Download Spanish II - Grades 9-12

CURRICULUM
FOR
SPANISH II
GRADES 9 -10
This curriculum is part of the Educational Program of Studies of the Rahway Public Schools.
ACKNOWLEDGMENTS
Christine H. Salcito, Director of Curriculum and Instruction
John Perillo, Supervisor of Special Projects
The Board acknowledges the following who contributed to the preparation of this curriculum.
Susana Montiero
Subject/Course Title:
Date of Board Adoptions:
Spanish II
Grades 9-10
May 21, 2013
RAHWAY PUBLIC SCHOOLS CURRICULUM
UNIT OVERVIEW
Content Area: World Languages: Spanish II
Unit Title: Mis amigos y yo (My friends and I) – Lección Preliminar
Target Course/Grade Level: Grades 9-10
Unit Summary: In this Unit, students will review important grammar and vocabulary learned in Spanish I. From a cultural standpoint, students will focus
on the Hispanic population in Florida.
Approximate Length of Unit:
Approximately 2 weeks.
Primary interdisciplinary connections: Language Arts, World Cultures, Mathematics, Geography
LEARNING TARGETS
Standards:
Standard 7.1 World Languages:
All students will be able to use a world language in addition to English to engage in meaningful conversation, to understand and interpret spoken and
written language, and to present information, concepts, and ideas, while also gaining an understanding of the perspectives of other cultures. Through
language study, they will make connections with other content areas, compare the language and culture studies with their own, and participate in home
and global communities.
CPI#:
7.1.NH.A.1
Recognize familiar words and phrases, understand the main idea, and infer the meaning of some highly contextualized,
unfamiliar spoken or written words contained in culturally authentic materials using electronic information sources related to targeted
themes.
7.1.NH.A.2
Demonstrate comprehension of a series of oral and written directions, commands, and requests through appropriate physical response.
7.1.NH.A.3
Recognize some common gestures and cultural practices associated with the target cultures.
7.1.NH.A.4
Identify people, places, objects, and activities in daily life based on oral or written descriptions.
7.1.NH.A.5
Demonstrate comprehension of short conversations and brief written messages on familiar topics.
7.1 NH.A.6
Identify the main idea and other significant ideas in reading from age – and level – appropriate, culturally authentic materials.
7.1 NH.B.2
Give and follow a series of oral and written directions, commands, and requests for participating in age – and level appropriate classroom
and cultural activities.
7.1 NH.B.5
Converse on a variety of familiar topics and/or topics studied in other content areas.
7.1 NH.C.2
Create and present brief messages, poems, rhymes, songs, short plays, or role-plays using familiar vocabulary orally or in writing.
Standard 9.1.12
21st-Century Life & Career Skills:
All students will demonstrate the creative, critical thinking, collaboration, and problem-solving skills needed to function successfully as both global
citizens and workers in diverse ethnic and organizational cultures.
CPI#:
9.1.12.D.1
Interpret spoken and written communication within the appropriate cultural context.
9.1.12.F.2
Demonstrate a positive work ethic in various settings, including the classroom and during structured learning experiences.
Unit Understandings
Students will…
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Understand the influence of Cuban artists in Miami.
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Express what people like and don’t like.
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Identify and describe people.
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Describe how people feel.
Unit Essential Questions
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What is the influence of the Cuban community in Florida?
How can artists participate in community events where you live?
Knowledge and Skills
Students will know…
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Vocabulary: people, appearances, qualities, activities, locations, descriptions, food.
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Definite and indefinite articles.
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Subject pronouns.
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Adjectives.
•
Art in La Calle Ocho.
Students will be able to…
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Use the verb gustar.
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State where people go using the verb ir.
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Explain what people do.
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Conjugate regular and stem-changing present-tense verbs.
EVIDENCE OF LEARNING
Assessment
What evidence will be collected and deemed acceptable to show that students truly “understand”?
•
•
•
•
•
Teacher made tests
Teacher made quizzes
Dictations
Oral presentations
Essays
Learning Activities
What differentiated learning experiences and instruction will enable all students to achieve the desired results?
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When reviewing definite articles, have students write each article on an index card or piece of paper. Call out a noun as you write it on the board
(chicas). Students need to raise the card or paper with the corresponding article while saying it along with the noun (las chicas).
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Play the fly swatter game to practice the verb ser. Divide the class in two teams, each team standing in line in front of a board with the verb
forms written on it. The two students in front of the lines are each given a fly swatter, and when you call out a subject pronoun (yo), the first
student that swats the correct verb form (soy) wins a point for the team. Both students sit down and the game continues until all students are
seated. The team with the most points wins.
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Ask students to analyze the similarities and differences between adjectives in English and Spanish using a Venn diagram. In the English circle,
students should write the fact that adjectives have only one form and that they appear before a noun. In the Spanish circle, students should write
the fact that adjectives have different endings depending on the gender and number of the noun they describe, and that the adjectives generally
appear before the noun. In the overlapping area students should write the fact that adjectives describe nouns.
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Provide practice and review of adjective-noun agreement by changing sentences from masculine to feminine or from singular to plural. (El
chico es dominicano. → La chica es dominicana.) (La maestra es baja. → Las maestras son bajas.)
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When reviewing the verb tener on index cards or pieces of paper. Then call out a name (Manuel y yo) and have students hold up the correct
verb form (tenemos) and say it out loud. Continue until the class is almost error-free.
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Have the class sit in a large circle or in smaller group circles. One student says a short sentence with me gusta. (Me gusta el helado). The
student to his or her right repeats the sentence and adds another thing. (Me gustan el pescado y la televisión.) Students continue repeating and
adding to what has been said until everyone has spoken. If a student forgets an item, he or she must ask the appropriate student: ¿Qué te gusta?
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Have students stand up and act out the actions you name: jugar al fútbol, escuchar música, escribir, leer libros cómicos, estudiar, mirar la
televisión.
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Have students make four sets of strips of paper, each set using a different color paper. Write A mí, A ti, A Raquel, A nosotros, A mis
hermanos on the first set; me, te, le, nos, les on the second set; gusta and gustan on the third set; and la pizza, los libros, las manzanas,
comer on the fourth set. Have students form as many sentence variations as they can.
Ask students to write how they feel during the course of a given day. Encourage them to express their feelings in a poem.
Distribute magazines that are age and content appropriate and have many pictures of people. Have students work in pairs to describe how the
people in the pictures feel. They should discuss when they also feel that way. (El señor Acevedo está muy cansado. Yo estoy cansada cuando
estudio mucho.)
Encourage students to create their own rhymes or chants to help them remember the present-tense verb endings. Ask them to share their chants
with the rest of the class. If they wish, they can bring music to class for accompaniment.
RESOURCES
Teacher Resources:
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•
•
•
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•
•
Textbook: ¡Avancemos! 2
Workbook: ¡Avancemos! 2
Rhyme grammar book
Powerpoints on vocabulary and grammar
Videos from my.hrw.com
Games, quizzes, and flashcards from www.classzone.com
Music
Internet
Equipment Needed:
•
•
Computer with Internet access
Projector
RAHWAY PUBLIC SCHOOLS CURRICULUM
UNIT OVERVIEW
Content Area: World Languages: Spanish II
Unit Title: A conocer nuevos lugares (Meeting new places) – Unidad 1 - Lecciόn 1 y 2
Target Course/Grade Level: Grades 9-10
Unit Summary: In this Unit, students will be able to discuss travel preparations and talk about things they do at an airport. Students will also be able to
ask for information on how to get around town while on vacation. In lesson 2 of this unit the preterit is introduced and students will be able to begin
speaking about the past and what they did on vacation. From a cultural standpoint, students will focus on Costa Rica and its natural parks.
Approximate Length of Unit: Approximately 6 weeks (3 weeks per lesson)
Primary interdisciplinary connections: Language Arts, World Cultures, Mathematics, Geography, Music.
LEARNING TARGETS
Standards:
Standard 7.1 World Languages:
All students will be able to use a world language in addition to English to engage in meaningful conversation, to understand and interpret spoken and
written language, and to present information, concepts, and ideas, while also gaining an understanding of the perspectives of other cultures. Through
language study, they will make connections with other content areas, compare the language and culture studies with their own, and participate in home
and global communities.
CPI#:
7.1.NH.A.1
Recognize familiar words and phrases, understand the main idea, and infer the meaning of some highly contextualized,
unfamiliar spoken or written words contained in culturally authentic materials using electronic information sources related to targeted
themes.
7.1.NH.A.2
Demonstrate comprehension of a series of oral and written directions, commands, and requests through appropriate physical response.
7.1.NH.A.3
Recognize some common gestures and cultural practices associated with the target cultures.
7.1.NH.A.4
Identify people, places, objects, and activities in daily life based on oral or written descriptions.
7.1.NH.A.5
Demonstrate comprehension of short conversations and brief written messages on familiar topics.
7.1 NH.A.6
Identify the main idea and other significant ideas in reading from age – and level – appropriate, culturally authentic materials.
7.1 NH.B.2
Give and follow a series of oral and written directions, commands, and requests for participating in age – and level appropriate classroom
and cultural activities.
7.1 NH.B.5
Converse on a variety of familiar topics and/or topics studied in other content areas.
7.1 NH.C.2
Create and present brief messages, poems, rhymes, songs, short plays, or role-plays using familiar vocabulary orally or in writing.
Standard 9.1.12
21st-Century Life & Career Skills:
All students will demonstrate the creative, critical thinking, collaboration, and problem-solving skills needed to function successfully as both global
citizens and workers in diverse ethnic and organizational cultures.
CPI#:
9.1.12.D.1
Interpret spoken and written communication within the appropriate cultural context.
9.1.12.F.2
Demonstrate a positive work ethic in various settings, including the classroom and during structured learning experiences.
Unit Understandings
Students will…
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Discuss travel preparations.
•
Identify places around town.
•
Use interrogative words to ask for information.
•
Explain what was done in the past.
Unit Essential Questions
•
•
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How does art reflect life and values of a country?
Why should a country preserve its nature?
What relationship do the geography and climate of a country have with its traditional plates?
Knowledge and Skills
Students will know…
•
Vocabulary: items needed to travel, travel preparations, locations around town, airport, vacation activities, vacation lodgings, gifts and
souvenirs.
•
Direct and indirect object pronouns.
•
Adrián Gómez and Jeannette Carballo’s artwork.
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Natural parks in Costa Rica and Chile.
Students will be able to…
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Use definite and indefinite articles.
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Say where they go around town using “personal a.”
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Talk about things that are done at an airport.
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Ask how to get around town.
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Use prepositions of location.
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Conjugate –ar and irregular verbs in the preterit.
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Inform others of where they went and what they did.
•
Buy gifts and souvenirs.
EVIDENCE OF LEARNING
Assessment
What evidence will be collected and deemed acceptable to show that students truly “understand”?
•
Teacher made tests
•
Teacher made quizzes
•
Dictations
•
Oral presentations
•
Essays
Learning Activities
What differentiated learning experiences and instruction will enable all students to achieve the desired results?
•
In pairs, have each student draw five items they would pack to take on a trip. When they finish, have them exchange drawings. Students will
take turns asking ¿Qué pones en tu maleta? and respond by using the other person’s drawing.
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When introducing travel vocabulary, organize it into four categories using a chart: En la agenica / En la casa / Antes del vuelo en el
aeropuerto / Después del vuelo en el aeropuerto. This will help students memorize the vocabulary in parts.
•
Divide students into groups of three and have them choose areas in Costa Rica they would like to visit. Then have them role-play a couple
visiting a travel agency and arranging an itinerary for the trip. They should discuss the order of their plans.
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Write 10 sets of sentences on the board in order to explain direct object pronouns. Have students identify the direct object noun in the first
sentence of each set. Ask them whether the noun is plural or singular and masculine or feminine. Then ask them what direct object pronoun they
would use to replace that noun. Have students work in pairs to complete the other sentences. (Hablo en español con mis padres. Ellos me
entienden muy bien.)
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Have students write 5-6 sentences describing what they did on a recent trip, using direct object pronouns, but the sentences should not be in
chronological order. Ask them to exchange papers and put each other’s sentences in order and read them aloud to each other.
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Create a 4 column chart on the board, Subject – Action – What? – To/For whom? and write a sample sentence underneath, Ana – da – un
regalo – a su amiga. Restate the sentence using the indirect object pronoun: Le da un regalo. Continue writing sentences with other verbs (dar,
comprar, mandar, escribir).
List the following words on the board: el ascensor, la llave, la habitación doble, tomar fotos, dar una caminata, montar a caballo, pescar,
pagar con dinero en efectivo. Call on volunteers to act out a randomly chosen word or phrase and have the rest of the class guess it.
Make a list of 10 incomplete questions on the board. Ask students to complete the questions with the correct interrogative words. Remind them
to use accents correctly and that some interrogative words have masculine, feminine, and plural forms.
Give students a list of ten regular –ar verbs. Instruct them to conjugate the verbs in the preterit tense. Then ask students to use a few of the
conjugated verbs in complete sentences. Remind them to use accents when necessary.
Instruct students to write an e-mail to a friend about things they did last summer. The letter should include at least five activities in the preterit
tense. Invite volunteers to read their e-mails to the class.
Write simple sentences that contain ir, ser, hacer, ver and dar in the preterit. Write one sentence at a time on the board and ask students to
identify the verb in its infinitive and explain its meaning in English.
Ask multiple questions using ir, ser, hacer, ver and dar in the preterit. Ask personal questions that focus on one verb at a time. For example:
¿Qué hiciste ayer?
Have students write a journal entry about what they did the past week. The entry should include ir, ser, hacer, ver, dar, and five regular –ar
verbs in the preterit tense. Encourage students to include insights or reflections about things that have happened in their lives. Assist them if they
have difficulty expressing themselves.
Have students create a poster for a travel agency that advertises trips to Costa Rica. Posters should include colorful illustrations and informative
captions for each of the adventure activities.
Instruct students to research a national park in Costa Rica and create a visual essay about the park. Students may use images from the Internet,
magazines, or do their own drawings to illustrate unique aspects of the park. Have them present their “essays” to the class.
RESOURCES
Teacher Resources:
•
•
•
•
•
•
•
•
Textbook: ¡Avancemos! 2
Workbook: ¡Avancemos! 2
Rhyme grammar book
Powerpoints on vocabulary and grammar
Videos from my.hrw.com
Games, quizzes, and flashcards from www.classzone.com
Music
Internet
Equipment Needed:
•
•
Computer with Internet access
Projector
RAHWAY PUBLIC SCHOOLS CURRICULUM
UNIT OVERVIEW
Content Area: World Languages: Spanish II
Unit Title: ¡Somos saludables! (We are healthy!) – Unidad 2 - Lección 1 y 2
Target Course/Grade Level: Grades 9-10
Unit Summary: In this Unit, students will be able to have conversations about sporting events and athletes and discuss ways to stay healthy. Students
will also be able to point out specific people and things. While discussing their daily routine, they will be able to retell events from the past and the
present. From a cultural standpoint, students will focus on culture from Argentina and the World Cup.
Approximate Length of Unit: Approximately 6 weeks (3 weeks per lesson)
Primary interdisciplinary connections: Language Arts, World Cultures, Mathematics, Geography, Music.
LEARNING TARGETS
Standards:
Standard 7.1 World Languages:
All students will be able to use a world language in addition to English to engage in meaningful conversation, to understand and interpret spoken and
written language, and to present information, concepts, and ideas, while also gaining an understanding of the perspectives of other cultures. Through
language study, they will make connections with other content areas, compare the language and culture studies with their own, and participate in home
and global communities.
CPI#:
7.1.NH.A.1
Recognize familiar words and phrases, understand the main idea, and infer the meaning of some highly contextualized,
unfamiliar spoken or written words contained in culturally authentic materials using electronic information sources related to targeted
themes.
7.1.NH.A.2
Demonstrate comprehension of a series of oral and written directions, commands, and requests through appropriate physical response.
7.1.NH.A.3
Recognize some common gestures and cultural practices associated with the target cultures.
7.1.NH.A.4
Identify people, places, objects, and activities in daily life based on oral or written descriptions.
7.1.NH.A.5
Demonstrate comprehension of short conversations and brief written messages on familiar topics.
7.1 NH.A.6
Identify the main idea and other significant ideas in reading from age – and level – appropriate, culturally authentic materials.
7.1 NH.B.2
Give and follow a series of oral and written directions, commands, and requests for participating in age – and level appropriate classroom
and cultural activities.
7.1 NH.B.5
Converse on a variety of familiar topics and/or topics studied in other content areas.
7.1 NH.C.2
Create and present brief messages, poems, rhymes, songs, short plays, or role-plays using familiar vocabulary orally or in writing.
Standard 9.1.12
21st-Century Life & Career Skills:
All students will demonstrate the creative, critical thinking, collaboration, and problem-solving skills needed to function successfully as both global
citizens and workers in diverse ethnic and organizational cultures.
CPI#:
9.1.12.D.1
Interpret spoken and written communication within the appropriate cultural context.
9.1.12.F.2
Demonstrate a positive work ethic in various settings, including the classroom and during structured learning experiences.
Unit Understandings
Students will…
•
Discuss ways to stay healthy.
•
Express their feelings for specific sports.
•
Discuss their daily routine.
•
State what people are doing or intend to do.
Unit Essential Questions
•
•
•
How do comic strips represent culture of a country?
How does an artist use abstract art to communicate?
What are popular sports or activities in your community?
Knowledge and Skills
Students will know…
•
Vocabulary: sporting events, sports competitions, sports equipment, ways to stay healthy, describing athletes, emotions, daily routines, parts of
the body, personal care items.
•
Demonstrative adjectives and pronouns.
•
Sports and Argentinean culture in the art of Antonio Berni.
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Abstract art and comic strips.
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The history of the World Cup.
•
Daily and athletic routines in Argentina and Colombia.
Students will be able to…
•
Talk about sporting events and athletes.
•
Point out specific people and things.
•
Retell events from the past.
•
Conjugate –er and –ir verbs in the preterit.
•
Conjugate reflexive verbs.
•
Use the present progressive.
•
Form adverbs with –mente.
•
Clarify the sequence of events.
EVIDENCE OF LEARNING
Assessment
What evidence will be collected and deemed acceptable to show that students truly “understand”?
•
Teacher made tests
•
Teacher made quizzes
•
Dictations
•
Oral presentations
•
Essays
Learning Activities
What differentiated learning experiences and instruction will enable all students to achieve the desired results?
•
Have pairs discuss their preferred form of physical activity of sport and say why they like it, how often they do it, and for how long they have
been practicing it. Ask them to include details. (Me gusta jugar al fútbol. Lo juego todos los días con mis amigos en el parque. )
•
Ask students to think about what they do regularly and whether or not they have healthy habits. Have them list foods they have eaten and any
activities they have done (daily chores, pastimes, sports, etc.) over the past two days. Then have them group the foods and activities into those
that contribute to a healthy lifestyle and those that do not.
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Have students create a poster with visual images and written information about the topic Mantenerse en forma. Have them present this poster to
the class and briefly review the key concepts featured on the poster.
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When explaining adverbs, have a student model the many ways to kick an imaginary soccer ball as you prompt him or her with the following
adverbs: perezosamente, rápidamente, alegremente. Have the student say how he or she is kicking the ball (Lo hago rápidamente). Repeat with
students modeling and describing a different activity, such as eating.
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Ask students to think of three things they have done over the past week. List the days of the week and regular –er and –ir verbs that describe
daily activities (comer, beber, corer, recibir, escribir, vender) to prompt their thinking. Have them say what they did on a given day repeating
the preterit yo form with each verb. (Yo comí una hamburguesa el lunes. Yo corrí el jueves.)
Have students write down as many sentences as they can to describe things that have happened since the beginning of the day. Ask them to
include the time at which they did or completed the activity. Set a time limit of 5 minutes. Once time is up, have students share their sequence of
events.
Label objects in the classroom and have students sit on one area of the classroom. Explain how objects are close to, a bit farther away, and very
far away from them. Have students label each object with the correct demonstrative adjective and pronoun.
Display three paintings or drawings in different parts of the classroom. Have students pretend they are art critics who must critique each piece of
art, using the terms esta pintura, esa pintura, and aquella pintura. Ask students to study each piece and then comment on it using as may
descriptive words as they can.
Have students draw a basic picture of a boy or a girl. Review vocabulary they already know for different parts of the body and ask students to
label them in the picture. Give students names of body parts they did not mention and finish labeling them.
Divide the class into two to three teams. Call out a brand name of personal care products, like el jabón. The first team to call out a category gets
a point. Repeat, varying the categories. Some items you may include are la pasta de dientes, la crema de afeitar, el champú, el maquillaje, el
desodorante.
Create a table on the board with the following four headings: Por la mañana, Por la noche, Mañana y noche, No lo hago. Name routines such
as maquillarme, acostarme, cepillarme los dientes, and ask students to categorize each activity and write it under the appropriate heading.
Have students create a collage by cutting out at least four magazine ads that show personal care activities and gluing or taping them to
construction paper. They must then add Spanish captions using reflexive verbs.
Divide the class into two groups. Give one group colored slips of paper on which to write a personal care verb in its non-reflexive form (afeitar,
bañar, etc.). Give the other group white slips on which to write a reflexive pronoun (me, te, etc.). Have students partner up to put two different
slips together and make up a sentence using the reflexive verb.
Present this word problem to the class. Arturo se levanta a las seis y se entrena por dos horas y media. Después se baña por quince
minutos. Luego, se peina y se afeita en quince minutos. Por fin, se pone el desodorante y se viste en diez minutos. ¿Qué hora es?
(Answer: Son las nueve y diez.) After solving the problem, have students write similar word problems and exchange them with a partner.
Help students make a flow chart to summarize the steps for forming the present progressive. Number and name the key steps: 1. Find the
subject; 2. Choose the correct form of estar; 3. Decide if the action verb ending is –ar, -er, -ir; 4. Replace it with either –ando or –iendo.Review
stem changes and spelling changes as needed.
Have each student think of a place or an activity they enjoy doing. Then have them draw a picture of the place/activity. As they complete their
illustrations, have then write a caption stating what is happening, using the present progressive.
Divide the class into teams of four to five people. Hold up a picture of a person, people, or animal, and give the groups three minutes to record
as many present progressive statements as possible about what the person is doing in the picture. Give a point for each different verb used
correctly in the present progressive.
Have students keep a journal for three days, in which they record their activities at three distinct points during each day. Each entry (a total of
nine) should include the date and time, and a description of what the student is doing, using the present progressive.
RESOURCES
Teacher Resources:
•
•
•
•
•
•
•
•
Textbook: ¡Avancemos! 2
Workbook: ¡Avancemos! 2
Rhyme grammar book
Powerpoints on vocabulary and grammar
Videos from my.hrw.com
Games, quizzes, and flashcards from www.classzone.com
Music
Internet
Equipment Needed:
•
•
Computer with Internet access
Projector
RAHWAY PUBLIC SCHOOLS CURRICULUM
UNIT OVERVIEW
Content Area: World Languages: Spanish II
Unit Title: Vamos de compras! (Let’s go shopping!) – Unidad 3 - Lecciόn 1 y 2
Target Course/Grade Level: Grades 9-10
Unit Summary: In this Unit, students will have short conversations about clothing and personal needs. They will also talk about items at a marketplace
and express opinions about what they are buying. Students will also be able to describe past activities and events and express themselves courteously.
From a cultural standpoint, students will focus on Puerto Rico.
Approximate Length of Unit: Approximately 6 weeks (3 weeks per lesson)
Primary interdisciplinary connections: Language Arts, World Cultures, Mathematics, Geography, Music.
LEARNING TARGETS
Standards:
Standard 7.1 World Languages:
All students will be able to use a world language in addition to English to engage in meaningful conversation, to understand and interpret spoken and
written language, and to present information, concepts, and ideas, while also gaining an understanding of the perspectives of other cultures. Through
language study, they will make connections with other content areas, compare the language and culture studies with their own, and participate in home
and global communities.
CPI#:
7.1.NH.A.1
Recognize familiar words and phrases, understand the main idea, and infer the meaning of some highly contextualized,
unfamiliar spoken or written words contained in culturally authentic materials using electronic information sources related to targeted
themes.
7.1.NH.A.2
Demonstrate comprehension of a series of oral and written directions, commands, and requests through appropriate physical response.
7.1.NH.A.3
Recognize some common gestures and cultural practices associated with the target cultures.
7.1.NH.A.4
Identify people, places, objects, and activities in daily life based on oral or written descriptions.
7.1.NH.A.5
Demonstrate comprehension of short conversations and brief written messages on familiar topics.
7.1 NH.A.6
Identify the main idea and other significant ideas in reading from age – and level – appropriate, culturally authentic materials.
7.1 NH.B.2
Give and follow a series of oral and written directions, commands, and requests for participating in age – and level appropriate classroom
and cultural activities.
7.1 NH.B.5
Converse on a variety of familiar topics and/or topics studied in other content areas.
7.1 NH.C.2
Create and present brief messages, poems, rhymes, songs, short plays, or role-plays using familiar vocabulary orally or in writing.
Standard 9.1.12
21st-Century Life & Career Skills:
All students will demonstrate the creative, critical thinking, collaboration, and problem-solving skills needed to function successfully as both global
citizens and workers in diverse ethnic and organizational cultures.
CPI#:
9.1.12.D.1
Interpret spoken and written communication within the appropriate cultural context.
9.1.12.F.2
Demonstrate a positive work ethic in various settings, including the classroom and during structured learning experiences.
Unit Understandings
Students will…
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Express personal needs.
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Express opinions.
•
Describe past activities and events.
•
Discuss the Tainos and Puerto Rican history.
Unit Essential Questions
•
•
What do popular locations express about a culture?
What aspects of culture are represented in celebrations and festivals?
Knowledge and Skills
Students will know…
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Vocabulary: clothing and accessories, clothing fit and fashion, where you shop, items at a market, expressions of courtesy.
•
The art of José Campeche and Obed Gómez.
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Shopping centers in Puerto Rico and Peru.
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Los vejigantes and traditional masks.
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Traditional handicrafts of Puerto Rico and Panama.
Students will be able to…
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Speak about clothing and personal needs.
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Explain whom things are for using pronouns after prepositions.
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Ask for and talk about items at a marketplace.
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Conjugate irregular yo verbs in the present tense.
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Conjugate irregular verbs and –ir stem-changing verbs in the preterit tense.
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Express themselves courteously.
EVIDENCE OF LEARNING
Assessment
What evidence will be collected and deemed acceptable to show that students truly “understand”?
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Teacher made tests
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Teacher made quizzes
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Dictations
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Oral presentations
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Essays
Learning Activities
What differentiated learning experiences and instruction will enable all students to achieve the desired results?
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Have students in pairs create a simple T.V. ad in Spanish for their favorite store or brand of clothing. They should invent a jingle and
promotional copy, as well as include visuals to appeal to a particular clientele. Have students present their commercials in class.
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Bring old department-store flyers to class and distribute them to pairs of students. Instruct them to cut out pictures of clothing items covered in
the lesson vocabulary and then paste them on index cards. On the reverse side, they will write the vocabulary words. Then have them practice in
pairs with the flashcards.
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Teach students to connect some of the Spanish vocabulary to words they already know in English. For example de rayas can be compared to the
English word rays, which are associated with lines. Encourage students to make similar connections with other vocabulary words.
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Hold a fashion show in class. Ask students to wear interesting clothing for the event. They should be sure they know the vocabulary to describe
the clothing they are wearing. In pairs, students describe the clothing to help their partner prepare to announce as they parade down the
“catwalk.”
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Ask students yes/no questions to reinforce clothing vocabulary. Point to each item that you ask about to help them associate the sound of the
word and the item. Encourage students to answer in complete sentences. For example, pointing to a student’s blue shirt, you should ask: ¿Llevas
una camisa roja? The student should respond: No, no llevo una camisa roja. Llevo una camisa azul.
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Put pictures of a variety of specialty stores on the board. Bring a box of items appropriate to the shops you use to class. Have students select an
item from the box, identify it, and then say where the item can be purchased while putting the item on the floor in front of the appropriate store.
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Divide students into pairs. Give each pair a set of cards with the verbs gustar, encantar, interesar, importar, quedar. Students then make a
sentence about clothes or fashion, using the verb on the card and compare opinions. Example: Student A – No me interesa la ropa de moda.
Student B – A mí me encanta la ropa de moda.
Divide students into pairs. Have them list the clothing items each is wearing item by item, each partner should make a sentence about what the
other is wearing using gustar, encantar, quedar. They can write the sentences first and then say them to their partner for extra practice. (Me
encantan tus zapatos. No me gusta tu camisa.)
Ask students yes/no questions using verbs they know with irregular and regular yo forms. Require a complete answer with the yo form of the
verb. (-¿Vienes a clase de español los sábados? –No, no vengo a la clase de español los sábados.)
Help students with irregular verb forms by breaking conjugations into component parts and building them up again. Provide examples on the
board and then have them make “assembly lines” with index cards or sticky notes. (traer = TRA+ER; tú TRA+ES = TRAES; yo TRA+IGO
= TRAIGO)
Walk around the room, modeling and then eliciting prepositional pronouns. For example, point to a student and a book and ask ¿Este libro es
para ti? The student must respond by pointing to himself or herself ¡Es para mí!
Have students research the Plaza las Américas on the Internet and try to determine how many different stores are available. Students should then
try to create categories for the different stores. In addition, ask students to create a pie chart showing fraction/percent of store type in the Plaza,
using all Spanish.
Have students make their own clothing ads for a large department store. They should include clothing items and accessories they would want to
buy or think would sell well. They can make posters with illustrations or photos that they cut out of magazines. Have them present their ads to
the class.
Show the class pictures of what the Tainos and Spanish wore when Christopher Columbus arrived in Puerto Rico. Ask them to think about the
things they wear today. Which articles of clothing are functional, which are for decoration, and which are a combination of both? Have them
write a brief essay expressing their opinions about clothes today, drawing comparisons to the dress of the Spanish and the Tainos.
Have students research historic areas in Puerto Rico and create a visitor brochure for an area or building. They should include photos, a brief
history, and pertinent visitor information. Ask them to present their brochures to the class.
Set up a small market in your classroom. Have students in pairs browse the items in the market. They should ask each other questions about at
least five objects displayed. For example, - ¿A ti te gusta esta cerámica? – Sí, me encanta esta cerámica.
When explaining how to describe how long something has been going on, divide the class into three groups. Distribute three cards: one with the
name of an object, one with the name of a person in class, and one with time periods. Write the word Hace on the board and invite a member of
each group to come to the front and organize themselves and their cards into a logical order to the side of the word Hace. For example, Hace
ocho años que Enrique vive en su casa.
Bring in photos of different activities. As you display each one, say how long it’s been since you did the activity. Have students repeat the
process with their own responses. Write Hace _________ que… on the board. Ask volunteers to complete the sentence by writing an activity.
Have students make sentences with each of the five irregular preterites (estar, poder, poner, saber, tener)to say something about themselves in
the past. They should share their sentences with the class. (Yo estuve en Puerto Rico el verano pasado)
Conduct a conjugation bee with the preterit stem-changing verbs. Give players two colors of chalk or markers. When they spell an irregular
conjugation, they should use the second color to spell the part of the word that contains the irregular change. For example, in the word pidió
they would highlight the first i.
Have students in pairs prepare an oral presentation on a craft item from a Spanish-speaking country. They should include photos or actual
examples of the item, its origin, history of production, material content, meaning(s), and use(s). Ask students to say what they think the item
reveals about the culture that produced it.
RESOURCES
Teacher Resources:
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Textbook: ¡Avancemos! 2
Workbook: ¡Avancemos! 2
Rhyme grammar book
Powerpoints on vocabulary and grammar
Videos from my.hrw.com
Games, quizzes, and flashcards from www.classzone.com
Music
Internet
Equipment Needed:
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Computer with Internet access
Projector
RAHWAY PUBLIC SCHOOLS CURRICULUM
UNIT OVERVIEW
Content Area: World Languages: Spanish II
Unit Title: Cultura Antigua, ciudad moderna (Antique culture, modern city) – Unidad 4 - Lecciόn 1 y 2
Target Course/Grade Level: Grades 9-10
Unit Summary: In this Unit, students will be able to narrate past events and describe continuing activities in the past. They will also describe people,
places, and things, while concentrating on early civilizations. From a cultural standpoint, students will focus on Mexico and legends from indigenous
cultures.
Approximate Length of Unit: Approximately 6 weeks (3 weeks per lesson)
Primary interdisciplinary connections: Language Arts, World Cultures, Mathematics, Geography, Music.
LEARNING TARGETS
Standards:
Standard 7.1 World Languages:
All students will be able to use a world language in addition to English to engage in meaningful conversation, to understand and interpret spoken and
written language, and to present information, concepts, and ideas, while also gaining an understanding of the perspectives of other cultures. Through
language study, they will make connections with other content areas, compare the language and culture studies with their own, and participate in home
and global communities.
CPI#:
7.1.NH.A.1
Recognize familiar words and phrases, understand the main idea, and infer the meaning of some highly contextualized,
unfamiliar spoken or written words contained in culturally authentic materials using electronic information sources related to targeted
themes.
7.1.NH.A.2
Demonstrate comprehension of a series of oral and written directions, commands, and requests through appropriate physical response.
7.1.NH.A.3
Recognize some common gestures and cultural practices associated with the target cultures.
7.1.NH.A.4
Identify people, places, objects, and activities in daily life based on oral or written descriptions.
7.1.NH.A.5
Demonstrate comprehension of short conversations and brief written messages on familiar topics.
7.1 NH.A.6
Identify the main idea and other significant ideas in reading from age – and level – appropriate, culturally authentic materials.
7.1 NH.B.2
Give and follow a series of oral and written directions, commands, and requests for participating in age – and level appropriate classroom
and cultural activities.
7.1 NH.B.5
Converse on a variety of familiar topics and/or topics studied in other content areas.
7.1 NH.C.2
Create and present brief messages, poems, rhymes, songs, short plays, or role-plays using familiar vocabulary orally or in writing.
Standard 9.1.12
21st-Century Life & Career Skills:
All students will demonstrate the creative, critical thinking, collaboration, and problem-solving skills needed to function successfully as both global
citizens and workers in diverse ethnic and organizational cultures.
CPI#:
9.1.12.D.1
Interpret spoken and written communication within the appropriate cultural context.
9.1.12.F.2
Demonstrate a positive work ethic in various settings, including the classroom and during structured learning experiences.
Unit Understandings
Students will…
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Describe continuing activities in the past.
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Describe early civilizations and their activities.
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Describe the layout of a modern city.
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Determine when to use the preterit or imperfect tenses.
Unit Essential Questions
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How can a language influence a completely different language?
Why do traditional songs vary from one Spanish speaking country to another?
What can we learn from archaeological sites?
Knowledge and Skills
Students will know…
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Vocabulary: legends (characters, places, events, descriptions), characteristics of ancient or modern civilizations, city layouts.
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The art of Alfredo Zalce Torres.
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The indigenous legacy in Mexico and Ecuador.
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A Oaxacan legend.
Students will be able to…
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Narrate past events and activities.
Ask for and give directions.
Compare the ancient ant the modern in Mexico, Ecuador, and Nicaragua.
Conjugate verbs in the imperfect tense.
Form past participles.
Conjugate –car, -gar, -zar verbs in the preterit.
EVIDENCE OF LEARNING
Assessment
What evidence will be collected and deemed acceptable to show that students truly “understand”?
•
Teacher made tests
•
Teacher made quizzes
•
Dictations
•
Oral presentations
•
Essays
Learning Activities
What differentiated learning experiences and instruction will enable all students to achieve the desired results?
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Before presenting vocabulary related to characters and elements in a legend or story, have students think of legends or myths they know and
write the names on the board. Have them describe the hero and/or heroine, the villain(s), the setting, the obstacles the main characters overcome,
and the ending.
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Ask students to write sentences using the following words: los personajes, el volcán, valiente, la batalla, estar enamorado(a), la narración, la
princesa. (El enemigo y el joven son personajes importantes de la leyenda.)
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To reinforce adjective agreement, have students take turns completing sentences to describe things, using past participles as adjectives. For
example: La ventana está cerrada (cerrar). La princesa está cansada (cansar).
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Have students make a list of past participles they often use in English to describe things, such as completed, married, dressed. Have them write
the Spanish equivalents, looking up words they do not know in the dictionary. Then have them take turns reading their lists.
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Have pairs of students list two things they used to do when they were in seventh grade, and two things their teacher did. Then have them
construct sentences describing these activities, using the imperfect.
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Have students research an archaeological site in Mexico to find out what daily life was like long ago. They should present their findings in a
collage or poster with images of objects from the site and write captions in the imperfect to describe what the people used to do with the objects.
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When explaining the preterit and imperfect, use the following example: Cuando la guerra terminó, Santa Ana era president de México.
Point out that the presidency is not a distinct event, with a beginning and an end; it is the background for what happened (la guerra terminó).
Help students write other examples. You may ask them to write three activities they used to do every day as children, and three that they did
yesterday, and have them write sentences with the activities.
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Have students take turns being blindfolded or closing their eyes and following directions from their classmates: Debes seguir derecho; debes
doblar a la izquierda; debes doblar a la derecha; Para. Then have them guess where in the room they are before opening their eyes. If you
want to expand the activity, take students into the hallways in school.
Have students write the preterit of the verbs comer and vestir. Then have them compare these with the endings for the preterit of leer and
construir, and note what is the same and what is different.
Give students a list of –car, -gar, -zar verbs (buscar, pagar, empezar) and have them write a sentence for a verb with each ending using the yo
form of the preterit tense.
Review the preterit of leer and construir with students, emphasizing the spelling changes. Then have them, in pairs, write the complete
conjugations of buscar, pagar, and empezar in the preterit. Have them exchange and correct each other’s papers, paying attention to written
accents.
Ask students to draw maps of their home town, including street names and the names of three or four places of interest. Have them describe e
the places and give directions on how to get from one place to another.
Divide students into pairs. Have each student think of a city they would like to visit and look for a map of it on the Internet. Have them print out
the map, choose three or four places that interest them, and explain why. Then have them take turns asking each other for directions to those
places.
Have pairs of students research Toltec statues on the Internet or in the library. Have them draw several of the statues and write a short
description of what is known about each, then present it to the class.
With the student’s help, make a chart on the board of irregular preterit verbs students have learned, organizing it according to changes in the
verb stems and/or endings. Indicate the position in the word in which a change occurs, as in: poder: yo pude; quere: nosotros quisimos.
In groups, have students research either the Guelaguetza or the Fiesta de Yamor online. They should find out when the festival takes place, how
many days it lasts, and what is being celebrated. Each group should focus on one aspect of the festival that they then present to the class.
RESOURCES
Teacher Resources:
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Textbook: ¡Avancemos! 2
Workbook: ¡Avancemos! 2
Rhyme grammar book
Powerpoints on vocabulary and grammar
Videos from my.hrw.com
Games, quizzes, and flashcards from www.classzone.com
Music
Internet
Equipment Needed:
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•
Computer with Internet access
Projector