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

Common Curriculum Map
Discipline: Foreign Language
Course: Spanish 5-6 Weighted
Unit 1:
Standards:
28.C.4a
28.D.2c
29.C.3a
29 D.1
29.E.1
Comprehend vocab and main message of written materials
Present an original production using known vocab and grammar
Read and retell selected literary works
Recognize important people and events
Identify and use simple geography vocab
Criss - Anticipation guide
Vocabulary map
Figuring words from context
KWL
NETS 3 Technology product tools - Students use technology tools to enhance learning
Essential Questions:
How is daily routine expressed in Spanish?
What is the connection between US celebration of Columbus Day and Hispanic celebration of Día de la
raza?
What skills are necessary to comprehend and enjoy Hispanic literature?
Content:
Vocab for story Una hija singular
Cultural note on Argentina/Uruguay
Story "Una hija singular"
Vocabulary
identity
description
Skills:
Memorize vocab
Recall vocab in Pictionary game
Predict story based on vocabulary
Reading comprehension
Recognize common suffixes and prefixes
Predict meaning of new vocab using suffixes and prefixes
K-W-L For reflexive verbs
Conjugate reflexive verbs in Present tense
Assessment:
Homework
Class participation
Worksheets
Quiz/Test
Unit 2:
Standards:
28.A.3b Follows instructions in the target language.
28.C.4a Comprehend key vocabulary as well as the main message of complex written materials.
28.D.2c Present an original production.
29.A.2 Demonstrate selected customs, manners, traditions.
CRISS - Power thinking
Graphic organizers
NETS 3 Technology product tools - Students use technology tools to enhance learning
Essential Questions:
How is the Day of the Dead celebrated in Hispanic countries?
What are some forms of courtesy used in Hispanic countries?
When would expressions of courtesy be used in Spanish?
How are verbs conjugated when the verb is a complex verb?
How are actions expressed in Spanish to convey the idea of being in progress?
Content:
Suffix and prefix identification
Day of the Dead
Courtesy
Radical changing verbs formation and use
Thanksgiving
Reflexive verbs meaning and use
Present progressive formation and use
Verbs followed by infinitives
Verbs that require prepositions
Skills:
Determine which preposition is needed with certain verbs
Correctly form complex verb structures
Produce a dialogue for presentation to class
Compare regular to radical changing verbs
Conjugate radical changing verbs
Construct a model of a radical changing verb
Participate in a discussion of customs associated with Thanksgiving
Distinguish between the use of present and present progressive tense
Assessment:
Participation in games, Matamoscas and verb relay
Quiz/Test
Worksheets
Dialogue
Participation in discussion
Homework
Intro Unit:
Standards:
28.B.3b Produce language with improved pronunciation, intonation and inflection.
28.B.2a Pose questions spontaneously in structured situations.
29.C.3a Read, discuss and write about themes and settings of selected materials in the target language
with assistance
CRISS Vocab map
NETS 3 Technology product tools - Students use technology tools to enhance learning
Essential Questions:
What must students do to approximate native-like pronunciation?
Is the student able to describe the events of the Tomatina in Spanish?
Are students able to manipulate verbs for oral and written comprehension?
Will the students be able to ask and give personal information and physical descriptions of self and others?
Content:
Alphabet
Pronunciation
Vocab about Tomatina
Present tense of regular and irregular verbs
Adjective agreement and placement
Ser vs. Estar
Skills:
Develop authentic pronunciation of vowels and consonants
Assign stress to correct syllable
Conjugate verbs in present tense
Formulate question asking for personal data and description of self or others
Respond to questions about personal data and description of self or others
Manipulate adjectives to agree in gender and number with noun
Distinguish between use of ser and estar
Assessment:
Homework
Quizzes
Unit Test
Language Laboratory activities
Ser vs. Estar poster
Tomatina essay
Oral participation
Unit 3:
Standards:
28.B.3a
28.B.3c
28.C.3a
28.D.3a
29.A..3
Respond to questions and initiate communication.
Improved pronunciation
Comprehend written materials
Write compositions
Demonstrate customs associated with target language
CRISS Graphic organizers
NETS 3 Technology product tools - Students use technology tools to enhance learning
Essential Questions:
What vocabulary and verbs are required in Spanish to discuss household chores?
How is the subjunctive mood formed in Spanish?
When is the subjunctive mood used in Spanish?
What is the Hispanic celebration of 3 Kings?
Who were the Maya?
How does the story of Balam-Acab tie in to the history of the Maya?
Content:
Vocabulary for household chores
Expressing obligation
Asking for help
Formation of Present Subjunctive
Subjunctive with verbs of volition, emotion, impersonal expression, doubt
Discuss hispanic tradition of 3 Kings
Prepare for oral and written semester exam
Skills:
Memorize vocabulary
Correctly match chore to part of house/garden
Discuss chores student are required to do.
Convey obligation with different verbs in Spanish
Conjugate any verb in the Present subjunctive
Construct sentence using Present subjunctive
Create holiday card with sentiment written in Present subjunctive
Improve listening skills
Write New Year's resolutions
Express doubt in phrases requiring subjunctive
Complete review worksheets
Practice for oral exam
Assessment:
Worksheets
Participation
Homework
Quiz/Test
Completion of holiday card project
Create mini-poster with resolutions
Lab exercises
Semester Exam
Unit 4:
Standards:
28.C.3a
28.C.4b
29.C.2a
29.D.4
Comprehend message of written material
Demonstrate understanding of written material
Read and summarize literary selection
Discuss influence of history on development of country
CRISS - Story Plan
KWL
Processing of active vocabulary
NETS 3 Technology product tools - Students use technology tools to enhance learning
Essential Questions:
Content:
Read story Balam-Acab
Overview of history of the Mayas
Skills:
Demonstrate reading comprehension
Map story
Make class presentation
Take notes in Spanish from class lecture
Assessment:
Homework
Quiz/Test
Answer reading comprehension questions
Complete story map
Group project
Unit 5:
Standards:
29.D.3 Identify key historical events and explain their influence
29.C. 2c. Summarize main points of media presentation
29 C. 3b Read, discuss and write about plot and form of literary works
28.B.3b Produce language with improved pronunciation, etc.
CRISS - K-W-L about the Mayans
Time line of Mayan history
Graphic organizer for forms of Imperative
NETS 3 Technology product tools - Students use technology tools to enhance learning
Essential Questions:
Content:
History of the Maya
Groundog Day celebration
Literary selection-No hay que complicar la felicidad
Imperative formation and use
Vocabulary in a city and in a building
Ordinal numbers
Giving directions
Responding to directions
Poetry of Antonio Machado
Skills:
Summarize the history of the Maya
Explain the tradition of the Groundhog celebration in US
Comprehend audio and written (subtitles) portions of video
Read and discuss drama
Construct the imperative from of any verb
Distinguish imperative form to be used for situation/person
Memorize vocabulary
Follow oral directions
orally give directions to partner
Memorize poem by Machado
Assessment:
worksheetsExercises in textbook
Homework
Quizzes/Tests
Produce a chart of Imperative formation
Laboratory exercises
Class participation
Completion of drawing/map using directions
Ability to recite poem
Unit 6:
Standards:
28.C.3a
28.C.2d
28.D.2c
28.D.3c
Comprehend main message of written materials with resources
Decode new vocabulary
Present original skit
Present original poem
CRISS - Think-Pair-Share
Mnemonic devices for Por vs. Para
Figuring words from context
NETS 3 Technology product tools - Students use technology tools to enhance learning
Essential Questions:
Content:
Prepositions
Emphasis on Por vy Para
Quack videos
Prepositional poem
Literary selection -- JLas aventuras de uan Bobo
Review formation and use of Preterite verbs
Listening lab
Vocabulary - springtime
Skills:
Memorize prepositions of place
Demonstrate comprehension of prepositions by physically showing place indicated
Ability to describe location of items so partner can position item correctly
Distinguish between use of por and para
Write a 7 line poem using prepositions
Learn vocabulary for literary selection
Read and comprehend literary selection
Discuss story
Learn names of spring flowers
Conjugate regular and irregular verbs in Preterite tense
Assessment:
Homework
Class participation
Proper placement of self/items in room
Listening Lab quizzes
Quiz/Test
Completion of poem project
Unit 7:
Standards:
28.A.4
28.B.3b
28.C.4a
28.D.2c
Comprehend details of oral and audio presentations
Produce language with improved pronunciation
Comprehend key vocab and main message
Present an original production (skit)
CRISS - Anticipation guide
NETS 3 Technology product tools - Students use technology tools to enhance learning
Essential Questions:
Content:
Grammar-Preterite tense - formation and use
Imperfect tense - formation
Negation
Pero/Sino/Sino que
Vocabulary - social, cultural activities and sports
invitation - accept and reject
Literature - Signos de puntuación
Skills:
Conjugate any verb in Preterite tense
Conjugate any verb in the Imperfect tense
Complete workbook exercises
Negate affirmative statements
Distinguish between the use of pero/sino/sino que
Memorize vocabulary
Extend an invitation, orally or written, to someone
Accept/reject an invitation
Write skit
Comprehend literary selection
Answer question about the literary selection
Respond to audio input in laboratory
Assessment:
Accurate workbook exercises
Homework
Quizzes/Tests
Oral presentation of skit
Comprehension of oral exercises in Laboratory
Unit 8:
Standards:
28.A.4 comprehend oral and audio presentations
28.B.5b approximate native-like pronunciation
28.C.3a comprehend written materials
28.D.5c produce original story with minimal guidelines
29.D.4
Discuss the influence of historical figures on their countries
CRISS - Graphic organizers
chart for pronouns
chart for compound tenses
RAFT
NETS 3 Technology product tools - Students use technology tools to enhance learning
Essential Questions:
Content:
Vocabulary
vacation pleasures/problems
stores/food packaging
Preterite vs. Imperfect verb tenses
Past participles
Compound tenses
Pronouns
Cinco de mayo
Oral exam
Review
Skills:
Memorize vocabulary
recall vocabulary to discuss past vacations
select store where food is purchased
choose vocabulary to discuss packaging of foods
Give oral presentation using new vocab
Conjugate verbs in Preterite tense
Conjugate verbs in Imperfect tense
Distinguish between Pret/Imp
Compose and illustrate original story using Pret/Imp
Form past participle from infinitive
Use past participles adjective
Combine past participle with form of Haber for compound tenses
Correctly choose pronoun to substitute for noun
Correctly place pronoun in relation to verb
Discuss significance of Mexican holiday
Read selection about Benito Juarez
Learn song
Complete review packet
Assessment:
Homework/worksheets
Class participation
Quiz/test
Story
Oral presentation
Review packet
Laboratory aural quiz
Unit 9:
Standards:
Essential Questions:
Content:
Oral presentations
2nd Semester Review
Skills:
Make oral presentation to class
Complete review packet
Assessment: