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					Brush High School

Spanish I
Teacher: Barbara Gibson

Month
August 2004

Content and Essential Questions
I. Vocalic sounds II. Spanish alphabet/punctuation system A. Compare and contrast the Spanish and English letters B. Differences between English and Spanish punctuation III. Numbers 0-100 IV. Date structure A. Word order difference from English to Spanish V. Greetings A. How to say hello/goodbye B. Informal and formal greetings VI. Meeting someone new A. Asking and telling one's name B. Asking and telling where one is from C. Asking and telling one's age D. saying pleased to meet you E. hugs, kisses, and handshakes when meeting someone V. Spanish speaking countries in the world

Skills
-Consistently reproduce Spanish vocalic sounds in familiar and sight readings -Define and identify cognates in Spanish and English -Identify the different letters that the Spanish alphabet contains and their respective sounds -Utilize basic greetings in an L2 communicative exchange -Provide and comprehend numbers in Spanish from 0-100 with phone numbers, dates and age, utilizing all four literacy areas---listening, speaking, reading and writing. -Provide and comprehend essential date vocabulary: days of the week, months, seasons, date structure (in words and numbers), and day, week, weekend, month, year, and season -Use personal phone number and birthdate in speaking and writing -Provide and request basic personal information to and from someone who does not speak English -Utilize and comprehend interrogative words in the L2 to obtain basic information. -Locate all the Spanish speaking countries and their capitals on maps they make themselves

Assessment

Resources

Optional

-Daily individual opportunities to practice -Introductory Unit in textbook Buen Viaje pronunciation with informal running -Personally created materials such as maps assessment and the basic questions for meeting -Listening tests with numbers someone new -Listening tests with letters of the alphabet -Tengo cards to play Spanish Bingo with -Oral proficiency test with the questions for numbers to 75 meeting someone new and appropriate responses -Written test with numbers, phone numbers, dates, and greetings -Map assessment

September 2004

first two weeks of the month: continuing with the content, skills, etc. of August I. Quien soy yo? (eres tu, es el, es ella) II. Como soy yo? (eres, es)

-check student entries in their journals -successfully play "battleship" with a partner

Buen Viaje text Buen Viaje student workbook

-Identify and utilize subject pronouns in the wall poster with Don Quixote and Sancho L2 Buen Viaje Chapter 1 listening, speaking Panza and the windmill -Demonstrate correct conjugation process and writing activities using the verb ser as a model, while -matching of subject pronouns and forms of teacher-created exercises, magazine cutouts

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Page 1 of 6

Gibson

Spanish I

Brush High School

Month

Content and Essential Questions
III. Definite and Indefinite articles -what are gender and number in a language? -do we have these in English? IV. Don Quixote -who is he? -what's the basic story? -the connection: Cervante's influence on Spanish is the same as Shakespeare on English V. Mexico's Independence Day is NOT May 5th VI. Where in the world is Spanish spoken? -continuing to work on knowledge of Spanish speaking countries VII. Nationalities in Spanish I. Telling time - compare and contrast the way the textbook shows and the way native speaker students have heard it II. More about " Quienes somos nosotros? son ustedes? son ellos/ellas?"

Skills
incorporating singular subject pronouns -Identify correct form of ser for various subjects -Identify and utilize gender markings through the use of definite and indefinite articles -Utilize subject pronouns, forms of ser and descriptive adjectives to describe people, objects, and classes -Describe Don Quixote and Sancho Panza as well as the most well known adventure of the windmill from the novel

Assessment
ser -describing famous characters such as Frankenstein and Snow White, movie stars, and cut-out magazine pictures, oral and written form -written test and quizzes -teacher created oral test and oral test

Resources

Optional

-Tell the nationality of people from a Spanish speaking country, utilizing the L2

October 2004

-Utilize previously acquired knowledge of numbers to tell time, using the textbook's presentation of telling time

-check student entries in the journals -Chapter 2 of Buen Viaje written and oral exercises

Buen Viaje textbook Buen Viaje student workbook teacher generated questions for journal entries, giving practice for current skill building teacher created written quizzes and oral tests

-Identify how local native speakers may tell time in ordinary conversation -oral responses to questions about one's schedule using school vocabulary, time, III. More about " Como somos nosotros? -Identify and utilize all the subject ser, and adjectives son ustedes? son ellos/ellas?" pronouns, singular and plural -provide a written description of one's IV. More definite and indefinite articles -Demonstrate correct conjugation process school schedule using forms of ser, -review gender and number using the verb ser as a model, while adjectives, school vocabulary and time -what is adjective agreement? incorporating all the subject pronouns -cumulative written map assessment V. como es tu dia escolar? -Utilize subject pronouns, forms of ser and -name one's school schedule and describe descriptive adjectives to describe people, -oral and written responses to questions classes objects and classes concerning telling time now and telling AT what time events occur VI. How does the word order for questions -Compare and contrast groups of people, differ from English to Spanish? including friends and themselves -teacher created oral tests -special verb hay -Identify cognates in academic course
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Gibson

Spanish I

Brush High School

Month

Content and Essential Questions
VII. Compare and contrast the difference between " Que hora es?" and " A que hora es ______?" VIII. Identify the term "Dia de la Raza" names

Skills

Assessment

Resources

Optional

-Create present tense sentences in the L2 to describe one's school day -Reading comprehension using cognate identification and other contextual clues to gain understanding of L2 cultural readings -Explain why some native Americans might not view Columbus in a favorable manner and the meaning of the Spanish phrase "Dia de la Raza" -be able to evaluate one's own efforts to complete the chapter objectives -build provided sentences in the L2 using subject pronoun, stem and verb ending "building blocks" -describe people's clothing in spoken L2 using clothes vocabulary and colors -performing addition and subtraction problems with large numbers -describe the differences in schools in the U.S. and Spanish speaking countries -

November 2004

December 2004

-student write in their journals and teacher comments on them personally -written exercises in Buen Viaje textbook and workbook -oral activities in class, both teacher generated and textbook exercises -teams sent to the board to spell out large numbers or to perform basic arithmetic operations, saying the answer in L2 -compare/ contrast the two schooling systems -a guessing game for what might be in a person's backpack -watch video and answer questions about the Mexican custom of Day of the Dead -tests and quizzes -oral test on chapter 3 Chapter 4 Buen Viaje -being able to assess the level of one's effort -students write in their journals and teacher I. What are the students doing to help -use the present tense of -ar verbs to create gives feedback individually themselves complete the objectives of the and comprehend descriptions of daily -group practice conjugating verbs on chapter successfully? activities, including school-related individual white boards, noting II. continuing to work on -ar verbs, activities individuals showing mastery or difficulty pronouns and ser -use Spanish pronouns in sentences -Buen Viaje student workbook assignments III. translating from L1 to L2 basic -conjugate and use the verb ser correctly to -written and oral testing sentences using current vocabulary describe familiar objects and people IV. understand the difference between -demonstrate proficient use of the two conjugated verbs and infinitive verbs contractions in Spanish when working V. Describing people and nationalities with the verbs estar and ir

I. What are the students doing to help themselves complete the objectives of chapter 2? (self evaluation) Buen Viaje chapter 3 II. working with -ar verbs III. working with ser and pronouns IV. colors V. clothing VI. large numbers VII. Compare schools in Spanish speaking countries with those in the U.S. VIII. Que llevas en la mochila? IX. Que es Dia de los Muertos?

-Buen Viaje textbook and student workbook -teacher created materials and games -ongoing use of journals and 3-ring binders for each student

-teacher prepared summary of Christmas customs in Spanish speaking countries -Buen Viaje textbook, workbook and test book -teacher prepared quiz on the Christmas customs

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Gibson

Spanish I

Brush High School

Month

Content and Essential Questions

Skills

Assessment

Resources

Optional

VI. naming classes in school and describing -use the ir a infinitive construction to them express future actions VII. Does Spanish have contractions like -expressing at least three major differences English does? -al and del between Christmas celebrations in the US VIII. How to use present tense ir to indicate and in Spanish speaking countries in future actions general IX. How do people in Spanish speaking countries celebrate la Navidad?

January 2005

I. It's time to read simple short stories in Spanish Buen Viaje Chapter 5 II. What do we like to eat? III. What do we wear? (review) IV. What do we do during the week? (review) V. What are we going to do in the near future? (review) VI. What does Spanish poetry sound like? VII. very large numbers VIII. When do people eat meals in Spanish speaking countries? IX. La comida (foods) X. Are there grocery stores in Mexico just as in the US? XI. introduction of -er and -ir verbs XII. ordering in a restaurant I. What's on the map of a town? II. How are places and streets named in Spanish? III. How to give simple directions in Spanish IV. Valentine's Day vocabulary V. How is the concept of family different in the hispanic culture than it is in the broad American culture? What concept of family do you personally have? VI. Describing your family VII. Identifying the family members of another student

-with minimal assistance from the teacher, read simple stories and poems in L2 -tell the difference between time on the clock and at what time we do things -recite from memory a Spanish poem, focusing on pronunciation -comprehend large numbers accurately and transcribe on the board -compare and contrast American meal customs with those in Spanish speaking culture -apply same process for working with -ar verbs to successfully work with -er and ir verbs in the present tense -ordering food in a restaurant

-quiz on the stories and poems -informal class discussions about the stories and poems -frequent journal entries to practice the current concepts, with personal teacher feedback -recitation of the poem by memory to teacher -listening test done in small groups on the chalkboard -role playing customers and waiters in front of the class

February 2005

-writing more complex sentences in L2 through journal entries -learning to work together with the entire class -naming and labeling places and streets correctly in a town (i.e. Calle goes first, etc.) -giving directions in Spanish -making an appropriate valentine for the recipient (i.e. mom, grandpa, significant other) -compare and contrast the concept of family in the hispanic culture with their own

-completed journal entries, with individual -teacher made maps and worksheets teacher feedback -Buen Viaje textbook and materials -a class map of an imaginary town, drawn, colored and labeled in Spanish correctly and neatly -worksheets with practice telling someone how to get from one place to another -individual oral tests on their class map -each student has to construct a valentine to give away -oral presentations of another student's family

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Gibson

Spanish I

Brush High School

Month

Content and Essential Questions
VIII. the verb tener

Skills

Assessment

Resources

Optional

March 2005

April 2005

concept of family -speaking in front of the class, describing someone's family, using tener correctly I. Is housing different in the USA than in -identifying the parts of a house Spanish speaking countries? -parts of a -compare and contrast different types of house vocabulary housing in the US and Spanish speaking II. What are the uses of the verb tener? countries (i.e. 'stand alone' houses vs. -to have apartment living) -to have to -in the journals, write sentences using tener -age and tener que correctly III. What is a quinceanera? -demonstrate understanding of the custom IV. the use of tener que infinitive, ir a and parts of the quinceanera infinitive and the general verb hacer -successfully answer questions in L2 that V. Describe an unfamiliar family (review of use the three expressions of tener que family vocabulary) infinitive, ir a infinitive (near future), VI. Are possessives in Spanish different and the verb hacer than in English? -in the journals, write about two unfamiliar families, describing them in detail from pictures in the text or on the overhead -when talking about their relatives and houses, they can successfully use the possessive adjectives Buen Viaje Chapter 7 -talk about what sports they play and their I. What sports are played in the Spanish friends play speaking countries? -continue to work on applying the rules of -same as US verb conjugation with -ar, -er, -ir verbs as -unique to Spanish speaking countries well as using ir a infinitive, tener que (i.e. jai alai) infinitive constructions correctly to II. What are stem changing verbs or boot respond orally and in writing to various verbs? prompts -new verb vocabulary -begin to use the "new verb" construction -additional stem changing verbs (e>ie, for gustar type verbs o>ue) -describe in Spanish la pelota vasca III. What about the kinds of verbs like gustar, aburrir, and interesar -first introduction to indirect object pronouns (me, te) IV. What parts of the body do we use to play our favorite sports? -guess accurately a classmate's ailment Buen Viaje Chapter 8 -talk about their own illnesses, using doler V. How is the medical system different or correctly

-examine a house plan and identify the rooms that we have studied -written quiz on parts of the house -journal entries, with personal feedback from teacher -written exercises from the student workbook -use tener in writing, reading, speaking and listening in the L2 -answer questions about what a quinceanera means, what happens in the celebration and what kinds of differences there can be between countries and family interpretations of the custom -teacher prepared worksheets emphasizing tener que , ir a , and hacer in questions

-teacher owned books of old house plans -Buen Viaje textbook and materials -video about a girl celebrating her quinceanera -quiz on the video and textbook reading as well as class discussion -pictures of families for the students to describe -teacher created worksheets for practice with the possessives

-oral tests and written tests -charades in class with sports and medical ailments -journal entries

Buen Viaje textbook, student workbook, and teacher materials

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Gibson

Spanish I

Brush High School

Month

Content and Essential Questions
thesame in Latin America and the US? -doctor's office vocabulary -illnesses and symptoms -continue with parts of the body VI. the special verb doler

Skills
-demonstrate reading comprehension using contextual clues, new and previously acquired vocabulary, and cognates to obtain culturally relevant information regarding differences between pharmacies in the USA and pharmacies in Spanish speaking countries

Assessment

Resources

Optional

May 2005

I. What is the difference between the past tense and the present tense in Spanish? -preterite endings for regular -ar, -er, -ir verbs -spelling changes in the yo form of some verbs (-ar) -ser and ir -dar and ver -stem changers in the preterite (only introduced dormir) II. present tense and past tense "signal phrases" III. What did I do yesterday, this morning, last year, last week?

-use the preterite tense in reading, writing, speaking, and listening -play Simon says with student leaders -demonstrate reading, writing, speaking, and listening skills on final assessments

-oral and written unit tests -journal entries -final assessment in all four modalities: reading, writing, speaking and listening

Buen Viaje textbook and teacher materials -readings from former Spanish textbook for first year

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