ID
PBT
IE
PBT, III
PBT, III
PBT
PBT
PBT,IE
PBT
ID
III,
III
ID
ID
IB,IC,III
IB,IC, III
ID,III
ID
IC
IE
IC, ID
III
III
III
III
PBT, III
PBT
PBT
PBT
114
Understanding by Design
Unit 5 (Chapter 2) Cover Page
Unit Title: Capitulo 2 ¡A pasarlo bien!
Grade Level(s): 9-12
Subject/Topic Area(s): Sports, express interest and displeasure, invite someone to do
something, describe a friend, express happiness and unhappiness, imperfect, ir a +
infinitive in the imperfect, nosotros commands, object pronouns, subjunctive with the
unknown or nonexistent, subjunctive with expressions of feeling. Sports, Pastimes,
Imperfect, Pronouns, Friendship, Subjunctive Sports, Pastimes, Imperfect, Pronouns,
Friendship, Subjunctive
Key Words: Sports, Pastimes, Imperfect, Pronouns, Friendship, Subjunctive
Designed By: Siumen Koontz
PBT Sharon Birch
Time Frame: 23 days
School District: Wicomico
Unit Description (including curricular context and unit goals):
In this unit, students will learn expressions which will enable them to discuss sports
with friends and express interest and displeasure about past events. They will also be able
to describe their ideal friend and be able to express their feelings about him/her. Students
will review the imperfect and the ir a + infinitive in the imperfect. Students will also use
the nosotros commands. They will practice objects pronouns and the subjunctive with an
unknown or nonexistent antecedent, as well as the subjunctive with expressions of feelings.
Students will learn more about the culture and night life in Spain. As they read, they will
think about the similarities and differences between the night life for young people in the
U.S. and in Spain.
Materials and Resources:
Exprésate 3
 Text and Teacher’s Edition Workbook
 Teaching Transparencies
 Video program/DVD Tutor
 Cuaderno de Vocabulario y Gramática
 Cuaderno de Actividades
 Activities for Communication
 Independent Study Guide
 Video Guide
 Lab Book
 Audio CD
 Assessment Program
 TPR Storytelling Book
115








Grammar Tutor for Students of Spanish
Reading Strategies and Skills Handbook
Interactive Tutor CD
Puente: Customized Level 1 Review
my. hrw.com (teacher and student resource)
http://www.megavideo.com/?v=J54YKJCF (for reading Una noche en España)
http://www.childsoftpress.com/ididit/CODE/book_report_059d.htm (travel brochure)
http://www.megavideo.com/?v=ELT4DWH5
116
Understanding by Design
Stage 1: Desired Results
What content standards are addressed?
ACTFL National Standars For World Language Learning
1.1, 1.2, 1.3, 2.1, 2.2, 3.1, 3.2, 4.1, 4.2, 5.1, 5.2
Maryland Voluntary State Standards
1.1: a.-d. (emerging and developing) 1.2:a.-c. (emerging) and a.-b. (developing) 1.3: a.-d.
(emerging and development), 2.1:a.,c. (emerging), c.,d. (developing), 2.2: d. (emerging), 3.1:
a.,b. (emerging and developing), 3.2: a.,b. (emerging and developing), 4.1: a., c., e. (emerging
and indicator), 4.2: a., b. (indicator), 5.1: a.,b. (emerging) c. (indicator), 5.2: a.(emerging), c.
(developing).













What enduring understandings are desired
(and what misunderstandings will be addressed)?
Students will be able to:
Express interest and/or displeasure about sports
Invite someone to play sports or pastimes with them
Use the imperfect to share experiences dealing with sports, and friendships
Use ir a + infinitive in the imperfect when inviting friends to do something
Use object pronouns when talking about friends
Use subjunctive with the unknown or the nonexistent antecedent when describing friends
Talk about their feelings using the subjunctive
Give commands using the nosotros form
Practice describing the ideal friend
Identify expressions of happiness and unhappiness
Develop listening and reading skills when dealing with cultural texts
Students will be able to identify the main idea and supporting details of the reading
Develop reading and writing skills when working with stories











What essential questions will guide this unit and focus teaching/learning ?
What vocabulary is essential when communicating about a sport?
How does one invite someone to play with them?
How does one talk about past experiences in which sports are involved?
How does one explain how to play games?
What expressions are essential when describing a friend?
How is the imperfect used?
How is ir a + infinitive used in the imperfect?
How is the nosotros command formed?
When does one use the nosotros command form?
How does one use both direct and indirect object pronouns at the same time?
What is the difference between direct and indirect object pronouns?
117



















When does one use the subjunctive with an unknown or nonexistent antecedent?
What are some expressions of feelings?
How is background knowledge applied to a reading selection prior to reading?
How do pre-reading strategies help to determine the purpose of the text?
What are the similarities and differences between the life in Spain and the U.S.?
What are some cultural aspects of Spain?
What topical questions will guide this unit and focus teaching/learning ?
Can I talk about sports?
Can I talk about pastimes?
Can I describe my favorite sport?
Can I talk about good or bad friends?
Can I use ir a +infinitive in the imperfect?
Can I use the nosotros command form?
Can I use direct and indirect object pronouns in a sentence?
Can I use the subjunctive with an unknown and nonexistent antecedent?
Can I describe the ideal friend?
Can I express my feelings using the subjunctive?
Can I use background information to help determine the main idea or purpose of the
reading?
Can I use pre-reading strategies to help determine the purpose of the text?
Can I identify cultural aspects of Spain?
118
What key knowledge and skills will students acquire as a result of this unit?
Knowledge of:










Sports and pastimes
Adjectives
Vocabulary about happiness and unhappiness
Imperfect
Ir a + infinitive
Nosotros commands
Double object pronouns, i.e. indirect and direct object pronouns
Subjunctive with an unknown or nonexistent antecedent
Subjunctive with expressions of feelings
Night life in Spain
Skills:













Express interest and displeasure
Describe sports
Describe pastimes
Describe the ideal friend
Express happiness and unhappiness
Use the imperfect
Use the ir a + infinity in the imperfect
Give nosotros commands
Compare friends
Use double objects pronouns
Make sentences using the subjunctive with expressions of feelings
Use the subjunctive with an unknown or nonexistent antecedent
Describe the night life in Spain
119
Understanding by Design
Stage 2: Acceptable Evidence of Understanding
What evidence will show that students understand?
Performance Tasks*:
Students will use the Wiki space, PowerPoint, or travel brochure that they created from
Chapter 10 of ¡Expresate! Level 2. Students will create an itinerary for the trip. Students will
present it orally to the class. The itinerary will include places of interests, sports activities,
music, food and how they spend their free time. They will narrate the itinerary using the
imperfect, preterite and subjunctive with expressions of feelings/emotions. Students will
include visuals in their presentations. Students will be able to answer questions from the class
related to the itinerary.
*Complete a Performance Task Blueprint for each task (next page).
Other Evidence (quizzes, tests, prompts, observations, dialogues, work samples, etc.):
Formal:
 Selected homework exercises
 Selected quizzes
 Chapter test
 Technology lesson
Informal:
 Selected homework assignments
 Selected classroom activities






Student Self-Assessment:
Partner and small group practices in unit
Written warm-ups in which the students pose questions about previously learned material
with which they still have problems
Oral closure activities in which students summarize what was learned that day or ask
questions for clarification
Self test on chapter 3 of the Independent Study Guide
Responses to topical questions
Repaso, Capitulo 3 on pages 84-86
120
Performance Task Blueprint
Task Title: El Itinerario del Viaje
Approximate Time Frame: 3 days
What desired understandings/content standards will be assessed through this task?
ACTFL:
1.1,1.2, 1.3, 2.2, 3.1, 5.1, 5.2
Maryland Voluntary World Language Standards (Emerging):
1.1: a, b; 1.2: a, c; 1.3: d; 2.2: c, d; 3.1: a; 5.1: a
What criteria are implied in the standard(s) understanding(s) regardless of the task
specifics?
Students engage in conversations, provide and obtain information, express feelings and
emotions, and exchange opinions. Students understand and interpret written and spoken
language on a variety of topics. Students present information, concepts, and ideas to an
audience of listeners or readers on a variety of topics. Students demonstrate an understanding
of the relationship between the products and perspectives of the culture studied. Students
reinforce and further their knowledge of other disciplines through the world language.
Students use the language both within and beyond the school setting.
Through what authentic performance task will students demonstrate understanding?
This performance task will be a follow-up to the creation of the wikispace, PowerPoint
or travel brochure from Chapter 10, ¡Expresate! Level 2. The same two partners from the
Chapter 10 task will assume that the class picked their country for the class trip. The students
will create an itinerary for the trip that has already occurred. The premise is that these
students are preparing to present orally the highlighted itinerary to another Spanish III class or
a Spanish II class. The itinerary should include much of the fun, useful information that was
researched for the Chapter 10 PBT. Those items should include places of interest, sports
activities, and music of the country as well as how they spent their free time and what
authentic food they ate. The students should be narrating this itinerary using the imperfect and
the preterite tenses, as well as a concluding section that will incorporate subjunctive with
expressions of feelings/emotions. Additionally, students should have visual representations of
some aspects of the oral presentation to maintain interest. These representations could come
from the finished product from Chapter 10. Finally, students should be prepared to answer
questions from the class concerning elements of their itinerary.
What student products/performances will provide evidence of desired understandings?
Product:
Performance: Oral presentation of trip
itinerary
By what criteria will student products/performances be evaluated?
See the rubric after the chapter
121
Understanding by Design
Stage 3: Plan Learning Experiences and Instruction
What sequence of teaching and learning experiences will equip students to develop and
demonstrate the desired understanding?
I.
Culture
A.
Have students locate Spain on a map. Identify the bodies of water, islands, the
capital city of Madrid and countries that are next to it. Ask students to brainstorm
facts about Spain as a warm up activity.
B.
Have students read silently and discuss the introductory paragraph Cultura
Comparaciones pages 62-63 as a class. Share with your students the importance
of friendship in Spanish-speaking countries and ask them to compare it to
friendship in the U.S. Will they keep some of their friends forever? Also, have
them talk about the meaning of a true friendship. Have students write about
whether they think they are good friends to others. They can list the qualities that
make them a good friend as well as mistakes they have made in the past that may
have caused misunderstandings. After that, have students listen to the audio
recording, CD 2 Tr. 5-7 and write down the main idea. Then, students will look
over the interview questions on page 62 and discuss with a partner how they
would answer each question. Have students answer the questions in Para
comprender on page 63 and then discuss the questions in Para pensar y hablar on
page 63 as a class. Play the DVD Program ¡Expresate! Spanish 3 Chapter 2 and
have students listen to the interviews and write down all the words that they can
identify from Vocabulario 1 and Vocabulario 2. The student with the most words,
wins. Challenge your students to work in pairs and do a similar interview in front
of the class in a spontaneous way.
C.
Before reading Una Noche en España on pages 78-79, have students watch the
video on flamenco dance http://www.megavideo.com/?v=J54YKJCF Then, have
students describe orally what the dancer was doing, and what she was wearing.
Next, tell them to work in groups of two and list activities they do on weekends,
such as, at what time they get up and go to bed, and what are some of the typical
activities they do or love to do on weekends. After that, you may wish to write
some of the activities they give on the board. Read the introductory paragraph out
loud and ask your students what they think the night life is like in Spain. Ask
them why it is said that Spaniards sleep less than other Europeans. Have students
read the rest of the reading on their own, list at least 10 words that are unknown to
them. Have them work in groups and collectively using context or grammar clues,
write definition in Spanish. Discuss as a class. Have students work in groups of
three and do Activity A and B under Comprension page 79 and share the answers
with the class The same groups should make the travel brochure in Actividad
page 79 as a practice for their end of the unit project and post it on the classroom
122
walls. As a final activity, have students work in pairs or groups of three and make
a conversation in which they plan a night out in Spain. Require them to use at
least eight words from Vocabulario 1 and 2 and present it to the class.
II.
Communication
A.
B.
Leisure activities and sports
1.
After students learn the new vocabulary on sports and pastimes, use the
transparency page 50 chapter 2 Vocabulario 1 and ask questions to prompt
them to use vocabulary words in complete sentences.
2.
Have students act out the sports and pastimes in vocabulario 1. One
student must guess the activity or sport and tell the class if he or she likes
the activity or not.
3.
After students have looked at the picture and read the title on page 54,
have them guess as a class what the teenagers are discussing,. Then, have
students silently read ¿Qué planes teneis? On page 54. Ask
comprehension questions about the reading. Have student role play a
similar conversation using the vocabulario 1 words as well as the
expressions from page 51 ¡Expresate! Have them work in groups of three
and present it to the class the next day.
4.
Have students work in pairs to talk about things they were going to do last
year but never did using the ir a + infinitive in imperfect tense. As an
option, they can add the sports or pastimes they are doing this year.
5.
Have the class plan a sports competition. Divide the class in four and have
each group come up with three suggestions. Write the suggestions on the
board and then allow the class to discuss the suggestions and vote on the
top three choices.
6.
Have
students
watch
the
video
about
soccer
http://www.megavideo.com/?v=ELT4DWH5 Next, have students write a
small paragraph using the preterite and inperfect tenses about what
happened in the video. Give students only 10 minutes to write it. At the
end, ask 5 students to read their paragraphs to the class.
Talking about friendship, happiness and unhappiness
1.
Have students write a paragraph in the present tense about their best friend
using the vocabulario 2 including two sentences in the subjunctive. Have
them include what they have and not have in common with their best
friend in the description. Have students peer edit the paragraph and give it
to the teacher.
123
IV.
2.
Have students work in pairs and do ¡Apasarlo bien! Capitulo 2, page 7
from Activities for Communication. As a homework assignment, ask them
to write a small paragraph explaining why they think the clients will be a
good match. The next day, have six students read their paragraph to the
class.
3.
Have students work in groups of three and write down a dialogue between
friends using the vocabulario 1 and vocabulario 2. Allow students twenty
minutes to create the conversation. Encourage them to use the expressions
from ¡Expresate! on page 65. Have students present the conversations to
the class. At the end, have the class vote on the best two presentations.
4.
Have students interview a classmate from the opposite sex and ask about
his/her ideal boyfriend/girlfriend. Have students use the vocabulario 1 and
vocabulario 2 and the subjuntive with an unknown or nonexistent
antecedent from page 72. The student who interviews will take notes on a
paper. Give the class fifteen minutes to complete the interview. At the end,
have each group write down the two most interesting answers on the
board.
Reading
A.
Una noche en España
1.
Pre-reading: Have students watch the flamenco video and write down five
things about it and share the notes with the class.
2.
Ask students to look at the title and pictures of the text and brainstorm
about the main idea of the story and tell you when and where it takes
place.
3.
Ask students to read the reading selection silently using the text. As they
read, they need to make a list of ten words that are new to them.
4.
Ask students to read the unfamiliar words to the class. Write them on the
board and see if another student can explain the meaning of the word in
Spanish to the class. If not, using visuals or circumlocution, define the
word.
5.
Ask students to get into 5 groups. Assign one paragraph of the reading
selection to each group. Ask them to find and write the main idea of the
paragraph as well as the supporting details.
6.
Have students listen to the reading selection using the CD 2 Tr. 11 with
their books closed.
124
B.
7.
Have students do Activity A and B under Comprensión page 79 and
discuss the answers in class.
8.
Post-reading: Ask students to get in groups of three and do Actividad 1.3
page 79 Folleto de viaje. The restaurants and clubs must be real places in
town. When they are done, ask students to post the folletos de viaje on the
classroom walls.
See communication II A 3
125
Performance Task Rubric: Capítulo 2 La Presentación del Itinerario del Viaje
Lugares para
visitar
La Comida
Auténtica
Los Ratos Libres
Los Deportes
La Música
El Uso del
Pretérito y del
Imperfecto
El uso del
Subjuntivo
La Comprensión
Las Preguntas de
la Clase
La Colaboración
4
Hablan de al
menos 3 lugares
con mucho
detalle.
Hablan de
mucha comida
con muchos
detalles y
descripciónes,
incluyendo si
les gusta o no.
Hablan de los
ratos libres con
mucha
descripción.
Hablan de los
deportes en
detalle con
ejemplos de lo
que hicieron o
vieron.
Hablan de unos
tipos de música
y músicos y lo
que les gusta o
no.
Usan el
pretérito y el
imperfecto con
errores en
forma mínimos,
pero el uso está
bien.
Usan el
subjuntivo al
menos dos
veces sin error
en la forma o en
el uso.
El profesor
puede
comprender
perfectamente
todo lo que
dicen, sin
problema.
Pueden
contestar 4
preguntas sin
problema.
La colaboración
entre los
compañeros es
3
Hablan de al
menos 3
lugares con un
poco de
detalle.
Hablan de
unas comidas
con detalles y
descripciónes.
2
Hablan de 2
lugares con
detalle.
1
Hablan de 1
lugar sin
detalle.
0
No hablan de
ningún lugar
Hablan de unas
comidas con
poco detalle.
Hablan de la
comida sin
detalle.
No hablan de
la comida.
Hablan de los
ratos libres con
descripción.
Hablan de los
ratos libres sin
descripción.
No hablan de
los ratos
libres.
Hablan de los
deportes un
poco con unos
ejemplos de lo
que hicieron o
vieron.
Hablan de un
tipo de música
y un músico y
lo que les gusta
o no.
Usan el
pretérito y el
imperfecto
varios errores
en forma y en el
uso.
Hablan de los
deportes sin
ejemplo.
No hablan de
los deportes
Hablan de un
tipo de música
o un músico.
No hablan de
la música.
Hay tantos
errores que es
obvio que no
comprenden el
pretérito y el
imperfecto.
No usan el
pretérito ni el
imperfecto.
Usan el
subjuntivo al
menos dos
veces pero con
error en la
forma o en el
uso.
El profesor
puede
comprender lo
que dicen sin
mucho
esfuerzo.
Usan el
subjuntivo al
menos una vez
sin error en la
forma o en el
uso.
Hay tantos
errores que es
obvio que no
comprenden
cómo o cuándo
usarlo.
No usan el
subjuntivo
El profesor
puede
comprender
pero no
fácilmente.
El profesor no
puede
comprenderlos.
Pueden
contestar
3preguntas sin
problemas.
Pueden
contestarlas
pero con
algunos
problemas.
La colaboración
entre los
compañeros es
No pueden
contestarlas.
Usan el
pretérito y el
imperfecto con
errores en
forma y en el
uso.
La
colaboración
entre los
126
La
colaboración
entre los
No hay
colaboración
ni
Las ilustraciones
muy buena.
Existe una
comunicación
perfecta entre
los dos. Los
compañeros
comparten
igualmente el
trabajo.
compañeros es
buena. Existe
una
comunicación
buena entre
los dos. Los
compañeros
comparten el
trabajo.
adecuada.
Existe una
comunicación
entre los dos.
Los
compañeros
comparten más
o menos el
trabajo.
Traen al menos
4 ilustraciones
del itinerario
Traen 3
ilustraciones
del itinerario
Traen 2
ilustraciones
del itinerario
compañeros no
existe. No
existe
comunicación
entre los dos.
Es obvio que
una persona
completa la
mayoría del
trabajo.
Traen 1
ilustracion del
itinerario
______________/ 44 puntos posibles
127
comunicación
entre los
compañeros.
No traen
ilustraciones
M.I.
Interpersonal
Intrapersonal
Standard
Communication
Interpersonal
PBT
Interpretive
Presentational
Logical
Mathematical
Bodily
Kinesthetic
Visual
Spatial
Musical
Rhythmic
I.A
PBT
II.A.2
PBT
II.A.6
PBT
PBT
II.A.2
PBT
PBT
Cultures
Practices
PBT
PBT
Perspectives
PBT
PBT
I.B
PBT
PBT
PBT
PBT
II.A.5
PBT
PBT
PBT
PBT
III.A.1
PBT
PBT
PBT
128
Naturalist
PBT
PBT
PBT
I.C.
Culture
Communities
School and
Community
Lifelong Learning
PBT
PBT
Products
Connections
Making
Connections
Acquiring
Information
Comparisons
Language
Verbal
Linguistic
Understanding by Design
Unit 6 (Chapter 3) Cover Page
Unit Title: Capítulo 3- Todo tiene
solución
Grade Level(s): 9 - 12
Subject/Topic Area(s): Complaints and Opinions, Subjunctive, Future, Conditional, Santo
Domingo, Caribbean Music
Key Words: complaints, expressing opinions, disagreements, make suggestions, apologize,
verb + infinitive, subjunctive with will or wish, subjunctive with denial and negation, future
tense, conditional, Santo Domingo, la República Dominicana, Juan Luis Guerra, Juanes,
Carlos Baute
Designed By: Sharon Birch
Time Frame: 24 days
School District: Wicomico
Unit Description (including curricular context and unit goals):
In this chapter students will be able to make complaints, offer opinions, express
disagreement, make suggestions and apologize. Students will learn about stereotypes and
negative and positive images. Students will expand their vocabulary that deals with school
and classes. Students will review the concept of using a verb followed by an infinitive.
Students will continue to work with the subjunctive with verbs of will or wish. Students
will learn to use the subjunctive with verbs of denial and negation. The future tense is
reviewed and the conditional is introduced. Students will be able to locate Santo Domingo
in la República Dominicana and provide details about some cultural aspects of the area.
Students will learn about Juan Luis Guerra and his influence, not just in la República
Dominicana but in the Western Hemisphere. Students will also continue listening to and
studying the music of Juanes and will be introduced to the music of Carlos Baute on a
limited basis. For the reading, students will analyze a story from a historical point of view
and will practice paraphrasing.
Materials and Resources:
Exprésate 3
 Text and Teacher’s Edition
 Teaching Transparencies
 Video program/DVD Tutor
 Cuaderno de Vocabulario y Gramática
 Cuaderno de Actividades
 Activities for Communication
 Independent Study Guide
 Video Guide
129
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Lab Book
Audio CD
Assessment Program
TPR Storytelling Book
Grammar Tutor for Students of Spanish
Reading Strategies and Skills Handbook
Rubric for performance task
Pen and paper quizzes on selected vocabulary, structure and culture
Interactive Tutor CD
http://my.hrw.com/
http://www.geocities.com/juanpc1942/Pobreza.htm La pobreza en latinoamérica y el
caribe
http://www.oei.es/quipu/pobreza_infancia1.pdf Oficial UN document about poverty
2002
http://hub.witness.org/en/node/4371 Pobreza en Latinoamérica y el Caribe
http://www.istockanalyst.com/article/viewiStockNews+articleid_2413349&title=Caribb
ean_Group_Calls.html Caribbean plea to United Nations for help with hunger
http://www.caribbeannetnews.com/domrep/domrep.php
http://www.bloomberg.com/apps/news?pid=20601081&sid=a2UEl1WOcKnM&refer=a
ustralia Global warming, coral reef destruction
http://www.eclac.org/ Economic Commission for Latin America and the Caribbean
(UN)
http://pazsinfronteras.org/ information from the Peace Without Borders concert
http://www.godominicanrepublic.com/index.asp Dominican Republic website
http://www.guiamundialdeviajes.com/country/300/general_information/Am%E9ricadel-Sur/Venezuela.html Venezuela website
http://www.fundacionmisangre.org/ Juanes social activism website
http://www.guavaberry.net/ Juan Luis Guerra website
http://www.colby.edu/~bknelson/SLC/ojala/index.html grammar exercises
http://www.carlosbaute.com/
http://juanes.net/
http://www.cnn.com/SPECIALS/2000/colombia/ CNN reports on Colombia
http://en.wikipedia.org/wiki/Revolutionary_Armed_Forces_of_Colombia
http://www.cnn.com/SPECIALS/2000/colombia.noframes/story/reports/kidnapped/inde
x.html CNN Reports on Colombia
http://worldblog.msnbc.msn.com/archive/2008/03/20/790173.aspx MSN commentary
on Latin American affairs
http://www.icbl.org/lm/2007/
http://www.stoplandmines.org/slm/index.html
HTTP://WWW.STOPLANDMINES.ORG/SLM/INDEX.HTML
http://www.123teachme.com/learn_spanish/exercises_future_tense_irregular_verbs_1a
irregular future exercises
http://www.colby.edu/~bknelson/SLC/instantes/index.html Poem in the conditional
http://www.spanishspanish.com/verb/practice_futuro_web.html future timed practice
http://www.spanishspanish.com/verb/quiz_futuro_web.html future quiz
http://www.sunderlandschools.org/mfl-sunderland/resources%20sp%20ks4.htm#ppt
130
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(click on powerpoint presentations and then select future tenses)
http://espanol.video.yahoo.com/watch/452207/2520781 Verano en el Caribe…just
images and music, no dialogue 2 minutes
http://laluna.tv/media/6428/Republica_Dominicana_El_Caribe/ Dominican Republic
video, all music and images 9 minutes Pick and choose…great variety
http://video.google.com/videoplay?docid=7531184863756899082&ei=kUxwStqrMqP0
qAKqjfyTBQ&q=la+republica+dominicana&hl=en Así es la República Dominicana,
unages, music and spanish dialogue 2 minutes 30 seconds Great video
http://video.google.com/videoplay?docid=5486095426590340060&ei=UE1wSvebHozMqAKpk7z8Dg&q=cuba&hl=en Cuba,
music images and captions 8 minutes
http://www.elboricua.com/history.html Puerto Rico
http://www.elboricua.com/vocabulary.html
Pictures of stereotypes
http://www.colby.edu/~bknelson/SLC/instantes/index.html
http://www.colby.edu/~bknelson/SLC/instantes/condicional.html Poem in the
conditional and additional exercises
http://www.colby.edu/~bknelson/SLC/instantes/reflexiones.html
¿Qué saben Uds. de la República Dominicana? Worksheet
Photo Story for La República Dominicana
131
Understanding by Design
Stage 1: Desired Results
What content standards are addressed?
ACTFL National Standards for World Language Learning
1.1, 1.2, 1.3, 2.1, 2.2, 3.2, 4.1, 4.2, 5.1, 5.2,
Maryland Voluntary State World Language Standards (Emerging)
1.1a – d, 1.2a-c, 1.3a-b, 2.1b-d, 2.2b-d, 3.2a-b, 4.1d-e, 4.2a, 5.1a, 5.2a
What enduring understandings are desired
(and what misunderstandings will be addressed)?
Students will be able to
 Express an opinion about stereotypes, classes, teachers, and students
 Discuss prejudices and how prejudice may affect them and ways of combating it
 Express disagreement with classmates
 Discuss relationships with boyfriends and girlfriends
 Complain about classes, teachers, classmates and stereotypes
 Apologize and reconcile with classmates, boyfriends and girlfriends
 Talk about classes they have now and speculate about classes at a university
 Use a verb followed by an infinitive
 Use the subjunctive with verbs of “will” or “wish”
 Distinguish between structures which require the infinitive and ones that require the
subjunctive
 Use the subjunctive with verbs of negation or denial
 Use the future tense for both future events and as an expression of probability
 Use the conditional
 Use the conditional when given an “if” statement with the past conditional
 Identify and describe some cultural aspects of Santo Domingo and La República
Dominicana
 interpret the lyrics to specific songs
 Identify some of the problems in the Caribbean
 Analyze a story from a historical point of view
 Paraphrase content from reading selections


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What essential questions will guide this unit and focus teaching/learning?
What vocabulary is needed to talk about stereotypes and prejudices?
What vocabulary is needed to talk about personal opinions, disagreements, arguments,
apologies and relationships?
What vocabulary is needed to talk about classes and school?
How does one use compound verbs?
How does one determine whether to use the infinitive or the subjunctive?
How does one use the future tense to express future events as well as probable conditions
132
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or events?
How does one use the conditional?
How does one use the conditional with “if, then” structures?
What are some cultural aspects of Santo Domingo and La República Dominicana?
What are some of the problems in the Caribbean?
What are some possible interpretations for some of the music studied?
How does one analyze a story from a historical point of view?
How does one paraphrase content from a story?
What topical questions will guide this unit and focus teaching/learning ?
Can I talk about stereotypes and prejudices?
Can I state my opinion?
Can I express disagreement, argue and offer apologies?
Can I talk about classes and school?
Can I use compound verbs?
Can I determine whether to use the infinitive or the subjunctive?
Can I use the future tense to express future events as well as probable conditions or
events?
Can I use the conditional?
Can I use the conditional with “if, then” structures?
Can I identify some cultural aspects of Santo Domingo and La República Dominicana?
Can I identify some of the problems in the Caribbean?
Can I give possible interpretations for some of the music studied?
Can I analyze a story from a historical point of view?
Can I paraphrase content from a story?
133
What key knowledge and skills will students acquire as a result of this unit?
Knowledge of:
 Vocabulary for expressing opinions on stereotypes, prejudices and classes
 Vocabulary for expressing disagreement, complaints and apologies
 Verbs + infinitive construction
 Subjunctive with verbs of will or wish
 Subjunctive with verbs of negation or denial
 Future tense
 Future tense of probability
 Conditional
 Historical point of view
 Paraphrasing
 Various aspects of the culture of Santo Domingo and La República Dominicana
 Problems of the Caribbean
 Knowledge of some of the music of Juan Luis Guerra, Juanes and Carlos Baute
Skills:

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Expressing opinions, complaints and apologies
Use verbs + infinitive construction
Use the subjunctive with verbs of will, wish, negation and denial
Use the future tense and the future of probability
Use the conditional
Interpret lyrics
Determine historical point of view
Paraphrase a reading
134
Understanding by Design
Stage 2: Acceptable Evidence of Understanding
What evidence will show that students understand?
Performance Tasks*:
Students analyze the lyrics of specific songs of Juan Luis Guerra, Juanes and Carlos
Baute that deal with problems in the Caribbean. Students then select one song to create a
visual interpretation of the meaning of the lyrics using Photo Story or a PowerPoint that
expresses their understanding of the problem conveyed in the lyrics. Included in the
representation will be vocabulary that deals with opinions, complaints and suggestions as well
as the subjunctive with will or wish and with negation or denial.
*Complete a Performance Task Blueprint for each task (next page).
Other Evidence (quizzes, tests, prompts, observations, dialogues, work samples, etc.):
Formal:
 Selected homework exercises
 Selected quizzes
 Chapter test
Informal:
 Selected homework assignments
 Selected classroom activities (written and/or oral)
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Student Self-Assessment:
Partner and small group practices in unit
Written warm-ups in which students pose questions about previously learned material with
which they still have problems
Oral closure activities in which students summarize what was learned that day or ask
questions for clarification
Responses to topical questions
Repaso, Capítulo 3 on pages 132- 135 of the text
135
Performance Task Blueprint
Task Title: Mi Interpretación de los
Problemas del Caribe
Approximate Time Frame: 3 days
What desired understandings/content standards will be assessed through this task?
ACTFL
1.1, 1.2, 1.3, 2.1, 3.1,3.2, 5.1, 5.2
Maryland Voluntary State Standards (Emerging)
1.1: a,b,c; 1.2: a,b,c; 1.3: a,b, c; 2.2: c,d; 3.1: a, b; 3.2: a,b; 5.1: a; 5.2: a
What criteria are implied in the standard(s) understanding(s) regardless of the task
specifics?
Students engage in conversations, provide and obtain information, express feelings and
emotions, and exchange opinions. Students understand and interpret written and spoken
language on a variety of topics. Students present information, concepts, and ideas to an
audience of listeners or readers on a variety of topics. Students demonstrate an understanding
of the relationship between the practices and perspectives of the culture studied. Students
reinforce and further their knowledge of other disciplines through the world language.
Students acquire information and recognize the distinctive viewpoints that are only available
through the world language and its cultures. Students use the language both within and
beyond the school setting. Students show evidence of becoming lifelong learners by using the
language for personal enjoyment and enrichment.
Through what authentic performance task will students demonstrate understanding?
Students will assume the role of a concerned citizen giving a presentation to the
Economic Commission for Latin America and the Caribbean, an official branch of the United
Nations. Students will be expressing their opinions regarding the limited social progress in the
areas of poverty, hunger, peace or landmines. Throughout this chapter, students will have
studied music from the Dominican Republic, Venezuela and Colombia, specifically the music
of Juan Luis Guerra, Carlos Baute, and Juanes. After analyzing the lyrics for the social
messages within and watching the accompanying videos, students will read an authentic
text(s) dealing with problems such as hunger, poverty, landmines or the desire for peace in the
midst of decades of conflict. Suggested songs include: Ojalá que Llueva Café and El Costo
de la Vida (Juan Luis Guerra), Quién Dice que No Duele (Carlos Baute), La Historia de Juan,
Bandera de Manos, and Minas Piedras (Juanes). Students will then select one of the songs
studied and develop a Photo Story or PowerPoint that will express their perspective and
understanding of the problem(s) conveyed in the lyrics. Using images, music and their own
words, students will create this visual representation to share with the Economic Commission
for Latin America and the Caribbean. The presentation will include the vocabulary from the
chapter related to attitudes and opinions, complaints, problems and suggestions. Additionally,
the subjunctive with will or wish and with negation or denial should be evident.
See Notes to Teachers at the end of this chapter for additional information on the
artists and the songs, as well as suggestions for teaching with the songs.
136
What student products/performances will provide evidence of desired understandings?
Product: Photo Story or PowerPoint
Performance:
By what criteria will student products/performances be evaluated?
See rubric at the end of the chapter
!
137
Photostory/Powerpoint Rubric
Nombres:_______________________________________________________
Excelente
23 - 25
El Slideshow contiene 15 20 cuadros, música
apropiada, la narración que
es clara, articulada y
basada en la investigación,
la diapositiva del título y los
créditos que están
profesionales y claras.
Todo el trabajo se hace en
un nivel altamente
profesional y es constante.
Bueno
20 - 22
El Slideshow contiene 10 15 cuadros, música
apropiada, la narración que
es clara y basada en la
investigación, la diapositiva
del título y los créditos que
están profesionales y
claras.
Más o Menos
16 - 19
El Slideshow contiene menos
de 10 cuadros, la música no
parece ir con la presentación o
no es constante en todas
partes, la narración no está
siempre clara, la diapositiva y
los créditos del título no son
incluidos ni son completos.
No Satisfactorio
0 - 15
El Slideshow contiene menos
de 10 cuadros, falta otros
elementos, tales como página
de título, créditos, y
narración. La narración no
está clara. El trabajo es
incompleto y no se hace
claramente.
El Audio
El audio está claro e
incluye música en el fondo
que está en los niveles
apropiados para oír la
narración. La narración
está clara y puede ser oído
sobre la música. La música
no distrae de la
presentación, sino la
complementa.
El audio está claro e
incluye música en el fondo
que está en los niveles
apropiados para oír la
narración. La narración
está clara y puede ser oído
sobre la música. La música
no es constante en todas
partes y hay 1 o 2 errores
audios en slideshow.
El audio está claro e incluye
música en el fondo que está en
los niveles apropiados para oír
la narración. La narración no
está siempre clara y no está
clara con la música. La música
distrae de la presentación
El audio no está claro y
incluye errores de la música
con los niveles audios. La
narración no está clara y en
el nivel de sonido que no es
apropiado. La narración es
ausente o falta.
Los
cuadros o
los dibujos
El slideshow contiene 1520 cuadros. Todos los
cuadros son claros y
apropiados al asunto
discutido. Esto significa que
los slideshows de los
El slideshow contiene 1015 cuadros. Todos los
cuadros son claros y
apropiados al asunto
discutido. Los cuadros o los
gráficos no son pixilated,
El slideshow contiene menos
de 10 cuadros. Algunos de los
cuadros de los cuadros (3-5) no
están claros y son pixilated o
inadecuados al asunto. 3-5
cuadros no se relacionan con el
El slideshow contiene menos
de 10 cuadros. Algunos de
los cuadros de los cuadros
(5-8) no están claros y son
pixilated o inadecuados al
asunto. 5-8 cuadros no se
El
Contenido
138
La
Presentaci
ón Final
problemas en la canción se
relacionan claramente con
las letras de la canción y de
su interpretación.Los
cuadros o los gráficos son
de tamaño correcto a
exhibir correctamente.
son de tamaño correcto a
exhibir correctamente.
asunto
relacionan con el asunto
El slideshow dura 2-3
minutos y cubre un asunto
con los hechos indicados y
demostrados a través de
cuadros, de gráficos, y de
cartas. Es obvio que mucho
pensamiento ocurrió
durante la creación de la
presentación y que hay
mucha creatividad. La
historia se ahorra en
carpeta photostory como
proyecto y como archivo
del wmv para prepararse
para la quemadura del dvd
El slideshow dura 2
minutos y cubre un asunto
con los hechos indicados y
demostrados a través de
cuadros, de gráficos, y de
cartas. Es obvio que ha
pensado durante la
creación de la presentación
y hay creatividad. La
historia se ahorra en
carpeta photostory como
proyecto y como archivo
del wmv para prepararse
para la quemadura del
dvd..
El slideshow es menos de 2
minutos y no cubre el asunto
con hechos y cuadros
apropiados. No hay evidencia
de mucho pensamiento ni de la
creatividad. La historia se
ahorra en carpeta photostory
como proyecto y como archivo
del wmv para prepararse para
la quemadura del dvd.
El slideshow dura menos de
2 minutos. El asunto no se
cubre con la información
efectiva. Falta la información
y los cuadros que explican
claramente asunto.No hay
evidencia de ningun
pensamiento ni de
creatividad. La historia no se
ahorra en dos formatos en la
carpeta correcta.
Puntos
Totales
139
Understanding by Design
Stage 3: Plan Learning Experiences and Instruction
What sequence of teaching and learning experiences will equip students to develop and
demonstrate the desired understanding?
I.
Culture
A.
B.
Have students list the countries located in the Caribbean. In all probability they
will list Puerto Rico, Cuba, the Dominican Republic and perhaps some additional
islands. Have students look at a map of the area and ask students to identify all of
the countries that make up the Caribbean. There may be some surprise as they
realize that there are more than 40 countries in the Caribbean. Lead a discussion
about the nationalities, languages, similarities and differences among these
countries.
1.
Show several short video clips. Many short videos can be found doing a
search on youtube.com; keep in mind that all videos can be converted
through zamzar.com and saved on a pindrive to show in school. Here are
some suggestions: http://espanol.video.yahoo.com/watch/452207/2520781 Verano en el
Caribe…just images and music, no dialogue
2 minutes
http://laluna.tv/media/6428/Republica_Dominicana_El_Caribe/
Dominican Republic video, all music and images 9 minutes Pick and
choose…great
variety
http://video.google.com/videoplay?docid=7531184863756899082&ei=kU
xwStqrMqP0qAKqjfyTBQ&q=la+republica+dominicana&hl=en Así es la
República Dominicana, unages, music and spanish dialogue 2 minutes 30
seconds
Great video http://video.google.com/videoplay?docid=5486095426590340060&ei=UE1wSvebHozMqAKpk7z8Dg&q=cuba&hl
=en
Cuba, music images and captions
8 minutes
2.
Refer to the Geocultura pages in the text, pages 90 – 91 and share some of
the additional teacher notes with the students.
3.
Depending on the interest of the students, show additional videoclips and
discuss the climate, beaches, and sports available in the Caribbean.
Taínos are the native people to many of the island countries, having immigrated
from South America. Use the teacher notes on page 94 in the Geocultura section
to lead a discussion about these native peoples. Students will need to know about
Taínos when they begin to listen to El Costo de la Vida by Juan Luis Guerra.
Additional information can be found at http://www.elboricua.com/history.html
and http://www.elboricua.com/vocabulary.html
140
II.
C.
Music, and the accompanying dances, is a very significant part of Caribbean
culture and there are several styles: merengue, bachata, plena, son, rumba and
chacha. Plentiful examples of the music are readily available through searches on
youtube.com or itunes. Juan Luis Guerra and Elvis Crespo (merengue) and
Aventura (bachata) are extremely popular in the United States as well as in the
Caribbean; there are literally hundreds of videos for all the types of music. Teach
students some of the basic steps, or have a heritage speaker instruct the class.
Additional information can be found at http://www.musicofpuertorico.com/
D.
Show students the Fine Art Transparency of Cometas y Habitantes by José
Morillo. Have students tell what kind of mood they think is portrayed in the
painting. Discuss the use of color in affecting the mood. Use the teacher notes on
page 137 in the text to supply additional information about the artist. Additional
artistic styles and paintings can be found on pages 94 – 95 in the text. Have
students compare the works and point out the similarities and differences they see.
Have them determine what reflects the culture of the artist in each of the
paintings.
Communication
A.
Complaining, expressing an opinion, disagreeing, verb + infinitive, subjunctive
with will or wish, subjunctive with negation or denial
1.
Lead a discussion on what stereotypes are. As a class make a list of
stereotypes. Have each student quickly sketch a stereotype and share with
a partner. Have the pairs of students discuss whether it is a negative or
positive image. This could also be done as an inner/outer circle activity,
with the outer circle moving every 30 seconds to share their picture with a
new partner.
2.
After learning the first vocabulary that deals with stereotypes, opinions,
and disagreeing, show students pictures (located in the additional
resources at the end of this unit) that represent stereotypes of different
cultures as well as personality stereotypes (bookworm, jock, etc.). Using
the new vocabulary, have students comment on the stereotypes, expressing
their opinions. Have students think about the sources of prejudice. How
does prejudice affect them. List reasons for prejudice, how it occurs in
school settings, and suggest ways to combat prejudice. As an optional
activity, provide students with specific new vocabulary and have them
apply those words to specific pictures.
3.
Have students work in pairs to talk about their classes this year. They can
discuss the classes they like best, the workload, the tests, and the materials
they need. Have them determine the similarities and differences about
their opinions. After a few minutes, have two sets of pairs combine to
141
compare their discussions. This could be further extended by having the
larger pairings report to the class.
B.
4.
Have students create definitions in Spanish for most of the new
vocabulary. Give each student an index card and assign them one of the
vocabulary words. On one side of the card have them write the Spanish
word. On the other side have them write the definition. All students
should stand up with their cards and find a partner. They share the
definition with their partner, and the partner should supply the vocabulary
word. When both have shared, they exchange cards and find a new
partner. This activity should continue for 4-5 minutes, during which they
should exchange cards 15 – 20 times, making for excellent vocabulary
practice.
5.
After having worked with verbs + infinitive and subjunctive with will or
wish, have students complete open ended questions such as ¿Qué quieren
tus padres que hagas? versus ¿Qué quieres hacer? Next, have students
work in pairs to ask each other similar open ended questions that require
either the use of the subjunctive or an infinitive in the response. Further
extend the activity by having students ask their partner what they wish
people would do to improve their community. Compare responses as a
class.
6.
After having learned the subjunctive with negation and denial, have
students write three sentences about themselves. Two of the sentences
should be true and one should be false. Have them share the statements
with a partner. The partner should respond to the statements expressing
negation or affirmation of each, using the phrases learned for this use of
the subjunctive. Pairings should change every few minutes.
7.
Have students work with a partner and a given situation, such as “una cita
romántica”, “en un restuarante elegante”, “el primer día de escuela”,
“las vacacciones de verano”, or “un concierto de rock”. Students
pretend they are in the situation and brainstorm 5 - 10 different sentences
they which may require the subjunctive for wishing and wanting. One
student may comment “Espero que mi novio y yo vayamos a la playa para
nuestra cita.” And the partner could respond “Ojalá que caminemos en la
arena en la playa.” This practice could become a conversation presented
in class.
Making suggestions, apologizing, future tense, conditional
1.
Have students brainstorm common problems with boyfriends and
girlfriends. In pairs, have the students choose a problem and take turns
142
talking about it and offering advice, making a conscious effort to use the
new vocabulary from the chapter. As a further activity, have students
write a response to the problem, resembling an advice column in a
newspaper and share with another group.
2.
Have students write several phrases. Exchange the paper with a partner
who will read the phrases and then write his decision that determines if it
has already happened, is happening now or will happen in the future. For
example, one group of phrases is: play with cars, travel to Egypt, two
children. The partner may decide: Jugabas con los coches cuando tenías
8 años, juegas con coches todos los días or jugarás con los coches
después de la escuela. Viajó a Egipto hace 2 veranos, viajas a Egipto
mañana or Viajarás a Egipto con Stephen Colbert el verano próximo. The
partner will then ask ¿Jugabas con coches cuando tenías 8 años? and the
other partner will respond.
3.
Draw a chart on the board with the labels El conflicto and La
reconciliación. Have students write a vocabulary word under the
appropriate heading. In pairs, have the students create a conversation that
incoporates a certain number of the words that they have listed. Have
volunteers present the conversations to the class, with the class keeping
track of the vocabulary words that have been used.
4.
After learning the conditional, have students read and listen ( or give them
a
copy)
to
the
poem
“Instantes”
http://www.colby.edu/~bknelson/SLC/instantes/index.html Discuss, as a
class, the feelings that the author had as an 85 year old man looking back
over his life. What would he have done differently? Have students
complete
the
practice
sentences
“I
would
have….”
http://www.colby.edu/~bknelson/SLC/instantes/condicional.html and then
have them complete the reflection activity that has them answer the
question “If given the opportunity to relive your life, what would you do
differently?”
http://www.colby.edu/~bknelson/SLC/instantes/reflexiones.html This can
be done on line and e-mailed to the teacher, or can be done traditionally.
5.
After completing exercise 35 on page 119 that deals with describing what
probably is happening in several pictures, provide students with pictures
of famous people. Have students select a picture and play the part(s) of
the person(s) in the picture. Have the class use the future of probability to
say who they think the people may be and what may be happening in each
picture.
6.
Have students create imaginary situations for which they would like
advice. In small groups, have a student select one of the imaginary
situations and have their classmates take turns giving advice on what they
143
would do, using the conditional as well as vocabulary expressions such as
yo que tú (If I were you).
7.
Choose a video that you can watch a short segment, stop the video and
predict what will happen. Short comedy sketches with little to no dialogue
such as the Mr. Bean series, Pingu or the Wallace and Gromit films are
good choices, and readily available on youtube or hulu.com Have the
students work in pairs, with one person seated so that the video can be
seen (with the volume on zero) and the other person seated with his back
to the video. Have the partner who can see describe the action to the one
who can not. Stop the video and have the partner who could not see the
video predict, using the future of probability, what will happen next.
Alternatively, have everyone seated to see the video and provide a
worksheet that gives several choices as to what may happen next in the
video.
8.
Have students complete the worksheet ¿Qué saben Uds. de la República
Dominicana? Then, have them watch a short video that highlights both
the positive as well as the problems in the Dominican Republic, or use the
Photo Story provided as a chapter resource. Review their responses to the
worksheet. Have students listen to El Costo de la Vida by Juan Luis
Guerra, without seeing the video. Have them determine what type of
music it is, and how it makes them feel (it is very upbeat and very
danceable). Then watch the video, which depicts the problems of the
Dominican Republic and discuss what they seen and what they think.
Provide the lyrics of the song for the class and discuss the slang used in
the song.
Specifically address meaning in the verse:
somos un agujero en medio del mar y el cielo
500 años después
una raza encendida negra blanca y taína pero
quién descubrio a quién..
9.
III.
Have students read an article about Juanes and complete the worksheet
(located in the resources at the end of the chapter). This work will help
with the further exploration of several of the Juanes songs in the PBT.
Reading
A.
El Eclipse p. 128 - 129
1.
Pre: reading: Have students look at the two illustrations and predict what
the story is going to be about. As a class, read silently the brief
introduction to the author of this story on page 128. Ask students what
they may know about the indigenous peoples of the area and what they
may know about the history of the region.
144
2.
As a class, read silently the first paragraph together. Have students
paraphrase the story in their own words. Have several read their
paraphrases to the class. Are additional details needed? Are the
summaries similar? What do they think was the main idea?
3.
Divide the class into small groups and assign each group one of the
remaining paragraphs. Have each group paraphrase as much as possible.
Were they able to understand the basic content of the paragraph even
though they did not know every word? Discuss vocabulary words that
may be impeding comprehension.
Have students compare their
paraphrases to the paraphrases in exercise C on page 130.
4.
Have students complete the active reading questions listed in the teacher
notes on p. 129 as well as the comprehension questions on page 130.
5.
After reading and discussing the story, begin to talk about the historical
perspective. Have students identify the point of view in the story. Have
students discuss how the story would be different if a different historical
point of view were used.
6.
Post-Reading: Ask students to compare the mistaken impression that the
main character in the reading had with mistaken impressions that they
have had.
145
Capítulo 3 PBT Authentic Text Reading
http://www.fundacionmisangre.org/
6.426 colombianos han sido víctimas de minas antipersonal entre 1990 y el 1 de octubre de 2007,
de los cuales 4.228 son militares y son 2.198 civiles. Fuente: Programa Presidencial Acción
Integral contra Minas.
· 1.497 personas han muerto y 4.929 son sobrevivientes.
· Durante el 2007 se han presentado 680 víctimas, de las cuales 11 son mujeres y 36 niños.
· 445 niños y 125 niñas colombianos han sido víctimas de las minas antipersonal entre
1990 (Febrero 2007). Fuente: Observatorio de Minas.
· Colombia es el país en el mundo con mayor número de víctimas de minas, le siguen
Afganistán y Camboya.
· El número de víctimas desde 1990 hasta el 1ro de febrero de 2007 es de 5.735, de los
cuales el 35% son miembros de la población civil, y de estos el 10 % son mujeres y 30%
son niños. Fuente: Observatorio de Minas.
· Sólo el 3% de los recursos de cooperación internacional para el tema de minas, es
destinado a Colombia.
· Colombia es el único país de Latinoamérica donde se siguen utilizando las minas de
manera sistemática.
· En promedio, se presentan 3 víctimas diarias en Colombia.
· 31 de los 32 departamentos de Colombia están afectados por las minas Antipersonal y
municiones sin estallar, son 660 municipios afectados, o sea 59% del total del país.
· Antioquia, Meta, Bolívar, Caquetá, Norte de Santander, Cauca y Santander son los
departamentos que presentan mayor número de víctimas por Mina Antipersonal.
· El 97% de los eventos se presentan en el área rural. Fuente: Observatorio de Minas.
· EL 100% de víctimas, están bajo la línea de pobreza.
· El 89% de las víctimas son jóvenes y adultos en edad productiva.
Additional authentic text resources
http://www.geocities.com/juanpc1942/Pobreza.htm La pobreza en latinoamérica y el caribe
http://www.oei.es/quipu/pobreza_infancia1.pdf Oficial UN document about poverty 2002
http://hub.witness.org/en/node/4371 Pobreza en Latinoamérica y el Caribe
Additional resources
http://www.istockanalyst.com/article/viewiStockNews+articleid_2413349&title=Caribbean_Gro
up_Calls.html Caribbean plea to United Nations for help with hunger
http://www.caribbeannetnews.com/domrep/domrep.php
http://www.bloomberg.com/apps/news?pid=20601081&sid=a2UEl1WOcKnM&refer=australia
Global warming, coral reef destruction
146
http://www.eclac.org/ Economic Commission for Latin America and the Caribbean (UN)
http://pazsinfronteras.org/
http://www.godominicanrepublic.com/index.asp
http://www.guiamundialdeviajes.com/country/300/general_information/Am%E9rica-delSur/Venezuela.html
147
SONG LYRICS PBT Capítulo 3
La Historia de Juan (Juanes)
Esta es la historia de Juan
El niño que nadie amó
Que por las calles creció
Buscando el amor bajo el sol
Su madre lo abandonó
Su padre lo maltrató
Su casa fue un callejón
Su cama un cartón
Su amigo Dios
Juan preguntó por amor
Y el mundo se lo negó
Juan preguntó por honor
Y el mundo le dió deshonor
Juan preguntó por perdón
Y el mundo lo lastimó
Juan preguntó y preguntó
Y el mundo jamás lo escuchó
El sólo quiso jugar
El sólo quiso soñar
El sólo quiso amar
Pero el mundo lo olvidó
El sólo quiso volar
El sólo quiso cantar
El sólo quiso amar
Pero el mundo lo olvidó
Tan fuerte fue su dolor
Que un día se lo llevó
Tan fuerte fue su dolor
Que su corazón se apagó
Tan fuerte fue su temor
Que un día solo lloró
Tan fuerte fue su temor
Que un día su luz se apagó
El sólo quiso jugar
El sólo quiso soñar
El sólo quiso amar
Pero el mundo lo olvidó
148
Ojalá que llueva café en el campo (Juan Luis Guerra)
Ojalá que llueva café en el campo
que caiga un aguacero de yuca y té
del cielo una "jarina" de queso blanco
y al Sur una montaña de berro y miel
Oh,...
Ojalá que llueva café
Ojalá que llueva café en el campo
peinar un alto cerro de trigo y mapuey
bajar por la colina de arroz graneado
y continuar el arado con tu querer
Oh,...
Ojalá el otoño en vez de hojas secas
vista mi cosecha de pitasalé
sembrar una llanura de batata y fresas
ojalá que llueva café
Pa’ que en el conoco no se sufra tanto, ay ombe
ojalá que llueva café en el campo
pa’ que en Villa Va'squez oigan este canto
ojalá que llueva café en el campo
Ojalá que llueva café, ojalá que llueva, ay ombe
ojalá que llueva café en el campo,ojalá que llueva café
El Costo de la Vida (Juan Luis Guerra)
El costo de la vida sube otra vez El peso que baja ya ni se ve
Y las habichuelas no se pueden comer Ni una libra de arroz ni una cuarta e' café
A nadie le importa que piensa usted Será porque aquí
No hablamos inglés Ah ah
E' verdad Ah ah
E' verdad Ah ah
E' verdad Do you
Understand.
(DO YOU, DO YOU)
Si la gasolina sube otra vez El peso que baja ya ni se ve
Y la democracia no puede crecer Si la corrupción juega ajedrez
A nadie le importa que piensa usted Será porque aquí
No hablamos francés Ah ah
149
Vou parlez Ah ah
Vou parlez Ah ah
Vou parlez Ah ah
No monsieur.
Somos un agujero
en medio del mar y el cielo
quinientos años después.
Una raza encendida
negra, blanca y taína
pero quien descubrió a quién.
Um e´verdad
Um e´verdad
Um e´verdad
Um e´verdad
Ay el costo de la vida E é ya vé pa'rriba tu vé
Y el peso que baja E é ya vé pobre ni se vé
Y la medicina E é ya vé camina al revés
Aquí no se cura E é ya vé ni un callo en el pié
Ay qui qui qui E é ya vé ay qui quié
Y ahora el desempleo E é ya vé me mordió también
A nadie le importa E é ya vé pué' no hablamo' inglés
Ni a la "Misubichi" Ni a la Chevrolé'.
La corrupción pá'rriba E é ya vé pa'rriba tu vé
Y el peso que baja E é ya vé pobre ni se vé
Y la delincuencia E é ya vé me pilló esta vez
Aquí no se cura E é ya vé ni un callo en el pié
Ay qui qui qui E é ya vé ay qui quié
Y ahora el desempleo E é ya vé me mordió también
A nadie le importa E é ya vé pué' no hablamo' inglés
Ni a la "Misubichi" E é ya vé a la Chevrolé'.
Um e´verdad
Um e´verdad
Um e´verdad
Um e´verdad
Um e´verdad
Um e´verdad
Um e´verdad
E é mama é
La recesión pá'rriba E é ya vé pa'rriba tu vé
Y el peso que baja E é ya vé pobre ni se vé
Y la medicina E é ya vé camina al revés
150
Aquí no se cura E é ya vé ni un callo en el pié
Ay qui qui qui E é ya vé ay qui quié
Y ahora el desempleo E é ya vé me mordió también
A nadie le importa E é ya vé pué' no hablamo' inglés
Ni a la "Misubichi" Ni a la Chevrolé'.
Quién Dice Que No Duele (Carlos Baute)
Quien dice que no duele
ver tantas diferencias
Quien dice que no duele
ver la gente tan violenta.
Ver niños en la guerra
en plena adolescencia
Quien dice que tus nietos
te defiendan de otra guerra.
Tanta gente que se enfrenta
tanta gente tan violenta
si no fuese por tu amor
dime como como haría yo
Tanta gente que se enfrenta
tanta gente tan violenta
si no fuese por tu amor
dime como haría...
*Estribillo*
Quien dice que no duele
que este mundo de traición y amor (sounds more like traicionero {treachery})
yo sobrevivo por estar
cerquita de tu amor.
Quien dice que no duele
que este mundo de tanto dolor
no soy nada ni nadie si me falta
el grito de tu amor.
Quien dice que no hay hambre
ni tanto desempleo
quien dice que no duele
escuchar tantos lamentos
Políticos corruptos
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como nos manipulan
ya basta de mentiras
no queremos mas basura
Nunca pierdas las raíces
de la tierra en que naciste
lo que la tierra te da
lo que un día un día le pediste
Nunca pierdas la esperanza
que llueva café en el campo
como el tema de Juan Luis
Guerra!!
*Estribillo*
Si nos unimos todos
puede cambiar la historia
demuestra tu esperanza
y formemos una alianza
lleguemos a un acuerdo
para que no existan guerras
y dejemos los reencores.
Me duele sin tu amor todo me duele,
yo sobrevivo por estar cerquita
de tu amor.
Me duele sin tu amor todo me duele,
no soy nada ni nadie si me falta
el grito...de tu amor!
Me duele sin tu amor todo me duele,
tal vez llueva y todo cambie
Me duele sin tu amor todo me duele,
me duele sin tu amor hay como duele.
*Estribillo*
Quien dice que nosotros no somos
los culpables,
quien dice que no duele....
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Minas Piedras (Juanes)
Son caminos de caminos
Donde las piedras son las minas
Que van rompiendo huesos
de la tierra que se queja
dejando invalida la esperanza
La dulce voz de un niño
se torna en la tormenta
de un llanto incontrolable
de dolores viscerales
que no entiende la inocencia
Los árboles están llorando
son testigos de tantos años de violencia
El mar esta marrón, mezcla de sangre con la tierra
Pero ahí vienen bajando de la montaña con la esperanza
Las madres que den por sus hijos
y que sus libros para la escuela son su soñar
Pero ahí vienen bajando de la montaña con la esperanza
hombres y niños mal heridos, buscando asilo
buscando un sitio, para soñar y amar
No merecemos el olvido, somos la vos del pueblo
dice un señor sentado, con sus dos ojos vendados
pero que aún tiene la esperanza en sus manos
Los árboles están llorando
son testigos de tantos años de violencia
El mar esta marrón, mezcla de sangre con la tierra
Pero ahí vienen bajando de la montaña con la esperanza
Las madres que den por sus hijos
y que sus libros para la escuela son su soñar
Pero ahí vienen bajando de la montaña con la esperanza
hombres y niños mal heridos, buscando asilo
buscando un sitio, para soñar y amar
Son caminos de caminos (X3)
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Bandera de Manos (Juanes)
Hagamos todos, una bandera con manos negras
Una bandera con manos blancas,
por un mundo mejor en este momento
Hagamos todos, una bandera con manos mestizas,
Una bandera con manos inmigrantes
por un mundo mejor
Ya, que estamos cansados
de tantas historias vencidas
tantas promesas nunca cumplidas
alcemos el alma y la voz
Y hagamos el amor
como una manifestación
Que la guerra no da explicación
A seguir así, quemando la piel de tus manos
que son las manos mías
de tu alma, que es como el alma mía
Que ironías, las que nos da la vida
mientras miles se mueren de hambre
los lideres compran arsenales
y así, siembran dolor
Hagamos todos una solo bandera... todos
Derribemos fronteras, todos...
por un mundo mejor
En este momento sembremos paz
más justicia más dignidad
libertad yo nací igualdad....
por un mundo mejor
Ya, que estamos cansados
de tantas historias vencidas
Tantas promesas nunca cumplidas
alcemos el alma y la voz
Y hagamos el amor
como una manifestación
Que la guerra no da explicación
A seguir así, quemando la piel de tus manos
que son las manos mías
de tu alma, que es como el alma mía
Que ironías, las que nos da la vida
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mientras miles se mueren de hambre
los lideres compran arsenales
y así, siembran dolor
y compran arsenales
y así siembran dolor
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Notes to Teachers
Culture is interpreted through song which presents a different view of contemporary
events.
How to work with the songs for Capítulo 3 PBT
Over the span of this chapter, several songs should be introduced, both as part of the culture of
the unit and also the grammar (subjunctive for wish/want feelings as in Ojalá que Llueva Café
en el Campo, subjunctive for negation as in Quién Dice Que No Duele, and nosotros commands
as in Bandera de Manos). Additionally, La Historia de Juan makes an ideal vehicle to review
the preterite. The songs should NOT be introduced all at once. Devote individual attention to
each song, its’ lyrics and significance and the video. The vast majority of the time, the song and
the lyrics should be examined before viewing the video. The one exception to that would be
with the song El Costo de la Vida (Guerra). All videos can be found on Youtube.com and
converted through zamzar.com or they can be found at megavideo.com. On megavideo.com you
won’t need to convert, but you will need to have advanced through the advertisements so that the
video is ready to play. Additionally, many of the videos are found on the websites for each of
the artists. While the activities available to use with these songs are many, and many more can
be easily created, having the students actually sing with the songs is a terrific way to reinforce
vocabulary, grammar, meaning and culture. The last song, Bandera de Manos, is a song filled
with such hope and with a great rhythm that it becomes infectious.
El Costo de la Vida (Juan Luis Guerra) La República Dominicana
(http://www.guavaberry.net/)
First show the film clip to the class WITHOUT sound. Ask the class what the significance of the
song will be (filled with images of problems, strife, war, violence); discuss. Next, play the song
without telling the class that it is the song that goes with the video they have seen. Ask the class
how they would interpret the song based on the type of music (very happy, upbeat). Ask the
class what languages were used in the song (Spanish, English and French). Explain that the song
uses a great deal of Dominican slang. Show the lyrics and have the class discover sections that
they can understand and then sections that are more difficult. Play the video again, WITH
sound. Further extend with some supplementary material about problems in the Dominican
Republic as well as Juan Luis Guerra and his beliefs.
Ojalá que Llueva Café en el Campo (Juan Luis Guerra) La República Dominicana
This is a good song to use when studying the subjunctive. As with El Costo de la Vida, the
music is happy and upbeat despite the fact that the theme is somber. This is a continuation of
Juan Luis Guerra’s “merengue with a message”. There are excellent exercises to use with this
song at: http://www.colby.edu/~bknelson/SLC/ojala/index.html
Use any of the exercises to further analyze the meaning of the song and to extend practice with
the subjunctive.
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Quién Dice Que No Duele (Carlos Baute) Venezuela
http://www.carlosbaute.com/
This is a song in which the lyrics need to be studied prior to viewing the video. American
teenagers watching the video without preparation would be given to misinterpreting the story.
La Historia de Juan (Juanes) Colombia
http://juanes.net/
Juanes home page with links to his tour, current problems, Paz Sin Fronteras
http://www.fundacionmisangre.org/
Juanes foundation for dealing with the problems in Colombia
This is a great song for Spanish III students. The Spanish is clear and easily understood. It is
quite easy to complete a cloze activity with the lyrics to this song. Additionally, it is a good song
for reviewing preterite. Culturally it is an excellent vehicle for introducing the problem of
abandoned children, poverty, hunger and the problems with FARC in Colombia. Good exercises
are found at : http://www.colby.edu/~bknelson/SLC/juan/index.html
Background material for historical problems for the past 60 years in Colombia can be found at:
http://www.cnn.com/SPECIALS/2000/colombia/
http://en.wikipedia.org/wiki/Revolutionary_Armed_Forces_of_Colombia
http://www.cnn.com/SPECIALS/2000/colombia.noframes/story/reports/kidnapped/index.html
http://worldblog.msnbc.msn.com/archive/2008/03/20/790173.aspx
Minas Piedras (Juanes) Colombia
http://www.icbl.org/lm/2007/
Again, this Juanes song is easily understood by Spanish III students. Some prior work with
vocabulary and the content of the song is advised. Many students may not be aware of what
landmines even are. An excellent video to introduce landmines is found at:
http://www.stoplandmines.org/slm/index.html which is a branch of the United Nations; show the
video
HTTP://WWW.STOPLANDMINES.ORG/SLM/INDEX.HTML SHOW THE VIDEO
WHICH COUNTRIES ARE AFFECTED BY MINES?
SOME ADDITIONAL INFORMATION ABOUT LANDMINES:
78 States and 8 other areas are affected by mined areas
Africa
Angola, Burundi, Chad, Congo (Brazzaville), Democratic Republic of Congo, Djibouti, Eritrea,
Ethiopia, Guinea-Bissau, Malawi, Mauritania, Mozambique, Namibia, Niger, Rwanda, Senegal,
Somalia, Sudan, Swaziland, Uganda, Zambia, Zimbabwe
(Somaliland)
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Americas
Chile, Colombia, Cuba, Ecuador, Nicaragua, Peru, Venezuela
Asia/Pacific
Afghanistan, Bangladesh, Cambodia, China, India, Korea, Democratic People’s Republic of
Korea, Republic of Laos, Nepal, Pakistan, Phillipines, Sri Lanka, Thailand, Vietnam
(Taiwan, Nagorno-Karabakh)
Europe/Central Asia
Albania, Armenia, Azerbaijan, Bosnia and Herzegovina, Croatia, Cyprus, Denmark, France
(Djibouti), FYR Macedonia, Georgia, Greece, Kyrgysztan, Moldova, Russia, Serbia &
Montenegro, Slovenia, Tajikistan, Turkey, Ukraine, Yugoslavia, UK (Falklands), Uzbekistan
(Abkhazia, Chechnya, Kosovo)
Middle East/North Africa
Algeria, Egypt, Iran, Iraq, Israel, Jordan, Kuwait, Lebanon, Libya, Morocco, Oman, Syria,
Tunisia, Yemen
(Palestine, Western Sahara)
Source: The Global Landmine problem in 2005-2006, Landmine Monitor 2006
Contaminada estimada: 3, 280 campos minados
2006: 1, 106 accidentes: 226 muertos, 880 heridos
Colombia está en el proceso de
destruir todas las minas
antipersonal retenidas para
entrenamiento. La guerrilla de las
FARC continua usando
considerablemente las minas y las
guerrillas del ELN un poco menos.
Algunas unidades del ejército y de
la policía han sobre - utilizado las
señales de advertencia para crear
Land mines: Hidden killers
Total number of land-mines
110 million in 64 countries
Human cost of land-mines
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800 deaths a month, mostly innocent civilians,
with thousands more maimed for life
Dollar cost of land-mines
To buy one: $3-$10
To remove one: $300-$1,000
Source: United Nations Department of Humanitarian Affairs.
Note: There is too little information about some countries. such as Viet Nam to include them in
the estimates.
Children in at least 68 countries are today threatened by what may be the most toxic
pollution facing mankind — the contamination by mines of the land they live on. Over
110 million land-mines of various types — plus millions more unexploded bombs, shells
and grenades — remain hidden around the world, waiting to be triggered by the
innocent and unsuspecting, the report says. So common are mines in Cambodia that
they are now used for fishing, to protect private property and even to settle private
disputes.
Once laid, a mine may remain active for up to 50 years. Unless vigorous action is taken,
mines placed today will still be killing and maiming people well into the middle of the
next century. In just one district of Viet Nam 300 children have died, 42 have lost one or
more limbs, and 16 have been blinded as a result of land-mines laid during the Viet
Nam war. As one Khmer Rouge general put it, a land-mine is the most excellent of
soldiers, for it is "ever courageous, never sleeps, never misses."
Land-mines pose particular dangers for children. Naturally curious, children are likely to
pick up strange objects, such as the infamous toy-like 'butterfly' mines that Soviet forces
spread by the millions in Afghanistan. In northern Iraq, Kurdish children have used
round mines as wheels for toy trucks, while in Cambodia, children use B40 antipersonnel mines to play 'boules', notes the report.
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Land-mines also have more catastrophic effects on children, whose small bodies
succumb more readily to the horrific injuries mines inflict. In Cambodia, an average of
20 per cent of children injured by mines and unexploded ordnance die from their
injuries. Children who manage to survive explosions are likely to be more seriously
injured than adults, and often permanently disabled. Because a child's bones grow
faster than the surrounding tissue, a wound may require repeated amputation and a
new artificial limb as often as every six months — although the prosthesis is not likely to
be available. Moreover, competing demands for scarce medical services also mean that
children injured by mines seldom receive the care they deserve. Only 10-20 per cent of
children disabled by mines in El Salvador receive any rehabilitative therapy.
Land-mines also strike insidiously at a war-torn country's reconstruction and
development. The widespread practice of mining agricultural land has led to
malnutrition, even to famine and starvation. Mines laid along roads and tracks prevent
the safe repatriation of refugees and impede the delivery of aid. Cambodian farmland
has been so severely contaminated by mines, for example, that only 2,435 families
were able to take up allocations of land out of the 85,000 originally scheduled.
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740 sq km cleared
470,000 landmines removed
and destroyed
3.75 million explosive devices
removed and destroyed
7,328 casualties recorded in 58
countries
1,100 - highest number of
casualties in one country -
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Colombia
80% of casualties were civilians
Landmines in 78 countries and
seven territories
151 members of 1997 treaty
banning landmines
40 countries remain outside of
treaty, including the United
States and China.
Reuters report: Dec. 2007
However, with so many countries having halted production and
destroyed stockpiles it is now harder for rebel groups to obtain
factory-made mines. Some groups lift them from the ground or
buy them from corrupt officials. But many now make their own
improvised devices.
The FARC rebel group in Colombia is one of the world's largest
users of mines, causing hundreds of casualties a year. The ELN
rebel group in Colombia also uses mines. The Colombian
government has linked the location of mines to coca routes.
Source: ICBL
Others countries where armed groups were known to be using
mines in 2006/2007 include Afghanistan, India, Iraq, Lebanon, Myanmar, Pakistan and
Russia/Chechnya
Mines are specifically designed to shatter limbs beyond repair. They are an unusual weapon in
that their purpose is to maim rather than kill - the idea being that the enemy has to use up more
resources caring for injured fighters than dead ones.
Mine blast survivors not only have to deal with amputation and lifelong physical disability but
also social, psychological and economic implications.
Three quarters of victims recorded in 2006 by Landmine Monitor were civilians and a third of
these were children. But in Afghanistan, Nepal and Somaliland, children accounted for over half
of recorded casualties.
Boys between five and 14 years are a particularly high-risk group. Many are in the fields herding
animals. Others may detonate mines or pick up explosive debris while playing outdoors.
Colombia remains the country with the highest number of recorded casualties - three a day.
Burma, Chad, India, Pakistan and Somalia all saw increases in 2006 while Lebanon noted an
approximately tenfold increase, according to Landmine Monitor.
Colombia landmines blamed on Farc
By JEREMY McDERMOTT
BBC News
A US-based rights group has blamed left-wing rebels for making Colombia the country with the
highest number of landmine victims in the world.
Human Rights Watch says more than 1,000 people were killed by anti-personnel mines in
Colombia last year.
The Farc rebel group often places landmines in civilian areas.
Child victims
Every day, Marxist guerrillas battered by the US-backed security forces are sowing more homemade mines, known as foot breakers.
The guerrillas have perfected the production of these mines using household items like PVC
piping and syringes with the rubber taken out, which act as plungers.
162
It means the mines can be made for as little as $15 (£7).
Human Rights Watch has detailed the damage inflicted by these weapons, not just on the security
forces but on civilians, especially children who play in the woods and jungles near their home
and trigger the explosives.
More than three victims a day were registered last year, making Colombia the country with the
most landmine victims in the world.
Driven into their mountain jungle strongholds, the guerrillas now protect their encampment drug
laboratories and movement corridors by scattering mines.
Few maps are made of where the mines are laid, and since the home-made varieties contain very
little metal, they are extremely difficult to detect and so sensitive that even sniffer dogs can
detonate them.
What human-rights observers fear is that they will claim victims in Colombia for generations to
come.
Bandera de Manos (Juanes) Colombia
After having worked with some very serious material, it may be good to conclude this unit of
study with a very hopeful, uplifting song such as Bandera de Manos. Additionally, it is a good
song to reinforce the nosotros commands.
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¿Qué saben Uds. de la República Dominicana?
1. ¿Dónde está?
a. en el mar caribe
b. en el mar mediterráneo
c. en Sur América
d. en México
2. ¿Con qué país comparte *su frontera*?
a. Cuba
b. Venezuela
c. Haiti
d. España
3. ¿Cuál es la capital?
a. San Juan
b. Sevilla
c. Santo Domingo
d. San Fernando
4. ¿Cómo recibe la mayoría del dinero en el país?
a. del café
b. del turismo
c. de la agricultura
d. de la música reggeaton
5. ¿Qué forma del gobierno tiene?
a. democracia
b. monarquía
c. dictador
d. no tiene gobierno
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6. ¿Qué es un gran problema del país?
a. la gente no tiene bastante para comer
b. no hay empleo o trabajo
c. no hay buen sistema de salud ni de educación
d. a, b y c
7. ¿Quiénes son unas personas famosas de la República Dominicana?
a. Sammy Sosa, Miguel Tejada, Vladamir Guerrero
b. Luny Tunes, Aventura, Juan Luis Guerra
c. Alfonso Ribeiro, Zoe Saldaña. Judy Reyes
d. a, b y c
8. Taínos son
a. Una legumbre
b. La gente original de la república
c. Playas famosas al oeste
d. Un instrumento
9. El dinero es
a. el dólar
b. el peso
c. el dominicano
d. la peseta
10. Otro problema de la República Dominicana es
a. la imigra de personas del otro país muy cerca
b. los jugadores de beísbol que salen del país
c. los tornados
d. los volcanes
*comparte: share
*frontera: border
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Juanes http://es.wikipedia.org/wiki/Juanes
Juan Esteban Aristizábal Vásquez (9 de agosto de 1972), más conocido como Juanes,
es un cantante, compositor, guitarrista, arreglista y productor de música pop rock en
español, además de un declarado activista de causas sociales y humanitarias. Nacido
(Born) en Medellín Colombia, su nombre artístico, Juanes, es el apodo (nickname) con
el que era llamado en la infancia en su familia y surge de la unión del primer nombre y
la primera sílaba del segundo.
Juanes ha vendido ya más de 14.000.000 de copias de todos sus discos. Desde la
infancia ya tocaba instrumentos y la música fue su principal hobbie. A los 15 años
comenzó su carrera con la banda de rock Ekhymosis, con la que publicó 5 álbumes. Al
disolverse la banda, Juanes decide lanzarse como solista y en el año 2000 debuta con
el álbum Fíjate bien . En el año 2002 ratifica la calidad de su trabajo con Un día
normal, que se sitúa entre las más altas entre las preferencias del público
hispanoamericano En el año 2004 destaca con el éxito(success) mundial Mi sangre.
En conjunto, varios son los temas que sobresalen (standout). Canciones como:
“Volverte a ver”, “Para tu amor”, “A Dios le pido” (Que de hecho es usada en el primer
capítulo de la 4ª temporada de la aclamada serie Alias), “La tierra” y el éxito “La camisa
negra”, número uno en diversos países de América, Europa y Asia, A finales de 2007
publica el que ha sido considerado como uno de los mejores trabajos musicales en
español:La vida... es un ratico, cuyo sencillo de lanzamiento fue “Me enamora”, número
uno en más de 20 países y que sólo fue superado en la lista latina Billboard por el tema
“Gotas de agua dulce”, perteneciente igualmente al último álbum de estudio de Juanes.
Fue condecorado (honored, awarded) por el Gobierno de Francia con la orden de
Caballero de la orden francesa de las artes y las letras. Así mismo ha sido elegido por
la revista estadounidense People como una de las 100 personas más influyentes del
mundo y por Los Angeles Times como "la figura del rock latino más destacada
(highlighted, standout) de la última década". Además en el concierto Live Ecuador en
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Quito-Ecuador, fue nombrado embajador de la alegría por el pueblo ecuatoriano y por
el vicepresidente de la República Lenin Moreno por los mensajes de paz que lleva en
sus canciones. Ha sido invitado a cantar en los premio nobel de paz.
Además, según su sello(label) discográfico, Universal Music, Juanes ha sido
galardonado (awarded {a prize}), entre otros, con 17 premios Grammy Latinos (5
ganados en la última entrega de los premios Grammy el 13 de noviembre del 2008), 1
Grammy Anglo(ganado en la ultima entrega de los premios Grammy el 8 de febrero del
2009), 9 Premios MTV, 2 NRJ Radio Awards, 6 premios "Lo Nuestro", los máximos
galardones (awards) posibles en el Festival Internacional de la Canción de Viña del Mar
(antorcha de plata, antorcha de oro, la gaviota de plata y la exclusiva gaviota de oro
simbolica) y otros reconocimientos internacionales por sus composiciones al amor,
desamor, la vida, la familia, la paz y los desastres de la guerra.
Activismo humanitario
Como lo ha evidenciado desde sus inicios en algunas de sus canciones ( La Tierra,
Fíjate bien, ¿Qué pasa?, La Historia de Juan, Sueños, y más recientemente con temas
como Minas Piedras , Bandera de Manos y Odio por amor), Juanes no es indiferente a
la problemática social en el mundo y en especial en su tierra natal (native) Colombia,
afectada por un largo periodo de violencia. Una de sus causas especiales es ser
portavoz (spokesman) y abanderado(standard bearer) de uno de los daños
"colaterales" de la violencia: el drama de las minas antipersona, que afectan a bastos
sectores sociales, generalmente de escasos recursos (limited resources), dejándolos
mutilados en sus extremidades, en países como Camboya, Bosnia-Herzegovina,
Afganistán, Irak, Sudan, Fronteras de Chile y Peru y Colombia, país que según
(according to) el instituto de la ONU: UNIDIR, se presentan más del 60% de las
víctimas a nivel mundial (Worldwide). Tal misión la realiza por medio de la Fundación
Mi Sangre, una fundación de segundo nivel, que coordina recursos para la atención y
recuperación de las víctimas. Tal cruzada lo ha llevado alrededor del mundo,
incluyendo el Parlamento Europeo, donde ha sido el primer cantante que se presenta
167
en el hemiciclo de la eurocámara (European Parliament), como símbolo del apoyo
(support) a la causa antiminas de tal institución.
En 2007 el gobierno de Medellín (ciudad ubicada al noroeste de Colombia) anunció la
construcción del parque publico "Juanes de la Paz", Un parque destinado a la
rehabilitación de víctimas de las minas antipersona y otras discapacidades, así como
para la práctica deportiva y la recreación.
Junto a otras personalidades Juanes se ha vinculado al programa de lucha contra el
HIV/VIH Sida en latinoamérica Youth AIDS y en alianza con varios artistas
iberoamericanos, empresarios y personalidades hispanas, hace parte también de la
fundación Alas, que se enfoca en visibilizar los derechos de los niños y niñas
latinoamericanos.
En 2006 aparece en la película La ciudad del silencio tocando la canción “La camisa
negra”. En 2008, a partir de la crisis diplomática de Colombia con Ecuador y Venezuela
de 2008, forja en pocas horas y ante la eventualidad de un escalada militar
internacional, la iniciativa civil Paz sin fronteras, donde participan también los cantantes
Juan Luis Guerra, Miguel Bosé, Carlos Vives, Alejandro Sanz, Juan Fernando Velasco
y Ricardo Montaner, evento pro pacifista que se desarrolló el 16 de marzo en el Puente
Internacional Simón Bolívar, limite fronterizo entre Venezuela y Colombia (Estado
venezolano de Táchira y el Departamento colombiano de Norte del Santander) y al que
asisten mas de 300.000 personas.
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Juanes
Me llamo _______________________________
Después de leer, completa 3 de los siguientes 4.
A. Contesta las preguntas de los primeros 3 párrafos
1.
¿De dónde viene el nombre de Juanes?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
2. ¿Cómo se puede describir a Juanes?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
3. ¿Cuántos años tenía cuando empezó su primera banda?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
4. ¿Qué son las cosas más importantes a Juanes?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
B. Usa las computadoras para encontrar más información de Paz Sin Fronteras (los últimos
párrafos) y contesta las preguntas en ingles e español.
1. What does “Paz Sin Fronteras” mean?
_____________________________________________________________________
_____________________________________________________________________
2. Why did it happen?
_____________________________________________________________________
_____________________________________________________________________
3. ¿Cuándo ocurrió? ¿Dónde?
_____________________________________________________________________
_____________________________________________________________________
169
4. ¿Quiénes cantaron allí?
_____________________________________________________________________
_____________________________________________________________________
5. What was accomplished?
_____________________________________________________________________
_____________________________________________________________________
C. Dibuja a Juanes segun (according to) párrafos 4 y 5. Usa el otro lado de estos papeles
D. Haz un anuncio de servicio a la comunidad (public service announcement) con la
información en párrafo 6. Usa el otro lado de estos papeles.
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LOS NIÑOS DE LA CALLE - SU HISTORIA
En todo el mundo hay más de 35 millones de niños y niñas de la calle. Estos niños de la calle son
los miembros más vulnerables y menos protegidos por nuestra sociedad. A una edad (age) joven
ellos salen de sus casas por varias razones: el abuso, el abandono, la muerte de un padre, el
secuestro, la guerra, o un desastre natural.
Los niños salen a la calle en busca de ayuda y un futuro. Como dice Juanes en su canción, Juan
buscó amor, honor, y perdón - pero el mundo no lo ayudó. El mundo lo olvidó. En la calle estos
niños caen víctimas de las drogas, el crimen, el abuso sexual, la violencia, y el hambre.
http://www.colby.edu/~bknelson/SLC/juan/analisis.html
___________________________________________________________________
Ahora imagínese que Ud. es un niño de la calle y escriba su propia historia. Describa sus
actividades en un día típico. Empieza su historia con el título..."La historia de (su nombre)". Hay
que usar verbos en el pretérito para las acciones terminadas. También se puede usar el imperfecto
para acciones habituales, descripciones, estados mentales y físicos, acciones en progeso, y la
hora y la edad).
To kill
To kidnap
To steal
To hide
Land mine
To fear
To murder
To shoot
Soldiers
Army
Fear (noun)
matar
secuestrar
robar
esconder
mina terrestre (minas tierra)
temer
asesinar
disparar
soldados
ejército
temor, miedo
171
Me llamo ___________________________
1. Hay 35 millones de niños y niñas de la calle en
a. El mundo
b. La República Argentina
c. Colombia
2. Salen de sus casas
a. Cuando tienen 15 años
c. durante el día
b. a una edad joven
3. Salen de sus casas por varias razones, incluyendo:
a. El abandono o el secuestro
b. la guerra y el mal tiempo
b. el abuso y la riqueza
4. Salen a la calle en busca de
a. crimen
b. ayuda
c. violencia
5. ¿Quién lo olvidó?
a. Las drogas
b. el mundo
c. Juanes
172
M.I.
Interpersonal
Intrapersonal
Verbal
Linguistic
Logical
Mathematical
Bodily
Kinesthetic
Visual
Spatial
Musical
Rhythmic
Naturalist
PBT, IIA1,
IIA2, IIA3,
IIA4,IIA5,
IIA6, IIA7,
IIB1, IIB4
PBT, IIA1,
IIA2, IIA3,
IIA5, IIA5,
IIA6, IIA7,
IIB1, IIB4
PBT,IA, IIA1,
IIA2, IIA5,
IIA7, IIB1,
IIB4
IIA1, IIA4
PBT, IA,
IIB3, IIB4
PBT, IA,
IIB4
PBT, IA
Interpretive
PBT, IA,
IIB1, IIB4
PBT, IA,
IIA5, IIB1,
IIB4
PBT, IA,
IIA1, IIA2,
IIA3, IIA5,
IIA5, IIA6,
IIA7, IIB1,
IIB4
PBT, IA,
IIA5, IIB1,
IIB4
PBT, IIA1,
IIA4
PBT, IA,
IIB3, IIB4
PBT, IA,
IIB4
PBT, IA
Presentational
PBT, IIA3,
IIA5, IIA7,
IIB1
PBT, IIA3,
IIA5, IIA7,
IIB1
PBT, IIA3,
IIA5,IIA7,
IIB1
PBT,IA, IIA1,
IIA2, IIA5,
IIA7, IIB1,
IIB4
PBT, IIA3,
IIA5, IIA7,
IIB1
PBT, IIA4
PBT, IIA4,
IIA5, IIB3
PBT
PBT
PBT, IC,
IIB4, IIB8
PBT
PBT, IC,
IIB4, IIB8
PBT
IIA1, IIA2,
IIB8
IC, IIB8
PBT, IA,
IIB4, IIB8
PBT, IA, IC,
IIB4, IIB8
PBT
PBT
Products
PBT, IC,
IIB4, IIB8
PBT
Perspectives
PBT, IC
PBT, IC
PBT, IC
IIA1, IIA2
IA, IC
PBT, IA, IC
PBT, IC, ID,
IIIA1
PBT, IC, ID,
IIB8
PBT, IC, ID,
IIIA1
PBT, IC, ID,
IIB8
PBT, IC, ID,
IIIA1
PBT, IC, ID,
IIB8
ID, IIIA1
IC, ID
PBT, IC
PBT, IC
PBT, IC
PBT, IC
IC, ID
PBT, IB,
IIB8, IIB9
PBT, IB,
IIB8, IIB9
PBT, IB,
IIB8, IIB9
IIA1, IIA2,
IIB8, IIB9
Standard
Communication
Interpersonal
Cultures
Practices
Connections
Making
Connections
Acquiring
Information
Comparisons
Language
Culture
IC,
ID
173
PBT, IIB8
IC, ID
PBT, IC, ID
PBT, IIB8,
IIB9
Communities
School and
Community
Lifelong Learning
PBT
PBT
IA3,
IC, ID
PBT
PBT, IIB8,
IIB9
PBT, IC, ID
174
Understanding by Design
Unit 7 (Chapter 4) Cover Page
Unit Title: Capítulo 4 ¡Entre Familia!
Grade Level(s): 9 - 12
Subject/Topic Area(s): Family Relationships, Reactions, Food Commentaries,
Explanations and Excuses, Verbs
Key Words: Family, Food, Present Progressive, Past Progressive, Present Perfect
Indicative, Subjunctive, Preterite, Se + Indirect Object Pronouns
Designed By: Betsie Carey
Time Frame: 25 - 30 days
School District: Wicomico
Unit Description (including curricular context and unit goals):
In this unit, students will learn about the differences and similarities between
American and Caribbean family relationships. They will also be researching and preparing
a favorite ethnic dish. Students will learn expressions which will enable them to ask about
and react to the latest current sensational stories. Students will review the present
progressive and present perfect tense in the indicative as well as use the present perfect in
the subjunctive. Students will also comment on food, explain and give excuses and review
irregular stem-changing verbs in the preterite as well as those verbs that change meaning in
the preterite. They will use se + indirect object pronoun + verb, and the past progressive,
including its use with the preterite.
Materials and Resources:
Exprésate 2
 Text and Teacher’s Edition Workbook
 Teaching Transparencies
 Video program/DVD Tutor
 Cuaderno de Vocabulario y Gramática
 Cuaderno de Actividades
 Activities for Communication
 Independent Study Guide
 Video Guide
 Lab Book
 Audio CD
 Assessment Program
 TPR Storytelling Program
 Grammar Tutor for Students of Spanish
 Reading Strategies and Skills Handbook
 Interactive Tutor CD
 Puente: customized Level 1 Review
175
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www.hrw.com (teacher resource)
www.myhrw.com (student online text)
www.go.hrw.com(student practice resources)
http://iteslj.org/v/s/ab-family.html (site for Spanish family relationships)
http://www.epals.com/ (site for e-mail)
Fiestamex Food market, Becky’s Tropical and International Food Market, Caribbean
Express Market (local Ethnic Food Markets)
http://www.recipeisland.com/ (a site for Caribbean recipes)
http://www.islandflave.com/recipes (site for Caribbean recipes)
http://www.cooks.com/rec/doc/0,1-1,caribbean_food,FF.html (site for Caribbean
recipes)
http://www.lasculturas.com/library/food (good site for cultural recipes)
http://www.lingolex.com/spanishfood/e-f-g.htm (glossary for Spanish foods)
http://www.tiscali.co.uk/reference/phrases/spanish/data/measurements.html (site for
Spanish measurements)
http://www.enchantedlearning.com/themes/spanish/food.shtml (site for foods and
kitchen utensils)
http://www.islandflave.com/caribbean-flags (a site for flag descriptions)
Textbook recipe examples (p. 5D, 47D, 95D, 137D)
Rubric for performance task
Pen and paper quizzes on selected vocabulary, structure and culture
A class set of menus from local restaurants and/or menus printed from the Internet from
restaurants in the Latino world
Recipe/food survey
Peer evaluation
176
Understanding by Design
Stage 1: Desired Results
What content standards are addressed?
ACTFL National Standards For World Language Learning
1.1, 1.2, 1.3, 2.1, 2.2, 3.1, 3.2, 4.1, 4.2, 5.1, 5.2
Maryland Voluntary State Standards (Emerging)
1.1:a, b, d, 1.2:a, b, c, 1.3:b, c, d , 2.1:c, 3.1:a, 3.2:a, b, 4.1:a, c, d, e, 4.2:a, 5.1:a, 5.2:a, c
What enduring understandings are desired
(and what misunderstandings will be addressed)?
Students will be able to:
 Ask and answer questions about family relationships
 Identify members of a family from photographs and pictures in magazines
 Skim and scan a text/recipe
 Use contextual cues to aid in reading comprehension
 Respond/react to current sensational stories/events using expressions from the chapter
 Compare/contrast typical American families versus Caribbean families in regards to local
reunions, activities, and foods
 Ask and answer questions about family favorite recipes and typical Caribbean recipes
 Describe food preparation and comment on specific dishes
 Give explanations and excuses about favorite or least favorite foods
 Use the present progressive with object pronouns
 Ask and answer questions using the preterite and present perfect indicative to aid in
understanding differences
 Use expressions that convey judgment and the present perfect subjunctive
 Use irregular preterite verbs
 Ask and answer questions using common verbs with se+ indirect object pronouns
 Ask and answer questions about what family members were doing using the past
progressive
 Prepare a cultural recipe and orally present origin, ingredients and preparation of dish


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





What essential questions will guide this unit and focus teaching/learning ?
What are some common family relationships?
What vocabulary is needed to express familial relationships?
How does one determine family relationships according to a family tree?
What similarities and differences might exist between a typical American family and a
Latin American family?
How does one react/respond to good/bad/surprising/current news?
How does one describe/prepare a favorite recipe?
What strategies will aid in reading comprehension when reading a recipe?
What expressions are used in describing ones favorite or least favorite dish?
When does one use the present progressive versus the past progressive?
177
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Where do object pronouns go when using the present progressive?
What determines the use of the present perfect indicative versus the present perfect
subjunctive?
How does meaning change when certain verbs are in the preterite?
How are unintentional events expressed in Spanish?
What necessary vocabulary is needed when giving an oral presentation of a recipe?
What topical questions will guide this unit and focus teaching/learning?
Can I determine family relationships according to a family tree?
Can I describe the similarities and differences that might exist between a typical American
family and a Latin American family?
Can I react/respond to good/bad/surprising/current news?
Can I describe/prepare my favorite recipe?
Can I employ strategies that aid in comprehension of recipes?
Can I use expressions to describe my favorite or least favorite dish?
Can I use the present progressive and the past progressive correctly?
Can I use object pronouns correctly when using the present progressive?
Can I determine the use of the present perfect indicative and the present perfect
subjunctive correctly?
Can I understand meaning when certain verbs expressed in the preterite?
Can I express unintentional events in Spanish?
Can I use necessary vocabulary when giving an oral presentation of a recipe?
178
What key knowledge and skills will students acquire as a result of this unit?
Knowledge of:
 Common family relationships
 Recipe format
 Reading comprehension strategies
 Appropriate expressions for current sensational stories
 Differences and similarities between US and Caribbean countries about family
relationships
 Favorite ethnic recipes
 Food preparation vocabulary
 Food vocabulary
 Present progressive tense with object pronouns
 Difference between preterite and present perfect indicative
 Necessary expressions to convey judgment using the present perfect subjunctive
 Different verb meanings when expressed in the preterite
 Various verbs used to express unintentional events
 Past progressive tense
Skills:
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Describe relationships
Use visual organizers to indicate family relationships
Compare and contrast
React to stories
Describe favorite recipe
Skim/scan/comprehend text/recipe format
Express opinion of food
Use the progressive tenses
Place pronouns accurately with progressive tenses
Use of the present perfect indicative and subjunctive
Comprehension of different meanings of specific verbs in preterite tense
Grammar necessary to express unintentional events
Use prior knowledge to give oral presentation
179
Understanding by Design
Stage 2: Acceptable Evidence of Understanding
What evidence will show that students understand?
Performance Tasks*:
After students have shared their favorite family recipe and its origin or other favorite
ethnic recipes, students will brainstorm common cooking verbs, ingredients and various
measurements. Students will create a menu for their Spanish Club’s fundraising international
dinner including detailed descriptions of food and preparation. Students will present their
menus to the class and ask students to decide which dishes sound most appetizing. Students
must incorporate the vocabulary and grammar learned in this unit.
*Complete a Performance Task Blueprint for each task (next page).
Other Evidence (quizzes, tests, prompts, observations, dialogues, work samples, etc.):
Formal:
 Selected homework exercises
 Selected quizzes
 Chapter test
 (optional) Technology lesson
Informal:
 Selected homework assignments
 Selected classroom activities (written and/or oral)
 Recipe examples





Student Self-Assessment:
Partner and small group practices in unit
Written warm-ups in which students pose questions about previously learned material with
which they still have problems
Oral closure activities in which students summarize what was learned that day or ask
questions for clarification
Responses to topical questions
Repaso, Capítulo 4 on pages 174-5 of the text
180
Performance Task Blueprint
Task Title: Una degustación de comida
caribeña
Approximate Time Frame: 3-4 days
What desired understandings/content standards will be assessed through this task?
ACTFL National Standards for World Language Learning:
1.1, 1.2, 1.3, 3.1, 5.1, 5.2
Maryland Voluntary State World Language Standards (Emerging)
1.1: a.-d, 1.2: a, c.; 1.3: b.*; 3.1: a; 5.1: a., b.; 5.2: c.
*Developing
What criteria are implied in the standard(s) understanding(s) regardless of the task
specifics?
Students engage in conversations, provide and obtain information, express feelings and
emotions, and exchange opinions. Students understand and interpret written and spoken language on a
variety of topics. Students present information, concepts, and ideas to an audience of listeners or
readers on a variety of topics. Students reinforce and further their knowledge of other disciplines
through the world language. Students use the language both within and beyond the school setting.
Students show evidence of becoming lifelong learners by using the language for personal enjoyment
and enrichment.
Through what authentic performance task will students demonstrate understanding?
Working in groups, students are to imagine that the Spanish Club is hoping to do a fundraising
international dinner and needs suggestions for what dishes to prepare. Since our area has many varied
nationalities such as Dominicans, Puerto Ricans and some Cubans, the club would like to make the
theme Una noche en las islas. The class needs to research various Caribbean recipes, prepare them and
then make recommendations to the Spanish Club. They may find recipes on the Internet or by asking
relatives, but it is also hoped that they will interview schoolmates and other people in the community
(cooks in local restaurants, parents and/or grandparents of classmates, Latino grocers and food
technology teachers in the school). Students will prepare the foods and then bring them in for sampling
and prepare an oral presentation in which they describe how the recipe was found or from which
family member it was given, a list of ingredients and method of preparation including mishaps and
successes. In the presentation, it is required that students use the new food vocabulary and include one
example of each tense studied in the unit (present/past progressive, present prefect
indicative/subjunctive and preterite). Each member must speak for at least one minute. Note cards may
be used but no reading is allowed. The class will complete a survey after each tasting and the results
will be displayed in a chart created by the class to present to the Spanish Club. *It is expected that each
member of the group will contribute equally to the project in preparation and presentation.
What student products/performances will provide evidence of desired understandings?
Product:
Performance: Oral presentation of Caribbean
dish and preparation
By what criteria will student products/performances be evaluated?
See the rubric and the survey sheet after Stage 3
*Note: Peer evaluation included is an optional activity/grade.
181
Understanding by Design
Stage 3: Plan Learning Experiences and Instruction
What sequence of teaching and learning experiences will equip students to develop and
demonstrate the desired understanding?
I.
Culture
A.
B.
Family
1.
As a class, look at the photo on page 139 and identify/discuss the possible
family relationships between the family members. Have students
determine any new terms and how they correspond to their own family
members. Have students guess what family event is being celebrated and
discuss those events that their families celebrate together. As a class,
discuss what events might be celebrated by a Caribbean family that is not
celebrated here in the U.S.
2.
If possible, ask a heritage speaker (either student or outside guest) to
describe what a typical family gathering is like in their family. Some
possible questions to pose are: Which family members attend? What
traditional foods do they eat on special occasions? On which holidays do
family members get together? How do these activities differ from those in
an American family?
3.
Have students write to an e-mail pal (see resources) in a Caribbean
country and ask them what his/her family is like. They can ask their e-mail
pals what a typical family get-together is like, what they do, where they
meet, what they cook, and so on. Have students compare their family with
their e-mail pal’s family. How does this compare with practices in your
community? What factors might contribute to spending more or less time
in the home? Discuss in small groups.
4.
Ask students if they have friends from the Caribbean. As a class, discuss
the following questions: Do these friends live far from their family? Ask
students if they live far away from their family members and what it
would be like to live separated from their family. Would this be difficult?
How would they keep in touch?
Food
1.
Ask students if they have tried any of the food items from Vocabulario 2.
Have a class discussion where volunteers tell where they tried the food
and whether or not they liked it. Have students comment on other Latin
American dishes they have tried. Where can they find food items imported
182
from Latin America? You may wish to add that in Spain and many Latin
American countries, the main meal is eaten around 2:00 in the afternoon
and that families tend to eat dinner late, around 9:00 or 10:00pm, but it is a
smaller meal. As a class, discuss: How does this compare with eating
schedules in the United States? How might this eating schedule affect
other daily routines? Have heritage speakers contribute their opinions and
other food terms that are different in their native country.
II.
Communication
A.
B.
Family connections
1.
As students learn new vocabulary about the family, have them determine
how the new terms correspond to their own family members. Divide
them into small groups and have students make a list of their family
members and relationships and compare and contrast similarities and
differences. Have a discussion about those results noting that having
extended family members living in the same home in Latin America is
not uncommon.
2.
Ask for 6 – 8 volunteers to stand in front of the class and assign each
student a name. Give only the basic information the class needs to know
about who each person is (papá, mamá, hijos, esposo(a)…). Then ask the
class to tell the relationship of one of the family members to another. For
example: Sara y Eduardo son los papás de Silvia y Pablo y Lisa son los
papás de Jorge. Jorge y Silvia son casados. ¿Cuál es la relación entre
Jorge y Sara? (Sara es la suegra de Jorge.) Continue until the class has
covered the family relationships in this chapter.
3.
After reviewing the questions and responses on p. 141 about current
happenings, have students role-play a conversation and model the
expressions. For example, one student may ask ¿Qué sabes de hermano
de Ana? And the second student responds with: Fíjate que se ha
divorciado. Next provide students with different scenarios of current
happenings (¿Qué me cuentas de…? ¿Qué anda hacienda…? ¿Qué
sabes de…? And have students use the appropriate expressions on page
141.
Describing activities using the present progressive
1.
Have students do activity 11 on page 147 and ask volunteers to read aloud
sample sentences to class. Have students compare sentences with a
classmate and then ask each other questions about themselves and family
members using andar or seguir + present participle. ¿Qué anda haciendo
tu tío? ¿Sigues tocando el piano?
183
C.
2.
Using the present progressive, have students think of someone famous that
they would like to ask questions. Give two cards to each student. On card
A, students write five questions and the famous person’s name. On card B,
students write the name of the famous person. For example: (Card A:
Miley Cyrus: ¿Sigues cantando? Sigues haciendo papel en el programa
“Hannah Montana? Card B: Miley Cyrus) Put cards A and B in a hat
and have students draw the cards. Once cards are drawn, have students
find their corresponding partner. Students with card A ask the questions
and student with card B responds, both using the present progressive.
Optional: Have students randomly swap cards and repeat activity so
student B asks the questions and student A responds.
3.
After reviewing the ¡Exprésate! Expressions on page 144, share pieces of
incredible news that would surprise the students and have them use the
new expressions to react. Allow students to share surprising news to their
classmates and have students react. For further practice in Comunicación
activity 7 on page 145, have students write down the key expressions that
let them know whether or not the person was surprised. Have them work
with a partner to share news and practice these expressions.
Describing activities using the present perfect indicative
1.
D.
Expressing feeling using the present perfect subjunctive
1.
E.
Ask personal questions to students having them respond in the present
perfect. For example: ¿Has ido a una reunión familiar recientemente?
¿Tus amigos han visitado tu casa esta semana? For further practice have
students take turns interviewing a partner about things he or she has done.
Each student should prepare at least five questions using the present
perfect and take notes as he/she conducts the interview. Have students
summarize their partners’ answers for the class.
Have students write a sentence using the present perfect tense. Walk
around the room informally checking student’s sentences. Ask volunteers
to read sentences aloud. Have students write reactions to their statements
using expressions that convey judgments and the present perfect
subjunctive. For example: Ya han salido. Me sorprende que ya hayan
salido.
Commenting on food
1.
Using transparencies 4.3 and 4.4 or with pictures as well as the comments
on food on page 155, ask students if they like certain foods and have
students use the expressions to comment on their favorite or least favorite
foods.
184
2.
F.
G.
Have students work in pairs to organize a meal/menu for a family reunion
including an appetizer, main dish, vegetable and/or fruit, dessert and a
drink. Have students illustrate the dishes with pictures or drawings. Have
students exchange the menus with another group then have the pairs
imagine they are eating the dinner described in their menu. Have students
individually write a brief paragraph commenting on the food using
expressions from ¡Exprésate! Have volunteers read paragraphs aloud
informally.
Explaining and giving excuses using the preterite
1.
After reviewing the expressions on page 158, prompt students for
appropriate responses with the following statements: La sopa está muy
picante; Los camarones no saben a nada; El bizcocho está seco. Have
students listen to the script for activity 27 identifying the ingredient that
caused the problem. Re-using the above menus, students should imagine
that the dish they sampled is not quite right. Have students write a brief
explanation of what went wrong and why and share with the class orally.
2.
Review the preterite on page 160 including the irregular preterite and
those verbs that change meaning. Illustrate the differences with the
following examples: Yo conozco a tu mamá. La conocí en una reunión el
año pasado./¿Sabes que Ana se casó con Paco? Supe la noticia ayer.
Have pairs of students practice the past tense by telling about the last time
they had a family gathering. They should talk about who they met, what
they did, what news they found out, what they brought and something they
didn’t mean to do. Evaluate informally.
Explaining unintentional events using se + indirect object pronoun
1.
Have students do Comunicación activity 35 forming sentences with se +
indirect object pronoun construction. Orally review students’ sentences.
For further practice, have students complete Comunicación activity 36 on
page 163. Evaluate informally.
185
H.
Explaining past events using past progressive and preterite
1.
III.
Have pairs of students practice the past progressive by asking each other
questions about what they and family members were doing when certain
events occurred. For example: ¿Qué estaba haciendo tu hermano cuando
te levantaste hoy? To check for comprehension, have students work in
small groups to present an action in progress and an interrupting event.
For example, they may pretend to be having dinner and a person walks in.
The rest of the class uses the present progressive and the preterite to
describe the scene. Estaban comiendo cuando llegó David. Continue until
each group has had the chance to present their scene to the class.
Reading
A.
Los postres. P168 - 9
1.
Pre-reading: Before reading Los postres, have students describe their
favorite desserts. Then, ask if anyone has tried any typical Latin American
dishes: Tell students they are going to read about these popular Latin
American desserts: flan, dulce de leche, dulce de papaya, and tamales
dulces. Have them look at the photos and tell whether or not the desserts
look like something they would like to try. Suggest that students pay
special attention to how these dishes are made as they read the selection.
2.
During reading: Have students read silently the first two paragraphs. Ask
students to name aloud the ingredients that can be used to make flan. Have
students read the rest of the selection to themselves and then have
volunteers summarize the content. Ask them if they have changed their
minds about which desserts they would like to try.
`
3.
4.
Post-reading: Have students answer the first set of Comprensión
questions and then go over the ¿Qué aprendiste? questions as a class.
Students may choose to prepare any of these recipes (see sites for recipes)
186
El capítulo 4 (U8) La presentación oral – La degustación de una comida caribeña
Superior
4
El contenido El grupo tiene todos los requisitos
(x 5)
(Grupo)
del uso del vocabulario nuevo
(cuando posible), los recursos, los
ingredientes y la preparación,
incluyendo los desafíos y los
éxitos. El grupo por lo menos
habla por un minuto cada
miembro.
Es fácil entender casi todo que
La
comprensión dices. Escoges bien las palabras y
las estructuras.
(Indiv.)
(x 2)
El Grupo: ___________________________
Bueno
3
Les falta un
requisito.
Más o menos
2
Les faltan dos o
tres requisitos.
Puede ser mejor
1
Les faltan cuatro o
más requisitos.
__ Vocabulario
__ Vocabulario
__ Vocabulario
__ Recursos
__ Recursos
__ Recursos
__ Ingredientes
__ Ingredientes
__ Ingredientes
__ Preparación
__ Preparación
__ Preparación
__ Minutos
__ Minutos
__ Minutos
Es bastante fácil
entender lo que
dices. Escoges bien
en muchos de los
casos.
A veces es difícil
entender, algunas
palabras y/o
estructuras causando
distracción.
Muchas veces es
difícil entender.
Casi no hay nada
comprensible.
187
El comentario y el
subtotal
20
8
La fluencia
y la pronunciación
(Indiv.)
Una fluidez excelente con muy
pocas pautas. Casi natural. No es
molestosa la pronunciación.
Una fluidez buena
con unas pautas en
partes de la
presentación. No
hay problemas
consistentes ni
molestosos de la
pronunciación.
Una fluidez menos
bien en partes
cuando hay pautas
notables y/o uno o
dos errores
consistentes ~
molestosos de
pronunciación.
Casi no dices nada
sin pauta larga. Hay
varios problemas de
pronunciación.
La
estructura
O no hay los errores o hay muy
pocos errores y son menores en la
estructura (escogido y uso de
tiempo verbal, orden de palabras,
concordancia).
Hay varios errores
menores pero nada
serio.
Hay varios errores
menores y serios.
Casi no dices nada
correcto.
Es obvio que hay mucha
preparación del grupo e
individualmente. El grupo hace
contacto con nativos.
Hay preparación del
grupo e
individualmente
evidente pero no
sobresaliente. El
grupo hace contacto
limitado con nativos.
Se puede imaginar
más preparación del
grupo y/o
individualmente. No
habla con nativos
pero hace el
esfuerzo de hacerlo.
Es obvio que hay
una falta de
preparación. No
habla con nativos.
(Indiv.)
El esfuerzo
(x 2)
Tu nombre ____________________________________
4
4
8
Tu nota: ______/ 44
*Opcional: evaluación de otros miembros del grupo: ______/ 4
188
El capítulo 4(U8) Los informes para la encuesta - La comida caribeña
Después de probar, dibuja círculos alrededor de lo que es verdadero para ti.
La comida: ___________________ del grupo: _________________________
 La recomiendo.
 No la recomiendo.
Está para chuparse los dedos.
¡Qué asco!
Sabe deliciosa.
No sabe nada.
Se me hace la boca agua.
No quiero comer ni una bocada .
Está salada.
Está demasiado salada.
Está picante.
Está demasiado picante.
Está dulce.
No está dulce.
Otro: ______________________
Otro: _____________________
__________________________
__________________________
Mi nombre _____________________________
El capítulo 4(U8) Los informes para la encuesta - La comida caribeña
Después de probar, dibuja círculos alrededor de lo que es verdadero para ti.
La comida: ___________________ del grupo: _________________________
 La recomiendo.
 No la recomiendo.
Está para chuparse los dedos.
¡Qué asco!
Sabe deliciosa.
No sabe nada.
Se me hace la boca agua.
No quiero comer ni una bocada .
Está salada.
Está demasiado salada.
Está picante.
Está demasiado picante.
Está dulce.
No está dulce.
Otro: ______________________
Otro: _____________________
189
__________________________
__________________________
Mi nombre _____________________________
*Opcional/El capítulo 4 (U8) La evaluación de los otros miembros de mi grupo y de mí. (Piensa
en la preparación de la presentación y de la comida.)
El miembro ___________________________________ (Su nombre)
1. Hace una contribución o más grande o igual o menos grande (dibuja un círculo) por:
____________________________________________________________________
____________________________________________________________________
__________________________________________________________ (Explica.)
El miembro ___________________________________ (Su nombre)
1. Hace una contribución o más grande o igual o menos grande (dibuja un círculo) por:
____________________________________________________________________
____________________________________________________________________
__________________________________________________________ (Explica.)
El miembro ___________________________________ (Su nombre)
1. Hace una contribución o más grande o igual o menos grande (dibuja un círculo) por:
____________________________________________________________________
____________________________________________________________________
__________________________________________________________ (Explica.)
Yo ___________________________________ (Mi nombre)
1. Hago una contribución o más grande o igual o menos grande (dibuja un círculo) por:
________________________________________________________________________
________________________________________________________________
__________________________________________________________ (Explica.)
190
M.I.
Standard
Communication
Interpersonal
Interpersonal Intrapersonal Verbal
Logical
Bodily
Visual
Linguistic Mathematical Kinesthetic Spatial
PBT
I.A.3,4
Interpretive
PBT
I.A.3,4,
II.G.1
II.F.1,2,
III.A.2
Presentational
PBT
Cultures
Practices
Products
I.B.1,
I.A.3,4
PBT
Perspectives
I.A.2
Connections
Making Connections
Acquiring Information
Comparisons
Language
Culture
Communities
School and Community
Lifelong Learning
I.B.1
II.A.1
II.C.1
III.A.3
PBT,
I.A.3,4
II.D.1
I.B.1
PBT
II.A.2,
II.B.2
II.B.1,
II.E.1,2
PBT,
II.A.2,3
II.A.1
I.B.1
I.B.1
PBT
PBT, I.A.3
I.D.1
PBT, I.A.1,2
I.B.1
III.A.1,
I.A. 1,2
PBT, 1.A.3
I.A.3
I.A.2
Musical
Naturalist
Rhythmic
PBT
III.A.4
191
III.A.2
192
APPENDIX A
ACTIVITIES REFERENCE CHART
A-1
UNIT
1
Ch.7
Exprésate
2
VALUES
EDUCATION
I.A.
II.A.1-6.
II.B.2.-7.
III.A.4.
PBT
CAREER
EDUCATION
Journalist
Chef
Dietician
MULTICULTURAL
EDUCATION
I.A.-C.
II.A.1.,5,6.
II.B.6.,7.
III.A.4.
II.B.4.-6.
TECHNOLOGY
I.B.
II.A.6.
II.B.5.
Dancer
Musician
Hair Stylist
Salesperson
Designer
I.A.-E.
PBT
II.B.5.
Author
Architect
I.A-C
III.C
I.B.4
I.C
I.D
I.E
II.B.2-3
II.C.1-4
II.D.1.,3.
II.G.1
III.A.-C.
PBT
Travel agent
Hotel
receptionist
Tour guide
PBT
I.A.-E.
II.A.1.,2.
II.B.1.,2.
II.F.2.
II.G.1.
II.H.1
I.A.-D.
II.C.1.,3.
II.D.2.
III.A.-C.
PBT
I.B.,C.
II.A.4
II.B.1.-6.
III.A.4.,7.
PBT
Athlete
Doctor
Journalist
Travel agent
Chef
Restaurant
owner
Tour guide
I.A.-C.
II.A.1.,3.
II.B.1.,3.,6.,7.
PBT
I.C
III.A.1
PBT
6
Ch. 3
Exprésate
3
I.B
II.A.1.,2.
II.B.1.,3.,4.,8.,9.
Musician
Interpreter
Videographer
Producer
I.A.-D.
II.B.4.,7.-9.
PBT
I.B.,C.
II.B.4.,7.-9.
PBT
7
Ch. 4
Exprésate
3
II.A.1.-8., II.B.2.Bilingual
6., III.A.1.
Occupations
III.B.1.-4.
I.1.-6., II.A.1
II.B.2.,3., III.A.1.,2.
III.B.5.,6.
I.3., II.A.6.-8.
II.B.1., II.B.5.,6.
2
Ch.8
Exprésate
2
3
Ch.9
Exprésate
2
4
Ch.10
Exprésate
2
5
Ch. 2
Exprésate
3
I.A.-E.
PBT
I.A.3
I.B.4
I.C.1
II.A.-E.
III
PBT
B-1
APPENDIX B
PHILOSOPHIES
OF THE
WICOMICO COUNTY PUBLIC SCHOOLS
B-2
B-3
PHILOSOPHY DOCUMENTS FOR WICOMICO COUNTY PUBLIC SCHOOLS
Included in the appendix are the Wicomico County philosophy documents for
curriculum, assessment, mathematics, and reading. Teachers should become familiar with the
underlying principles in these documents in order to differentiate instruction and assessment to
meet the needs of all students.
B-4
B-5
CURRICULUM PHILOSOPHY OF THE
WICOMICO COUNTY PUBLIC SCHOOL SYSTEM
The curriculum in the Wicomico County Public School System reflects a dynamic
process that includes evaluation, revision and updating of its existing programs based upon the
needs of students, the latest content knowledge and current scientifically based information as to
how individuals learn. The process is in alignment with the Wicomico County Board of
Education’s Mission Statement and encompasses all components of the Mission – “providing all
students an educational foundation and set of skills which will enable them to become
responsible and productive citizens in our society.”
The Wicomico County School System provides a rigorous academic curriculum that
challenges all students to develop their intellectual capacity and prepares them for a world of
rapid change. Adapting teaching methods to address the diversity of learning styles and
capabilities of students is a critical component of the curriculum. The curriculum in the
Wicomico County Public School System maintains a strong relationship between what is
written, taught, and assessed. Involving teachers in the curriculum writing process encourages a
purposeful curriculum that ensures this alignment and allows for ongoing evaluation and
instructional changes. Instructional content is clearly articulated with appropriate levels of
knowledge and skills spiraling at each grade level. Data analysis of student achievement is
commonplace and promotes curricular improvements as we engage our students in acquiring
knowledge, habits, and attitudes necessary to become responsible and productive citizens.
The Wicomico County Public School System believes the purposes of curriculum are:

To provide a framework of vertical and horizontal alignment of standards that ensures
consistency and continuity throughout the system;

To direct, guide, and define instructional practices that meet the needs of diverse
student learning styles;

To reflect the importance of assisting students in developing an understanding and an
appreciation for persons of different social, economic, cultural, ethnic, and gender
groups;

To provide all stakeholders with an opportunity to become meaningfully involved in
developing a shared vision for student learning; and

To ensure alignment of content with meaningful assessment.
B-6
The Wicomico County Public School System believes the following principles of
curriculum are paramount:

Instruction must be consistently aligned with clearly defined national, state, and local
content standards.

A local curriculum to enhance and expand upon state standards and the Voluntary State
Curriculum is essential.

Current scientifically based research is utilized to improve teaching strategies and select
materials that are aligned with content standards.

The curriculum includes a set of essential knowledge and skills to enhance the academic
growth of each student and eliminate gaps in student learning.

The curriculum addresses the diverse learning needs of all students including those with
special needs.

All students are provided opportunities to be meaningfully engaged in rigorous and
challenging content and apply higher order thinking skills.

The development of the curriculum is designed to address the progression of essential
goals to support active student involvement and student achievement at the elementary,
middle, and high school levels.

The development of the curriculum provides opportunities for an interdisciplinary
approach across various content and subject areas to foster meaningful real-life
connections that include values, careers, and technology.

The curriculum is directly linked to evaluation and assessment allowing for results to be
used as a guide for monitoring, modifying, and improving instruction.

Teachers participate in high quality professional development programs that enable them
to effectively implement the curriculum and facilitate learning.

The curriculum is designed to foster equality and equity in order that all students can
attain a high level of competency.

The school system has established a long-term plan for curriculum development that
involves teachers, central office personnel, school board members and the community.
Curriculum in Wicomico County is constantly evolving and changing in response to the
many instructional and related initiatives underway throughout the district, state, and nation. The
Wicomico County School System continues to emphasize the importance of being a responsible
and curriculum-conscious community.
B-7
ASSESSMENT PHILOSOPHY OF THE
WICOMICO COUNTY PUBLIC SCHOOL SYSTEM
In the Wicomico County Public School System, assessment is an on-going process of
data gathering and analysis with the primary intent to improve instruction and student academic
performance. The process flows from the Board of Education Mission Statement and
encompasses all components of the Mission - “providing all students an educational foundation
and set of skills which will enable them to become responsible and productive citizens in our
society.”
Effective classroom practice is based on the belief that teaching and learning are
recurring activities. Assessment and evaluation should drive planning and instruction for
teaching and learning. No one assessment can capture the full range of student learning and
academic growth; therefore, the Wicomico County Public School System uses multiple
assessments in the classroom to evaluate what a student knows and is able to do and to inform
subsequent instructional steps. Assessment of academic achievement includes documentation of
the student’s acquisition of those skills and competencies deemed essential for all programs.
Additionally, the Wicomico County Public School System collects data with respect to
individual content areas analyzing the data in the aggregate and disaggregate to provide the
rationale for curricular revision and the improvement of teaching.
The Wicomico County Public School System believes the purposes of assessment are:





To enhance student learning
To encourage schools to share collectively a sense of responsibility for student
learning
To improve curricula, programs, practices and services
To give all stakeholders an opportunity to become more conscious of, and involved
in, the way the system works and changes
To create a “body of evidence” within which to evaluate program effectiveness,
gauge student achievement and make decisions regarding the allocation of resources.
The Wicomico County Public School System believes the following principles of
assessment are paramount:




Assessment of student learning is an integral part of the academic program.
Assessments should not define the limits of our educational program.
Assessment of student learning provides occasions to celebrate student achievement
and to identify opportunities for improvement.
Students will be given many opportunities for self-assessment and peer assessment in
addition to teacher assessment.
B-8
 Assessment is linked to important questions and issues that schools, staff, or students
want to learn more about, no assessment will be administered nor data collected until
we know how the results will be used.
 Schools will use a variety of diagnostic, formative and summative assessment
measures and methods.
 The results of all assessments will be provided in a timely manner to those in a
position to use them, including students and parents, for the improvement of teaching
or learning.
 Assessment results will be used for advising, placement, counseling, and improving
teaching and learning.
 Appropriate resources will be provided to those engaged in assessment activities to
help ensure that assessment activities will not have a negative impact on schools or
staff workloads, instructional time, or the academic program.
 Resources will be provided to schools and others to improve programs in accord with
assessment results.
 Assessment of student achievement will be used to help guide the system’s
professional development program.
 Schools will analyze and archive assessment data to showcase improvements in
content delivery resulting from assessment of student achievement.
Assessment in Wicomico County Public Schools is constantly evolving and changing in
response to many curricular and related initiatives. This philosophy will govern our activity as
we move to improve our instruction, to improve student academic performance and to meet
federal and state accountability requirements.
B-9
MATHEMATICS PHILOSOPHY OF THE
WICOMICO COUNTY PUBLIC SCHOOL SYSTEM
What is Mathematics?
Mathematics is the discipline that involves the process skills of problem solving,
reasoning, communication, and connections among mathematical ideas and in real world
settings. Knowledge of number relationships or computation, algebra, patterns or functions,
geometry, measurement, statistics, and probability is essential in preparing students for continued
study and for problem solving in a variety of settings. Concepts from algebra, geometry,
trigonometry, statistics, probability, and calculus provide models that describe, infer and predict
actions in business, technology, and the social, biological, and physical sciences. The aesthetic
influences of mathematics enable students to see mathematics in nature around us, in creative
works of art, and in the beauty of all cultures.
Mathematics and Society
Our nation, as a member of the global community, is increasingly becoming an
informational society. The advancement of society will depend on our ability to solve complex
problems. It is, therefore, imperative that students in mathematics courses learn how to manage
data and use information-processing technology to solve problems in all curricular areas.
Equity of opportunity in learning is a high priority in the Wicomico County mathematics
programs, thus enabling all students to have the opportunity to reach their highest potential. All
students will be educated to make decisions based on the analytical processes developed
throughout the curriculum.
Mathematics and the Learner
Each learner is a complex individual with unique ideas, attitudes, and skills. Our
mathematics program addresses the individual differences and similarities of the learners,
recognizing each student's need for:

a positive self-concept and confidence about learning mathematics;

instruction that follows the developmental continuum from concrete to abstract
forms of ideas;

attention to individual patterns of growth and intellectual development;

an active learning environment with opportunities to experience the rewards of
creative mathematical work;
B-10

conceptual development that supports generalization of ideas;

understanding of and skill in the applications of mathematics to personal life
problems, to careers, and to making decisions in society;

oral and written language skills to communicate about mathematics;

productive interrelation of language and mathematics learning and development;
and

success that leads to internal motivation.
Mathematics and the Curriculum
The very heart of mathematics is the ability to reason in a logical manner. The
fundamental purpose of school mathematics is to develop student understanding of a skill in the
principles and methods of mathematics and in their application to a broad range of problemsolving and decision-making situations. Logical relations that suggest an order for the
presentation of problem-solving strategies, concepts, skills, and principles structure major topics
in mathematics.
The ultimate goal of our mathematics program is to develop student skills to a level that
enables them to use mathematics efficiently in other disciplines and to prepare students to be
productive members of society.
Mathematics Across Content Areas
Teachers in all content area courses are encouraged to find and demonstrate ways that
mathematics can be used regardless of content-area instruction.
B-11
READING PHILOSOPHY OF THE
WICOMICO COUNTY PUBLIC SCHOOL SYSTEM
A fundamental responsibility of schools is teaching students to read. While literacy
learning begins in the home and community, it is continued in school where teachers extend
communication and thinking skills to develop proficient readers, writers, and lifelong learners.
In Wicomico County, we believe it is our responsibility to develop strategic and
independent readers who self-monitor and problem solve their reading process. Our current
understandings about how the learner best acquires and uses written and spoken languages are
based on the Maryland Voluntary State Curriculum which provides the structure and hierarchy of
skills, for each grade level, needed to ensure that all students become successful readers.
The foundations for learning to read include oral language development, letter
knowledge, and development of concepts of print. Five basic components have been identified as
being centrally important for effective reading instruction.

Phonemic Awareness
Beginning at the Pre-K level, students should be engaged in identifying and
producing rhyme, identifying syllables in spoken words, identifying and blending
onsets1 and rimes2, and blending and segmenting phonemes.

Phonics
Unless students come to understand letter-sound relationships, their progress in
reading will be limited. Early, direct, systematic, explicit instruction is
recommended.

Fluency
The ability to recognize words easily and effortlessly is essential for the reader’s
attention to be focused on comprehending and enjoying the text.

Vocabulary
Vocabulary knowledge and reading achievement go hand-in-hand. A wide variety
of reading experiences at home or school, plus teacher-directed vocabulary
instruction enhances comprehension and student interest.

Comprehension
Students should be taught to apply comprehension strategies that prepare the
reader to construct meaning through a combination of prior knowledge,
experience and the reader’s purpose or stance. Strategies for reading with true
understanding should be applied to a wide variety of texts, including content areas
such as science, social studies, math, and music.
B-12
Students also need opportunities to read about the lives and cultures of others.
Multicultural experiences must be threaded throughout the curriculum to assure that students
accept diversity as a personal and national strength.
Reading instruction in Wicomico County is designed to hold all students accountable to
the same high standards for developing literacy. At the same time, reading instruction must also
be differentiated to meet individual needs, interests, and strengths.
1. Onset: Initial consonant sound
2. Rime: Part of a syllable that contains the vowel and all that follows
Example: For the word “swim”, /sw/ is the onset and /im/ is the rime.
B-13
APPENDIX C
INSTRUCTIONAL MODIFICATIONS
C-1
C-2
SUGGESTED ACCOMMODATIONS AND MODIFICATIONS
FOR STUDENTS WITH SPECIAL NEEDS
In order to comply with IDEA, accommodations and modifications are required for
students with special needs. Most activities are appropriate for these students when modifications
are implemented.
I.
Learning Disabled Students
A.
Instructional Accommodations
1.
2.
3.
4.
5.
6.
B.
Testing Accommodations
1.
2.
3.
II.
Provide both oral and written directions whenever possible.
Provide multi-sensory instruction.
Provide frequent review and repetition.
Initiate a “buddy” system to assist student with reading, written
assignments, and note taking.
Provide clear copies of handouts and overhead presentations.
Implement modifications specified in the student’s Individual Education
Plan (IEP).
Allow extended time.
Provide oral testing where appropriate.
Implement modifications specified in the student’s Individual Education
Plan (IEP).
Intellectually Limited Students
A.
Instructional Accommodations
1.
2.
3.
4.
5.
6.
Provide both oral and written directions whenever possible.
Provide multi-sensory instruction.
Provide frequent review and repetition.
Initiate a “buddy” system to assist the student with reading, written
assignments and note taking.
Provide clear copies of handouts and overhead presentations.
Implement modifications specified in the student’s Individual Education
Plan (IEP).
C-3
B.
Testing Accommodations
1.
III.
Vision and Hearing Impaired Students
A.
Vision and Hearing Impaired Students
1.
2.
3.
4.
5.
6.
B.
Seat the student close to the teacher, board, or work area.
Give oral directions/testing.
Initiate a “buddy” system for reading directions, handouts, board, and
overhead and for note taking.
Enlarge printed material as appropriate.
Utilize recorded materials as needed.
Implement modifications specified in the student’s Individual Education
Plan (IEP).
Hearing Impaired
1.
2.
3.
IV.
Implement modifications specified in the student’s Individual Education
Plan (IEP).
Seat the student close to the teacher.
Provide both oral and written directions.
Implement modifications specified in the student’s Individual Education
Plan (IEP).
Emotionally Impaired Students
A.
Implement modifications specified in the student’s Individual Education Plan
(IEP), and psychiatric evaluation.
B.
Consult the resource teachers and guidance counselors for additional strategies or
assistance.
NOTE: Each student’s IEP is located in the Special Education Department.
C-4
MODIFICATION FOR RELUCTANT READERS
TRAITS
STRATEGIES
• easily distracted
• short attention span
• create an atmosphere which is as free from distraction as possible
• Utilize other available reading places: hall, library, etc.
• Provide a variety of experiences within the class period
• feels the reading is boring
• provide choices from curricular suggestions
• provide realistic substitutions for curricular suggestions
• build in free-reading opportunities
• doesn’t understand the
reading
•
•
•
•
•
• refuses to read
• allow student to choose reading materials
use response log for teacher/student and peer dialogue
use peer readers/discussion groups
provide adaptations of the piece
utilize available resource personnel
allow student to “abandon” the piece
MODIFICATION FOR RELUCTANT WRITERS
TRAITS
STRATEGIES
• has nothing to write about
•
•
•
•
•
• has difficulty with a piece
• allow peer dialogue/collaboration
• allow student to put the piece on hold
• doesn’t revise/edit
• accept the piece as is; evaluate it as an unrevised piece; score the
piece holistically
• provide access to helpful materials
• provide specific suggestions for revision
• require a revision as a result of instruction
• limited vocabulary
• provide mini-lessons on specific types of vocabulary replacements
• poor handwriting/motor
skills
•
•
•
•
brainstorm ideas
provide lists of topics and forms
provide models
allow student dialogue
provide real audiences and purposes
get the class into the computer lab
provide a computer in the classroom
utilize resource personnel
avoid re-writing whenever possible
C-5
C-6
MODIFICATIONS FOR TALENTED AND GIFTED LEARNERS
V
V
V
V
V
V
V
V
V
V
Skill/Cluster grouping
Tiered Assignments/Products
Product Menus
Curricular compacting
Contracting
Credit by examination
Independent studies or investigations (I-Search Report)
Mentorships
Mini-courses
Interest groups and clubs
Keys to Differentiation for Talented and Gifted Students in Language Arts




Literature: Literature should provide many experiences for students to read quality texts.
College-bound book lists that include poetry, plays, essays, biography, and autobiography are
available at most libraries. Students should read broadly across subject matters and cultures
and develop a familiarity with favorite authors and their lives. Emphasis on critical reading
and the development of analysis and interpretation skills should be a focal point.
Writing: A writing program for high ability learners should emphasize the development of
skills in expository and persuasive writing, focusing the writing process on draft
development, revision, and editing, and developing ideas and arguments on current issues.
Gifted students also need experience in writing in other forms such as narrative and
informative, using appropriate models for development. For older students, copying the style
of favorite authors would be a useful exercise to gain control over written forms.
Language Study: The formal study of English grammar and vocabulary should be a major
component of language study. Thus major language emphasis should involve understanding
the syntactic structure of English and its concomitant uses, promoting vocabulary
development, fostering an understanding of word relationships (analogies) and origins
(etymology), and developing an appreciation for semantics, linguistics, and the history of
language. An integrated language study approach across these areas is highly desirable.
Oral Communication: Gifted students can profit from a balanced exposure to oral
communication both through listening and speaking. Major emphases should include
developing the following skills: (1) evaluative listening; (2) debate, especially for use in
formal argument; and (3) discussion, particularly question-asking, probing, and building on
ideas stated. An emphasis on oral interpretation and drama productions provide one of many
venues for creative talented learners to develop higher level skills.
Adapted from Beverly N. Parke, 1992; Susan Winebrenner and Barbara Devlin 2001; and Joyce
VanTassel-Baska, 2003
C-7
APPENDIX D
EFFECTIVE INSTRUCTION
D-1
D-2
CHECKLIST FOR ASSURING EFFECTIVE INSTRUCTION
In my school, is it evident that:
• all teachers understand that reading is a process that is incorporated in all learning?
• real world reading material are available for students?
• students are allowed choice in selecting materials to read?
• students understand which reading outcome(s) are the focus of their learning?
• reasonable amounts of time are given for students to do required reading activities?
• topic familiarity and background have been established before students begin to read?
• students are using various strategies to construct meaning during reading?
• students have developed strategies to access their comprehension of what they’ve
read?
• lessons reflect obvious connections from text(s)to application(s)of the established
purpose(s) for reading?
• speaking, listening, and writing are incorporated in how students respond to what they
read?
• different ways to respond to reading have been previously modeled for the students?
• students are continuously coached in how to improve their responses to what they’ve
read?
• Students are exposed to various multicultural literacy.
D-3
D-4
DIMENSIONS OF LEARNING
Dimension 1: Positive Attitudes and Perceptions About Learning
_________ 1. The teacher uses strategies and techniques to help students feel accepted in the
classroom.
_________ 2. Classroom experiences are designed to help students develop a sense of order.
_________ 3. Students develop a sense of order and safety because of clear rules, procedures,
and policies.
_________ 4. Instructors help students to perceive academic tasks as valuable and relevant to
their lives.
Dimension 2: Acquiring and Integrating Knowledge
_________ 1. Students are clearly informed about the learning outcomes they are expected to
achieve.
_________ 2. Classes are designed to help students construct meaning for themselves through
the use of interactive strategies such as think-pair-share and KWL.
_________ 3. Students are assigned to organize information through such devices as flow
charts, pictographic representations and graphic organizers.
_________ 4. Students are taught mnemonic devices to help them store essential information in
their long-term memory.
_________ 5. Students are presented with clear models that delineate the steps or essential parts
of that skill or process.
_________ 6. Students receive extensive opportunities to practice and shape a skill or process in
a variety of settings and situations.
_________ 7. Classrooms are designed to encourage students to master a skill or process at a
high level of automaticity (e.g., the ability to use a skill or process spontaneously
and effortlessly).
Dimension 3: Extending and Refining Knowledge
_________ 1. Questions posed by teachers concentrate upon higher-order thinking skills (e.g.,
comparison/classification, induction, deduction, etc.) rather than on rote memory,
knowledge or the ability to recall information.
_________ 2. Students are encouraged to identify essential questions which they wish to explore
in order to extend and refine their learning.
_________ 3. Curriculum clearly identifies the information which students are expected to
extend and refine.
_________ 4. Activities are designed to help students extend and refine their knowledge.
Dimension 4: Meaningful Use of Knowledge
D-5
_________ 1. Culminating activities are provided to help students apply knowledge to “realworld” settings beyond the classroom.
_________ 2. All units include tasks which are student directed, experienced based, and longterm in design.
_________ 3. Curriculum clearly identifies the “big issues” to be investigated by students.
_________ 4. Performance assessment (including the use of portfolios) reinforces the
“authentic” nature of students’ instructional experiences.
_________ 5. Culminating activities involve tasks requiring extensive student interaction and
cooperation.
Dimension 5: Productive Habits of Mind
_________ 1. The goal and objectives for instruction in all subjects clearly specify the thinking
process expected of all students.
_________ 2. Students and staff understand and can articulate the habits of mind encouraged in
the school.
_________ 3. Self- regulated thinking (e.g., monitoring of one’s own attitude, use of resources,
planning, etc.) is encouraged in all classrooms.
_________ 4. Critical thinking (e.g., seeking accuracy and clarity, restraining impulsive
behavior, etc.) is a major part of all instructional experiences.
_________ 5. Students are encouraged to push the limits of their knowledge and abilities
through creative thinking.
D-6
MULTIPLE INTELLIGENCES AND THE your subject here CLASSROOM
The Verbal-Linguistic Intelligence
Activities that Strengthen the Verbal-Linguistic Intelligence
The Verbal-Linguistic Intelligence (word smart) is related to the use of language and
words including anything associated to complex thought possibilities such as reading,
writing, abstract reasoning, and symbolic speaking. The verbal-linguistic learner typically
listens carefully and enjoys speaking in public, reading, spelling correctly, writing, has a
good memory for names and dates, and has a strong vocabulary. This intelligence includes
the ability to manipulate the syntax or structure of language and phonology or sounds of
language.
Activities
 Lectures
 Word games
 Working with metaphors and similes
 Situations and dialogs
 Oral presentations/reports
 Debates
 Reading – literature, newspapers and magazines
 Journal writing
 On-line communication
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Listening and tape exercises
Vocabulary activities
Word memory devices
Summarize in your own words
Grammar skills
Group discussions
Story telling
Writing activities
Word-processing programs
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Games for Vocabulary Development
Puzzles
 Tic Tac Toe
Pictionary
 Concentration
Classroom board races
 I Spy
Memory
 Password
Charades
 Bingo
Wheel of Fortune
 Scrabble
Jeopardy

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
Examples of Games that Develop Sentence Structure and Verb Development
Battleship
 Gossip
Classroom board races
 Board games – Monopoly, Guess Who?, etc.
Debate
D-7
The Logical-Mathematical Intelligence
Activities that Strengthen the Logical-Mathematical Intelligence
The Logical-Mathematical Intelligence (logic smart) is related to scientific reasoning and
thinking skills that are dominated by inductive reasoning techniques such as finding patterns,
identifying abstract concepts, searching for relationships and connections, classifying,
categorizing, sequencing, and outlining. The logical-mathematical learner typically solves
problems with logic, calculates math problems quickly, and prefers to see things categorized
in a logical sense of order. This intelligence includes sensitivity to logical patterns and
relationships, statements and propositions, functions, and other abstractions.
Activities

Word order activities

Classifying and categorizing

Sequencing information
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Prioritizing and making lists

Outlining

Word puzzles

Grammar relationships and drills

Number activities

Logic games and activities

Problem-solving activities

Developing patterns and pattern games
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Creating functional situations
Hypothesizing

Critical thinking activities

Gap activities
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Cause and effect activities
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Computer games
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Developing equations to describe phenomena
Utilizing statistics to develop arguments
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Examining demographic data deductive/inductive reasoning
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Cultural comparisons and contrasts
D-8
The Visual-Spatial Intelligence
Activities that Strengthen the Visual-Spatial Intelligence
The Visual-Spatial Intelligence (picture smart) is related to the ability to visualize an
image or idea and to create mental pictures. Color plays an important role in this intelligence.
The visual-spatial learner typically enjoys drawing, painting, sculpting, working jigsaw
puzzles and mazes, using maps, and prefers videos and pictures to words. Most importantly,
this intelligence involves sensitivity to color, line, shape, form, space, and the relationships
between these elements.
Activities

Crafts and art projects

Draw/color or illustrate concepts/things/ideas

Design a logo that communicates a concept

Webbing and mind mapping

Graphic organizers

Creative visualization and response drawing

Color cues

Visual presentations (video, slide, photography)

Creating video/slide projects (computer)

Creating models or 3D projects

Design, construct or build models

Improve a project

Graphs and diagrams

Reading/creating maps and interpreting directions
D-9
The Bodily-Kinesthetic Intelligence
Activities that Strengthen the Bodily-Kinesthetic Intelligence
The Bodily-Kinesthetic Intelligence (body smart) relies on learning by doing – moving
and manipulating objects, bodily movements, competitive and collaborative sports and
movement games, drama and role-playing, inventing or building a model or design. The
bodily kinesthetic learner typically enjoys physical activity such as through drama, gesturing,
dance, and hands-on learning activities. This intelligence includes specific physical skills
such as coordination, balance, dexterity, strength, flexibility, and speed. Any activity that
relies on TPR/TPRS strengthens the bodily-kinesthetic intelligence.
Activities

Manipulatives and flashcards

Aerobic alphabet

Dance

Using self to act out an event or thing

Field trips

Team construction projects

Scavenger hunts

Cooperative or competitive games like classroom board races and
the fly swatter game
D-10
The Musical-Rhythmic Intelligence
Activities that Strengthen the Musical-Rhythmic Intelligence
The Musical-Rhythmic Intelligence (music smart) is related to a keen sensitivity to music,
sounds, tonal patterns, or the human voice. The musical-rhythmic learner easily beats out
rhythms, enjoys singing and playing musical instruments, and frequently listens to music
while studying. This intelligence includes sensitivity to rhythm, pitch, melody, or tone of a
musical piece.
Activities

Creating songs

Creating rhythms to practice grammar

Writing lyrics to illustrate a concept

Linking historical periods to music of the period

Creating music for drama related activities

Singing

Linking familiar tunes with concepts

Creating songs or jingles to summarize concepts or ideas

Playing music in the classroom to stimulate appreciation

Developing a score for a video or audio presentation
D-11
The Interpersonal Intelligence
Activities that Strengthen the Interpersonal Intelligence
The Interpersonal Intelligence (people smart) is related to person to person contact and
relationships found in pairing, grouping, and cooperative team work. The interpersonal
learner has the ability to verbally as well as non-verbally interact with people or groups of
people and takes leadership roles. This intelligence involves having the ability to perceive
and make distinctions in the moods, intentions, motivations, and feelings of others.
Activities

Paired activities

Board games

Interactive software programs

Surveys and polls

Letter writing/pen pals

Leadership development

Collaborative activities such as team problem solving

Jigsaw expert teams

Group mind mapping and webbing

Group brainstorming

Peer teaching

Group note taking exercises

Developing an interview schedule with an individual to learn a
specific concept

Tape an interview with a significant mentor

Simulations

Class or group writing projects
D-12
The Intrapersonal Intelligence
Activities that Strengthen the Intrapersonal Intelligence
The Intrapersonal Intelligence (self) refers to the understanding and acknowledgment of
oneself – regarding feelings, emotions, thinking, self-reflection, and metacognitive skills.
The intrapersonal learner typically sets personal goals, prefers to work alone, and has a clear
sense of direction in life. This intelligence includes having an accurate picture of one’s
strengths and limitations, awareness of inner moods, intentions, motivations, and desires.
Activities

Independent study and individual instruction (one-on-one
activities)

Monitoring of own skills

Developing a complete set of personal goals

Developing a family history

Mapping places in the environment where they feel comfortable –
most creative and happiest

Personalized authentic assessment

Exploring personal interests
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Researching and online activities
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Writing activities such as keeping a diary
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Journaling
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Learning logs
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Essays

Personal reflection
D-13
The Naturalistic Intelligence
Activities that Strengthen the Naturalistic Intelligence
The Naturalistic Intelligence (environment smart) refers to the ability to recognize and
classify plants – all variety of flora and fauna, rocks and minerals, and animals. This
intelligence also focuses on the ability to recognize cultural artifacts like cars or sneakers and
the environment around oneself. The naturalistic learner is typically good at recognizing and
classifying artifacts.
Activities

Descriptive in nature

Identifying and categorizing one’s surroundings

Hands-on learning

Taking nature walks or field trips
D-14
APPENDIX E
STUDENT SERVICE LEARNING
E-1
E-2
SERVICE-LEARNING: A REQUIRED CURRICULUM COMPONENT
ALL students in Maryland must meet the state graduation requirement in service-learning
which must include preparation, action and reflection. In Wicomico County, that requirement is
met in Grades 6 through 9 with service learning as a component of the curricula for English,
mathematics, science and social studies.
Service-Learning Sequence by Grade and Subject in Wicomico County
GRADE
SUBJECT
MINIMUM
HOURS
6
Social Studies (Orientation)
English (Infused)
Science (Infused)
Family & Consumer Sciences
5
5
5
5
7
Social Studies (Infused)
English (Infused)
Science (Infused)
Mathematics (Infused)
5
5
5
5
8
Social Studies (Infused)
English (Infused)
Science (Infused)
Mathematics (Infused)
5
5
5
5
9
Social Studies (Infused)
English (Infused)
Science (Infused)
Mathematics (Infused)
5
5
5
5
11
Elective: Students Organized for Service I
12
Elective: Students Organized for Service II
Students become involved in preparation, action and reflection of class, team and
individual service projects.
Infusion is accomplished by including experiential service-learning activities in already
existent units of study. In middle school, infusion may be accomplished through using servicelearning as a theme for interdisciplinary teams. In all instances, projects/plans should offer a
wide array of choice.
E-3
E-4
ESSENTIAL COMPONENTS FOR IMPLEMENTING
STUDENT SERVICE
Teachers and students must consciously identify and include the three critical elements of
preparation, action, and reflection. Every student MUST perform an action of service as a
requirement of service learning instruction.
Preparation is the process of identifying and analyzing problems in the school or
community, selecting and planning a service project as well as developing strategies and skills to
perform the project selected. Students are to submit a written action plan of service for
teacher approval. Teachers should set deadlines for completion of plans/projects. (See
sample project action plan.)
Action is the performance of the service as planned in preparation.
Reflection is the analysis of the experience in terms of impact on the problem and on
personal growth. It may be presented in oral, written, or demonstration form as an individual, a
group, or class. Reflection is highly effective when it is periodically offered during the servicelearning experience as an opportunity for students to receive feedback and encouragement from
their peers.
TYPES OF SERVICE
Direct service is personal contact, such as tutoring, mentoring, visiting the elderly. It is
actual involvement through personally providing a service which will focus on the needs of
others.
Indirect service is working as a part of a team to accomplish a project, such as
fundraising, clean-ups, beautification.
Advocacy is to persuade people to act in a new way or to effect change through
articulation, such as lobbying, speaking, letter writing.
DOCUMENTATION
Students are to be held accountable for service-learning assignments as they would
be held responsible for any other project assignment for that class. Documentation for the
students’ satisfactory completion of the required hours of service learning in a designated grade
level subject will be provided on the student report card in each subject area and grade level
where student service learning is designated in the curriculum.
E-5
OPTIONAL FORM
Name:
Subject:
Date Assigned:
Period:__________
Plan Due Date:________________________________
MY SERVICE-LEARNING ASSIGNMENT PROJECT
ACTION PLAN
As a part of service-learning, I understand that I must complete a service project/activity in order
to meet the service requirement as mandated by the State of Maryland. This paper shows my
intent to make a difference in a specific, real-life situation through my plan for action for this
service learning assignment.
General description of planned service: _____________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Benefits this service will provide: _________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Action plan: __________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Estimated Hours of Service: ______________________________________________________
The Deadline for completing the action is: ___________________________________________
Student signature: ______________________________________________________________
Teacher Approval:
YES
NO
Initials: _________________________________________
E-6
APPENDIX F
SUGGESTED ACTIVITIES
F-1
F-2
F-3
F-4
G-5