DOCSLIB.ORG

Teacher's Guide

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Teacher's Guide REPUBLIC OF TRINIDAD AND TOBAGO MINISTRY OF EDUCATION CURRICULUM DEVELOPMENT DIVISION Teacher’s Guide Secondary School Curriculum Spanish © Ministry of Education Published in 2014 by the Curriculum Development Division Ministry of Education Rudranath Capildeo Learning Resource Centre Mc Bean, Couva Republic of Trinidad and Tobago Printed by Table of Contents Part 1: Introduction ...................................................................................................................... 5 Introduction ................................................................................................................................. 6 The Teacher’s Role ..................................................................................................................... 6 Rationale for Teaching and Learning Spanish ............................................................................ 8 Applicable Learning Theories and Principles ........................................................................... 10 Curriculum Framework ............................................................................................................. 13 Part 2: Teaching and Learning .................................................................................................. 14 Introduction ............................................................................................................................... 15 Planning For Instruction ....................................................................................................... 18 Scheme of Work Template ................................................................................................... 21 Grammar Tracking Tool – FORMS 1 – 3 ................................................................................. 22 FORM 1 TERM 1 ................................................................................................................. 22 FORM 1 TERM 2 ................................................................................................................. 23 FORM 1 TERM 3 ................................................................................................................. 23 FORM 2 TERM 1 ................................................................................................................. 24 FORM 2 TERM 2 ................................................................................................................. 24 FORM 2 TERM 3 ................................................................................................................. 25 FORM 3 TERM 1 ................................................................................................................. 26 FORM 3 TERM 2 ................................................................................................................. 27 FORM 3 TERM 3 ................................................................................................................. 28 ICT Guiding Principles ............................................................................................................. 29 Technology Integration in the Teaching of Spanish ................................................................. 29 Sample Spanish Project............................................................................................................. 32 Form One .................................................................................................................................. 32 Part 3: Assessment ...................................................................................................................... 35 Assessment Strategies ............................................................................................................... 36 Continuous Assessment ............................................................................................................ 38 Assessment of Higher Order Skills ........................................................................................... 41 Part 4: Curriculum Adaptations ............................................................................................... 43 Curriculum Adaptation ............................................................................................................. 44 The Gifted Student ................................................................................................................ 46 The Special Needs Student ................................................................................................... 48 Part 5: Resources ........................................................................................................................ 53 Appendix A: Cultural References ............................................................................................. 54 Appendix B: Glossary ............................................................................................................... 63 Appendix C: Bibliography ........................................................................................................ 67 Appendix D List of helpful ICT Websites ................................................................................ 69 Appendix E: Sample Lesson Plans ........................................................................................... 70 FORM 1 ................................................................................................................................ 70 FORM 2 .............................................................................................................................. 104 FORM 3 .............................................................................................................................. 130 Sample Culture Frames ........................................................................................................... 145 CULTURE FRAME 1 ........................................................................................................ 145 CULTURE FRAME 2 ........................................................................................................ 149 CULTURE FRAME 3 ........................................................................................................ 153 CULTURE FRAME 4 ........................................................................................................ 156 CULTURE FRAME 5 ........................................................................................................ 159 CULTURE FRAME 6 ........................................................................................................ 161 CULTURE FRAME 7 ........................................................................................................ 165 Part 1: Introduction Introduction The Teacher’s Role The teacher is a facilitator in the learning process—the intermediary between the students and the material being taught. The teacher must ensure that the required knowledge and skills are taught, and that the appropriate teaching/learning methods, resources, classroom environment, and values, as are espoused by the curriculum, are factored into each learning encounter. The curriculum guide should be used as a frame of reference, a fundamental organizer. Its philosophical basis supports the enhancement of communication in a risk-free, non-threatening environment. The curriculum reflects a functional approach to language learning and a communicative, constructivist approach to instruction. The goal, simply put, is to enable the student to understand and produce the Spanish language in real-life contexts and in an enjoyable way. The teacher should always select the best available resources to enable student learning, being careful to choose relevant and interesting materials and to adapt or abridge them to suit the level of the students. The content and/or sequence of textbooks or other instructional materials must not determine the pace or sequence of the lessons. Rather, the curriculum should be the main driver of the content, pace, teaching and learning methods and assessment activities of the classroom. Texts and other support materials should be used to enrich, complement, and reinforce learning, and should be aligned with the curriculum itself, all with the goal of attracting, captivating, and unfolding the learning potential of students. Lessons should be sequenced to build from the known to the unknown, from the familiar to the distant, and from the concrete to the abstract. Lessons in the modernized secondary Spanish classroom involve interesting and significant aspects of Hispanic cultures, which are relevant to the syllabus content and the goals and standards of the curriculum. These cultural segments ought to be integrated with other segments of learning to reinforce the expressed goals of the curriculum. The cultural references found in 6 Appendix A are expected to serve as the starting point for the cultural explorations suggested in the curriculum. Classroom enactment is the ultimate expression of a teacher’s professional activity, and is the final stage of the implementation process of any curriculum. All teachers are involved in curriculum development and implementation through the lesson planning process. Considerable time and effort are spent in collecting resources, designing materials, and developing appropriate, relevant, interesting, and challenging lessons. It is advisable that the most effective of these be accumulated and organized, and shared among colleagues
Load more

Recommended publications
  • Ð​рт Ðÿðµð¿Ñšñ€ Ð​лбуð¼ Ñ​пиÑ​Ñšðº (Ð ´Ð¸Ñ
    ÐÑ​ €Ñ‚ Пепър ÐÐ​ »Ð±ÑƒÐ¼ ÑÐ​ ¿Ð¸ÑÑ​ ŠÐº (Ð ´Ð¸ÑÐ​ ºÐ¾Ð³Ñ€Ð°Ñ„иÑÑ​ ‚а & график) Straight Life https://bg.listvote.com/lists/music/albums/straight-life-1446067/songs So in Love https://bg.listvote.com/lists/music/albums/so-in-love-28452495/songs https://bg.listvote.com/lists/music/albums/art-pepper-with-warne-marsh- Art Pepper with Warne Marsh 2864557/songs New York Album https://bg.listvote.com/lists/music/albums/new-york-album-27818530/songs Modern Art https://bg.listvote.com/lists/music/albums/modern-art-11784473/songs Living Legend https://bg.listvote.com/lists/music/albums/living-legend-3257150/songs Popo https://bg.listvote.com/lists/music/albums/popo-1765447/songs Art 'n' Zoot https://bg.listvote.com/lists/music/albums/art-%27n%27-zoot-27818837/songs The Return of Art Pepper https://bg.listvote.com/lists/music/albums/the-return-of-art-pepper-9358181/songs Tokyo Debut https://bg.listvote.com/lists/music/albums/tokyo-debut-3530519/songs Art Pepper with Duke Jordan in Copenhagen https://bg.listvote.com/lists/music/albums/art-pepper-with-duke-jordan-in- 1981 copenhagen-1981-27818796/songs The Trip https://bg.listvote.com/lists/music/albums/the-trip-3523093/songs Art Pepper Today https://bg.listvote.com/lists/music/albums/art-pepper-today-3530231/songs The Art Pepper Quartet https://bg.listvote.com/lists/music/albums/the-art-pepper-quartet-3519815/songs Smack Up https://bg.listvote.com/lists/music/albums/smack-up-609881/songs The Early Show https://bg.listvote.com/lists/music/albums/the-early-show-1764297/songs Intensity
    [Show full text]
  • Alone Among Friends and How Memories of the Father Inform a Son's Understanding of Masculinity in the Novels of Per Petterson
    1 Alone Among Friends and How Memories of the Father Inform a Son's Understanding of Masculinity in the Novels of Per Petterson Submitted by Adam Gallari to the University of Exeter as a thesis for the degree of Doctor of Philosophy in English In August 2015 This thesis is available for Library use on the understanding that it is copyright material and that no quotation from the thesis may be published without proper acknowledgement. I certify that all material in this thesis which is not my own work has been identified and that no material has previously been submitted and approved for the award of a degree by this or any other University. Signature: ………………………………………………………….. 2 Abstract A combination of an original work of fiction, Alone Among Friends, and a critical discussion of masculinity in the work of Per Petterson, this dissertation joins a growing conversation in the field of Masculine Studies about the depiction of men in literature. Written in a spare and realistic style, Alone Among Friends is a novella that hopes to explore ideas of masculinity, friendship, success, and failure present in the mindset of the American Millennial generation. Takings its cues from The Sun Also Rises, Light Years, and The Salt Point, Alone Among Friends examines the destructive nature of hyper-masculinity and highlights the danger of attaching too much meaning to external validation as the measuring stick for one's self worth. Moreover, Alone Among Friends is also influenced by the themes of memory and knowing found within the work of Per Petterson. "How Memories of the Father Inform a Son's Understanding of Masculinity in the Novels of Per Petterson" discusses the ways in which Per Petterson, a Norwegian writer, has been both influenced by American notions of masculinity and also managed to incorporate European aspects of family into his work to create a unique hybrid perspective that merges the American idea of the emancipated male protagonist with the European family centered narrative.
    [Show full text]
  • Bob Magnusson
    Bob Magnusson Born in New York City on February 24, 1947, Bob Magnusson was raised in a musical family. He studied French horn for 12 years, and in his teenage years concurrently studied the classical guitar which led to the electric bass, and performing in rock and rhythm & blues bands. At the age of 19 his interests turned to jazz and an intense study of the string bass. Two years later in 1968, within months of moving to Las Vegas, Bob joined the Buddy Rich band. After a one year stint with Buddy Rich he returned to Las Vegas where he worked in the many show bands and as a member of the Las Vegas Symphony Orchestra. In 1971 Bob became a member of Sarah Vaughan's trio for two years (with drummer Jimmy Cobb) which provided him many rich musical experiences. After this he moved to San Diego and was a member of the San Diego Symphony Orchestra. In 1975 Bob rejoined Sarah Vaughan and moved to the Los Angeles area to be more involved with the varied Los Angeles music scene. He was busy in the studios recording music for jazz recordings, television, films and jingles. Bob's personal discography lists in excess of 150 albums and CD's. Counted among his most memorable experiences were performing and touring with the Art Pepper Quartet, the Benny Golson Quartet and the Joe Farrell Quartet. During this time Bob enjoyed making several recordings as leader under the Discovery label. Relocating in San Diego in 1983, Bob has enjoyed the varied experiences of playing at the local venues, participating in studio work, teaching and performing on the road with many varied artists.
    [Show full text]
  • The Meaning of Clothing Among Hispanic Women of Different Levels of Acculturation Maria Gracia Inglessis
    Florida State University Libraries Electronic Theses, Treatises and Dissertations The Graduate School 2008 Communicating Through Clothing: The Meaning of Clothing Among Hispanic Women of Different Levels of Acculturation Maria Gracia Inglessis Follow this and additional works at the FSU Digital Library. For more information, please contact [email protected] FLORIDA STATE UNIVERSITY COLLEGE OF COMMUNICATION COMMUNICATING THROUGH CLOTHING: THE MEANING OF CLOTHING AMONG HISPANIC WOMEN OF DIFFERENT LEVELS OF ACCULTURATION By MARIA GRACIA INGLESSIS A Dissertation submitted to the Department of Communication in partial fulfillment of the requirements for the degree of Doctor of Philosophy Degree Awarded: Summer Semester, 2008 The members of the Committee approve the Dissertation of Maria Gracia Inglessis defended on April 11, 2008. __________________________ Felipe Korzenny Professor Directing Dissertation __________________________ Leisa Flynn Outside Committee Member __________________________ Stephen D. McDowell Committee Member __________________________ John K. Mayo Committee Member Approved: _____________________ Stephen D. McDowell, Chair, Department of Communication _____________________ John K. Mayo, Dean, College of Communication The Office of Graduate Studies has verified and approved the above named committee members. ii ACKNOWLEDGMENTS First of all I want to thank my committee members Felipe Korzenny, Ph.D., Stephen McDowell, Ph.D., John Mayo, Ph.D., and Leisa Flynn, Ph.D. They all gave me guidance, support, and motivation to complete
    [Show full text]
  • Iii B. the Jazz Component: the World of Jazz
    III B. THE JAZZ COMPONENT: THE WORLD OF JAZZ Although this introduction to the world of jazz includes music and styles and artists covering the entire spectrum of jazz’s first century, it is such a complex and arbitrary process to sort through the material to set it into different “periods” - especially since so many of the greatest jazz performers, like Louis Armstrong, had careers that spanned several decades - that the listing follows the usual custom of most jazz encyclopedias and lexicons which list the artists alphabetically, with dates of recording as a guide to listeners approaching jazz for the first time. An exception has been made for jazz of our own period, which is so distinct and with so many concepts of jazz performance which set it apart from the earlier traditions, that it is listed separately. Listeners should also turn to the Fantasy Collection, with its unparalleled gathering of jazz of the 1950s and 1960s, as well as Latin jazz, and the selection of the new jazz styles in the Jazz Component. Extensive collections documenting the careers of Louis Armstrong, Bix Beiderbecke, Duke Ellington, Billie Holiday, and Jelly Roll Morton are listed separately. CANNONBALL ADDERLEY Spontaneous Combustion - The Savoy Sessions Dodd LPs 998a & 998b with Nat Adderley, Donald Byrd, Horace Silver, Kenny Clarke, Jerome Richardson, and Paul Chambers, 1955 HENRY “RED” ALLEN The Henry Allen Collection Dodd CD 1735 Volume 3 from a complete collection of early Allen recordings, 1935-1936. SVEND ASMUSSEN & STEPHANE GRAPPELLI Two of a Kind Dodd LP 999 duets recorded in Copenhagen, 1965. B SHARP JAZZ QUARTET Dodd CD 1736 Los Angeles based new jazz, 1994.
    [Show full text]
  • Toy and Gift Catalog 2021
    1 Toy and Gift Catalog 2021 1 A New Way to Play Asmodee is a worldwide family specializing in game distribution and publishing, with our office located just east of Minneapolis in Roseville, Minnesota. Asmodee USA is one of the largest publishers of tabletop games in the country, with over 3,000 games in our collection, including favorites like Catan, Spot It!, Pandemic, and Ticket to Ride. We distribute titles for players of all ages and interests, from families and friends gathering for a fun evening, to die-hard competitive gamers. When we decided to start a board game company, we had just one goal in mind: bringing people together. Games aren’t mean to put us against each other (despite how fierce the competition may be!), but rather to unite us. We wanted to share the pleasure of playing games together with everyone! To present a variety of different games so people have many ways to play. To create a rich atmosphere of emotions, fun, warmth, and enjoyment. To bring the whole family together with just one game. To offer unique products that are perfect for everyone, from new players to seasoned fanatics. The idea for Asmodee was hatched among friends having fun, and we hope you will have the same experience as you explore our games. Thank you for looking through our catalog, and most importantly, have fun playing! 2 Core Package Benefits of The Core Package Retailers participating in the core package have access to a selection of our best games, as well as exclusive benefits; just for those enrolled in the program*.
    [Show full text]
  • Gift Exchange and Art Collecting: Padre Sebastiano Resta's Drawing Albums Genevievewarwick
    Gift Exchange and Art Collecting: Padre Sebastiano Resta's Drawing Albums GenevieveWarwick "The fame of great men ought always to be estimated by the ing of the history of reception, examining issues of audience means they use to acquire it." So wrote Francois, duc de la response by looking through the prism of exchange. Rochefoucauld, in his Reflexions ou sentenceset maximes morales Central to my analysis is a case study that epitomizes the as an economic (1663), reflecting an aristocratic preoccupation with the social characteristics of gift exchange system in modern Padre Sebastiano from methods of achieving reputation. His words elucidate why early Europe. Resta, Milan, but based in Rome between 1665 and his death in 1714, was early modern Europeans perceived all transactions, including one of the most and ambitious collectors of artists' economic ones, as negotiated through a network of social discerning in his amassing some 3,500 sheets collated into relations, and thus as expressions of status. Nowhere was this drawings day, thirty albums ranging from the primi lumi to the late seven- more so than in the elite world of art collecting, where not teenth century. His work as a collector is commemorated in only the size and quality of the collection but also the various portrait drawings by artist friends from his circle of methods of its acquisition were understood to embody social acquaintances. The Artist Carlo Maratta, for example, de- rank. The genteel manner of acquiring a collection was picted Resta before an open album as if discussing a drawing the exchange of gifts with friends and fellow- through with the viewer (Fig.
    [Show full text]