World Languages Middletown Public Schools Spanish I Curriculum€¦ · Task BENCHMARKS Middletown...

World Languages ‐Middletown Public Schools

Spanish I CurriculumGrades 8‐12

Curriculum Writers: Amy Kalif, Christine Karoly, Kristen Lyon, and Luis Oliveria 1/1/2012

SPANISH I CURRICULUM Grades 8‐12 Curriculum Writers: Amy Kalif, Christine Karoly, Kristen Lyon, and Luis Oliveria

1/31/2012 Middletown Public Schools 1



STANDARDS Unit Task

BENCHMARKSMiddletown Public Schools

INSTRUCTIONALSTRATEGIES

RESOURCES ASSESSMENTS

1. COMMUNICATION 1.1 Provides and obtains

information, expresses feelings and emotions, and exchanges opinions (speaking)

The student 1.1.1 Uses accurate pronunciation. 1.1.2 Employs formal/informal greetings and introductions, ¿Cómo te llamas?, ¿Cómo estás?, ¿De dónde eres?, ¿Cuántos años tienes? 1.1.3 Applies numbers (1‐1000) to a variety of situations, e.g. math problems, time, conversions, etc. (2.MD.7) 1.1.4 Uses adjective agreement to describe people, places, situations, and objects.

1.1.5 Constructs questions and answers involving the core vocabulary and related ideas

body parts clothing countries days, months, dates, calendar family geography/countries greetings home idiomatic expressions interrogatives likes/dislikes meals/food numbers objects, classroom, school subjects personal/physical characteristics (adjectives) places in town seasons/weather sports/leisure activities time

1.1.6 Demonstrates command of the structures of sentences, paragraphs in spoken language in order to sustain a conversation in Spanish. 1.1.7 Gives and follows directions, commands and instructions in Spanish related to daily classroom activities. 1.1.8 Exchanges information In the target language. 1.1.9 Engages in Spanish role‐playing situations where they request and receive information, goods, and services, such as going to a restaurant and ordering food.

Teachers Use formative assessment to guide instruction Provide opportunities for independent, partner and collaborative group work Differentiate instruction by varying the content, process, and product and providing opportunities for: Anchoring Cubing Jig‐sawing Pre/post assessments Think/pair/share Tiered assignments Address multiple intelligences instructional strategies, e.g. visual, bodily kinesthetic, interpersonal Provide opportunities for higher level thinking: Bloom’s Taxonomy, e.g. analyzing,

synthesizing, predicting, evaluating, creating, etc.

Webb’s Depth of Knowledge, 2,3,4, skill/conceptual understanding, strategic reasoning, extended reasoning

Facilitate integration of the Applied Learning Standards (SCANS): Communication Critical thinking Problem solving Reflection/evaluation Research Model the use of graphic organizers: Categorize/classify organizers

(categories, tree) Compare/contrast organizers (venn

diagrams, comparison charts) Concept development (mind map) Evaluation organizers (charts, scales) Organizers (word web, concept map) Relational organizers (fish bone, pie

chart) Sequence organizers (chains, cycle) Employs foreign language best practices e.g.,

Textbook TBD Supplementary Books, Teacher (T) Student (S) Ancillary Materials Assessment programs book CD/audio program Fine arts transparencies Guided practice workbook Magazine subscriptions

(informational text) Online resources Practice Workbook Quiz show CD‐Rom Teacher’s resource book Video/DVD’s Vocabulary and Grammar

transparencies Writing, Audio, and video

workbook Technology CD player Computer lab Computers/Internet Digital voice recorders Elmo Interactive boards Internet access LCD projector/laptop Radio Smart Boards VCR/DVD Websites www.actfl.org www.corestandards.org www.digitaldialects.com www.quia.com/shared/spanish www.quizlet.com www.ride.ri.gov www.spanish www.studyspanish.com Materials Bingo games Clocks Craft suppliers Flashcards Maps Music Picture file Realia‐authentic materials from

Hispanic countries Situation cards Whiteboards (individual),

markers, erasers

REQUIRED COMMON ASSESSMENTS Portfolio Common Tasks

(see TIENET) two per year, one per semester e.g. o My House o My Family o My Autobiography

SUGGESTED FORMATIVE/ SUMMATIVE ASSESSMENTS Anecdotal records Conferencing

Exhibits Interviews Graphic organizers Journals Multiple Intelligences

assessments, e.g. o Role playing ‐ bodily

kinesthetic o Graphic organizing ‐

visual o Collaboration ‐

interpersonal Oral presentations Problem/Performance

based/common tasks (available on TIENET) Rubrics/checklists Tests and quizzes

Technology

Think‐alouds Writing genres

o Arguments o Informative o Narrative o Research



STANDARDS Unit Task




1.1.10 Shares opinions, preferences, and feelings in Spanish with classmates. 1.1.11 Engages effectively in a range of collaborative discussions (one‐on‐one, in groups, and teacher‐led) with diverse partners on Spanish topics, texts, and issues, building on others’ ideas and expressing their own clearly. (SL.6.1) 1.1.12 Adds audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes. (SL.4.5)

1.1.13 Uses knowledge of language and its conventions when writing, speaking, reading, or listening. (L.5.3)

Expand, combine, and reduce sentences for meaning, reader/listener interest, and style. (L.5.3a)

1.1.14 Presents information on a variety of simple topics. 1.1.15 Engages effectively in a range of collaborative discussions using correct subject/verb agreement and sentence structure. 1.1.16 Prepares and presents short announcements in Spanish, such as the current date, time, and weather information. 1.1.17 Prepares and presents brief reports in Spanish about personal experiences, school happenings, and current events. 1.1.18 Prepares, illustrates, and presents materials in Spanish such as advertisements, posters, menus, puppet shows, and fashion shows.

facilitating paired dialogues modeling accurate language providing authentic models critiquing & correcting creating opportunities for peer

and self‐assessment facilitating an environment

conducive to risk taking engendering curiosity providing opportunities for

simple dictation providing opportunities for choral

repetition modeling the alphabet and

accurate sound system providing appropriate materials modeling appropriate translation

techniques Provide rubrics and models

Community Field trips Guest speakers

1. COMMUNICATION

1.2 Understands and interprets spoken Spanish on a variety of topics (listening)

The student 1.2.1 Recognizes alphabet, basic sound/letter relationships (i.e., consonants,

vowels, blends, and accent marks). 1.2.2 Distinguishes number and gender of nouns, adjectives, and articles. 1.2.3 Follows verbal instructions to perform specific tasks and to answer

questions. (GSE, OC 10‐1.1) 1.2.4 Recognizes and uses subject/verb agreement

infinitives subject pronouns present tense of AR/ER/IR verbs irregular verbs in the present tense

See instructional strategies in 1.1 and personalize for this group of standards

See resources in 1.1 and personalize for this group of standards

See assessments in 1.1 and personalize for this group of standards



STANDARDS Unit Task




o daro encantar o estar o gustar o hacer o hay o ir o ser o tener o traer o venir

some forms of stem changing verbs o almorzar o costar o dormir o entender o jugar o pedir/servir o pensar o poder o preferir o querer

affirmative tú commands ir + a + infinitive preterite tense of AR/ER/IR verbs preterite tense of some irregular verbs, e.g. ir, hacer, ver

1.2.5 Infers meaning via situational, context clues, and cognates. 1.2.6 Understands and follows oral and written directions in Spanish related to daily classroom activities. 1.2.7 Understands spoken and written messages in Spanish on topics of personal interest, such as family life, leisure and school activities, and everyday occurrences. 1.2.8 Demonstrates comprehension of information from simple and

accessible Spanish ‐language materials. 1.2.9 Adds audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes. (SL.4.5)


Expands, combines, and reduces sentences for meaning, reader/listener interest, and style. (L.5.3a)



STANDARDS Unit Task




1.2.11 Identifies components of visual texts, e.g. schedules, menus, advertisements, etc. 1.2.12 Identifies main ideas of familiar texts and dialogues, e.g. literary, cultural, informational and visual. 1.2.13 Detects appropriate intonation and syllabic stress. 1.2.14 Recognizes that regional differences in pronunciation and vocabulary exist. 1.2.15 Distinguishes between ser/estar.

1. COMMUNICATION 1.3 Understands and interprets written Spanish on a variety of topics (reading )

The student 1.3.1 Employs reading strategies such as cognate recognition, context, and syntax to facilitate understanding of the text. 1.3.2 Reads for a variety of purposes to:

increase and reinforce vocabulary expand knowledge and cultural awareness reinforce the conventions of the language

1.3.3 Follows written instructions in Spanish. 1.3.4 Reads a variety of narrative and informational texts. 1.3.5 Draws on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. (RI.5.7) 1.3.6 Integrates information from several texts on the same topic in order to write or speak about the subject knowledgeably. (RI.5.9) 1.3.7 Identifies the main topic of a multi paragraph text as well as the focus of specific paragraphs within the text. (RI.2.1) 1.3.8 Determines a theme or central idea of a text and how it is conveyed through particular details; provides a summary of the text distinct from personal opinions or judgments. (RL.6.2) 1.3.9 Uses knowledge of language and its conventions when writing, speaking, reading, or listening. (L.5.3)







STANDARDS Unit Task




1. COMMUNICATION 1.4 Presents information concepts, and ideas in Spanish to an audience of listeners or readers (writing)

The student 1.4.1 With guidance and support from peers and adults, develops and strengthens writing as needed by planning, revising, editing, rewriting, or trying a new approach. (W.6.5)

1.4.2 Demonstrates command of the conventions of standard English and target language capitalization, punctuation, and spelling when writing.

Capitalizes appropriate words in titles. Uses commas in addresses. Uses commas and quotation marks in dialogue. Forms and uses possessives. Uses conventional spelling for high‐frequency and other studied

words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness).

Uses spelling patterns and generalizations (e.g., word families, position‐based spellings, syllable patterns, ending rules, meaningful word parts) in writing words.

Consults reference materials, including beginning dictionaries, as needed to check and correct spellings. (L.3.2)

1.4.3 Demonstrates a command of the conventions of standard English and target language grammar and usage when writing or speaking. (L.6.1) 1.4.4 Adds audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes. (SL.4.5)






2. CULTURES 2.1 Demonstrates general

knowledge of the Spanish‐speaking world

The student 2.1.1 Identifies the location of the Spanish‐ speaking countries. 2.1.2 Compares customs of greetings and introductions. 2.1.3 Identifies the similarities and differences between school life in their

own region and in one or more Spanish‐ speaking countries. 2.1.4 Explores the unique social customs and traditions of the Spanish‐

speaking cultures.






STANDARDS Unit Task




2.1.5 Draws on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. (RI.5.7)

2.1.6 Integrates information from several texts on the same topic in order to

write or speak about the subject knowledgeably. (RI. 5.9) 2.1.7 Determines a central idea of a text and how it is conveyed through

particular details; provides a summary of the text distinct from personal opinions or judgments. (RI.6.2)

2.1.8 Recognizes the dance and music of different countries.

2.CULTURES 2.2 Demonstrates an

understanding of the relationship between the products and perspectives of the culture studied

The student 2.2.1 Explores the products and perspectives that define the Spanish‐

speaking cultures ( including art museums, monuments, foods and cultural icons).

2.2.2 Listens to music and watches Spanish‐language film or television

programs that are popular with young people in various parts of the world.

2.2.3 Learns about and recognizes artistic contributions from Spanish‐

speaking cultures in areas such as art, music, dance, drama, theater, film, fashion, and cuisine.

2.2.4 With guidance and support from peers and adults, develops and

strengthens writing as needed by planning, revising, editing, rewriting, or trying a new approach. (W.5.5)

2.2.5 Recognizes the differences and similarities that distinguish Spanish

cultures from each other.




3. CONNECTIONS 3.1 Reinforces and furthers

their knowledge of other disciplines through the study of Spanish

The student 3.1.1 Recognizes and uses appropriate mathematical notations and measurements, such as:

24‐hour clock currency decimal usage metric system temperature

as used in the Spanish‐speaking world.






STANDARDS Unit Task




3.1.2 Identifies and uses parts of speech that include nouns verbs adverbs gerunds subjects adjectives pronouns interrogatives prepositions

3.1.3 Strengthens oral presentational skills in target language and English through:

presentations dialogues role playing communication activities, etc.

3.1.4 Uses technology skills such as:

Internet research Power Point ™ Publisher ™ Microsoft Word™ Excel™ Web pages

to demonstrate understanding of the target language. 3.1.5 Includes multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information. (SL.6.5) 3.1.6 Integrates visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. (RH 6‐8.7) 3.1.7 Examines basic

arts o dance o music o artists and their work

geography of the Spanish speaking world o climate o continents o bodies of water

technology o research o wiki o podcasts



STANDARDS Unit Task




o Power point ™

3. CONNECTIONS 3.2 Acquires information

and recognizes distinctive viewpoints that are only available through the Spanish language and the Spanish culture

The student 3.2.1 Utilizes a variety of research strategies (e.g. summarizing, utilizing

graphic organizers, note‐taking). 3.2.2 Employs appropriate reading strategies e.g. summarizing and jigsaw

reading, Think‐ Pair‐Share, choral reading, read‐aloud, guessing meaning from context.

3.2.3 Self‐assesses world views by comparing/contrasting his/her culture to

others’. 3.2.4 Listens attentively and analyzes various perspectives, e.g. nuances with

language tú vs. Ud.




COMPARISONS 4.1 Demonstrates

understanding of the nature of language through comparisons of Spanish and their native language

The student 4.1.1 Compares grammar and structure between Spanish and English. 4.1.2 Recognizes and uses cognates/false cognates and derivatives.

4.1.3 Compares and contrasts the use of idioms. 4.1.4 Predicts the meaning of words based on prior knowledge.

4.1.5 Compares the construction of negatives between Spanish and English. 4.1.6 Identifies differences in language characteristics, e.g. gender

agreement and syntax. 4.1.7 Identifies differences in pronunciation systems. 4.1.8 Demonstrates understanding of figurative language, word relationships, and nuances in word meanings.

Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.

Analyze nuances in the meaning of words with similar denotations (L.9‐10.5)






STANDARDS Unit Task




4. COMPARISONS 4.2 Demonstrates

understanding of the concept of culture through the comparisons of _____cultures and his/her own

The student 4.2.1 Discusses and analyzes the differences and similarities between American and Spanish‐speaking cultures. 4.2.2 Identifies different forms of social etiquette, e.g. forms of address, body language, and greetings. 4.2.3 Compares cultural products and practices, e.g. sports, holidays, and foods. 4.2.4 Compares social structures, e.g. families and school. 4.2.5 Identifies elements of various Spanish‐speaking cultures. 4.2.6 Compares dance and music of Spanish‐speaking countries to each other and to those of the US. 4.2.7 Compares and contrasts various Spanish‐speaking cultures.




5 COMMUNITIES 5.1 Uses the language both

within and beyond the school setting

The student 5.1.1 Identifies and shares examples of the target language in daily life. 5.1.2 Shares knowledge of the target language and culture with others. 5.1.3 Accesses international media and the arts. 5.1.4 Uses the target language in the school community, e.g.

greeting one another in hallways in target language introducing one’s friends to each other in target language labeling items around the school in the target language giving a weather report in the target language giving a greeting/phrase of the week in the target language utilizing the language to experience news and entertainment

available through print and electronic Spanish language media writing a letter in the target language communicating by e‐mail in the target language

5.1.5 Begins to understand authentic language and culture through access to native speakers.

5.1.6 Reflects on and discusses careers promoting bilingualism. 5.1.7 Participates in the Middletown Public Schools International Festival.






STANDARDS Unit Task




COMMUNITIES 5.2 Shows evidence of

becoming life‐long learners by using the language for personal enjoyment or enrichment

The student

5.2.1 Applies acquired knowledge for personal enrichment, such as attending. movies, plays, concerts, and art exhibits. 5.2.2 Demonstrates interpersonal skills in the target language, e.g. listening politely, working in groups, and communicating effectively. 5.2.3 Demonstrates logical decision‐making in real life situations, such as ordering from a menu, shopping in a store, etc.

5.2.4 Listens to and sings along to music in the target language

5.2.5 Engages in direct/indirect contact experiences with native speakers




World Languages Middletown Public Schools Spanish I Curriculum€¦ · Task BENCHMARKS Middletown...

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