Quinceanera Planning Worksheet by dew30928


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									                       COURSE OF STUDY


                          SPANISH 2

REQUIRED COURSE                       GRADE LEVELS 9-12

                           AUGUST 2009

                      DUMONT HIGH SCHOOL
                         DUMONT, NJ
                           Proficiencies and Requirements
                                     SPANISH 2

Grades 9-12 -1 Year - 5 Credits                                    Prereq: Spanish 1

This level is a continuation of Spanish 1 where the principal focus is on improving conversational
skills through practice with short dialogues and use of the target language, to communicate
simple thoughts and ideas. while developing listening, reading and writing skills in basic everyday
situations as presented in the thematic units.


Successful completion of this course will enable a student to:

      1.   master a given vocabulary, in conjunction with thematic topics such as, sports,
           pastimes, clothing, foods, and careers, which integrate content and language (7.1, 7.2)

      2.   conjugate and learn stem changing verbs e.g. o-ue, e-ie (7.1)

      3.   speak about their daily routine using reflexive verb constructions (7.1)

      4.   express themselves using the preterit tense of –ar, -er,-ir verbs both regular and
           irregular, to talk, write and read about events that happened in the past (7.1, 7.2)

      5.   practice correct pronunciation through choral repetition, listening and reading activities
           as well as using the target language in class to communicate simple thoughts (7.1)

      6.   recognize thematic vocabulary and actively use it in dialogues and class presentations
           (7.1, 7.2)

      7.   incorporate teacher guided tasks for critical thinking and cooperative learning into real
           life settings (7.2, 9.1, 9.2)

      8.   engage in technology based activities using grammar and vocabulary in research and
           critical thinking activities e.g. creating puzzles and word search games (7.1, 7.2, 8.1, 8.2)

      9.   develop a positive attitude towards the many “faces” of the Hispanic community and its
           cultural diversity, and how it relates to professional and non-professional careers (7.2,
           9.1, 9.2)

    10.    use appropriate multi-media technology to complete/present assignments and
           projects (8.1, 8.2)

           LISTED ABOVE.
Spanish 2


A student will receive 5 credits for having successfully completed the course work. A grade of "D"
or higher must be achieved in order to pass the course. The following criteria are used to
determine the grade for the course:

       A. Homework - 15% of the grade

          Homework will be given on a regular basis as reinforcement to the day’s lesson.
          Homework will be checked, occasionally collected, and evaluated for completeness,
          neatness and accuracy.

       B. Tests and Quizzes -60% of the grade

          Tests and quizzes will be given periodically at times to be determined by the teacher.
          Tests will be announced to the class in advance and may be written or oral. Quizzes will
          be both announced and unannounced, and may be either written or oral. Some quizzes
          may be in the form of computer lab research or alternative class projects.

       C. Class Participation - 25% of the grade

          An evaluation of positive class participation includes use of the target language in both
          oral and written comprehension, based on questioning and responses, preparedness for
          class e.g. books, notebooks, pens…and PROMPT arrival to class.

       D. Mid-term and Final Examination

          The mid-term and final examinations will count as follows:
          Full-Year Courses         Weighting          Semester Courses       Weighting
          Quarter 1             20% of final grade     Quarter 1          40% of final grade
          Quarter 2             20% of final grade     Quarter 2          40% of final grade
          Midterm               10% of final grade     Final Exam         20% of final grade
          Quarter 3             20% of final grade
          Quarter 4             20% of final grade
          Final                 10% of final grade

Any work missed when the student is absent is expected to be made up within a reasonable time.
One or two days are allowed for each day absent unless there are unusual circumstances, in
which case the student is to request special arrangements with the teacher. Extra help is
available. Ask your teacher where he or she will be when you are planning to come in for extra
help. The students in the National Honor Society provide additional tutoring.
                                      COURSE OF STUDY

                                           SPANISH 2

I.     Philosophy
       The learning of a foreign language should be both a rewarding and enlightening
       experience for all students. Spanish 2 continues to build on the basics learned in Spanish I.
       The focus is on the spoken and written language used in real-life settings, through
       acquisition of thematic vocabulary and verbal grammar structures. This level exposes
       them to new and different cultures within the Spanish-speaking world. The five
       components of language learning, reading, writing, listening, oral proficiency and culture
       are incorporated into each of the thematic units. Culture is an inseparable entity of
       language learning and therefore is a vital piece of the learning process, which will enable
       the student to recognize and discuss similarities and differences through research and
       multi-media technology.
       Language learning should be integrated, where the student is the “performer” and the teacher
       the “facilitator” who guides in the learning process, taking into account the many different
       learning styles in the classroom. It is therefore the goal of the educator to lead students to an
       understanding of the language and cultures, and its value in the professional and non-
       professional career opportunities in today’s society.

II.    Statement on Textbook

       Spanish for Mastery: Que tal? (D.C. Heath, 1989) is a junior/senior high school textbook, which
       provides a broad focus on oral communication, and seeks to establish the development of cultural
       awareness in students. Emphasis is based on building solid grammar and vocabulary structures
       used in daily life topics. Extensive practice is provided through numerous and varied oral, written,
       and listening comprehension exercises, set in meaningful situational and personalized contexts.
       The program presents a whole language approach to learning Spanish.

       Extensive supplemental materials, which enhance the text include the use of the Spanish is
       Fun Workbook I/II, audio-visual materials, workbooks, computer lab projects and activities
       worksheets and puzzles.

       These textbooks have been examined and found to be free of racial, ethnic, religious and cultural

III.   Career Statement

       The objectives for career infusion will be met through guest speakers, research, class projects and
       such activities as to introduce students to career possibilities available from the knowledge of a
       foreign language.
IV.   Units 1-5, brief review in the Fall prior to beginning Spanish 2 with Unit 6

V.    UNIT 6:    Nuestras Diversiones

      A. Objectives

         Students will be able to:

         1.   express negative concepts and opinions.
         2.   express wants, preferences, and activities both orally and in writing.
         3.   talk about money, sports and leisure activities using the Unit’s thematic vocabulary.
         4.   research and talk about different countries and their currency.
         5.   talk and write about acquaintances, places and things they know.

      B. Content Outline

         1. Stem changing verbs: e-i, u-ue, e-ie, o-ue.
         2. Object Pronouns: me-te-nos.
         3. Verb “gustar”.
         4. Asking questions with “cual”?
         5. Use definite articles
            a. to refer to people and things generally
            b. with the days of the week
         6. Conjugation of verbs: “cer, cir”

      C. Suggested Activities

        1. Complete teacher-made activity sheets.
        2. Paired activity: create a short dialogue between parent and child asking for money to go
           out with his/her friends.
        3. Illustrate and talk about your favorite sport or pastime activity.
        4. Find the vocabulary for five other popular sports not in the lesson, and talk about the
           equipment needed to participate.
        5. Write a letter to a friend describing plans or giving an opinion.
        6. Guess the movie described in Spanish. Talk about the actors, the type of movie and
           whether you liked it or not and why.
        7. Paired activity: Create an original “billboard” and tell the class why they should see it.
        8. Supplemental reading and activities from the Spanish is Fun Workbook e. g. “al Cine”
           vocabulary puzzles.
        9. Cultural activities, in the Media Center, research 5 different facts about an assigned
           country, and talk about their currency. Present to class.
       10. Computer lab activities on an educational site to reinforce Unit vocabulary.
VI.   UNIT 7: La Moda y La Rutina Diaria

      A. Objectives

         Students will be able to:

         1.   describe oneself and others.
         2.   orally and in writing make comparisons.
         3.   describe what people are wearing.
         4.   describe one’s daily activities and routine.
         5.   talk about personal care and grooming.
         6.   create original dialogues about shopping for clothes and how much things cost.

      B. Content Outline

         1. Descriptive adjectives to describe physical characteristics.
         2. Comparative and superlative adjective forms.
         3. Clothing vocabulary, colors and numbers.
         4. Demonstrative adjectives as both adjectives and nouns.
         5. Discuss personal care and parts of the body with implementation of
            reflexive verbs.
         6. Importance of personal appearance in Hispanic society; shopping
            customs, personal fitness.

      C. Suggested Activities

        1. Complete teacher-made activity sheets.
        2. Create a “fashion magazine” to label and describe clothing, present your magazine to the
        3. Paired conversations: describe the clothing you are wearing.
        4. TPR: Model your favorite fashion trend.
        5. Paired conversations: go on a “shopping spree” explaining one’s needs
            and preferences in clothing and how much things cost.
        6. Describe orally or in writing, students personal care “beauty regime”.
        7. Oral activity: create a collage of clothing styles from various Hispanic cultures and describe
            them with a brief background of the country.
        8. Use Word Search or other puzzles to review and reinforce new
        9. Use “realia” to illustrate clothing, shopping, etc.
       10. Play “Simon Dice” to reinforce the body vocabulary.
       11. Create a poster depicting your daily routine and use the reflexive verbs
            to describe it.
       12. Supplemental readings and activities in the Spanish is Fun
        13. Paired activity: discuss “pros and cons” of the current dress code in your
VII.   UNIT 8: Un dia que no empezo bien

       A. Objectives

          Students will be able to:

          1.   talk about events that happened recently.
          2.   express orally and in writing how long an action has been going on.
          3.   speak about things that happened yesterday, last night, etc.
          4.   talk and write about their favorite foods.
          5.   identify thematic vocabulary through various activities.

       B. Content Outline

          1.   Vocabulary topics: things that happened yesterday, time, and foods.
          2.   Recent past with “acabar de + infinitive”.
          3.   Present tense with “hace”.
          4.   The –preterit of –ar verbs and verbs ending in –car, -gar, and -zar
          5.   preterit of –er/-ir verbs
          6.   Irregular preterit of dar, ver, caer, leer, creer, oir.
          7.   Preterit of -ir stem changing verbs.

       C. Suggested Activities

         1. Complete teacher-made activity sheets.
         2. Oral/writing activity: original composition about what you did yesterday. Share with the
         3. Paired activity: illustrate and prepare 5 sentences based on an original “Bad Day” and
            present it to class.
         4. Go grocery shopping with a partner and talk about what you bought, or create a
            conversation at a restaurant.
         5. Composition: autobiography.
         6. Paired conversations: what do you do today? (Present tense), what did you do yesterday?
            (Preterit tense).
         7. Oral/writing activity: using the preterit, describe one of the most memorable days in
         8. Cultural activity: importance of 15th birthday in Hispanic culture.
         9. Supplemental readings on La Quinceanera, research associated
        10. Differences in celebration of the Quince in the U.S. and in Spanish countries.
        11. Supplemental video “Sweet 15” accompanied by a worksheet, with class discussion and test.
        12. Supplemental readings and activities that relate to the Unit e.g. Que hay en la mesa?
            Donde comiste ayer? in the Spanish is Fun Workbook
        13. Computer Lab, Media Center research and activities related to the lesson on approved
            educational sites. Supplemental videos in the target language, e.g. “Los Angeles”
            (Angels in the Outfield).
VIII. UNIT 9: Aspiraciones Profesionales

     A. Objectives

        Students will be able to:

        1.   talk about what and whom you know.
        2.   learn about certain skills needed for different jobs.
        3.   express orally and in writing wishes, needs, abilities and intentions.
        4.   discuss career preferences.
        5.   write a letter to a friend using the preterit and present tenses.
        6.   report on past events.
        7.   describe how often something happens.
        8.   interview a prospective job applicant.

     B. Content Outline

        1. Vocabulary topics: professions, jobs and trades.
        2. Expressing how often you do things.
        3. Difference between “saber” and “conocer”.
        4. The infinitive: verb + infinitive, preposition + infinitive.
        5. Express objective or goal: the preposition “para”.
        6. Express duration, manner, movement and exchange;
           the preposition “por”.
        7. Preterit: ir, ser, conducir, decir, traer, hacer, guerer, venir, estar, poder,
           poner, saber, tener.
        8. Expressing your favorite career choice and why.

     C. Student Activities

        1.   Complete teacher-made activity sheets.
        2.   Find want ads for employment that would use foreign languages.
        3.   Paired conversations: what job you would like to have.
        4.   Write a letter to a friend using the preterit and present tenses.
        5.   Oral/writing activity: Describe future career choices.
        6.   Composition: describe their own talents. Share with class.
        7.   Apply for a job; participate in a job interview.
        8.   Paired conversations: what skills are needed for a particular job.
        9.   “Adivina que” identify the job/profession from oral cues.
       10.   Realia: bilingual pamphlets from hospitals, city
             and state agencies.
       11.   Create an original “help wanted ad” and present it to the class..
       12.   Critical thinking discussions: how have women’s careers changed over the last 25 yrs. and
             what bilingual positions are there for women.
       13.   Culture: places of interest in Spain.
       14.   Paired activity: E-mail or phone a friend and talk about last weekend’s activities and your
             plans for the coming weekend. Present it to the class.
       15.   Professions Bingo and Wordsearch to reinforce lesson vocabulary.
IX.    UNIT 10: Pongamos la Mesa

       A. Objectives

          Students will be able to:

           1. set the table and create a recipe
           2. make requests, ask for favors, express thanks,
              give advice.
           3. tell someone not to do something.
           4. describe locations; one’s home.
           5. tell a friend to do or not do something using Commands.

       B. Content Outline

           1.   Use object pronouns in correct sentences.
           2.   Give affirmative familiar commands.
           3.   Give negative familiar commands.
           4.   Give irregular familiar commands.
           5.   Use two object pronouns together.
           6.   Use prepositions of place.

       C. Student Activities

           1.   Complete teacher-made activity sheets.
           2.   Group activity: set a table describing each article and its placement.
           3.   Find pictures of foods and label them.
           4.   Play “Simon Dice” using familiar commands.
           5.   Culture: Caribbean and South American foods.
           6.   Field trip: take students to a Spanish restaurant.
           7.   Paired conversations: talk about foods you like and don’t like.
           8.   Group activity: prepare a “recipe book” of favorite recipes, giving a list of ingredients and
                cooking directions.
           9.   Write a letter to a friend varying the tense according to the occasion, audience or purpose
                of the letter.
          10.    Paired activity: create a Spanish menu for an original restaurant, and present it to the
          11.   TPR: Tell a friend to act out certain affirmative familiar commands such as “open the
                door”, “ close the windows,” “take out your books,” etc.
          12.    Supplemental readings and activities in the Spanish is Fun Workbook.

Students will be graded periodically for knowledge of content and acquisition of skills. Evaluation may
take the form of a quiz, test, oral presentation, or project The value of each type of evaluative
instrument is reviewed on the back of the course proficiencies.

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