Download Common Curriculum Map Discipline: Foreign Language Course: Spanish 5-6

Common Curriculum Map
Discipline: Foreign Language
Course: Spanish 5-6
Review/Chapter 1:
Standards:
28.A. 3a Comprehend main messages of simple oral and audio presentations with assistance from
resources (e.g., glossaries, guided questions, outlines).
28.B.3a Respond to open-ended questions and initiate communication in various situations.
28.B.3b Produce language with improved pronunciation, intonation and inflection
28.B.2a Pose questions spontaneously in structured situations.
28.C.2a Comprehend written classroom directions, read simple passages, inter meaning of cognates and
recognize loan words.
NETS3: Students use technology tools to enhance learning.
Essential Questions:
1. How to describe myself and others?
2. How to describe people and things when applying nouns, articles, adjectives and ser vs. estar?
3. Under what circumstances is ser vs. estar used?
Content:
Review and chapter 1
1.
2.
3.
4.
5.
6.
Present tense verbs
regular -ar, -er, -ir
spelling changes
irregular
Ser vs. estar
Gender/number of nouns
B. vocabulary
1. personal data
2. descriptions
Skills:
1. Memorize verb forms of Present tense
2. Accurately choose ser/estar
3. Manipulate nouns to show singular/plural
4. Formulate questions that ask for personal data
5. Respond to questions
Assessment:
daily classwork
homework
lab activities
quizzes/test
conversation
skits and dialogues
Chapter 2:
Standards:
28.B.3a Respond to open-ended questions and initiate communication in various situations.
28.C.4a Comprehend key vocabulary as well as the main message of complex written materials without
the help of visuals
28.D.2c Present an original production (e.g., TV commercials, ads, skits, songs) using known vocabulary
and grammatical structures.
29 D.1 Recognize important people and events (e.g., special celebrations) in the history of areas where
the
target language is spoken.
29.E.1 Identify and use simple geography vocabulary (e.g., border, city, river, soil, equator) of the target
language.
NETS3: Students use technology tools to enhance learning.
Essential Questions:
1. How to define one's identity and nationality?
2. How to describe activities in the present?
3. How to describe ongoing situations?
4. How to describe ongoing actions?
Content:
1. Vocabulary: Countries and nationalities
2. Making introductions
3. Reflexive verb formation and use
4. Radical changing verbs formation and use
5. Present progressive formation and use
6. Verbs followed by infinitives
7. verbs that require prepositions
Skills:
1. Memorize vocabulary
2. Make oral introduction of a person
3. think-pair-share (questions and answers for reading)
4.attracting the attentions of another speaker
5. describe one's daily routine
6. Produce a dialog for presentation to class
7. Compare regular to radical changing verbs
8. Conjugate radical changing verbs
9. Distinguish between the use of present and present progressive tense
Assessment:
Daily classwork
homework
lab activities
quizzes and tests
Oral presentation
Participation in discussion
composition
Chapter 3:
Standards:
28.A.3a Comprehend main messages of simple oral and audio presentations with assistance from
resources (e.g., glossaries, guided questions, outlines).
28.A.4 Comprehend details of oral and audio presentations unsupported by visual aids.
28.A.3b Follow instructions in the target language as given in multistep segments for assignments and
activities in and out of the classroom.
28.B.3a Respond to open-ended questions and initiate communication in various situations.
28.B.3b Produce language with improved pronunciation, intonation and inflection.
28.B.3c Use appropriate non-verbal cues common in areas where the target language is spoken.
28.C.3a comprehend the main message of a variety of written materials with the help of resources (e.g.,
dictionary, thesaurus, software, internet, e-mail) to expand vocabulary.
29.A.1 Use common forms of courtesy, greetings and leave-takings appropriate to the time of day and
relationship (adult, peer, parent)
NETS3: Students use technology tools to enhance learning.
Essential Questions:
1. How to express wishes and desires?
2. How to make impersonal statements of necessity and opinion?
3. How to ask for, accept, and thank others for assistance?
4. What vocabulary and verbs would be required in Spanish to express household chores you have to do?
5. How is mood expressed in Spanish?
6. What must be learned to correctly use the Subjuntive mood in Spanish?
Content:
1. Vocabulary for household chores
2. Express doubt and obligation
3. Formation of Subjunctive
4. Subjunctive with verbs of volition
5. Subjunctive with verbs of emotion
review for midterm exam
midterm exam
Skills:
1. Distinguish between Present Indicative and Present subjunctive
2. Discuss chores that student's are required to do.
3. Convey obligation with different verbs in Spanish
4.Conjugate any verb in the Subjunctive
5. Construct sentences using Subjunctive
Assessment:
Daily classwork
homework
lab activities
Participation
Quizzes/Test
subjunctive book
holiday cards
Chapter 4:
Standards:
28.A.3a Comprehend main messages of simple oral and audio presentations with assistance from
resources (e.g., glossaries, guided questions, outlines).
28.A.3b Follow instructions in the target language as given in multistep segments for assignments and
activities in and out of the classroom.
28.A.4 Comprehend details of oral and audio presentations unsupported by visual aids.
28.B.3a Respond to open-ended questions and initiate communication in various situations.
28.B.3b Produce language with improved pronunciation, intonation and inflection.
28.B.3c Use appropriate non-verbal cues common in areas where the target language is spoken.
28.B.4b Express differences of meaning using proper pronunciation, intonation and inflection.
28.C.3a comprehend the main message of a variety of written materials with the help of resources (e.g.
dictionary, thesaurus, software, internet, e-mail) to expand vocabulary.
28.D.2b Present a simple written or oral report on familiar topics.
28.D.3a Write compositions and reports with a specific focus, supporting details, logical sequence and
conclusion.
29.A.1 Use common forms of courtesy, greetings and leave-takings appropriate to the time of day and
relationship (adult, peer, parent)
29.E.2 Use maps, charts, digital images, graphs and other geographic representations to describe and
discuss the countries where the target language is spoken.
NETS3: Students use technology tools to enhance learning.
Essential Questions:
1. How to get around town?
2. How to ask for directions?
3. How to give directions?
4. How to express destination, purpose, and goals?
5. How to express duration, manner, movement, and cause?
6. How to give commands?
Content:
1. Vocabulary in a city and in a building
2. Giving directions
3. Responding to directions
4. Imperative formation and use
5. Literary selection - Las Aventuras de Juan Bobo
Skills:
1. describe locations in a city or building
2. Follow oral directions
3. give directions
4. get around town
5. Construct the imperative from of any verb
6. Distinguish imperative form to be used for situation/person
Assessment:
Homework
daily classwork
homework
lab activities
reading comprehension questions
Quizzes/Test
Story Map
oral dialogue/skits
Chapter 5:
Standards:
28.A.3a Comprehend main messages of simple oral and audio presentations with assistance from
resources (e.g., glossaries, guided questions, outlines).
28.B.3a Respond to open-ended questions and initiate communication in various situations.
28.C.2a Comprehend written classroom directions, read simple passages, infer meaning of cognates and
recognize loan words.
28.C.2b Decode new vocabulary using contextual clues and drawing on words and phrases from prior
lessons.
28.D.2b Present a simple written or oral report on familiar topics.
29.A.1 Use common forms of courtesy, greetings and leave-takings appropriate to the time of day and
relationship (adult, peer, parent).
29.A.3 Demonstrate selected customs, manners and traditions in societies associated with the target
language.
NETS3: Students use technology tools to enhance learning.
Essential Questions:
1. How does one narrate past events?
2. How does one describe actions that have been going on for a while?
3. How does one express negative concepts?
Content:
1. Vocabulary for social and cultural activities
2. Vocabulary for invitations
3. Regular and irregular Preterite tense
4. Negation
Skills:
1. Memorize vocabulary
2. Use vocabulary to discuss places to go and things to do there
3. Write composition about what student did over Spring break using Preterite verbs
4. Oral presentation of an invitation
5. Apply rules to make sentences negative
6. Answer question of comprehension
7. Accept or decline an invitation
Assessment:
daily classwork
homework
laboratory activities
Quizzes/test
Pronunciation and fluency of presentation
composition
Chapter 6:
Chapter 6:
28.A.3a Comprehend main message of simple oral and audio presentation with assistance from
resources (e.g., glossaries, guided questions, outlines).
28.B.3a Respond to open-ended questions and initiate communication in various situations.
28.C.2a Comprehend written classroom directions, read simple passages, infer meaning of cognates and
recognize loan words.
28.C.2b Decode new vocabulary using contextual clues and drawing on words and phrases from prior
lessons.
28.D.2b Present a simple written or oral report on familiar topics.
29.A.1 Use common forms of courtesy, greetings and leave -takings appropriate to the time of day and
relationship (adult, peer, parent).
29.A.3 Demonstrate selected customs, manners and traditions in societies associated with the target
language.
NETS3: Students use technology tools to enhance learning.
Essential Questions:
How does one describe habitual past actions?
How does one describe situations or conditions existing in the past?
How does one narrate ia sequence of events in the past?
Content:
Grammar1. Preterite tense - formation and use
2. Imperfect tense - formation
3. Preterite vs. Imperfect
Vocabulary - social, cultural activities and sports
invitation - accept and reject
Skills:
1. Conjugate any verb in Preterite tense
2. Conjugate any verb in the Imperfect tense
3. Complete workbook exercises
4. Memorize vocabulary
5. Comprehend a literary selection
6. Answer question about the literary selection
7. Respond to audio input in laboratory
Assessment:
daily classwork
homework
laboratory activities
oral presentation
Quizzes/Tests
Chapter 7:
Standards:
28.A.4
28.B.1a
28.B.5b
28.C.2b
Comprehend details of oral and audion presentations unsupported by visual aids.
Respond to and ask simple questions with prompts.
Approximate native-like pronunciation, intonation and inflection.
Decode new vocabulary using contextual clues and drawing on words and phrases from prior
lessons.
28.C.3a Comprehend main message of a variety of written materials with the help of resources (e.g.,
dictionary, thesaurus, software, internet, e-mail) to expand vocabulary.
28.D.1a Copy/write words, phrases and simple sentences.
NETS3: Students use technology tools to enhance learning.
Essential Questions:
How to describe past actions or situations that have been going on up to the present?
How to express feelings and emotions?
How to talk about oneself and others?
Content:
Grammar:
1. Present perfect tense
2. Regular and irregular past participles
3. Subject and object pronouns
4. Double object pronouns
5. Me gusta and similar constructions
Review for finals
Skills:
1. describe situations from the near past
2. talk about oneself and others
3. express feelings and emotions
4. conjugate verbs in the present perfect
Review: Students will organize notes, complete review packets.
Assessment:
daily classwork
homework
quiz
laboratory exercises
Final Exam