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Course: Spanish I Month Essential Questions Month: September - November September - Why do we study foreign language? - What are the benefits of speaking more than one language? - What are the characteristics of some Spanish-speaking countries? - What everyday words/phrases do we need to communicate in Spanish? - How to we address different people in Spanish (formal vs. informal) - What are the numbers in Spanish? How do we use them for time, date, money, age, etc? - How do we say “to be” in Spanish? - What words to we need to describe ourselves/others? - How do we say the date in Spanish? - How do we describe the weather in Spanish? What are the indefinite and definite articles in Spanish? - What are the differences between masculine and feminine words? - How do we tell time in Spanish? - What words do we need to describe the classes do we take? Teacher: Jeanne Augugliaro /Danielle Miller October - What did we learn about Puerto Rico? What are some of the most important facts about Puerto Rico? - What are the pronouns in Spanish? What do they mean? How are they different from English pronouns? - How do we tell time in Spanish? - What words do we need to describe the classes do we take? -What defines you as an individual? - What are the different kinds of verbs in Spanish? - How can I expand my writing? - How does El Día de Muertos differ from Halloween? Grade: Eight/High School November - What is the difference between “ser” and “estar?” - What are the different kinds of verbs in Spanish? How do we conjugate regular “ar” verbs? - What verbs do we need to know to describe our school and our class? - How do we describe where things are? - What vocabulary do we need to know to describe what we do after school? ▪ How do we extend written and spoken communication to daily activities and interests? Content - The 10 Top Reasons to study Spanish - weather and date and seasons - saying hello and goodbye – various forms - saying your name and someone else’s in response to questions. - numbers 1-1000 - basic classroom commands - subject pronouns – meanings and uses - verb “ser” Es/son - all conjugations of ser - indefinite/definite articles - asking how someone is and answering how you are _Classroom objects and classes - accent marks 3 rules -Ownership- El lápiz de Carina -Telling Time ¿Qué hora es? ¿A qué hora es..? - adjectives Size, ease, color - agreement of nouns and adjectives (gender and plurality) Conjugation of Ser and subject pronouns - Physical characteristics - Palabras de enlace - important facts about Puerto Rico - definite and indefinite articles - pronouns - basic classroom commands - agreement of nouns and adjectives (gender and plurality) - conjugations of “ser” -Personality characteristics - Age (young, old) -Relationships -Professions - Nationalities/countries -Origin yo soy de Francia - gender - religion - - pronouns - basic classroom commands - agreement of nouns and adjectives (gender and plurality) -SER v. Estar - regular -ar verbs and endings - position words / prepositions -Palabras de enlace - vocabulary for after-school activities (verbs, sports, instruments) Skills - Write a personal short –term and long-term goal for studying Spanish - listening, writing, reading, speaking - conjugate the verb “ser” - dramatize/role play teacher-written conversations - self-evaluate own progress - identify and use indefinite/definite articles correctly - pronounce and use new vocabulary - questioning skills - give and respond to classroom commands - describe people/places/things using correct gender and number - be able to use the words that come from other language and do not follow the rule for gender el día/ el mapa -use correct syntax to describe who owns an - listening, writing, reading, speaking - dramatize/role play teacher- and studentwritten conversations - self-evaluate own progress - identify and use indefinite/definite articles correctly - pronounce and use new vocabulary - questioning skills - give and respond to classroom commands - comparing and contrasting - describe people/places/things - explain the difference between Day of the Dead and Halloween? - listening, writing, reading, speaking - dramatize/role play teacher- and studentwritten conversations - dramatize plays - self-evaluate own progress - pronounce and use new vocabulary - questioning skills - give and respond to classroom commands - comparing and contrasting - describe pictures and actions orally and written object - describe self - Tell what it is and what time a class or an event is - state the date (ayer fue, hoy es, mañana sera) -correctly pronounce vocabulary based upon understanding of accentuation and understanding of linguistics (hiato/diptongo) - The 10 Top Reasons for studying Activities Spanish/Read/ write/reflect/share - listening, writing, reading, speaking - Zap!!! -I have, you have - reflective journaling - bi-weekly conversation - bi-weekly dictation- student directed - writing descriptions using picture prompts - pronoun usage and substitutions based on pictures - Chart paper activities - verb relay - graphic organizers - brainstorming (lists of vocabulary, adjectives, etc) - KWL charts - individual white boards - listening to music and analyzing lyrics for content, meaning, and comprehension Assessments - daily informal assessments -- listening, writing, reading, speaking - formal quizzes - class discussions - daily homework - conversation presentations - dictation quizzes - journaling - Authentic assessments - Day of the Dead differentiated reading activity - listening, writing, reading, speaking - information gap activities - daily job assignments (date and weather) - reflective journaling - Bi-weekly conversation - Bi-weekly dictation - writing descriptions using picture prompts - verb relay - graphic organizers - brainstorming (lists of vocabulary, adjectives, etc) - individual white boards - I have/You have - dice game - listening to music and analyzing lyrics for content, meaning, and comprehension - write dialogues with a partner - listening, writing, reading, speaking - performing a play for the class - information gap activities - paper plate sorting activities - reflective journaling - Bi-weekly conversation - Bi-weekly dictation - writing descriptions using picture prompts - verb relay - graphic organizers - brainstorming (lists of vocabulary, adjectives, etc) - individual white boards - dice game - listening to music and analyzing lyrics for content, meaning, and comprehension - write dialogues with a partner - daily informal assessments -- listening, writing, reading, speaking - formal quizzes - formal tests - class discussions - daily homework - conversation presentations - dictation quizzes - journaling - daily informal assessments -- listening, writing, reading, speaking - formal quizzes - formal tests - class discussions - daily homework - conversation presentations - dictation quizzes - journaling Curriculum Map Course: Spanish I Essential Questions Content Month: December-February December Capítulo 4/ Capítulo 5 ▪ How do we extend written and spoken communication to daily activities and interests? ▪ What are similarities and differences between free-time activities in Mexico and the US? ▪ How is December different from the US in Spain and Mexico? January Capítulo 4/ Capítulo 5 ▪ How do we extend written and spoken communication to daily activities and interests? ▪ How do the known patterns of grammar apply/change for new verbs? ▪ Do teenagers in Spanish-speaking countries ▪ free-time activities (ar verbs) ▪ culture: compare free-time activities in the US with those of Hispanic children ▪ culture: holidays ▪ conjugation of IR – grammar concept of ‘a’ ▪ free-time activities ▪ review free-time activities, ser, estar, time, classes, schedules, listening, speaking, and reading for the midterm ▪ regular er verbs and related vocabulary ▪ regular ir verbs and related vocabulary ▪ Cultural comparison reading from text on after the verb ▪ conjugation of DAR Conjugating verbs using Present Progressive, Near Future(IR A) and Obligation (Tener Que) ▪ transitional words, conjunctions, developing writing process ▪ continued verbs and vocabulary ▪ continued adjectives Skills Teacher: DMiller and JAugugliaro ▪ reading, writing, speaking, listening ▪ translations ▪ to manipulate vocabulary to match participate in the same leisure activities that we do in the US? ▪ How do meals in Spanish-speaking countries compare with those in the US? meals and time eaten February Capítulo 5/15 ▪ How do we extend written and spoken communication beyond what is in our immediate environment? ▪ How do the known patterns of grammar apply/change for new verbs? ▪ What are some common expressions used in written and oral communication? ▪ What are the cultural characteristics of eating/ordering in a restaurant in Spanishspeaking countries? ▪ the town/city ▪ ordinal numbers ▪ hay ▪ family ▪ tener ▪ tener expressions ▪ Restaurant vocabulary ▪ Food vocabulary ▪ Conjugation of tener, gustar ▪ syntax concerns with gustar (indirect object pronouns) ▪ continued verbs and vocabulary ▪ continued adjectives ▪ reading, writing, speaking, listening ▪ translations ▪ to manipulate vocabulary to match ▪ reading, writing, speaking, listening ▪ translations ▪ to manipulate vocabulary to match agreement of parts of speech and proper language syntax ▪ application of new verbs to writing and speaking ▪ to identify, pronounce, and conjugate verbs dealing with free-time activities in written and oral communication ▪ to distinguish and compare important similarities and differences in free-time activities in Mexico with those of the US ▪ to read, analyze, and make connections to holiday traditions in Spain and Mexico ▪ to write, prepare, and ask questions in Spanish for a Spanish-speaking visitor ▪ reading authentic text on cultural aspects agreement of parts of speech and proper language syntax ▪ to develop writing beyond discrete sentences using all prior knowledge, transitional words, etc ▪ to apply knowledge from all previously assessed topics to review activities ▪ to conjugate verbs according to the appropriate pronoun ▪ to identify, pronounce, and manipulate vocabulary to match agreement of parts of speech and proper language syntax ▪ to conjugate er/ir verbs agreement of parts of speech and proper language syntax ▪ to develop writing beyond discrete sentences ▪ to identify, pronounce, and use vocabulary about family ▪ to conjugate verbs according to the appropriate pronoun ▪ Analyze and interpret grammatical patterns ▪ journal entries ▪ storyboard writing with a partner ▪ vocabulary review games: memory, ATW, BINGO, etc ▪ skits. charades ▪ dice game ▪ listening comprehension ▪ information gap ▪ picture prompt writing ▪ verb relay ▪ mini whiteboards ▪ weekly content-related dialogue ▪ weekly content-related dictations ▪ Creating a skit for a scene in a restaurant ▪ Labeling food and items/people in ▪ daily individual informal oral assessment ▪ formal written and oral assessment ▪ Performance based- role play restaurant for conjugating new verbs ▪ To apply knowledge of restaurant vocabulary and order off of a menu in Spanish. and nterpreting the meaning Activities ▪ ▪ ▪ ▪ ▪ ▪ ▪ journal entries variety of TPR games KWL charts - graphic organizers speaker information gap storyboards Text- reading comprehension for cultural understanding on past-times in Spanishspeaking countries p. 106-108 ▪ ▪ ▪ ▪ ▪ Assessments picture prompt writing verb relay mini whiteboards weekly content-related dialogue weekly content-related dictations Verb book entries 4 forms ▪ daily individual informal oral assessment ▪ formal written and oral assessment - formal quizzes class discussions daily homework conversation presentations - formal quizzes class discussions daily homework conversation presentations restaurant ▪ Creating a menu with pricing ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ journal entries dice game listening comprehension information gap picture prompt writing verb relay mini whiteboards weekly content-related dialogue weekly content-related dictations scene ▪ daily individual informal oral assessment ▪ formal written and oral assessment - formal quizzes - class discussions - dictation quizzes - journaling - dictation quizzes - journaling ▪ evaluation of increasing/improving use of previously assessed topics ▪ is there correct application of conjugation, verbs, vocabulary, agreement, and syntax? ▪ can students make inferences about cultural traditions and activities based on discussion, reading selections, and prior knowledge? ▪ rubrics for storyboards ▪ evaluation of increasing/improving use of previously assessed topics ▪ is there correct application of conjugation, verbs, vocabulary, agreement, and syntax? ▪ can students begin to develop writing with imagination, basic story elements, and appropriate verbs and vocabulary? ▪ midterm exam (written, oral, listening) - daily homework conversation presentations dictation quizzes journaling ▪ evaluation of increasing/improving use of previously assessed topics ▪ is there correct application of conjugation, verbs, vocabulary, agreement, and syntax? ▪ can students use family vocabulary to describe their own family as well as other people’s? Curriculum Map Course: Spanish I Essential Questions Content Teacher: DMiller and JAugugliaro March Capítulo 6/ Capítulo 7 ▪ How do we extend written and spoken communication beyond what is in our immediate environment? ▪ How do the known patterns of grammar apply/change for new verbs? How do these patterns change when using more than one verb in a sentence? ▪ What are some common expressions used in written and oral communication? ▪ What significance does the family hold in April Capítulo 6/ Capítulo 7 ▪ How do we extend written and spoken communication beyond what is in our immediate environment? ▪ How do the known patterns of grammar apply/change for new verbs? How do these patterns change when using more than one verb in a sentence? ▪ What are some common expressions used in written and oral communication? ▪ What significance does the family hold in Spanish culture? Spanish culture? ▪ What is the culture of sports in Spanishspeaking countries? ▪ What is the culture of sports in Spanishspeaking countries? ▪ How does what we know about Spanish and Hispanic culture compare with other languages/countries? ▪ family vocabulary ▪ baseball vocabulary ▪ volleyball vocabulary ▪ basketball vocabulary ▪ irregular verbs – ue stem change and related vocabulary ▪ irregular verbs – ie stem-change and regular vocabulary ▪ continued verbs and vocabulary ▪ continued adjectives ▪ culture: sports and attitudes towards sports in Spanish-speaking countries. ▪ ir + a = “going to” ▪ tener + que = “have to” las quehaceres ▪ family vocabulary Saber vs conocer ▪ Possessives-mi/mis-tu/tus-su/sus Skills Month: March-May ▪ soccer vocabulary ▪ irregular verbs – ue stem change and related vocabulary ▪ irregular verbs – ie stem-change and regular vocabulary ▪ continued verbs and vocabulary ▪ continued adjectives ▪ culture: sports in Spanish-speaking countries. ▪ reading, writing, speaking, listening ▪ translations ▪ reading, writing, speaking, listening ▪ translations May Capítulo 8 ▪ How do we extend written and spoken communication beyond what is in our immediate environment? ▪ How do the known patterns of grammar apply/change for new verbs? How do these patterns change when using more than one verb in a sentence? ▪ What are some common expressions used in written and oral communication? ▪ What expressions and vocabulary are necessary to travel in a Spanish-speaking country? ▪ What is the importance of 5 de mayo? What are some common misconceptions about 5 de mayo? How is it connected with American culture? ▪ airport vocabulary ▪ irregular verbs: hacer, poner, traer, salir, venir, decir ▪ present progressive ▪ saber/conocer – situations to use each and conjugations ▪ gustar ▪ irregular verbs – ue stem change and related vocabulary ▪ irregular verbs – ie stem-change and regular vocabulary ▪ continued verbs and vocabulary ▪ continued adjectives Clothing ▪ reading, writing, speaking, listening ▪ translations ▪ Writing about what you are going to do ▪ Speaking/writing about your family. ▪ speaking writing about your age and the ages of people in your family. ▪ describing things that you have to do using tener que and the infinitive form of the verb. Activities ▪ to manipulate vocabulary to match agreement of parts of speech and proper language syntax ▪ to develop writing beyond discrete sentences using all prior knowledge, transitional words, etc ▪ to apply knowledge from all previously assessed topics to review activities ▪ to conjugate verbs according to the appropriate pronoun ▪ to identify, pronounce, and manipulate vocabulary to match agreement of parts of speech and proper language syntax ▪ family trees (creating, understanding, speaking and writing about) ▪ journal entries ▪ storyboard writing with a partner ▪ vocabulary review games: memory, ATW, BINGO, go fish, popcorn, etc ▪ various differentiated activities: “I Have, You Have,” ZAP, paper plate sorting ▪ dice game ▪ listening comprehension ▪ reading comprehension ▪ information gap ▪ picture prompt writing ▪ verb relay ▪ mini whiteboards ▪ weekly content-related dialogue ▪ weekly content-related dictations ▪ to manipulate vocabulary to match agreement of parts of speech and proper language syntax ▪ to develop writing beyond discrete sentences using all prior knowledge, transitional words, etc ▪ to apply knowledge from all previously assessed topics to review activities ▪ to conjugate verbs according to the appropriate pronoun ▪ to identify, pronounce, and manipulate vocabulary to match agreement of parts of speech and proper language syntax ▪ to manipulate vocabulary to match agreement of parts of speech and proper language syntax ▪ to develop writing beyond discrete sentences using all prior knowledge, transitional words, etc ▪ to apply knowledge from all previously assessed topics to review activities ▪ to conjugate verbs according to the appropriate pronoun ▪ to identify, pronounce, and manipulate vocabulary to match agreement of parts of speech and proper language syntax Speaking practice for STAMP TEST Reading comprehension practice via ClassPak in preparation for STAMP test ▪ journal entries ▪ storyboard writing with a partner ▪ vocabulary review games: memory, ATW, BINGO, go fish, popcorn, etc ▪ various differentiated activities: “I Have, You Have,” ZAP, paper plate sorting ▪ sports video from the textbook series ▪ dice game ▪ listening comprehension ▪ reading comprehension ▪ information gap ▪ picture prompt writing ▪ verb relay ▪ mini whiteboards ▪ weekly content-related dialogue ▪ student-written dialogue ▪ weekly content-related dictations ▪ Multi-Cultural Awareness Week ▪ journal entries ▪ storyboard writing with a partner ▪ vocabulary review games: memory, ATW, BINGO, go fish, popcorn, etc ▪ various differentiated activities: “I Have, You Have,” ZAP, paper plate sorting ▪ dice game ▪ listening comprehension ▪ reading comprehension ▪ information gap ▪ picture prompt writing ▪ verb relay ▪ mini whiteboards ▪ weekly content-related dialogue ▪ weekly content-related dictations Designing a school uniform Packing for different types of weather and travel Assessments ▪ daily individual informal oral assessment ▪ formal written and oral assessment ▪ daily individual informal oral assessment ▪ formal written and oral assessment ▪ daily individual informal oral assessment ▪ formal written and oral assessment - - - formal quizzes class discussions daily homework conversation presentations dictation quizzes journaling ▪ evaluation of increasing/improving use of previously assessed topics ▪ is there correct application of conjugation, verbs, vocabulary, agreement, and syntax? ▪ can students continue to develop writing with imagination, basic story elements, and appropriate verbs and vocabulary? ▪ can students use soccer vocabulary to describe sports-related pictures and personal experiences? formal quizzes class discussions daily homework conversation presentations dictation quizzes journaling ▪ evaluation of increasing/improving use of previously assessed topics ▪ is there correct application of conjugation, verbs, vocabulary, agreement, and syntax? ▪ can students continue to develop writing with imagination, basic story elements, and appropriate verbs and vocabulary? ▪ can students use all sports vocabulary to describe sports-related pictures and personal experiences? ▪ can students use all sports vocabulary to write and present an appropriate dialogue? ▪ can students participate in languageexchange activities with students from another language class to teach and learn specified vocabulary, dialogue, dictation, and activities? formal quizzes class discussions daily homework conversation presentations dictation quizzes journaling ▪ evaluation of increasing/improving use of previously assessed topics ▪ is there correct application of conjugation, verbs, vocabulary, agreement, and syntax? ▪ can students continue to develop writing with imagination, basic story elements, and appropriate verbs and vocabulary? ▪ can students use all sports vocabulary to describe sports-related pictures and personal experiences? ▪ can students use all sports vocabulary to write and present an appropriate dialogue? STAMP Test Curriculum Map Course: Spanish I Essential Questions Content Skills Month: June Teacher: DMiller and JAugugliaro June ▪ How do we extend written and spoken communication beyond what is in our immediate environment? ▪ How do the known patterns of grammar apply/change for new verbs? How do these patterns change when using more than one verb in a sentence? ▪ What are some common expressions used in written and oral communication? ▪ How strong is my foundation in Spanish? ▪ How strong is my speaking ability in Spanish? ▪ present tense regular ar/er/ir verbs ▪ present tense stem-changing verbs tener/venir/dormir/jugar/poder/querer/comezar/ traer/salir/poner ▪ present progressive ▪ saber/conocer – situations to use each and conjugations ▪ gustar ▪ tener que/ir a ▪ irregular verbs – ue stem change and related vocabulary ▪ irregular verbs – ie stem-change and regular vocabulary ▪ continued verbs and vocabulary ▪ continued adjectives Reading ▪ reading, (Stadavarius) writing, speaking, listening ▪ translations ▪ to manipulate vocabulary to match agreement of parts of speech and proper language syntax ▪ to develop writing beyond discrete sentences using all prior knowledge, transitional words, etc ▪ to apply knowledge from all previously assessed topics to review activities ▪ to conjugate verbs according to the appropriate pronoun ▪ to identify, pronounce, and manipulate vocabulary to match agreement of parts of speech and proper language syntax Activities ▪ journal entries ▪ storyboard writing with a partner ▪ vocabulary review games: memory, ATW, BINGO, go fish, popcorn, etc ▪ various differentiated activities: “I Have, You Have,” ZAP, paper plate sorting ▪ dice game ▪ listening comprehension ▪ reading comprehension Speaking prompts practice. ▪ information gap ▪ picture prompt writing ▪ verb relay ▪ mini whiteboards ▪ weekly content-related dialogue ▪ weekly content-related dictations Assessment ▪ daily individual informal oral assessment Storyboard for Stradavarius ▪ formal written and oral assessment - formal quizzes - class discussions - daily homework - conversation presentations - dictation quizzes - journaling -Speaking prompt in lab with headsets ▪ evaluation of increasing/improving use of previously assessed topics ▪ is there correct application of conjugation, verbs, vocabulary, agreement, and syntax? ▪ can students continue to develop writing with imagination, basic story elements, and appropriate verbs and vocabulary? ▪ can students use all sports vocabulary to describe sports-related pictures and personal experiences? ▪ can students use all sports vocabulary to write and present an appropriate dialogue? Can students use all travel/clothing vocabulary to describe and speak/write about a travel scenario?