Curriculum Management System - Monroe Township School … · guapo / feo dar un discurso el...
Transcript of Curriculum Management System - Monroe Township School … · guapo / feo dar un discurso el...
CurriculumManagementSystem
MONROETOWNSHIPSCHOOLS
CourseName:SpanishIIGrade:9or10
Foradoptionbyallregulareducationprograms BoardApproved:asspecifiedandforadoptionoradaptationbyallSpecialEducationProgramsinaccordancewithBoardofEducationPolicy#2220.
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TableofContents
MonroeTownshipSchoolsAdministrationandBoardofEducationMembers Page3
Mission,Vision,Beliefs,andGoals Page4
CoreCurriculumContentStandards Page5
ScopeandSequence Pages6‐12
Goals/EssentialQuestions/Objectives/InstructionalTools/Activities Page13‐38
QuarterlyBenchmarkAssessment Page39‐40
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MonroeTownshipSchoolsAdministrationandBoardofEducationMembers
ADMINISTRATIONDr.MichaelKozak,Superintendent
Dr.DoriAlvich,AssistantSuperintendent
BOARDOFEDUCATIONMr.DougPoye,BoardPresident
Mr.TomNothstein,BoardVicePresidentMs.MicheleArminio
Mr.MarvinI.BravermanMs.JillDeMaioMr.LewKaufman
Ms.KathyKolupanowichMr.AnthonyPreziosoMr.StevenRiback
JamesburgRepresentativeMr.RobertCzarneski
WRITER’SNAMEKathrynTervo
CURRICULUMSUPERVISOR
Dr.KellyF.Roselle
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Mission,Vision,Beliefs,andGoals
MissionStatement
TheMonroePublicSchoolsincollaborationwiththemembersofthecommunityshallensurethatallchildrenreceiveanexemplaryeducationbywell‐trainedcommittedstaffinasafeandorderlyenvironment.
VisionStatement
TheMonroeTownshipBoardofEducationcommitsitselftoallchildrenbypreparingthemtoreachtheirfullpotentialandtofunctioninaglobalsocietythroughapreeminenteducation.
Beliefs
1.Alldecisionsaremadeonthepremisethatchildrenmustcomefirst.2.Alldistrictdecisionsaremadetoensurethatpracticesandpoliciesaredevelopedtobeinclusive,sensitiveandmeaningfultoourdiversepopulation.3.Webelievethereisasenseofurgencyaboutimprovingrigorandstudentachievement.4.Allmembersofourcommunityareresponsibleforbuildingcapacitytoreachexcellence.5.Wearecommittedtoaprocessforcontinuousimprovementbasedoncollecting,analyzing,andreflectingondatatoguideourdecisions.6.Webelievethatcollaborationmaximizesthepotentialforimprovedoutcomes.7.Weactwithintegrity,respect,andhonestywithrecognitionthattheschoolsservesasthesocialcoreofthecommunity.8.Webelievethatresourcesmustbecommittedtoaddressthepopulationexpansioninthecommunity.9.Webelievethattherearenodisposablestudentsinourcommunityandeverychildmeanseverychild.
BoardofEducationGoals
1.Raiseachievementforallstudentspayingparticularattentiontodisparitiesbetweensubgroups.2.Systematicallycollect,analyze,andevaluateavailabledatatoinformalldecisions.3.Improvebusinessefficiencieswherepossibletoreduceoveralloperatingcosts.4.Providesupportprogramsforstudentsacrossthecontinuumofacademicachievementwithanemphasisonthosewhoareinthemiddle.5.Provideearlyinterventionsforallstudentswhoareatriskofnotreachingtheirfullpotential.6.ToCreatea21stCenturyEnvironmentofLearningthatPromotesInspiration,Motivation,Exploration,andInnovation.
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CommonCoreStateStandards(CSSS]
TheCommonCoreStateStandardsprovideaconsistent,clearunderstandingofwhatstudentsareexpectedtolearn,soteachersandparentsknowwhattheyneedtodotohelpthem.Thestandardsaredesignedtoberobustandrelevanttotherealworld,reflectingtheknowledgeandskillsthatouryoungpeopleneedforsuccessincollegeandcareers.WithAmericanstudentsfullypreparedforthefuture,ourcommunitieswillbebestpositionedtocompetesuccessfullyintheglobaleconomy.
Links:1.CCSSHomePage:http://www.corestandards.org 2.CCSSFAQ:http://www.corestandards.org/frequently-asked-questions 3.CCSSTheStandards:http://www.corestandards.org/the-standards 4.NJDOELinktoCCSS:http://www.state.nj.us/education/sca 5.PartnershipforAssessmentofReadinessforCollegeandCareers(PARCC):http://parcconline.org 6.NationalStandardsforFamilyandConsumerSciencesEducationhttp://nasafacs.org/national‐standards‐home.html
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ScopeandSequence
Quarter1
UNITTOPICSLasidentidadespersonalesypúblicas
I.Lavidadelestudiante
a.ContentVocabulary Reviewadjectivesofpersonaldescription Reviewclassroomobjects Schoolactivitiesandclassroommaterials
b.Classroomrules(hayquevs.seprohíbe)c.QuestionWords(qué,porqué,cómo,quién,dónde,adónde,dedónde,cuándo,cuánto,cuál)d.PresentTenseVerbs
Regular–AR,–ER,and–IRconjugations PresentProgressiveTense(–ando/–iendo,regularandirregularforms) Servs.Estar(DOCTORvs.PLACEtodistinguishusage)
SerDoctor(Description‐Physical,Occupation,Characteristic–Personality, Time&Date,Origin–madeof,Relationship,Religion&Race) EstarPlace(Position,Location,Action–“‐ing”,Condition–temporary,Emotion)
TenerExpressions(tener+#años,hambre/sed,calor/frío,sueño,suerte,miedo,cuidado,dolorde) “YoGo”verbs
(tengo,hago,pongo,traigo,salgo,digo,vengo) Stem‐changingverbs(uue)jugar(oue)poder,dormir,almorzar,costar(eie)querer,pensar,empezar,entender,preferir(ei)pedir,servir,repetir Gustar/Encantarandsimilarverbs(usedwithandwithoutinfinitives)
e.Affirmative/NegativeWords(alguien/nadie,algo/nada,algún/ningún,alguno/a/os/as/ninguno/a,siempre/nunca,también/tampoco)
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Quarter2
UNITTOPICSLavidacontemporánea/Labellezaylaestética
I.Lasactividadesextracurriculares
a.ContentVocabulary Athleticandrecreationalactivities Music,drama,andthearts Internetandtechnology
b.Sabervs.Conocer Sabertoknowinformation,toknowhowtodosomething Conocertoknowpeople(“a”personal),tobefamiliarwithsomething
c.ComparisonsofEquality tan+adjective+como(toexpressas“adjective”as) tanto/a/os/as+noun+como(toexpressasmuchorasmanyas)
d.Hace+TimeExpressions(tosayhowlongsomethinghasbeengoingon) Reviewcalendarexpressions Reviewtellingtime
II.Larutinadiaria
a.ContentVocabulary Reviewbodyparts Reflexiveverbsandobjectsassociatedwithdailyroutines Specialeventsandrelatedemotions
b.ReflexiveVerbs –ARand–ER/–IRconjugationswithreflexivepronouns Stem‐changingreflexiveverbs(despertarse,acostarse,vestirse) Reflexivevs.non‐reflexiveverbusage
c.PossessiveAdjectives(mío,tuyo,suyo,nuestro,suyo–changefornumberandgender)
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Quarter3
UNITTOPICSLabellezaylaestética/Lasfamiliasylascomunidades
I.Irdecompras
a.ContentVocabulary Reviewclothingvocabulary Reviewcardinalnumbers(throughmillionsplacevalue) Describingclothesshoppingandpurchases
b.RegularPreteriteVerbs –ARand–ER/–IRconjugations –CAR,–GAR,–ZARspellingchangeverbs Rationaleforpreteriteusage
(completedactions,actionsthathaveatimelimit,chainsofevents,interruptingactions,mentalstates,etc.)c.DemonstrativeAdjectives(ese/a,este/a,aquel/laandpluralforms)
II.Lugaresdelacomunidad
a.ContentVocabulary Communityplacesandassociatedobjects Runningerrandsaroundtown
b.IrregularPreteriteVerbs Reviewregularpreteriteconjugations Irregularstemconjugations(ir/ser,tener,estar,hacer,poder) Additionalirregularpreteriteverbs
Irregularstems(venir,poner,decir,traer)iy(oír,leer,creer)ei–IRstem‐changingverbs(preferir,pedir)ou–IRstem‐changingverbs(dormir,morir)
c.DirectObjectPronouns(me,te,lo/la,nos,los/las)
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Quarter4
UNITTOPICSLasfamiliasylascomunidades(continued)
I.Cuandoeraniño/a
a.ContentVocabulary Reviewfamilymembers Childhoodtoys,activities,andbehaviors Adjectivestodescribebehavior
b.RegularImperfectVerbs –ARand–ER/–IRconjugations Rationaleforimperfectusage
(“usedto,”habitualpastactions,settingthescene:time,weather,agewithtener,physicaldescriptions,etc.)c.IrregularImperfectVerbs(ser,ir,ver)d.IndirectObjectPronouns(me,te,le,nos,les)
Usageandplacementofdoubleobjectpronouns Singleanddoubleverbconstructions
II.Eventosdelpasado
a.Onlinestoriestocompare/contrastpreteritevs.imperfectusage Ricitosdeoroylostresosos#1http://personal.colby.edu/~bknelson/SLC/ricitos1.php Ricitosdeoroylostresosos#2http://personal.colby.edu/~bknelson/SLC/ricitos2.php Superhombrehttp://personal.colby.edu/~bknelson/SLC/superhombre.php StudyModuleonPreteritevs.Imperfecthttp://personal.colby.edu/~bknelson/SLC/quemiedopase.php
b.Keyphrasestodistinguishpreteritevs.imperfectverbusagec.CreativewritingpromptstoutilizeSpanishIIvocabularyandpresent,presentprogressive,preterite,andimperfecttenses
WhenIWasaChild AnUnforgettableShoppingExperience
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Quarter1:EssentialContentVocabulary AdjectivesofPersonalDescriptionSchoolActivitiesClassroomMaterialsClassroomObjects(changefornumberandgender)hacerunapreguntalosmaterialesunlápizalto/bajocontestarlaspalabrasunbolígrafojoven/viejodiscutirelinformeunlibroguapo/feodarundiscursoelproyectouncuadernosimpáticopedirayudalastijerasunacarpetaartístico/musicalaprenderdememorialacintaunpapeldeportistaoatléticoexplicarlagrapadoraundiccionariointeligenterepetirlareglaunpupitreestudiosoconocer/saberelasientounescritoriotrabajador/perezosoentenderelarmariounamesa/unasillaordenado/desordenadorespetarelcarnetdeidentidadunapuerta/unaventanaserio/graciosoocómicoprestaratenciónunabanderapaciente/impacienteempezarocomenzarunrelojsociable/reservadoentregartareaunapapeleraatrevidollegaratiempo/llegartardeunsacapuntastalentososacarunabuena/malanotaQuarter2:EssentialContentVocabularyMusic,Drama,andtheArtslabanda/laorquesta/elmúsico/elbailarínAthleticActivitiesRecreationalActivitieslacanción/elcantante/elcoro/lavozjugaralbéisbol/baloncestohablarporteléfono/textearelensayo/ensayarjugaralfútbol/fútbolamericanoescucharmúsicalafotografíaolafoto/elfotógrafojugaralhockey/golf/tenissacarfotos/autofotososelfisjugaralosbolosjugarvideojuegos/alajedrezInternetandTechnologypracticardeportesusarlacomputadoramandartextos/correoselectrónicoslanatación/elpatinajepasartiempoconamigosdescargarjuegos/videos/músicahacerejercicio/gimnasia/lasartesmarcialesirdecomprascrearunapáginawebiralapráctica/alpartido/alclubatléticotomarleccionesestarenlineasermiembrodeunequipo/animador/atrabajarcomovoluntariohacerunabúsquedaasistir(a)/participar(en)sermiembrodeunclubnavegarenlaredganar/grabar/volverasistiraunareuniónvisitorsalonesdechat
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Quarter2:EssentialContentVocabulary(continued)PartsoftheBodyReflexiveVerbsObjectsAssociatedwithReflexiveVerbsSpecialEventslacabezalosbrazosdespertarse/levantarseladucha/labañeraunabodaelpelolasmanosacostarseeljabón/elchampúunacitalacaralosdedosducharse/bañarseelsecador/latoallaunaaudiciónlosojoslasuñaslavarse/secarseelcepillodedientes/lapastadentalunconcurso lasorejaslaspiernascepillarse/peinarseelcepillodepelo/elpeineunconciertolanarizlospiesvestirse/prepararselaropacómoda/eleganteunbailelabocalosdedosdelpiecortarseeldesodorante/elmaquillajeunaentrevistaloslabioselestómagoafeitarselasjoyasdeoro/plataunafiestadecumpleañoslosdienteselcuerpopintarseelcinturónarreglarseelaguadecolonia/elperfumeEmotionsRelatedtoSpecialEventsponerseelsalóndebellezaestusiasmadoaburridotranquilonervioso Quarter3:EssentialContentVocabularyocupadocansadoClothingClothesShoppingToDescribeShoppingandPurchases lacamisaeltrajedebañoirdecompraselcentrocomercialelestilolacamisetaelpijamaprobarseelmercadoflojo/apretadolospantaloneslaropainteriorescogerlatiendaderopapequeño/mediano/grandelospantalonescortoselsombrerobuscarlazapateríaclaro/oscuro/vivolosjeanslagorraencontrarlaentrada/lasalidaexageradolablusalabufandacomprarelletreroefectivolafaldalosguantesvenderlaliquidaciónlatarjetadecréditoelvestidolacorbatapagarlagangaelchequepersonalelsuéterlosanteojosgastarcaja/cajeroelcupónderegalolachaquetaloszapatosanunciarprecioalto/bajoalgodón/cuero/lana/sedaelabrigoloscalcetinesestardemodalamarcatelasintéticalasudaderalassandáliaslatalla/elnúmeroeltrajelasbotas
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Quarter3:EssentialContentVocabulary(continued)CommunityPlacesVerbsandObjectsAssociatedwithRunningErrandslabibliotecasacarunlibro/devolverunlibroelcorreoechar/enviar/latarjeta/lacarta/elsello/elbuzónlafarmaciaelcepillodedientes/lapastadental/eljabón/elchampúelbancocobraruncheque/sacardineroelconsultorioolaoficinadeldoctorcuidar(a)/elmédico/eldentista/elhospitallaestacióndeservicioolagasolinerallenareltanque/lagasolinalatiendadelequipodeportivolaspelotas/laraquetadetenis/lospalosdegolf/lospatineselsupermercadoabrir/cerrar/lascomidaslaciudad/elcentromanejar/irapie/elmetroelcinelaspeliculas/laspalomitas/losdulceselrestaurantepedirelmenú/lacuentaelaeropuertovolar/elvuelo/elaviónQuarter4:EssentialContentVocabularyFamilyMembersChildhoodToysChildhoodActivitiesBehaviorslamamá/lamadre/lasmadreslosbloquessaltaralacuerdaobedienteelpapá/elpadre/lospadreslacoleccióncoleccionardesobedienteelhermano/lahermana/loshermanoslamuñeca/elmuñecoportarsebien/maltímidoelabuelo/laabuela/losabueloselosodepelucheobedecerconsentidoeltío/latía/lostíoseldinosauriomentirgenerosoelprimo/laprima/losprimoslatortugamolestarbieneducadoelbebé/labebé/losbebéselpez(lospeces)pelearsetraviesolamadrastra/elpadrastroeltreneléctricoofrecerelhermanastro/lahermanastraeltriciclopermitirlamascota/elperro/elgatounacuerda(desaltar)iralpatioderecreoiralaguarderíainfantiljugarconlosvecinos
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UNIT1 – Lasidentidadespersonalesypúblicas
StageOne:DesiredResultsESTABLISHEDGOALSNJCoreCurriculumContentStandardsforWorldLanguagesInterpretiveMode7.1.NH.A.1Recognizefamiliarwordsandphrases,understandthemainidea,andinferthemeaningofsomehighlycontextualized,unfamiliarspokenorwrittenwordsinculturallyauthenticmaterialsusingelectronicinformationandothersourcesrelatedtotargetedthemes.7.1.NH.A.2Demonstratecomprehensionofaseriesoforalandwrittendirections,commands,andrequeststhroughappropriatephysicalresponse.7.1.NH.A.3Recognizesomecommongesturesandculturalpracticesassociatedwithtargetculture(s).7.1.NH.A.4Identifypeople,places,objects,andactivitiesindailylifebasedonoralorwrittendescriptions.7.1.NH.A.5Demonstratecomprehensionofshortconversationsandbriefwrittenmessagesonfamiliartopics.7.1.NH.A.7Occasionallyinferthemeaningofafewunfamiliarwordsinhighlycontextualizedsituations. 7.1.NH.A.8IdentifysomeuniquelinguisticelementsinEnglishandthetargetlanguage.
TransferStudentswillbeabletoindependentlyusetheirlearningto…
Utilizeadjectivestodescribethemselvesandothers. Talkaboutschoolactivitiesandclassroommaterials. Discussandcreateaffirmativeandnegativeschoolrules.
MeaningUNDERSTANDINGSStudentswillunderstandthat…
Personalitytraitsareuniversalandcandescribepeopleofdifferentethnicities.
SchoolroutinesdifferbetweenNorthAmericanandHispaniccountriesaswellasbetweenHispaniccountries.
Schoolrulesservemanypurposesincludingmaintainingorder,fosteringrespect,andpromotingstudentsafety.
SpanishquestionsoftenhaveadifferentwordorderthantheirEnglishequivalentsandthereforecannotbetranslateddirectly.
Verbsneedtobeconjugatedwithregardtosubjectandtenseinordertofacilitateeffectivecommunication.
Irregularpresenttenseverbs,whiledeviatingfromregularconstructions,haveconjugationpatternsoftheirown.
Thepresentprogressivedescribesanactionintheprocessofhappening.
Theverbsserandestar,whichhavespecificrulesforusage,cannotbeusedinterchangeably.
Theverbtenerisoftenusedinphrasestodescribestatesofbeingwherebyaformoftheverb“tobe”wouldbeusedinEnglish.
ESSENTIALQUESTIONS Howcanyoudescribepeoplefrom
differentcountrieswithoutusingculturalstereotypes?
HowwouldyoucompareatypicaldayinyourschoolwiththeschoolroutinesofspecificHispaniccountries?
Whatschoolrulesaremost/leastimportantinaclassroomenvironment?
Whattypesofruleswouldyouasastudentcreate?
Whattypesofquestionswouldbemostusefulinordertocommunicateinrealworldsituations?
Whyisitimportanttoconjugateverbs? Whattypesofpatternsaretherefor
irregularpresenttenseverbs? Whenwouldyouusethepresent
progressiveasopposedtoregularpresenttenseverbs?
Whataretheimportantdifferencesinusagebetweenserandestar?
WhyaretenerexpressionsnotusuallytranslateddirectlyintoEnglish?
Whatmakesverbslikegustarandencantaruniqueandhowdoestheirconjugationdifferfromotherverbs?
Howcanyouuseaffirmative/negativewordsinpracticaleverydayspeech?
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InterpersonalMode7.1.NH.B.1Usedigitaltoolstoexchangebasicinformationbyrecombiningmemorizedwords,phrases,andsentencesontopicsrelatedtoselfandtargetedthemes.7.1.NH.B.2Giveandfollowaseriesoforalandwrittendirections,commands,andrequestsforparticipatinginage‐andlevel‐appropriateclassroomandculturalactivities.7.1.NH.B.3Imitateappropriategestures,intonation,andcommonidiomaticexpressionsofthetargetculture(s)/languageduringdailyinteractions.7.1.NH.B.4Askandrespondtoquestions,makerequests,andexpresspreferencesinvarioussocialsituations.7.1.NH.B.5Converseonavarietyoffamiliartopicsand/ortopicsstudiedinothercontentareas.PresentationalMode7.1.NH.C.1Recombinebasicinformationatthewordandsentencelevelrelatedtoselfandtargetedthemestocreateamultimedia‐richpresentationtobesharedvirtuallywithatargetlanguageaudience.7.1.NH.C.2Createandpresentbriefmessages,poems,rhymes,songs,shortplays,orrole‐playsusingfamiliarvocabularyorallyorinwriting. 7.1.NH.C.3Describeinwritingpeopleandthingsfromthehomeandschoolenvironment.
Verbslikegustarandencantarhaveauniqueconstructionwhichalwaysrequiresanindirectobjectpronoun.
Affirmativeandnegativewordsareutilizedinwayswhicharenotabletobetranslateddirectly,includingdoublenegativeconstructions.
AcquisitionStudentswillknow…
Familiarwordsandphrases,manyofwhicharecognates,whichareusedtodescribepersonalitytraits.
Culturalpracticesspecifictoschoolroutinesaspresentedinhighlycontextualizedsituations.
Commonquestionsandresponsesusedtoexpresspersonalpreferencesinavarietyofsocialsituations.
Conjugationsforregularandirregularpresenttenseverbsneededtoconverseandwriteonavarietyoffamiliartopics.
Distinguishingcharacteristicsfortheverbsserandestarasevidencedinculturallyauthenticmaterials.
Idiomaticexpressionswhichusetheverbtenerwhicharecommonindailyinteractions.
UniquelinguisticelementssuchastheconstructionofverbslikegustarandtheconceptoftheSpanishdoublenegative.
Studentswillbeskilledat… Comprehendingshortconversationsand
writtenpassagesutilizingadjectivesofpersonaldescription.
Identifyinguniquelinguisticelementssuchasnoun/adjectiveagreementandthetypicalplacementofadjectivesafterthenounstheymodify.
Givingandfollowingoralandwrittendirectionsrelatedtoschoolroutinesandcreatingandpresentingclassroomrules.
Recombiningbasicinformationatthewordandsentencelevelwithcorrectconjugationsofcommonregularandirregularpresenttenseverbs.
Demonstratingcomprehensionofservs.estarinshortconversationsandbriefwrittenpassagesonfamiliartopics.
Usingtenerexpressionstoexpressstatesofbeinginvarioussocialsituations.
Describingpersonallikesanddislikesbyutilizingtheverbsgustarandencantarindailysocialinteractions.
RecognizingcommonculturalpracticesassociatedwiththeuseofaffirmativeandnegativewordsinSpanish.
Usingdigitaltoolstoexchangebasicinformationregardingthemselvesandtheirschoolenvironment.
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7.1.NH.C.4Tellorretellstoriesfromage‐andlevel‐appropriate,culturallyauthenticmaterialsorallyorinwriting.7.1.NH.C.5Tellorwriteaboutculturalproductsassociatedwiththetargetculture(s)andidentifyhowtheproductsandpracticesarederivedfromtheculturalperspectives.CommonCoreStandardsCCSS.ELA‐Literacy.W.9‐10.2Writeinformative/explanatorytextstoexamineandconveycomplexideas,concepts,andinformationclearlyandaccuratelythroughtheeffectiveselection,organization,andanalysisofcontent.CCSS.ELA‐Literacy.W.9‐10.3Writenarrativestodeveloprealorimaginedexperiencesoreventsusingeffectivetechnique,well‐chosendetails,andwell‐structuredeventsequences.CCSS.ELA‐Literacy.W.9‐10.4Produceclearandcoherentwritinginwhichthedevelopment,organization,andstyleareappropriatetotask,purpose,andaudience.CCSS.ELA‐Literacy.W.9‐10.5Developandstrengthenwritingasneededbyplanning,revising,editing,rewriting,ortryinganewapproach,focusingonaddressingwhatismostsignificantforaspecificpurposeandaudience.CCSS.ELA‐Literacy.W.9‐10.6Usetechnology,includingtheInternet,toproduce,publish,andupdateindividualorsharedwritingproducts,takingadvantageoftechnology'scapacitytolinktootherinformationandtodisplayinformationflexiblyanddynamically.
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StageTwo:EvidenceEvaluativeCriteria AssessmentEvidenceSUGGESTEDPERFORMANCERUBRICS#1 FairfaxCountyPALSAssessments:PerformanceAssessmentforLanguageStudentsLevel2WritingTaskAnalyticRubrichttp://www.fcps.edu/is/worldlanguages/pals/documents/Level2AnalyticWriting.pdfLevel2WritingTaskHolisticRubrichttp://www.fcps.edu/is/worldlanguages/pals/documents/Level2HolisticWriting.pdfLevel2SpeakingTaskAnalyticRubrichttp://www.fcps.edu/is/worldlanguages/pals/documents/Level2AnalyticSpeaking.pdfLevel2SpeakingTaskHolisticRubrichttp://www.fcps.edu/is/worldlanguages/pals/documents/Level2HolisticSpeaking.pdfTeacher‐created“TresHispanos”rubrictoassess:
Requiredcontent(adjectives+ser) Paragraphlength Grammaticalaccuracy(focusonregular
presenttenseverbconjugations) Creativeuseoftechnology Fluidityofpresentation
Teacher‐created“Sitiosecreto”rubrictoassess:
Requiredcontent(stem‐changingverbs) Numberofpositive/negativerules Grammaticalaccuracy(focusonstem‐
changingverbconjugations) Creativeuseoftechnology Fluidityofpresentation
SUGGESTEDPERFORMANCEASSESSMENT#1: Studentswillengageinthefollowingperformancetask:Tocreateandpresenta“Treshispanos”(ThreeHispanics)keynote.OVERVIEWInhonorofHispanicHeritageMonth(Sept15–Oct.15)studentswillchoosethreedifferentfamousHispanicsandtypeaseparateparagraphforeach.Paragraphsshouldincludetheperson’snationalityalongwithadjectivesofpersonaldescriptionandconjugatedformsoftheverbser.Studentsshouldalsoincludeadditionalinformationtodescribetheirindividualsalongwithpresenttenseconjugationsoffamiliarverbs.StudentswillchooseoneoftheirthreeHispanicstopresenttotheclass.DIFFERENTIATIONStudentswhostrugglewithwritingcanutilizeaguidednotesapproachinwhichtheirthreeseparateparagraphswillfollowasimilarstructure.Conversely,strongerwritersshouldbeencouragedtotakeamorecreativeapproachbyvaryingsentencestructuresandwordchoices.Additionally,studentsmaychoosetoorallypresentinfrontoftheentireclassorinasmallgroupsetting(withmultiplepresentationsoccurringsimultaneously).TECHNOLOGYStudentswillusetheiriPadstocreatekeynotes(orothercomparablemulti‐mediapresentations)completewithphotosandgraphics.SUGGESTEDPERFORMANCEASSESSMENT#2:Studentswillengageinthefollowingperformancetask:Tocreatebothpositiveandnegativerulesfora“Sitiosecreto”(SecretSite)project.Otherstudentswilltrytologicallyinferthecorrectplacebeingdescribed.OVERVIEWOncefamiliarwithformulatingclassroomrules,eachstudentgroupwillchooseadifferentcommunityplace(i.e.elcine‐movietheater).Whilekeepingtheirsitesecret,studentswillcreatebothpositiveandnegativerulestobeusedascluesindeterminingtheirpredeterminedlocation(i.e.Seprohíbeponerlospiesenlosasientos.Youshouldn’tputyourfeetontheseats.‐isanexampleofamovietheaterrule.)Studentswillberequiredtousethehayquevs.seprohíbeformataswellasaspecificnumberofstem‐changingverbs.Additionally,eachlocationcomeswith“taboo”wordswhichstudentsarenotallowedtouse.(i.e.Theword“pelicula”(movie)wouldbe“taboo”intheaboveexample.)Duringeachpresentation,studentaudiencemembersmaywritetheirpredictionastothecorrectsitealongwiththekeywordsandphraseswhichhelpedthemreachtheirconclusion.
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DIFFERENTIATION Studentsmayworkindividuallyorinteacher‐determinedgroupsinordertomaximizestudentoutput.Additionallythemorechallengingcommunitylocations(vocabulary‐wise)maybeassignedtogroupswhichwouldbestmeetthechallenge.TECHNOLOGYStudentswillusetheiriPadstocreateandpresenttheirSecretSiterulestotherestoftheclass.Itisimportantthattheirclassmatesbothseeandheartherulesinordertohelpthemdeterminethecorrectlocation.Thepresenterswillshowphotosoftheirsiteonceithasbeencorrectlyidentified.
SUGGESTEDMONITORINGSCALE:Usethefollowingorsimilarscaletomonitororevaluateastudent’sdailylearningandunderstandingofkeyconcepts:
GeneralFormativeAssessment:4=Applicationinothercontextsand/oratadeeperlevel3=Candemonstrateandapplytheknowledgeand/orskill2=Abletoperformatabasiclevel;possessesrelevantknowledge/skill1=PartialsuccessatLevel2withassistanceFormativeAssessmentforPresentTenseVerbs:4=Applicationofcorrectlyconjugatedregularandirregularpresenttenseverbsinothercontextsand/oratadeeperlevel3=Candemonstrateandapplycorrectlyconjugatedregularandirregularpresenttenseverbs2=Abletocorrectlyconjugateregularandirregularpresenttenseverbsatabasiclevel;possessesrelevantconjugationskills1=PartialsuccessatLevel2withassistance
OTHERSUGGESTEDPERFORMANCETASKS: ¿Quiénsoyyo?(WhoAmI?):Studentscreateandsharekeynoteparagraphswhichdescribea
famouscelebrityusingadjectivesofpersonaldescriptionandpresenttenseverbs. Entrevistas(Interviews):Studentsintervieweachotherutilizingpracticalstudent‐created
questionsforeachquestionword. Lasreglasdelaclasedeespañol(SpanishClassRules):Studentswritehayquevs.seprohíbe
rulesutilizingclassroomactivitiesvocabulary.Classresultsmaybecompiledingraphform. ¿Quétipodeestudiantesoyyo?(WhatkindofstudentamI?):Studentswriteandpresent
paragraphswhichutilizeclassroomvocabularyandconjugatedregularandirregularverbs. Lasexpresionesdetener(TenerExpressions):Creativesentencewritingactivityinwhich
studentgroupspassphotocardswhichcorrespondtoeachofthetargetedtenerexpressions.Eachgroupmustreadthesentenceswrittenbypreviousgroupsbeforecomposinganewsentence,utilizingdifferentvocabulary.Oncecompleted,studentsmaychoosetheirfavoriteexamplestomaketheirownkeynoteflashcardswithphotosanddescriptivesentences.
Megustan/Nomegustanrestaurantreviews:StudentschooserestaurantsthattheylikeandwriteareviewusinggustarandencantaralongwithSpanishIfoodvocabulary.Studentsaddfoodpicturestotheirparagraphandcirculatearoundtheclassroom,readingreviewsandorallyindicatingwhetherornottheyareinagreement.
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StageThree:LearningPlanSummaryofKeyLearningEventsandInstruction
SUGGESTEDLEARNINGEVENTS: Matamoscas(Flyswatter)game:Pairsofstudentsviewpicturesoffamouspeopleandcompetetofindthecorrespondingwordcloudadjective. Rondarápida(RapidRound)groupgametopracticequestionformationinwrittencontext:Studentgroupspassfill‐in‐the‐blankdialoguecards
quicklyaroundtheroomastheydiscusswhichofthe10Spanishquestionwordsbestcompleteeachquestion. Concentración(Concentration)memorygame:Studentshave30secondstomemorizeagroupofclassroomobjects.Oncetheobjectsarecovered,
studentstrytolistalloftheobjectstheyremember. Batalladelosbarcos(BattleshipGame):Studentpairscompetetosinkopponents’battleshipsastheysayandwriteSpanishverbconjugations.
Studentspracticeconjugatingregularpresentactionverbsanddemonstrateverbmeaningthroughsimplesentences. Conjuguemos.comandStudySpanish.com:onlineconjugationpractice/self‐assessmentactivitiesforregularandirregularpresenttenseverbs 360grados(360degree)writtenconjugationpractice:Studentsstandagainstthewallsoftheroom,holdingiPads(withteacherinthecenter).
Whenorallygivenasubjectpronounandinfinitivestem‐changingverb,allstudentstypeconjugationsandtoshowformstotheteacher. LluviaCae(RainFalls)EnriqueIglesiasSong:Studentshighlightpresenttenseverbs(toreinforceverbformsinmeaningfulcontext). Tresenraya(TicTacToe)gametointegratestem‐changingverbsandclassroomvocabulary(Realidades2Teacher'sResourceBook,pp.32‐33) Eljuegodelosdados(TheDiceGame):Studentpairsrolldicetodeterminesubjectpronounsandwritecreativesentenceswithchosenpronoun
andconjugatedstem‐changingverb. Ser o Estar: Es la pregunta (Ser or Estar: That is the Question) whole class game: Class is divided into two groups (a ser group vs. an estar group).
Students quickly choose fill-in-the-blank sentences that use their group’s verb and place each magnetized sentence on their group’s side of the front whiteboard while writing the corresponding present tense form of ser or estar.
Servs.Estarbingogamewithsentenceshighlightingdifferentsituationsforusage(Ser=DOCTORvs.Estar=PLACE). Laspelotasdeestrés(StressBalls)activityinwhichstudentsrespondtotheteacher'soralandwrittenpromptsbywritingaffirmativeandnegative
sentences(includingdoublenegatives)aboutcoloredstressballs(i.e.¿Hayalgunaspelotasrojas?Arethereanyredballs?No,nohayningunapelotaroja.No,therearen’tanyredballs.–Spanishdoublenegative=“Thereisn’tnoredball.”)
Kahootinteractivemultiple‐choicegames(withpictureprompts)onpresenttenseverbsand/oraffirmativeandnegativewords:Teacherutilizestheopportunityaftereachquestiontodefineandclarifyusage.
TECHNOLOGY: StudentiPadAppsforvocabularyacquisition,grammarpractice,project‐basedlearning,etc.:Spanish/EnglishDictionary,Flashcardlet,Quizlet,
Socrative,Evernote,GoogleDocs/Forms/Slides,Keynote,iMovie,GarageBand,Camera,Pages,DocScan,ImageSpinner,YouTube,etc. SpanishWebsitesforadditionalstudentpractice:Conjuguemos,StudySpanish,Realidades2onlinematerials,Kahoot,PrácticaEspañol,etc.
SUGGESTEDMETHODSOFDIFFERENTIATION:(methodcategoriestakenfromhttp://www.bbcactive.com/BBCActiveIdeasandResources/MethodsofDifferentiationintheClassroom.aspx)
TASK:Activitiesmaybestructuredwithregardtocomplexityoftask:fromlesscomplextaskstoestablishaframeworkforcomprehensionand/orskillattainmenttomorecomplextaskswhichchallengestudentsastheyprogress.
GROUPING:Havingstudentswithsimilarlevelsandabilitiesworktogethercanprovideavaluableopportunitytoaddressspecificneeds.
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RESOURCES:Technologicalresourcescanbeaneffectivesourceofdifferentiationinordertomotivateandreachstudentsofvaryingabilities. PACE:Studentswhoprogressatafasterratemaybegivenmorechallengingtaskstoexpandtheirunderstandingandmaximizeclasstime. DIALOGUEANDSUPPORT:Theclassroomteacherdifferentiatesher/hisspeechpatternsandsupportsstudentsbaseduponperceivedneeds. ASSESSMENT:Studentsshouldbeassessedonacontinualbasissothatteachingmethodscanbeadjustedtoeffectivelymeetstudentneeds.
UNIT2– Lavidacontemporánea
StageOne:DesiredResultsESTABLISHEDGOALSNJCoreCurriculumContentStandardsforWorldLanguagesInterpretiveMode7.1.NH.A.1Recognizefamiliarwordsandphrases,understandthemainidea,andinferthemeaningofsomehighlycontextualized,unfamiliarspokenorwrittenwordsinculturallyauthenticmaterialsusingelectronicinformationandothersourcesrelatedtotargetedthemes.7.1.NH.A.2Demonstratecomprehensionofaseriesoforalandwrittendirections,commands,andrequeststhroughappropriatephysicalresponse.7.1.NH.A.3Recognizesomecommongesturesandculturalpracticesassociatedwithtargetculture(s).7.1.NH.A.4Identifypeople,places,objects,andactivitiesindailylifebasedonoralorwrittendescriptions.7.1.NH.A.5Demonstratecomprehensionofshortconversationsandbriefwrittenmessagesonfamiliartopics.7.1.NH.A.7Occasionallyinferthemeaningofafewunfamiliarwordsinhighlycontextualizedsituations.
TransferStudentswillbeabletoindependentlyusetheirlearningto…
Talkaboutathleticandrecreationalactivities. Discussmusic,dramaandthearts. Utilizeinternetandtechnologyexpressions.
Meaning
UNDERSTANDINGSStudentswillunderstandthat…
Athleticcompetitionsareuniversalandbringdifferentculturestogether.
Recreationalactivitiesserveimportantrolesinanation’sculturalidentity.
Theartsareanimportantpartofawell‐roundededucation.
Internetandtechnologyexpressionsaregoodexamplesofhowlanguagesevolveovertheyears.
Theverbssaberandconocer,whichcanbothbetranslatedas“toknow,”havespecificrulesforusageandcannotbeusedinterchangeably.
Comparisonsofequality(i.e.similes,etc.)aresimpleyeteffectivewaystoenhancecreativewriting.
TotellhowlongsomethinghasbeengoingonemploysadifferentwordorderthanitsEnglishequivalent.
ESSENTIALQUESTIONS Whyaresportssuchanintegralpartofany
culture? Whataresomespecifichealthandsocial
benefitsassociatedwithrecreationalactivities?
Howdoesaneducationrichintheartsbenefitstudentachievement?
Whattechnologyexpressionsaremostusefulforstudentstoday?
Whataretheimportantdifferencesinusagebetweensaberandconocer?
HowcanstudentsbecomemorecreativewritersinSpanish?
Whataredifferentwaystoexpresstime? Howcanstudentsbestutilizetechnologyin
ordertoproduceclearandcoherentnarratives?
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7.1.NH.A.8IdentifysomeuniquelinguisticelementsinEnglishandthetargetlanguage.InterpersonalMode7.1.NH.B.1Usedigitaltoolstoexchangebasicinformationbyrecombiningmemorizedwords,phrases,andsentencesontopicsrelatedtoselfandtargetedthemes.7.1.NH.B.2Giveandfollowaseriesoforalandwrittendirections,commands,andrequestsforparticipatinginage‐andlevel‐appropriateclassroomandculturalactivities.7.1.NH.B.3Imitateappropriategestures,intonation,andcommonidiomaticexpressionsofthetargetculture(s)/languageduringdailyinteractions.7.1.NH.B.4Askandrespondtoquestions,makerequests,andexpresspreferencesinvarioussocialsituations.7.1.NH.B.5Converseonavarietyoffamiliartopicsand/ortopicsstudiedinothercontentareas.PresentationalMode7.1.NH.C.1Recombinebasicinformationatthewordandsentencelevelrelatedtoselfandtargetedthemestocreateamultimedia‐richpresentationtobesharedvirtuallywithatargetlanguageaudience.7.1.NH.C.2Createandpresentbriefmessages,poems,rhymes,songs,shortplays,orrole‐playsusingfamiliarvocabularyorallyorinwriting.
AcquisitionStudentswillknow…
Familiarwordsandphrasesspecifictothetargetedthemesofathleticandrecreationalactivitiesandthearts.
Commonexpressionsandculturalpracticesrelatedtotheinternetandtechnology.
Distinguishingcharacteristicsfortheverbssaberandconocerasevidencedinculturallyauthenticmaterials.
Grammaticalpatternsforformingcomparisonofequalityinordertoenhancecreativewritingskills.
Grammaticalpatternsforforminghace+timeexpressionsusedtoaskandrespondtoquestionsinvarioussocialsituations.
.
Studentswillbeskilledat… Usingdigitaltoolstoexchangebasic
informationaboutathleticactivitiesbyrecombiningmemorizedwords,phrases,andsentences.
Writingnarrativestodeveloprealorimaginedeventsequencesrevolvingaroundsportingcompetitions.
Expressingpersonalpreferences,bothorallyandinwriting,inregardtorecreationalactivities.
Inferringthemeaningsofunfamiliarinternetandtechnologyexpressionsgivenhighlycontextualizedwritteninformation.
Usingtechnologytoproduce,publish,andupdateindividualwritingproductsregardingpersonalleisureactivities.
Demonstratingcomprehensionofsabervs.conocerinshortconversationsandbriefwrittenpassagesonfamiliartopics.
Recombiningbasicinformationatthewordandsentenceleveltoformcreativecomparisonsofequality.
Retellingstoriesorallyandinwritingwhichutilizehace+timeexpressions.
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7.1.NH.C.3Describeinwritingpeopleandthingsfromthehomeandschoolenvironment.7.1.NH.C.4Tellorretellstoriesfromage‐andlevel‐appropriate,culturallyauthenticmaterialsorallyorinwriting.7.1.NH.C.5Tellorwriteaboutculturalproductsassociatedwiththetargetculture(s)andidentifyhowtheproductsandpracticesarederivedfromtheculturalperspectives. CommonCoreStandardsCCSS.ELA‐Literacy.W.9‐10.2Writeinformative/explanatorytextstoexamineandconveycomplexideas,concepts,andinformationclearlyandaccuratelythroughtheeffectiveselection,organization,andanalysisofcontent.CCSS.ELA‐Literacy.W.9‐10.3Writenarrativestodeveloprealorimaginedexperiencesoreventsusingeffectivetechnique,well‐chosendetails,andwell‐structuredeventsequences.CCSS.ELA‐Literacy.W.9‐10.4Produceclearandcoherentwritinginwhichthedevelopment,organization,andstyleareappropriatetotask,purpose,andaudience.CCSS.ELA‐Literacy.W.9‐10.5Developandstrengthenwritingasneededbyplanning,revising,editing,rewriting,ortryinganewapproach,focusingonaddressingwhatismostsignificantforaspecificpurposeandaudience.CCSS.ELA‐Literacy.W.9‐10.6Usetechnology,includingtheInternet,toproduce,publish,andupdateindividualorsharedwritingproducts,takingadvantageof
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technology'scapacitytolinktootherinformationandtodisplayinformationflexiblyanddynamically.
StageTwo:EvidenceEvaluativeCriteria AssessmentEvidenceSUGGESTEDPERFORMANCERUBRIC:FairfaxCountyPALSAssessments:PerformanceAssessmentforLanguageStudentsLevel2WritingTaskAnalyticRubrichttp://www.fcps.edu/is/worldlanguages/pals/documents/Level2AnalyticWriting.pdfLevel2WritingTaskHolisticRubrichttp://www.fcps.edu/is/worldlanguages/pals/documents/Level2HolisticWriting.pdfLevel2SpeakingTaskAnalyticRubrichttp://www.fcps.edu/is/worldlanguages/pals/documents/Level2AnalyticSpeaking.pdfLevel2SpeakingTaskHolisticRubrichttp://www.fcps.edu/is/worldlanguages/pals/documents/Level2HolisticSpeaking.pdfTeacher‐createdrubrictoassess“ClubRush”brochureandpresentations:
Requiredcontentvocabularyspecifictothechosenclubsaberandconocersentencescomparisonofequalityw/adjectivecomparisonofequalityw/nounhace+timeexpression
Brochurelength:4–6pagetemplate Grammaticalaccuracy Creativeuseoftechnology Fluidityofpresentation
SUGGESTEDPERFORMANCEASSESSMENT:Studentswillengageinthefollowingperformancetasks:Toparticipateina“ClubRush”activityinwhichstudentindividualsorpairswriteabrochuretopromoteaspecificafter‐schoolclub.Studentswillorallypresentinformationabouttheirclubtotheirclassmatesinanattempttorecruitadditionalmembers.OVERVIEW:Theprojectrubricwillguidestudentsastheydraftabrochurefortheirafter‐schoolclub.Tablesmaybesetuparoundtheclassroomwherestudentshandouttheirbrochuresandorallygiveinformationandanswerquestionsregardingtheirclub’sactivities.Theclasscouldbesplitinhalf:withsomestudentssittingattablespromotingtheirclubswhileotherswalkaroundtheclassroom,listeningtopresentationsandaskingquestionsinordertodeterminewhichclub/stheywanttojoin.Aclosureactivitycouldincludeagraphoftheamountofmembersrecruitedforeachclubalongwitheachstudent’sreasonsfortheirchoice/s.DIFFERENTIATION:Studentsmaybepairedbysimilarabilitylevelinordertobetteraddressandmeettheirspecificneeds.Additionally,ifschedulespermit,studentsandtheirteacherfromanotherSpanish2classcouldbeinvitedto“ClubRush.”Inthisway,afriendlycompetitioncouldensuetoseewhichclubcouldgarnerthemost“members”fromthevisitingclass.Ideally,theotherclasswouldparticipateinthesameactivitysothattherolesbetweenclassescouldbereversed.TECHNOLOGY:School‐issuediPadsenablestudentstocreatetheirbrochuresinclass,addingphotosandgraphicstomakeavisually‐appealingproduct.Copiesofthebrochureswillallow“prospectiveclubmembers”toreadandreinforcenewSpanishinformationasitispresented.
SUGGESTEDMONITORINGSCALE:Usethefollowingorsimilarscaletomonitororevaluateastudent’sdailylearningandunderstandingofkeyconcepts:
OTHERSUGGESTEDPERFORMANCETASKS: Sabervs.ConoceriPadActivity:Studentscreatefourkeynoteslides,(twoforsaberandtwofor
conocer)inwhichtheyillustrateinbothwordsandpictureswhentouseeachverb.Studentvolunteerssharetheirkeynoteswiththerestoftheclass.
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GeneralFormativeAssessment:4=Applicationinothercontextsand/oratadeeperlevel3=Candemonstrateandapplytheknowledgeand/orskill2=Abletoperformatabasiclevel;possessesrelevantknowledge/skill1=PartialsuccessatLevel2withassistance
Comparisonsofequality(usingadjectives)creativewritingactivity:Studentsgeneratelistsofadjectives toputbetween thewords tan andcomo and fill in theblankswithadjectives forteacher‐created similes. i.e.Despuésdehacerejercicio,yosoytan __________ comountomate.(rojo) Afterexercise, Iamas__________asatomato.(red) Studentsusetheabovegrammarconstructiontowriteandsharecreativecomparisonswithadjectives.
Class examples of comparisons (using nouns) between tanto/a/os/as and como. Studentssupply nouns for teacher’s comparisons. i.e. Yoquierotenertanto __________ comoBillGates.(dinero) I want to have asmuch __________ as Bill Gates. (money) Students use the abovegrammarconstructiontowriteandsharecreativecomparisonsusingnouns.
Hace + Time Expressions iPad Activity: Students individually research how many yearssomethinghasbeen inexistence(i.e.Nike,Hershey’sKisses, theUSSpaceProgram)andusethe hace + time expression grammatical construction to write both a question and theirresearchedanswer.Studentsprojecttheirresearchquestionsinfrontoftheclassandsolicitstudentguessesastohowlongtheirproducthasexisted.
StageThree:LearningPlanSummaryofKeyLearningEventsandInstruction
SUGGESTEDLEARNINGEVENTS: Matamoscas(Flyswatter)comprehensionactivityinwhichstudentschoosecorrectextracurricularactivitybasedonoralorpictureprompts. Eljuegodelosdados(TheDiceGame)partneractivityinwhichstudentsworktogethertowritecreativesentencesassociatedwiththeInternet. Carreras(Races)blackboardnumberrecognitionactivityasaquickreviewofSpanishnumbersupto1.000ascardinalnumberswillbeutilizedto
talkabouthowmanyyearsthingshavebeeninexistence(hace+timeexpressions). Unaentrevista(AnInterview)speakingandwritingactivityinwhichstudentsarepairedupandmustworkwiththeirpartnertoaskandanswer
thefollowingquestions:¿Enquéactividadparticipas?(Inwhatactivitydoyouparticipate?)aswellas¿Cuántotiempohaceque...?(Howlonghasitbeen...?).Studentswillwriteandorallypresenttheirpartner'sresponsestotheclass.(i.e.Johnlegustaesquiarenelinvierno.Johnlikestoskiinthewinter.Hacediezañosqueelesquia.Hehasbeenskiingfortenyears.)
Conjuguemos.comandStudySpanish.comforadditionalindividualpracticeofsabervs.conocer,comparisonsofequality,andtimeexpressions. Mispasatiemposfavoritos(MyFavoritePastimes)creativeessay:Studentsfollowtheprojectrubicinordertodraftanessayoftheirfavorite
thingstodo.StudentsshouldusetheiriPadstotypetheirreports,addingphotosandgraphics.Copiesofthecompleted,typedessayscanbepassedaroundtheroom(withoutthewriters’names)inorderforclassmatestopredicttheauthor,basedsolelyuponcontent.
TECHNOLOGY:
StudentiPadAppsforvocabularyacquisition,grammarpractice,project‐basedlearning,etc.:Spanish/EnglishDictionary,Flashcardlet,Quizlet,Socrative,Evernote,GoogleDocs/Forms/Slides,Keynote,iMovie,GarageBand,Camera,Pages,DocScan,ImageSpinner,YouTube,etc.
SpanishWebsitesforadditionalstudentpractice:Conjuguemos,StudySpanish,Realidades2onlinematerials,Kahoot,PrácticaEspañol,etc.
SUGGESTEDMETHODSOFDIFFERENTIATION:(methodcategoriestakenfromhttp://www.bbcactive.com/BBCActiveIdeasandResources/MethodsofDifferentiationintheClassroom.aspx)
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TASK:Activitiesmaybestructuredwithregardtocomplexityoftask:fromlesscomplextaskstoestablishaframeworkforcomprehensionand/orskillattainmenttomorecomplextaskswhichchallengestudentsastheyprogress.
GROUPING:Havingstudentswithsimilarlevelsandabilitiesworktogethercanprovideavaluableopportunitytoaddressspecificneeds. RESOURCES:Technologicalresourcescanbeaneffectivesourceofdifferentiationinordertomotivateandreachstudentsofvaryingabilities. PACE:Studentswhoprogressatafasterratemaybegivenmorechallengingtaskstoexpandtheirunderstandingandmaximizeclasstime. DIALOGUEANDSUPPORT:Theclassroomteacherdifferentiatesher/hisspeechpatternsandsupportsstudentsbaseduponperceivedneeds. ASSESSMENT:Studentsshouldbeassessedonacontinualbasissothatteachingmethodscanbeadjustedtoeffectivelymeetstudentneeds.
UNIT3 – Labellezaylaestética
StageOne:DesiredResultsESTABLISHEDGOALSNJCoreCurriculumContentStandardsforWorldLanguagesInterpretiveMode7.1.NH.A.1Recognizefamiliarwordsandphrases,understandthemainidea,andinferthemeaningofsomehighlycontextualized,unfamiliarspokenorwrittenwordsinculturallyauthenticmaterialsusingelectronicinformationandothersourcesrelatedtotargetedthemes.7.1.NH.A.2Demonstratecomprehensionofaseriesoforalandwrittendirections,commands,andrequeststhroughappropriatephysicalresponse.7.1.NH.A.3Recognizesomecommongesturesandculturalpracticesassociatedwithtargetculture(s).7.1.NH.A.4Identifypeople,places,objects,andactivitiesindailylifebasedonoralorwrittendescriptions.7.1.NH.A.5Demonstratecomprehensionofshortconversationsandbriefwrittenmessagesonfamiliartopics.
TransferStudentswillbeabletoindependentlyusetheirlearningto…
Discussdailyroutinesandobjectswhichfacilitatetheseroutines. Talkaboutpreparationsforspecialevents. Describeclothesshoppingandclothingpurchases.
Meaning
UNDERSTANDINGSStudentswillunderstandthat…
Dailycustomsandroutinesreflectthecultureofasociety.
Celebratingspecialeventsisauniversalphenomenonandpeopleworldwidesharecommonemotions.
Reflexiveverbsrequireareflexivepronounwhichmatchesthesubject.
Certainverbscanbeusedbothinareflexiveaswellasanon‐reflexiveform.
Possessiveadjectivescanbeexpressedinbothshort(mi,tu,su,nuestro,su)andlongforms(mío,tuyo,suyo,nuestro,suyo).Endingsmustbemodifiedbynumberandgendertomatchthenounstheydescribe.
Cultureinfluencesshoppingexperiencesandfashionchoices.
ESSENTIALQUESTIONS Whyisitimportanttounderstanddaily
customsandroutinesofothercountrieswhentraveling?
WhatspecialeventsareroutinelycelebratedinSpanish‐speakingcountries?Howaretheycelebrated?
Whyisitessentialtoincludethecorrectreflexivepronounwhenconjugatingreflexiveverbs?
Whenwouldyouusetheshortvs.thelongformsofpossessiveadjectives?
Howdoculturesdifferinregardtoshoppingexperiences?(i.e.sizes,prices,customs,etc.)
Howdoesclothingreflectone’scultureandpersonality?
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7.1.NH.A.7Occasionallyinferthemeaningofafewunfamiliarwordsinhighlycontextualizedsituations. 7.1.NH.A.8IdentifysomeuniquelinguisticelementsinEnglishandthetargetlanguage.InterpersonalMode7.1.NH.B.1Usedigitaltoolstoexchangebasicinformationbyrecombiningmemorizedwords,phrases,andsentencesontopicsrelatedtoselfandtargetedthemes.7.1.NH.B.2Giveandfollowaseriesoforalandwrittendirections,commands,andrequestsforparticipatinginage‐andlevel‐appropriateclassroomandculturalactivities.7.1.NH.B.3Imitateappropriategestures,intonation,andcommonidiomaticexpressionsofthetargetculture(s)/languageduringdailyinteractions.7.1.NH.B.4Askandrespondtoquestions,makerequests,andexpresspreferencesinvarioussocialsituations.7.1.NH.B.5Converseonavarietyoffamiliartopicsand/ortopicsstudiedinothercontentareas.PresentationalMode7.1.NH.C.1Recombinebasicinformationatthewordandsentencelevelrelatedtoselfandtargetedthemestocreateamultimedia‐richpresentationtobesharedvirtuallywithatargetlanguageaudience.
Thepreteritepasttensehasspecificrulesforusagewhichcontrastwiththoseoftheimperfectpasttense.
Demonstrativeadjectivesareusedtoindicateproximityofanobjecttothespeaker.
WhatquestionsandphraseswouldbemostusefulwhenshoppinginaSpanish‐speakingcountry?
Whatarespecificrulesforusingthepreteritepasttense?
Whataresomecommoncontextualwordsorphraseswhichindicatethepreteritetense?
Whenisitpreferabletousedemonstrativeadjectivesinplaceofdefiniteorindefinitearticles?
AcquisitionStudentswillknow…
Familiarwordsandphrasesfordailycustomsandroutines.
CulturalpracticessurroundingspecificspecialeventsascelebratedinNorthAmericaandvariousHispaniccountries.
Uniquelinguisticelementsassociatedwithreflexiveverbconjugations.
Grammaticalpatternsforpossessiveadjectivesusedtoaskandrespondtoquestionsinvarioussocialsituations.
Commonshoppingandclothingwordsandexpressionsinordertotellorwriterealorimaginedexperiences.
Conjugationsforregularpreteriteverbsneededtoconverseandwriteinthepasttenseonavarietyoffamiliartopics.
Grammaticalpatternsfordemonstrativeadjectiveswhichareoftenexpressedinoralandwrittendirections,commands,andrequests.
Studentswillbeskilledat… Describingdailyroutineswithwell‐chosen
detailsandwell‐structuredeventsequences.
Usingdigitaltoolstoexchangebasicinformationregardingspecialevents.
Recombiningbasicinformationatthewordandsentencelevelwithcorrectconjugationsofreflexiveverbs.
Demonstratingcomprehensionofpossessiveadjectivesasfoundinshortconversationsandbriefwrittenpassagesonfamiliartopics.
Writingnarrativestodeveloprealorimaginedeventsequencesrevolvingaroundshoppingexperiences.
Usingtechnologytoproduce,publish,andupdateindividualwritingproductshighlightingregularpreteriteverbs.
Usingdemonstrativeadjectivestoexpresspersonalpreferences,bothorallyandinwriting.
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7.1.NH.C.2Createandpresentbriefmessages,poems,rhymes,songs,shortplays,orrole‐playsusingfamiliarvocabularyorallyorinwriting. 7.1.NH.C.3Describeinwritingpeopleandthingsfromthehomeandschoolenvironment.7.1.NH.C.4Tellorretellstoriesfromage‐andlevel‐appropriate,culturallyauthenticmaterialsorallyorinwriting.7.1.NH.C.5Tellorwriteaboutculturalproductsassociatedwiththetargetculture(s)andidentifyhowtheproductsandpracticesarederivedfromtheculturalperspectives.CommonCoreStandardsCCSS.ELA‐Literacy.W.9‐10.2Writeinformative/explanatorytextstoexamineandconveycomplexideas,concepts,andinformationclearlyandaccuratelythroughtheeffectiveselection,organization,andanalysisofcontent.CCSS.ELA‐Literacy.W.9‐10.3Writenarrativestodeveloprealorimaginedexperiencesoreventsusingeffectivetechnique,well‐chosendetails,andwell‐structuredeventsequences.CCSS.ELA‐Literacy.W.9‐10.4Produceclearandcoherentwritinginwhichthedevelopment,organization,andstyleareappropriatetotask,purpose,andaudience.CCSS.ELA‐Literacy.W.9‐10.5Developandstrengthenwritingasneededbyplanning,revising,editing,rewriting,ortryinganewapproach,focusingonaddressingwhatismostsignificantforaspecificpurposeandaudience.
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CCSS.ELA‐Literacy.W.9‐10.6Usetechnology,includingtheInternet,toproduce,publish,andupdateindividualorsharedwritingproducts,takingadvantageoftechnology'scapacitytolinktootherinformationandtodisplayinformationflexiblyanddynamically.
StageTwo:Evidence
EvaluativeCriteria AssessmentEvidenceSUGGESTEDPERFORMANCERUBRIC:Usethefollowingorsimilarrubrictoevaluateastudent’sperformanceonperformancetasks.SUGGESTEDPERFORMANCERUBRIC:FairfaxCountyPALSAssessments:PerformanceAssessmentforLanguageStudentsLevel2WritingTaskAnalyticRubrichttp://www.fcps.edu/is/worldlanguages/pals/documents/Level2AnalyticWriting.pdfLevel2WritingTaskHolisticRubrichttp://www.fcps.edu/is/worldlanguages/pals/documents/Level2HolisticWriting.pdfLevel2SpeakingTaskAnalyticRubrichttp://www.fcps.edu/is/worldlanguages/pals/documents/Level2AnalyticSpeaking.pdfLevel2SpeakingTaskHolisticRubrichttp://www.fcps.edu/is/worldlanguages/pals/documents/Level2HolisticSpeaking.pdfTeacher‐createdrubrictoassess“Midíaperfecto”story:
Requiredcontentreflexiveverbsemotions+estarobjectsassociatedwithreflexiveverbspossessiveadjectives
SUGGESTEDPERFORMANCEASSESSMENT#1: Studentswillengageinthefollowingperformancetask:TowriteanddigitallypresentacreativeessayentitledMidíaperfecto(MyPerfectDay).OVERVIEW:Studentschoosereflexiveverbsandotheritemsthattheywillusetodescribehowtheirdailyroutinewoulddifferontheir"perfectday."(i.e.Enmidíaperfecto,melevantoalas10:00delamanaña,nomeducho,ymepongolaropacómoda.Onmyperfectday,Igetupat10:00,Idon'tshower,andIputoncomfortableclothes.)Studentswillincorporatereflexiveverbsaswellastheotherrubricrequirementsintoanimaginarystory.DIFFERENTIATION:Theteachershouldalwayssupportstudentwritingaccordingtoperceivedneeds.Studentswhoprogressatafasterratewillbeencouragedtoexpandupontheirwritingbyincorporatingadditionalgrammarstructuresandmorecreativevocabularyusage.TECHNOLOGY:StudentswillusetheiriPadstowriteandedittheirstories,addingphotosandgraphicsasneeded.Studentstoriesmaybecompiledintoadigitalbooktosharewiththeentireclass.
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Essaylength:1‐11/2pages Grammaticalaccuracy Creativeuseoftechnology Fluidityofpresentation
Teacher‐createdrubrictoassess“Lamodade(unapersonafamosa)”iMovie:
Requiredcontentregularpreteriteverbsclothingvocabularydemonstrativeadjectives
iMovielength:approximately2minutes Grammaticalaccuracy Creativeuseoftechnology Fluidityofpresentation
SUGGESTEDPERFORMANCEASSESSMENT#2: Studentswillengageinthefollowingperformancetask:TocreateaniMovieentitled“Lamodade(unapersonafamosa)”(“AFamousCelebrity’s”Style)OVERVIEW:TeacherpresentsaniMovieexample(i.e.LamodadeJohnnyDepp‐JohnnyDepp'sStyle)tovisuallydemonstrateprojectrequirements.StudentschooseafavoritecelebrityandcreateaniMovie,utilizingregularpreteritetenseverbsandasmuchshoppingvocabularyaspossible.Studentsarealsorequiredtoincludeexamplesofdemonstrativeadjectivesinmeaningfulcontext.Oncecompleted,studentsmaytradeiPadswithotherstosharetheiriMoviewithatleastfiveclassmates.DIFFERENTIATION:Whilespecificcontentshouldfollowtheprojectrubric,studentiMoviesmaycontaindifferentelements(graphics,voiceovers,videoclips,etc.)dependentuponeachstudent’stechnologicalabilitiesandinterests.TECHNOLOGY:Students will need their iPads to create their iMovies, accessing the internet in order to producephotos,graphics,andorvideosoftheirchosencelebrity’sfashionstyle.
SUGGESTEDMONITORINGSCALE:Usethefollowingorsimilarscaletomonitororevaluateastudent’sdailylearningandunderstandingofkeyconcepts:
GeneralFormativeAssessment:4=Applicationinothercontextsand/oratadeeperlevel3=Candemonstrateandapplytheknowledgeand/orskill2=Abletoperformatabasiclevel;possessesrelevantknowledge/skill1=PartialsuccessatLevel2withassistanceFormativeAssessmentforReflexiveVerbs:4=Applicationofcorrectlyconjugatedpresenttensereflexiveverbsinothercontextsand/oratadeeperlevel
OTHERSUGGESTEDPERFORMANCETASKS: Elsalóndebelleza(TheBeautySalon)activityinwhichstudentgroupspassphotocardsof
procedureswhichtakeplaceinabeautysalon.Eachgroupwillwriteasentenceforeachphotowhichdescribestheactionbeingperformed.(StudentsshouldNOTbetoldaheadoftimethateachactivitypicturedisanon‐reflexiveverbactionsincetheactionsarebeingperformedbyothers.i.e.Ellacepillaelpelodelaniña.‐Shebrushesthegirl'shair.)Studentvolunteersdiscussanswers,makecorrectionsasneeded(i.e.crossoffreflexivepronouns),andpresentbothreflexiveandnon‐reflexiveformstotheclass.
Entrevistas(Interviews):Studentpairsaskandanswerquestionsusingreflexiveverbsinthecontextofdailyroutines.(i.e.¿Aquéhoratelevantasporlamañana?Whattimedoyougetupinthemorning?Lossábadosmelevantoalas11:00.OnSaturdaysIgetupat11:00).
Loseventosespeciales(SpecialEvents):Studentteamscandevelopandresearchquestionsre:preparationsforspecialevents(i.e.HowdoNorthAmericanstudentsprepareforhomecomingorprom?HowdoHispanicsprepareforspecialeventslikeaquinceañera?HowdoMexicansprepareforDíadelosmuertos?HowdodailyroutinesforstudentsintheU.S.comparetothoseofstudentsinSpainorMexico?)Studentsmaytakepartinajigsawwherebyeachteammemberisputintoanewgroupinordertoteachabouttheirtopic.Studentstakenotesaboutthevariouswaysinwhichcountriesprepareforspecialevents.
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3=Candemonstrateandapplycorrectlyconjugatedpresenttensereflexiveverbs2=Abletocorrectlyconjugatepresenttensereflexiveverbsatabasiclevel;possessesrelevantconjugationskills1=PartialsuccessatLevel2withassistanceFormativeAssessmentforPreteriteVerbs:4=Applicationofcorrectlyconjugatedregularpreteriteverbsinothercontextsand/oratadeeperlevel3=Candemonstrateandapplycorrectlyconjugatedregularpreteriteverbs2=Abletocorrectlyconjugateregularpreteriteverbsatabasiclevel;possessesrelevantconjugationskills1=PartialsuccessatLevel2withassistance
¿Quéquierestú?(Whatdoyouwant?)smallgroupdialoguesutilizingdemonstrativeadjectivesalongwithobjectphotocards.:Student“shoppers”orallystatewhichobject/stheywouldliketobuy,utilizinganindicateddemonstrativeadjective.(i.e.Quierocompraraquelloszapatos.Iwanttobuythoseshoes.)Student“sellers”mustuseanappropriatedemonstrativeadjectiveintheirresponse.(i.e.Estoszapatoscuestanciendolares.Theseshoescostonehundreddollars.)
StageThree:LearningPlanSummaryofKeyLearningEventsandInstruction
SUGGESTEDLEARNINGEVENTS:
¿Quéesunverboreflexivo?(Whatisareflexiveverb?):Giventheexampleofanactualmirror,studentswritetheirEnglishresponsestothequestion“Whatisa"reflection"?Next,studentslookattheEnglishtranslationsforalistofreflexiveverbsanddeterminewhyalloftheseverbsaregroupedtogether.Lastly,studentsareaskedtowritehowtheycantelljustbylookingattheSpanishverbthataverbisreflexive.Theteachermaycollectpapersandreadrandomresponsesaloudasstudentscometoanoralconsensusastothedefinitionofreflexiveverbs.
¿Porlamañanaoporlanoche?(IntheMorningoratNight?)Venndiagramlabelingactivityinwhichstudentscategorizereflexiveverbsbasedupontheirdailypersonalroutines.
Losverbosreflexivos(ReflexiveVerbs):StudentsuseiPadstomakepictureflashcardswhichcorrespondtoeachofthereflexiveverbsstudiedinclassandwritesentenceswiththeconjugatedverbs.Studentsuseflashcardstotestthemselvesandothersonvocabularyrecognition.
¿Paraquéusoeso?(ForwhatdoIusethis?)memoryactivityinwhichstudentsareshownitemsusedtogetoneselfready(i.e.eljabón,elchampú,latoalla,elsecador‐soap,shampoo,towel,hairdryer).Studentsareaskedtowritethereflexiveverbwhichcorrespondswiththeobjectbyusingthefollowingformat:Voya+reflexivepronounattachedtotheinfinitive(i.e.elchampú=Voyalavarmeelpeloconelchampú.‐Iamgoingtowashmyhairwithshampoo.)
Conjuguemos.comandRealidades2gramactivaDVDtoreinforcereflexiveverbsmeaningsandconjugations.
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Possessiveadjectivesreviewutilizingobjectsfromthereflexiveverbsunit(elchampú,elpeine,elcepillodedientes,eldesodorante,latoalla,lasjoyas,etc.‐shampoo,comb,toothbrush,deodorant,towel,jewelry,etc.).Studentsareshownphotosofobjectsandaregiventhesubjectpronounforthepersonwhoownsthatobject.Studentsmustorallysupplythecorrectpossessiveadjective.
Eljuegodelosdados(TheDiceGame)pairworkactivityinwhichstudentscombineconjugatedreflexiveverbswithpossessiveadjectivesinordertocreatemeaningfulsentences.(i.e.Melavoelpeloconelespecialchampúmío.‐Iwashmyhairwithmyspecialshampoo.)
Carreras(Races)blackboardwritingactivityforauditoryrecognitionofspokennumbersandreviewof10s,100s,and1.000splacenumbers.Practiceinusing“decimalpoints”inplaceof“commas”forSpanishnumbers.
CincoSpanishBingogameinsmallgroupstoreinforceoralpronunciationandreadingcomprehensionskillsusingconjugatedpreteriteverbs. Escaleras(Ladders)whiteboardrowgame(divideclassintorowsof4‐5students)topracticepreteritetenseverbconjugations. Conjuguemos.comforindividualstudentpracticewithregularpreteritetenseverbsaswellasshoppingvocabulary. Batalladelosbarcos(Battleship)gameinwhichstudentsworkinpairstobothsayandwriteSpanishsentences.Studentspracticeconjugating
regularpreteritetenseverbsaswellasdemonstratingshoppingvocabularyverbmeaning.i.e.YocomprélospantalonesoscurosdemarcaJuicyCouture.Iboughtthedark‐coloredJuicyCouturepants.)Studentsareencouragedtowritesentenceswhichshowavarietyofshoppingandclothingvocabulary.
LahistoriadeJuan(TheStoryofJuan):StudentsreadaSpanishparagraphdescribingtheplightofstreetkidsworldwideandanswerdiscussionquestions.StudentsfillintheblanksofthelyricstothissongbyColombianartistJuaneswithconjugatedpreteriteverbforms.Lastly,studentslistentoLahistoriadeJuanandfollowalongontheircompletedclozeactivitylyricssheet.(TheteachermayshowJuanes’YouTubevideoforLahistoriadeJuanasasubsequentclassreviewactivity.)
Matamoscas(Flyswatter)gameinwhichstudentpairscompetetobethefirstonetoindicatethecorrectshoppingvocabularywordorphrase.Studentpairscomeupatthefrontboard,usingactualflyswattersonagameboardprojectedontothewhiteboard.
¿Dóndeestáeldulceazul?‐Whereisthebluecandy?(avariationoftheold"ThreeCups"magictrick)topracticedemonstrativeadjectivesincontext.Studentswatchastheteacherputsthreedifferentcoloredcandiesintothreeidenticalplasticcups.Studentskeeptheireyesonthecupsastheteachershufflesthem(rightsideup)beforeplacingthecupsinthreedistinctpartsoftheroomstatingthefollowingdemonstrativepronounsinSpanish:estevaso,esevaso,andaquelvaso(thisglass,thatglass,andthatglassoverthere).StudentswritetheirguessesinSpanishontheiriPads.Thegamecanberepeatedafewmoretimes,withstudentscorrectingtheiranswers,beforetheword"taza"(cup)issubstitutedtopracticefeminineendings(estataza,esataza,andaquellataza.)Thememorygameiscontinuedwithmultiplevasosandtazastopracticepluralformsoftheindicateddemonstrativeadjectives(withrandomlychosenstudent“winners”receivingthecandyasaprize).
TECHNOLOGY:
StudentiPadAppsforvocabularyacquisition,grammarpractice,project‐basedlearning,etc.:Spanish/EnglishDictionary,Flashcardlet,Quizlet,Socrative,Evernote,GoogleDocs/Forms/Slides,Keynote,iMovie,GarageBand,Camera,Pages,DocScan,ImageSpinner,YouTube,etc.
SpanishWebsitesforadditionalstudentpractice:Conjuguemos,StudySpanish,Realidades2onlinematerials,Kahoot,PrácticaEspañol,etc.SUGGESTEDMETHODSOFDIFFERENTIATION:(methodcategoriestakenfromhttp://www.bbcactive.com/BBCActiveIdeasandResources/MethodsofDifferentiationintheClassroom.aspx)
TASK:Activitiesmaybestructuredwithregardtocomplexityoftask:fromlesscomplextaskstoestablishaframeworkforcomprehensionand/orskillattainmenttomorecomplextaskswhichchallengestudentsastheyprogress.
GROUPING:Havingstudentswithsimilarlevelsandabilitiesworktogethercanprovideavaluableopportunitytoaddressspecificneeds.
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RESOURCES:Technologicalresourcescanbeaneffectivesourceofdifferentiationinordertomotivateandreachstudentsofvaryingabilities. PACE:Studentswhoprogressatafasterratemaybegivenmorechallengingtaskstoexpandtheirunderstandingandmaximizeclasstime. DIALOGUEANDSUPPORT:Theclassroomteacherdifferentiatesher/hisspeechpatternsandsupportsstudentsbaseduponperceivedneeds. ASSESSMENT:Studentsshouldbeassessedonacontinualbasissothatteachingmethodscanbeadjustedtoeffectivelymeetstudentneeds.
UNIT4 – Lasfamiliasylascomunidades
StageOne:DesiredResultsESTABLISHEDGOALSNJCoreCurriculumContentStandardsforWorldLanguagesInterpretiveMode7.1.NH.A.1Recognizefamiliarwordsandphrases,understandthemainidea,andinferthemeaningofsomehighlycontextualized,unfamiliarspokenorwrittenwordsinculturallyauthenticmaterialsusingelectronicinformationandothersourcesrelatedtotargetedthemes.7.1.NH.A.2Demonstratecomprehensionofaseriesoforalandwrittendirections,commands,andrequeststhroughappropriatephysicalresponse.7.1.NH.A.3Recognizesomecommongesturesandculturalpracticesassociatedwithtargetculture(s).7.1.NH.A.4Identifypeople,places,objects,andactivitiesindailylifebasedonoralorwrittendescriptions.7.1.NH.A.5Demonstratecomprehensionofshortconversationsandbriefwrittenmessagesonfamiliartopics.
TransferStudentswillbeabletoindependentlyusetheirlearningto…
Discusscommunityplacesandassociatedobjects. Talkaboutchildhoodtoysandactivities. Describechildhoodbehaviors.
Meaning
UNDERSTANDINGSStudentswillunderstandthat…
Manycommunityproductsandpracticesaresharedacrosscultures.
Exploringthedifferencesamongcommunitiescanleadtoabetterunderstandingofone’sowncommunity.
Verbsneedtobeconjugatedwithregardtosubjectandtenseinordertofacilitateeffectivecommunication.
Irregularpreteriteverbs,whiledeviatingfromregularconstructions,haveconjugationpatternsoftheirown.
DirectObjectPronounsarecommonlyusedtoavoidrepetitionofpreviouslyindicatedobjectsorpeople.
Activitiesthat“usedto”occurareexpressedintheimperfecttense.
ESSENTIALQUESTIONS Whatcommunityplaceswouldbemost
usefultoknowwhentravelinginaHispaniccountry?
Inwhatwaysdoirregularpreteriteverbsascribetoregularpatterns?
Whyisitimportanttoutilizedirectandindirectobjectpronounsineverydayconversations?
HowdoSpanish‐speakerstalkaboutpastevents?
Howaredirectandindirectobjectpronounsusedtogether?
Howdoyouknowwhentousethepreteritevs.theimperfectpasttense?
Whattypesofwordsandphraseshelpdeterminepreteritevs.imperfectusage?
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7.1.NH.A.7Occasionallyinferthemeaningofafewunfamiliarwordsinhighlycontextualizedsituations. 7.1.NH.A.8IdentifysomeuniquelinguisticelementsinEnglishandthetargetlanguage.InterpersonalMode7.1.NH.B.1Usedigitaltoolstoexchangebasicinformationbyrecombiningmemorizedwords,phrases,andsentencesontopicsrelatedtoselfandtargetedthemes.7.1.NH.B.2Giveandfollowaseriesoforalandwrittendirections,commands,andrequestsforparticipatinginage‐andlevel‐appropriateclassroomandculturalactivities.7.1.NH.B.3Imitateappropriategestures,intonation,andcommonidiomaticexpressionsofthetargetculture(s)/languageduringdailyinteractions.7.1.NH.B.4Askandrespondtoquestions,makerequests,andexpresspreferencesinvarioussocialsituations.7.1.NH.B.5Converseonavarietyoffamiliartopicsand/ortopicsstudiedinothercontentareas.PresentationalMode7.1.NH.C.1Recombinebasicinformationatthewordandsentencelevelrelatedtoselfandtargetedthemestocreateamultimedia‐richpresentationtobesharedvirtuallywithatargetlanguageaudience.
Descriptivephraseswhich“setthescene”forapastevent(time,weather,agewithtener,physicaldescriptions,etc.)usetheimperfecttense.
IndirectObjectPronounsalwaysrefertopeopleandareusedtoindicatetherecipientofanobject.
Thepreteriteandimperfecttenseshavespecificrulesforusageandcannotbeusedinterchangeably.
Keyphraseswhichindicatespecificmomentsintime(preterite)vs.habitualactions(imperfect)arecommonexampleswhichhelpdeterminewhichpasttenseisneeded.
.Acquisition
Studentswillknow… Familiarwordsandphrasesfor
communityplacesandrunningerrandsaroundtown.
Conjugationsforregularandirregularpreteriteandimperfectverbsneededtoconverseandwriteonavarietyoffamiliartopics.
Keywordsandphraseswhichsignifypreteritevs.imperfectusageasfoundinculturallyauthenticmaterials.
Grammaticalpatternsfortheusageofdirectandindirectobjectpronounsasevidencedinvarioussocialsituations.
Studentswillbeskilledat… Recognizingcommonculturalpractices
associatedwithcommunityplaces. Recombiningbasicinformationattheword
andsentencelevelwithcorrectconjugationsofcommonregularandirregularpreteriteandimperfectverbs.
Recognizingkeywordsandphrasesinordertodistinguishbetweenpreteritevs.imperfectverbusage.
Demonstratingcomprehensionofdirectandindirectobjectpronounsasfoundinshortconversationsandbriefwrittenpassagesonfamiliartopics.
Usingdigitaltoolstoexchangebasicinformationregardingpastevents.
Usingtechnologytoproduce,publish,andupdateindividualwritingproductswhichhighlightpreteritevs.imperfectverbusage.
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7.1.NH.C.2Createandpresentbriefmessages,poems,rhymes,songs,shortplays,orrole‐playsusingfamiliarvocabularyorallyorinwriting. 7.1.NH.C.3Describeinwritingpeopleandthingsfromthehomeandschoolenvironment.7.1.NH.C.4Tellorretellstoriesfromage‐andlevel‐appropriate,culturallyauthenticmaterialsorallyorinwriting.7.1.NH.C.5Tellorwriteaboutculturalproductsassociatedwiththetargetculture(s)andidentifyhowtheproductsandpracticesarederivedfromtheculturalperspectives.CommonCoreStandardsCCSS.ELA‐Literacy.W.9‐10.2Writeinformative/explanatorytextstoexamineandconveycomplexideas,concepts,andinformationclearlyandaccuratelythroughtheeffectiveselection,organization,andanalysisofcontent.CCSS.ELA‐Literacy.W.9‐10.3Writenarrativestodeveloprealorimaginedexperiencesoreventsusingeffectivetechnique,well‐chosendetails,andwell‐structuredeventsequences.CCSS.ELA‐Literacy.W.9‐10.4Produceclearandcoherentwritinginwhichthedevelopment,organization,andstyleareappropriatetotask,purpose,andaudience.CCSS.ELA‐Literacy.W.9‐10.5Developandstrengthenwritingasneededbyplanning,revising,editing,rewriting,ortryinganewapproach,focusingonaddressingwhatismostsignificantforaspecificpurposeandaudience.
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CCSS.ELA‐Literacy.W.9‐10.6Usetechnology,includingtheInternet,toproduce,publish,andupdateindividualorsharedwritingproducts,takingadvantageoftechnology'scapacitytolinktootherinformationandtodisplayinformationflexiblyanddynamically.
StageTwo:EvidenceEvaluativeCriteria AssessmentEvidenceSUGGESTEDPERFORMANCERUBRIC:Usethefollowingorsimilarrubrictoevaluateastudent’sperformanceonperformancetasks.FairfaxCountyPALSAssessments:PerformanceAssessmentforLanguageStudentsLevel2WritingTaskAnalyticRubrichttp://www.fcps.edu/is/worldlanguages/pals/documents/Level2AnalyticWriting.pdfLevel2WritingTaskHolisticRubrichttp://www.fcps.edu/is/worldlanguages/pals/documents/Level2HolisticWriting.pdfLevel2SpeakingTaskAnalyticRubrichttp://www.fcps.edu/is/worldlanguages/pals/documents/Level2AnalyticSpeaking.pdfLevel2SpeakingTaskHolisticRubrichttp://www.fcps.edu/is/worldlanguages/pals/documents/Level2HolisticSpeaking.pdfTeacher‐createdrubrictoassess“Mivida”timeline:
Requiredcontentregular/irregularpreteriteverbsregular/irregularimperfectverbsphrasestoindicatepreterite/imperfect
timelinelength:atleast10events Grammaticalaccuracy Creativeuseoftechnology Fluidityofpresentation
SUGGESTEDPERFORMANCEASSESSMENT:Studentswillengageinthefollowingperformancetask:TodesignaMivida(MyLife)timelinethathighlightsbothpreteriteandimperfecttenseverbs.OVERVIEW:Studentswilluploadpersonalphotosof10differentlifeevents(i.e.birth,firstdayofschool,winninganaward,goingonaspecialvacation,etc.).Foreachevent,studentsshouldwriteatleasttwosentencesusingpreteriteandimperfectpasttenseverbs.Remindstudentstousepreteriteverbstodescribecompletedactionswhileusingimperfectverbstogivebackgrounddescriptionsoremotions.(Miequipodefútbolganóelcampeonatodelestado.Mysoccerteamwonthestatechampionship.Todosnosotrosestábamosmuyentusiasmados.Wewereallveryenthusiastic.)Studentsmaypresenttheirdigitaltimelinesinsmallgroupswherebyeachlistenermustcomeupwithonequestionforthereader.DIFFERENTIATION:Theteacherneedstobesensitivetoanystudentwhomaynothaveaccesstopersonalphotosormayprefernottosharethem.Alternativescanincludeusinginternet‐generatedphotosorgraphicsorevenpersonalillustrationstocompletetheirtimeline.TECHNOLOGY:Studentsmayselecttheformat(keynote,iMovie,prezi,etc.)whichtheythinkwouldbestsuitthepresentationoftheirindividualtimeline.
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SUGGESTEDMONITORINGSCALE:Usethefollowingorsimilarscaletomonitororevaluateastudent’sdailylearningandunderstandingofkeyconcepts:
GeneralFormativeAssessment:4=Applicationinothercontextsand/oratadeeperlevel3=Candemonstrateandapplytheknowledgeand/orskill2=Abletoperformatabasiclevel;possessesrelevantknowledge/skill1=PartialsuccessatLevel2withassistanceFormativeAssessmentforPreteritevsImperfect:4=Applicationofcorrectlyconjugatedpreteriteandimperfectverbsinothercontextsand/oratadeeperlevel3=Candemonstrateandapplycorrectlyconjugatedpreteriteandimperfectverbs2=Abletocorrectlyconjugatepreteriteandimperfectverbsatabasiclevel;possessesrelevantconjugationskills1=PartialsuccessatLevel2withassistance
OTHERSUGGESTEDPERFORMANCETASKS: Cuándoeraniño(WhenIWasaChild)writingprompttopracticechildhoodvocabularyand
imperfecttenseverbsinmeaningfulwrittencontext.Studentsmayusevocabularylistsandconjugationchartstoassistwiththeirindividualwriting.Oncecompleted,studentswillrandomlychooseaclassmate’sessayandreaditaloudtotheclass.Studentswillthenhavetheopportunitytoguesswhichoftheirclassmateswroteeachpersonaldescription.
Unaexperienciadeirdecomprasinolvidable(AnUnforgettableShoppingExperience):Studentpairsrole‐playasceneinwhichtwofriendseachreceivedagiftcard.Studentsdiscussclothingitemsthattheybought,usingpreteriteandimperfectpasttenseverbsandclothesshoppingvocabulary(color,brand,sizestyle,etc.).
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StageThree:LearningPlanSummaryofKeyLearningEventsandInstruction
SUGGESTEDLEARNINGEVENTS: Verbosirregularesdelpretérito(IrregularPreteriteVerbs):Studentscreatetheirownkeynotesof30commonirregularpreteriteverbswith
definitions,conjugations,andcreativesentencesutilizingirregularverbsinmeaningfulcontext.(Irregularpreterites:ser/ir,dar,ver,tener,estar,andar,hacer,venir,poder,poner,querer,saber,decir,traer,oír,leer,creer,destruir,preferir,mentir,divertirse,sentirse,pedir,repetir,servir,seguir,vestirse,dormir,andmorir).Keynotesserveasvaluableresourcesduringwritingactivitiesaswellasformemorizationdrillsinpreparationforconjugationassessments.StudentswhowillbeprogressingtoSpanish3areencouragedtosavetheirkeynotesforfuturereference.
Matamoscas(Flyswatter)activityinwhichstudentpairscompetetobethefirstonetoindicatethecorrectcommunityplacesvocabularywordorphraseonaWordlewordcloudinfrontofthem.
Frasesmezclados(Mixed‐upSentences)groupactivity:Groupsof3‐4studentsaregivenanenvelopeofcutoutwordswhichtheyusetoformlogicalsentences.Allsentencesutilizetargetcommunityplacesvocabularyaswellaspreteriteverbforms.Uponcompletion,studentscopythecorrectedsentences,tobeusedinasubsequentclassactivitywhichintroducesdirectobjectpronouns.
Lugaresdelacomunidad(CommunityPlaces)groupwritingactivity:Storieswillfocusonutilizationofregularandirregularpreteritepasttenseverbs.Theclassisdividedintogroupsof3–4studentsandeachgroupisgivenaphotoofacommunityplace.Studentswillcollaboratetowriteasentence(withatleastonepreteritepasttenseverb)tobeginastorywhichtakesplaceattheirpicturedsite.Onceallgroupshavewrittentheirinitialsentence(i.e.Ayerporlatarde,PedroyLuisafueronalbanco.YesterdayafternoonPedroandLuisawenttothebank.),studentspasstheirpictureandwritingtothenextgroup.Afterreadingwhatwaspreviouslywritten,eachnewgroupwilladdanotherpreteritetensesentence.(Asthestoriesarepassedaroundtheclass,adifferentstudentpergroupshouldberesponsibleforphysicallywritingeachsentence.Allstudents,however,shouldbeactivelyinvolvedinthecreativewritingprocess.)Studentsshouldberemindedthatthepreteritetensesignifiescompletedactions(i.e.arobberyatelbanco)andthatthestoriesshouldhaveabeginning,middle,andanend.Thisactivityiscompletedwheneachgrouphaswrittenasentenceforeachpictureprompt.Oncereturnedtotheiroriginalgroup,eachstorycanberealaloudbyastudentvolunteer.
Lospronombresdeobjetosdirectos(DirectObjectPronouns):Studentsaregivenanexampleofhowoneoftheobjectwordsfromtheirfrasesmezcladossentences(fromthepreviousclassactivity)canbereplacedbyitscorrespondingdirectobjectpronoun.(i.e.Luiscomprólapastadentalenlafarmacia.Luisboughtthetoothpasteatthepharmacy.Luislacompróenlafarmacia.Luisboughtitatthepharmacy.)Studentsrewritetheirsentences,substitutingthecorrectdirectobjectpronouns.
Rondarápida(RapidRound)groupgametoreinforcethedirectobjectpronounslo,la,los,andlasalongwithcommunityplacesvocabulary.StudentswillanswertheSpanishflashcardquestionsbyreplacingtheobjectwithitscorrespondingDOPandconjugatingthepreteritetenseverb.(i.e.¿Cobrasteelchequeayer?Didyoucashthecheckyesterday?Sí,locobréayer.Yes,Icashedityesterday.)
Lospronombresdeobjetosdirectosquerefierenapersonas(DirectObjectPronounsthatRefertoPeople):me,te,lo/la,nos,los/las.StudentgroupsarechallengedtocomeupwithandshareverbsinEnglishwhichutilizepeopleasdirectobjects(i.e.tophone/text,towaitfor,tofind,towatch,tosee,toleave,toquestion,toanswer,etc.)
Lospronombresdeobjetosdirectoseindirectos(DirectandIndirectObjectPronouns)picturepromptsentencewritingactivity:Studentschoosephotosofobjects(i.e.elteléfono,lacomputadora,lahamburguesa,elbaloncesto–phone,computer,hamburger,basketball)inordertowritecreativesentencesutilizingbothdirectandindirectobjectpronouns.Studentscansharetheirsentencebywritingitonthefrontwhiteboardunderthecorrespondingphoto.(i.e.elteléfono–Mispadresmeloregalaroncuandotenía14años.Myparentsgaveit(thephone)tomeasagiftwhenIwas14yearsold.)Sincedirectandindirectobjectpronounsaresuchachallengingconceptforstudents,teachersmayrequirestudentstotranslatetheirSpanishsentencesintoEnglishtoreinforceproperwordplacementandmeaning.
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Kahootinteractivemultiple‐choicegames(withpictureprompts)ondirectandindirectobjectpronouns:Teacherutilizestheopportunityaftereachquestiontodefineandclarifyusage.
Fotografía(Photograph)songbyJuanesfeaturingNellyFurtadotocontrastpossessiveadjectivesvs.directobjectpronouns(i.e.tivs.te)inmeaningfulcontext:Studentsfillintheblanksforpossessiveadjectivesordirectobjectpronounsonaclozeactivitylyricssheet.
Cinco(Bingo)gametointroduceinfinitiveverbsassociatedwithchildhoodbehavioraswellaspersonalcharacteristics.StudentscopySpanishchildhoodactivities,toys,andbehaviorsontoaBingogameboard.Whenshownapictureprompt,studentspredictnewSpanishvocabulary.
¡Ay,Caramba!ImperfectTensePartnerGame:Studentstaketurnsdrawingcardsandeithertranslatingphrasesorconjugatingimperfecttenseverbs.Partnerscheckanswerswiththeincludedanswerkeysothestudentscanplaythisgamewithoutdirectteacherassistance.Studentskeepthecardsthattheyanswercorrectly(tobecountedattheend)andputbackthecardstheyanswerincorrectly.IfastudentdrawsanAy,Carambacard,heorshewillloseaturn.Thegameiscompletedwhenallofthecardshavebeendrawnorwhentimeiscalled.
Conjuguemos.comforindividualstudentpracticewithregularandirregularimperfecttenseverbs. Casasdelosverbos(VerbHouses)forside‐by‐sideconjugationcomparisonsbetweenregularpreteriteandimperfecttenseverbs. Palabrasclaves(KeyWords)whichsignifywhentousethepreteritevs.theimperfecttenses.(i.e.ayer‐yesterday=preteritevs.siempre‐always
=imperfect).Studentsplacewordsandphrasesunderappropriatecategory,copyingthemontoareferencechart. TerobastemiCorazón(YouStoleMyHeart)songandlyricsbyAfro‐ArgentinianreggaemusicianFidelNadaltoreinforcepreteritevs.imperfect
verbsinmeaningfulcontext:Studentsfillintheblanksforpasttenseverbsonaclozeactivitylyricssheet. CaperucitaRoja(LittleRedRidingHood)YouTubevideoclipfromanoldILoveLucyepisodeinwhichRickyRicardorecitesaSpanishbedtime
story(toreinforcepreteriteandimperfectpasttenseusage). Ricitosdeoroylostresosos(GoldilocksandtheThreeBears)andSuperhombre(Superman)onlineconjugationactivitiestopracticepreteritevs.
imperfectconjugationsinfamiliarcontexts.TECHNOLOGY:
StudentiPadAppsforvocabularyacquisition,grammarpractice,project‐basedlearning,etc.:Spanish/EnglishDictionary,Flashcardlet,Quizlet,Socrative,Evernote,GoogleDocs/Forms/Slides,Keynote,iMovie,GarageBand,Camera,Pages,DocScan,ImageSpinner,YouTube,etc.
SpanishWebsitesforadditionalstudentpractice:Conjuguemos,StudySpanish,Realidades2onlinematerials,Kahoot,PrácticaEspañol,etc.SUGGESTEDMETHODSOFDIFFERENTIATION:(methodcategoriestakenfromhttp://www.bbcactive.com/BBCActiveIdeasandResources/MethodsofDifferentiationintheClassroom.aspx)
TASK:Activitiesmaybestructuredwithregardtocomplexityoftask:fromlesscomplextaskstoestablishaframeworkforcomprehensionand/orskillattainmenttomorecomplextaskswhichchallengestudentsastheyprogress.
GROUPING:Havingstudentswithsimilarlevelsandabilitiesworktogethercanprovideavaluableopportunitytoaddressspecificneeds. RESOURCES:Technologicalresourcescanbeaneffectivesourceofdifferentiationinordertomotivateandreachstudentsofvaryingabilities. PACE:Studentswhoprogressatafasterratemaybegivenmorechallengingtaskstoexpandtheirunderstandingandmaximizeclasstime. DIALOGUEANDSUPPORT:Theclassroomteacherdifferentiatesher/hisspeechpatternsandsupportsstudentsbaseduponperceivedneeds. ASSESSMENT:Studentsshouldbeassessedonacontinualbasissothatteachingmethodscanbeadjustedtoeffectivelymeetstudentneeds.
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SuggestedLearningResourcesfortheSpanish2Classroom:
Realidades2StudentTextbook/Workbook,andTeacherResourcesRealidades2OnlineMaterialshttp://www.phschool.com/webcodes10/index.cfm?wcprefix=jdk&wcsuffix=0001&area=viewStudentiPadAppsforvocabularyacquisition,grammarpractice,project‐basedlearning:Spanish/EnglishDictionary,Flashcardlet,Quizlet,Socrative,Evernote,GoogleDocs/Forms/Slides,Keynote,iMovie,GarageBand,Camera,Pages,DocScan,ImageSpinner,YouTubeEdModo,Schoology,etc.(onlineportalsforstudent/teacherexchangeofacademiccontent)https://www.edmodo.com/https://www.schoology.com/home.phpTeachersPayTeachers(teacher‐createdresourcesforaminimalfee,somearefree)https://www.teacherspayteachers.com/Conjuguemos(verbconjugations,grammarandvocabularyself‐assessmentactivities)https://conjuguemos.com/StudySpanish(grammartutorialsandself‐assessmentactivities)http://studyspanish.com/SpanishLanguage&Culture(grammarandcultureexercises)http://personal.colby.edu/~bknelson/SLC/Kahoot(game‐baseddigitallearningusingstudentiPads)https://getkahoot.com/SpanishDict(vocabularyandconjugationresource)http://www.spanishdict.com/WordReference(vocabularyresource)http://www.wordreference.com/Today’sMeet(quickassessments,closureactivities)https://todaysmeet.com/PollEverywhere(studentsurveys)https://www.polleverywhere.com/?ref=OBKeQDCgBBCMundo(authentictextandculture)https://plus.google.com/+BBCMundo/postsPracticaEspañol(authentictextandculture)http://www.practicaespanol.com/en/RTVE(RadioTelevisiónEspañola–livetelevisionfeedsfromSpain)http://www.rtve.es/ZacharyJones–Zambomazo(musicandculture,grammar‐basedclozeactivitieswithpopularsongs)http://zachary‐jones.com/VideoELE(videostoteachbasicSpanish)http://www.videoele.com/menu_contenidos_A1.htmlMaryGlasgowMagazines(ScholasticmagazineforSpanishstudentsatdifferentlevels)http://es.maryglasgowplus.com/ACTFLWebWatchhttp://www.actfl.org/publications/all/the‐language‐educator/web‐watch‐online/web‐watch‐online‐archiveSpanish4Teachers(freeteachingresources,organizedbyunits)http://www.spanish4teachers.org/SpanishTeacherBlogs(teacherexperiences,lessonplans,materials)http://www.fluentu.com/spanish/blog/spanish‐teacher‐blogs/GraphicOrganizers(teacherresources,labeledinSpanish)http://www.eduplace.com/graphicorganizer/spanish/
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Benchmark Assessment: QuarterOne (Lavidadelestudiante)
1. Studentswillbeabletodescribethemselvesandothersusingcorrectagreementforadjectivesofpersonaldescription.2. Studentswillbeabletodemonstratecomprehensionofbasicinterrogativewordsbyaskingandrespondingtoquestions.3. Studentswillbeabletousetenertoexpressavarietyofstatesofbeing(i,e.#ofyears,hungry,thirsty,hot,cold,tired,lucky,fearful,etc.)4. Studentswillbeabletousepresenttenseverbstoread,speak,andwriteaboutschoolactivitiesandclassroommaterials.(NoviceHigh
Level:verbsincluderegular–AR,–ER,and–IRconjugations,presentprogressiveforms,servs.estar,“yogo”verbs,stem‐changingverbs,andverbslikegustar.)
5. Studentswillbeabletocreateaffirmativeandnegativeclassroomrules(utilizingthephraseshayquevs.seprohíbe).6. Studentswillbeabletouseaffirmativeandnegativewordstofacilitateauthenticcommunicationinthetargetlanguage.
BenchmarkAssessment:QuarterTwo (Lasactividadesextracurriculares/Larutinadiaria)
1. Studentswillbeabletoread,speak,andwriteaboutathleticandrecreationalactivitiesandtheimportanceofmusic,drama,andthearts.2. Studentswillbeabletodemonstratecomprehensionofexpressionsrelatedtotheinternetandtechnology.3. Studentswillbeabletodistinguishbetweenwhentousesabervs.conoceranduseeachverbinappropriatecontexts.4. Studentswillbeabletocreatecomparisonsofequalitywithadjectiveandnounclauses.5. Studentswillbeabletoexpresshowlonganactivityhasbeengoingonthroughhace+timeexpressions.6. Studentswillbeabletousereflexiveverbstoread,speak,andwriteaboutdailyroutines.(NoviceHighLevel)7. StudentswillbeabletodiscussspecialeventswhichareroutinelycelebratedinSpanish‐speakingcountries.8. Studentswillbeabletodifferentiateandutilizeboththeshortandlongformsofpossessiveadjectives.
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BenchmarkAssessment:QuarterThree(Irdecompras/Lugaresdelacomunidad)
1. Studentswillbeabletousepreteritetenseverbstoread,speak,andwriteaboutclothesshoppingandpurchases.(NoviceHighLevel:
verbsincluderegular–AR,–ER/–IRconjugationsand–CAR,–GAR,–ZARspellingchangeverbs).2. Studentswillbeabletoindicatetherationalebehindpreteriteverbusage.3. Studentswillbeabletoemploydemonstrativeadjectivesinspokenandwrittencontexts.4. Studentswillbeabletouseregularandirregularpreteritetenseverbstoread,speak,andwriteaboutcommunityplacesandrunning
errandsaroundtown.(NoviceHighLevel:verbsincludeirregularstems,iyverbs,andeiandou–IRstem‐changingverbs.)5. Studentswillbeabletousedirectobjectpronounstofacilitateauthenticcommunicationinthetargetlanguage.
BenchmarkAssessment: QuarterFour (Cuandoeraniño /Eventosdelpasado)
1. Studentswillbeabletouseregularandirregularimperfecttenseverbstoread,speak,andwriteaboutchildhoodtoys,activities,and
behaviors.(NoviceHighLevel)2. Studentswillbeabletoindicatetherationalebehindimperfectverbusage.3. Studentswillbeabletousebothdirectandindirectobjectpronouns(includingdoubleobjectpronounsandsingle/doubleverb
constructions)tofacilitateauthenticcommunicationinthetargetlanguage.4. Studentswillbeabletodemonstratecomprehensionofonlinestorieswhichcompareandcontrastpreteritevs.imperfectusage.5. Studentswillbeabletorecognizeandutilizekeyphraseswhichdistinguishpreteritevs.imperfectusage.6. Studentswillbeabletowritecreativeessaysusingavarietyofverbtenses(i.e.present,presentprogressive,preterite,andimperfect).