World Languages Middletown Public Schools Spanish II ... · PDF fileWorld Languages ‐Middletown Public Schools Spanish II Curriculum ... o Daily Routine ... present tense regular

World Languages ‐Middletown Public Schools

Spanish II CurriculumGrades 9‐12

Curriculum Writers: Amy Kalif, Christine Karoly, Kristen Lyon, and Luis Oliveria 1/1/2012

SPANISH II CURRICULUM Grades 9‐12 Curriculum Writers: Amy Kalif, Christine Karoly, Kristen Lyon, and Luis Oliveria

1/31/2012 Middletown Public Schools 1



STANDARDS Unit Task

BENCHMARKSMiddletown Public Schools

INSTRUCTIONALSTRATEGIES

RESOURCES ASSESSMENTS

1. COMMUNICATION 1.1 Provides and obtains

information, expresses feelings and emotions, and exchanges opinions (speaking)

The student 1.1.1 Uses accurate pronunciation. 1.1.2 Employs formal/informal greetings and introductions. 1.1.3 Applies numbers (1‐1000) to a variety of situations, e.g. math problems, time, conversions, etc. 1.1.4 Uses adjective agreement to describe people, places, situations, and objects.

1.1.5 Constructs questions and answers involving the core vocabulary and related ideas

animals body parts childhood activities clothing farm geography/countries idiomatic expressions interrogatives likes/dislikes meals/food music nature news personal/physical characteristics (adjectives) places in town sports/leisure activities technology travel/ airport

1.1.6 Demonstrates command of sentence structure in order to sustain a conversation and/or presentation in Spanish. 1.1.7 Gives and follows directions, commands and instructions in Spanish related to daily classroom activities. 1.1.8 Exchanges information In the target language. 1.1.9 Engages in Spanish role‐playing situations such as requesting and receive information, goods, and services, such as going to a restaurant and ordering food.

1.1.10 Shares opinions, preferences, and feelings in Spanish with classmates.

Teachers Use formative assessment to guide instruction Provide opportunities for independent, partner and collaborative group work Differentiate instruction by varying the content, process, and product and providing opportunities for: Anchoring Cubing Jig‐sawing Pre/post assessments Think/pair/share Tiered assignments Address multiple intelligences instructional strategies, e.g. visual, bodily kinesthetic, interpersonal Provide opportunities for higher level thinking: Bloom’s Taxonomy, e.g. analyzing,

synthesizing, predicting, evaluating, creating, etc.

Webb’s Depth of Knowledge, 2,3,4, skill/conceptual understanding, strategic reasoning, extended reasoning

Facilitate integration of the Applied Learning Standards (SCANS): Communication Critical thinking Problem solving Reflection/evaluation Research Model the use of graphic organizers: Categorize/classify organizers

(categories, tree) Compare/contrast organizers (venn

diagrams, comparison charts) Concept development (mind map) Evaluation organizers (charts, scales) Organizers (word web, concept map) Relational organizers (fish bone, pie

chart) Sequence organizers (chains, cycle) Employs foreign language best practices e.g.,

Textbook Supplementary Books, Teacher (T) Student (S) Ancillary Materials Assessment programs book CD/audio program Fine arts transparencies Guided practice workbook Magazine subscriptions

(informational text) Online resources Practice Workbook Quiz show CD‐Rom Teacher’s resource book Video/DVD’s Vocabulary and Grammar

transparencies Writing, Audio, and video

workbook Technology CD player Computer lab Computers/Internet Digital voice recorders Elmo Interactive boards Internet access LCD projector/laptop Radio Smart Boards VCR/DVD Websites www.actfl.org www.corestandards.org www.digitaldialects.com www.quia.com/shared/spanish www.quizlet.com www.ride.ri.gov www.studyspanish.com Materials Bingo games Clocks Craft suppliers Flashcards Maps Music Picture file Realia‐authentic materials from

Hispanic countries Situation cards Whiteboards (individual),

markers, erasers

REQUIRED COMMON ASSESSMENTS Portfolio Common Tasks

(see TIENET) two per year, one per semester, e.g. o Daily Routine o Vengan Amigos

SUGGESTED FORMATIVE/ SUMMATIVE ASSESSMENTS Anecdotal records Conferencing

Exhibits Interviews Graphic organizers Journals Multiple Intelligences

assessments, e.g. o Role playing ‐ bodily

kinesthetic o Graphic organizing ‐

visual o Collaboration ‐

interpersonal Oral presentations Problem/Performance

based/common tasks (available on TIENET) Rubrics/checklists Tests and quizzes

Technology

Think‐alouds Writing genres

o Arguments o Informative o Narrative o Research



STANDARDS Unit Task




1.1.11 Engage effectively in a range of collaborative discussions (one‐on‐one,

in groups, and teacher‐led) with diverse partners. (SL.7.1) 1.1.12 Integrate multimedia and visual displays into presentations to clarify

information, strengthen claims and evidence, and add interest. (SL.8.5)

1.1.13 Uses knowledge of language and its conventions when writing, speaking, reading, or listening. (L.5.3)

Expands, combines, and reduces sentences for meaning, reader/listener interest, and style. (L.5.3a)

1.1.14 Presents information on a variety of simple topics. 1.1.15 Engages effectively in a range of collaborative discussions using correct subject/verb agreement and sentence structure in the present and past tenses. 1.1.16 Prepares and presents short announcements in Spanish. 1.1.17 Prepares and presents brief reports in Spanish about personal experiences, school happenings, and current and past events. 1.1.18 Prepares, illustrates, and presents materials in Spanish such as advertisements, posters, menus, puppet shows, and fashion shows. 1.1.19 Applies all the benchmarks from Spanish I in greater depth, content, and complexity.

facilitating paired dialogues modeling accurate language providing authentic models critiquing & correcting creating opportunities for peer

and self‐assessment facilitating an environment

conducive to risk taking engendering curiosity providing opportunities for

simple dictation providing opportunities for choral

repetition modeling the alphabet and

accurate sound system providing appropriate materials modeling appropriate translation

techniques Provide rubrics and models

Community Field trips Guest speakers Naval War College

1. COMMUNICATION

1.2 Understands and interprets spoken Spanish on a variety of topics (listening)

The student 1.2.1 Recognizes alphabet, basic sound/letter relationships (i.e., consonants,

vowels, blends, and accent marks). 1.2.2 Distinguishes number and gender of nouns, adjectives, and articles. 1.2.3 Follows verbal instructions to perform specific tasks and to answer

questions. (GSE, OC 10‐1.1) 1.2.4 Recognizes and uses subject/verb agreement

infinitives subject pronouns present tense regular and irregular verbs tú commands preterite tense

o AR/ER/IR verbs o –car, ‐gar, ‐zar verbs

See instructional strategies in 1.1 and personalize for this group of standards

See resources in 1.1 and personalize for this group of standards

See assessments in 1.1 and personalize for this group of standards



STANDARDS Unit Task




o Y spelling changeo ir double stem change o completely irregular

j group (decir, traer…) u group (tener, poner, querer, poder) I group (venir, hacer)

imperfect tense present progressive reciprocal verbs

1.2.5 Infers meaning via situational, context clues, and cognates. 1.2.6 Understands and follows oral and written directions in Spanish related to daily classroom activities. 1.2.7 Understands spoken and written messages in Spanish on topics of personal interest, such as family life, leisure and school activities, everyday occurrences, and current events. 1.2.8 Demonstrates comprehension of information from simple and

accessible Spanish ‐language materials. 1.2.9 Integrates multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. (SL.8.5)


Uses target language effectively o negation o direct/indirect object pronouns o past participles with “estar” o por and para o preterite vs. imperfect

1.2.11 Identifies components of visual texts, e.g. schedules, menus, advertisements, etc. 1.2.12 Identifies main ideas of familiar texts and dialogues, e.g. literary, cultural, informational and visual. 1.2.13 Detects appropriate intonation and syllabic stress. 1.2.14 Recognizes that regional differences in pronunciation and vocabulary exist. 1.2.15 Distinguishes between ser/estar



STANDARDS Unit Task




1. COMMUNICATION 1.3 Understands and interprets written Spanish on a variety of topics (reading )

The student 1.3.1 Employs reading strategies such as cognate recognition, context, and syntax to facilitate understanding of the text. 1.3.2 Reads for a variety of purposes to:

increase and reinforce vocabulary expand knowledge and cultural awareness reinforce the conventions of the language

1.3.3 Follows written instructions in Spanish. 1.3.4 Reads a variety of narrative and informational texts. 1.3.5 Draws on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. (RI.5.7) 1.3.6 Integrates information from several texts on the same topic in order to write or speak about the subject knowledgeably. (RI.5.9) 1.3.7 Asks and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. (RI.3.1) 1.3.8 Determines a theme or central idea of a text and how it is conveyed through particular details; provides a summary of the text distinct from personal opinions or judgments. (RL.6.2) 1.3.9 Uses knowledge of language and its conventions when writing, speaking, reading, or listening. (L.5.3)


1.3.10 Determines the main idea of a text; recounts the key details and explains how they support the main idea. (RI.3.2)




1. COMMUNICATION 1.4 Presents information concepts, and ideas in Spanish to an audience of listeners or readers (writing)

The student 1.4.1 With some guidance and support from peers and adults, develops and

strengthens writing as needed by planning, revising, editing, rewriting, or trying a new approach. (W.6.5)

1.4.2 Demonstrates command of the conventions of the target language capitalization, punctuation, and spelling when writing. (L.7.2)






STANDARDS Unit Task




1.4.3 Integrates multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. (SL.8.5)



2. CULTURES 2.1 Demonstrates general

knowledge of the Spanish‐speaking world

The student 2.1.1 Identifies the location of the Spanish‐ speaking countries. 2.1.2 Compares customs of greetings and introductions. 2.1.3 Identifies the similarities and differences between school life in their

own region and in one or more Spanish‐ speaking countries. 2.1.4 Explores the unique social customs and traditions of the Spanish‐

speaking cultures. 2.1.5 Integrates information presented in different media or formats (e.g.,

visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue. (RI.6.7)

2.1.6 Integrates information from several texts on the same topic in order to

write or speak about the subject knowledgeably. (RI. 5.9) 2.1.7 Determines a central idea of a text and how it is conveyed through

particular details; provides a summary of the text distinct from personal opinions or judgments. (RI.6.2)

2.1.8 Recognizes the dance and music of different countries.




2.CULTURES 2.2 Demonstrates an

understanding of the relationship between the products and perspectives of the culture studied

The student 2.2.1 Explores the products and perspectives that define the Spanish‐

speaking cultures ( including art museums, monuments, foods and cultural icons).

2.2.2 Listens to music and watches Spanish‐language film or television

programs that are popular with young people in various parts of the world.

2.2.3 Learns about and recognizes artistic contributions from Spanish‐

speaking cultures in areas such as art, music, dance, drama, theater, film, fashion, and cuisine.






STANDARDS Unit Task




2.2.4 Recognizes the differences and similarities that distinguish Spanish‐ speaking cultures from each other.

3. CONNECTIONS 3.1 Reinforces and furthers

their knowledge of other disciplines through the study of Spanish

The student 3.1.1 Recognizes and uses appropriate mathematical notations and measurements, such as:

24‐hour clock currency decimal usage metric system temperature

as used in the Spanish‐speaking world. 3.1.2 Identifies and uses parts of speech that include

nouns verbs adverbs gerunds subjects adjectives pronouns interrogatives prepositions

3.1.3 Strengthens oral presentation skills in target language and English through

presentations dialogues role playing communication activities, etc.

3.1.4 Uses technology skills such as:

Internet research Power Point ™ Publisher ™ Microsoft Word™ Excel™ Web pages

to demonstrate understanding of the target language. 3.1.5 Makes strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. (SL.11‐12.5)






STANDARDS Unit Task




3.1.6 Integrates visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. (RH 6‐8.7) 3.1.7 Examines basic

arts o dance o music o artists and their work

geography of the Spanish speaking world o climate o continents o bodies of water

technology o research o wiki o podcasts o Power point ™

3. CONNECTIONS 3.2 Acquires information

and recognizes distinctive viewpoints that are only available through the Spanish language and the Spanish culture

The student 3.2.1 Utilizes a variety of research strategies (e.g. summarizing, utilizing

graphic organizers, note‐taking). 3.2.2 Employs appropriate reading strategies e.g. summarizing and jigsaw

reading, Think‐ Pair‐Share, choral reading, read‐aloud, guessing meaning from context.

3.2.3 Self‐assesses world views by comparing/contrasting his/her culture to

others’. 3.2.4 Listens attentively and analyzes various perspectives, e.g. nuances with

language tú vs. Ud.




COMPARISONS 4.1 Demonstrates

understanding of the nature of language through comparisons of Spanish and their native language

The student 4.1.1 Compares grammar and structure between Spanish and English. 4.1.2 Recognizes and uses cognates/false cognates and derivatives.

4.1.3 Compares and contrasts the use of idioms. 4.1.4 Predicts the meaning of words based on prior knowledge.

4.1.5 Compares the construction of negatives between Spanish and English. 4.1.6 Identifies differences in language characteristics, e.g. gender






STANDARDS Unit Task




agreement and syntax. 4.1.7 Identifies differences in pronunciation systems. 4.1.8 Demonstrates understanding of figurative language, word relationships, and nuances in word meanings.

Interprets figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.

Analyzes nuances in the meaning of words with similar denotations (L.9‐10.5)

4. COMPARISONS 4.2 Demonstrates

understanding of the concept of culture through the comparisons of _____cultures and his/her own

The student 4.2.1 Discusses and analyzes the differences and similarities between American and Spanish‐speaking cultures. 4.2.2 Identifies different forms of social etiquette, e.g. forms of address, body language, and greetings. 4.2.3 Compares cultural products and practices, e.g. sports, holidays, and foods. 4.2.4 Compares social structures, e.g. families and school. 4.2.5 Identifies elements of various Spanish‐speaking cultures. 4.2.6 Compares dance and music of Spanish‐speaking countries to each other and to those of the US. 4.2.7 Compares and contrasts various Spanish‐speaking cultures.




5 COMMUNITIES 5.1 Uses the language both

within and beyond the school setting

The student 5.1.1 Identifies and shares examples of the target language in daily life. 5.1.2 Shares knowledge of the target language and culture with others. 5.1.3 Accesses international media and the arts. 5.1.4 Uses the target language in the school community, e.g.

greeting one another in hallways in target language introducing one’s friends to each other in target language labeling items around the school in the target language giving a weather report in the target language giving a greeting/phrase of the week in the target language utilizing the language to experience news and entertainment






STANDARDS Unit Task




available through print and electronic Spanish language media writing a letter in the target language communicating by e‐mail in the target language

5.1.5 Begins to understand authentic language and culture through access to native speakers and authentic reading materials.

5.1.6 Reflects on and discusses careers promoting bilingualism. 5.1.7 Participates in the Middletown Public Schools International Festival.

COMMUNITIES 5.2 Shows evidence of

becoming life‐long learners by using the language for personal enjoyment or enrichment

The student

5.2.1 Applies acquired knowledge for personal enrichment, such as attending movies, plays, concerts, and art exhibits. 5.2.2 Demonstrates interpersonal skills in the target language, e.g. listening politely, working in groups, and communicating effectively. 5.2.3 Demonstrates logical decision‐making in real life situations, such as ordering from a menu, shopping in a store, etc.

5.2.4 Listens to and sings along to music in the target language.

5.2.5 Engages in direct/indirect contact experiences with native speakers.




Documents

World Languages Middletown Public Schools Spanish II ... · PDF fileWorld Languages ‐Middletown Public Schools Spanish II Curriculum ... o Daily Routine ... present tense regular