East Meadow Public Schools

East Meadow Public Schools East Meadow, NY

Curriculum Area Project

Grade 9 – Enhancement of Spanish 2 Curriculum Using Smartboard and Mimio Technology- 2010-2011

Department of Languages Other Than English

Spanish Language

Writers:

Irene Fotakis Georgia Kamitsis Maria Miller

Project Coordinator: Maria Miller

W.T. Clarke High School

Louis R. DeAngelo, Superintendent

Timothy Voels , Principal

1 Board of Education

Brian O’Flaherty, President Joseph Parisi, Vice President Joseph Danenza Corey Fanelli Jeffrey Rosenking Marcee Rubinstein Walter Skinner

Administration

Louis R. DeAngelo, Superintendent of Schools Lynne Manouvrier, Asst. Superintendent for Curriculum and Instruction Robert Gorman, Asst. Superintendent for Business and Finance Anthony Russo, Administrative Assistant for Human Resources Partick Pizzo, Director of School Facilities and Operations Maryanne O’Brien, Director of Transportation

2 Table of Contents

Abstract page 4

Rationale page 6

Understanding by Design Lesson Plan for selected units

I. Recuerdos del pasado pages 7-8

Resources

Smartboard Lesson Activities Lessons 1- 5, 8A

(Smartboard activities file)

3 Abstract

This guide offers a curriculum for the Languages Other Than English instruction of Spanish students in level 2 Honors. The course is designed for students who have completed Spanish

Level One successfully and have opted to further their linguistic and cultural understanding of the Spanish-speaking world at the 9th grade level. It is a bridge course for the Spanish Regents which will be taken in Level 3. In fact, many of these students will continue on to Level 4 AP and/or Spanish 4H for college credit. This course incorporates the New York State Standards and the National Standard for Languages other than English.

The curriculum encompasses authentic readings, intermediate grammar, listening comprehension, various forms of writing and extensive practice in speaking in a variety of situations. Every effort is made to provide the students with as many authentic materials/situations to familiarize them with the target language and culture. Videos, children’s stories in the target language, magazines, cartoons, TV programs and radio announcements are used to further language acquisition and cultural understanding. In addition to these materials, the LOTE department uses the Realidades text because we believe that it best prepares the students to achieve the goals of the Regents exam and the state and national standards. In addition, it provides materials and practice that will familiarize the students with the various components of the New York State Regents Exam and Spanish AP Language exam.

The LOTE department uses Smartboard and Mimio Technology to provide the students with interactive exercises to enhance their learning and to provide differentiated instruction.

4 Rationale

It is the intent of this Curriculum Area Project to provide the students in Spanish 2 Honors with

Smartboard and Mimio activities that will reinforce the content of the curriculum. These lessons are aligned with the standards set forth by the New York State Board of Regents and the

National LOTE Standards for Checkpoint B of the regents’ guidelines. These activities using

Smartboard and Mimio technology reflect the addition of enrichment activities to enhance the students’ skills in listening, speaking, reading, writing and cultural awareness in alignment with the New York State Regents Exam and the Spanish Language Advanced Placement Exam.

5 I. Recuerdos del pasado (Chapter 4 in text)

Stage 1—Desired Results Content Standard(s):

COMMUNICATION: (1.2) Students understand and interpret written and spoken language on a variety of topics. (1.3) Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.

CULTURAL UNDERSTANDING: (2.2) Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

CONNECTIONS: (3.1) Students reinforce and further their knowledge of other disciplines through the foreign language.

COMPARISONS: (4.2) Students demonstrate understanding of the concept of culture through comparisons of the cultures studied on their own.

Understanding(s): Essential Question(s):

Students will understand that… . What were you like when you were a child? . The family is an integral part of . What were your favorite childhood the Hispanic culture memories? . The Hispanic family household . How did you celebrate family includes family families from holidays? several generations . What was important to you as a child . Celebrating family holidays is an and what is important to you now? important part of every childhood . Why is family important? . There is an art to maintaining . What is a custom or a tradition? love and respect in the family unit . What are some customs in the United . There are different child care States and how do they differ from options in Hispanic countries. customs of other countries?

6 Student will know… Students will be able to…

. Vocabulary relating to childhood activities, . Create a family photo album of their special events and customs. childhood for an oral presentation . The Hispanic family tradition . Talk about their family and their . The cultural perspectives on childhood relationship with their family. songs and games . Discuss childhood games and toys . How to use the imperfect to describe a . Describe what they were like when situation they were a child . How to express reciprocal actions . Describe holiday celebrations . Different Hispanic celebrations around the . Describe people, places and situations world in the past . Traditional Hispanic toys and games and . Talk about how people interact understand child care in Hispanic countries . Understand the cultural activities and importance of family holiday celebrations . Create a story on Smartboard . Use Smartboard to review vocabulary and grammar

Stage 2—Assessment Evidence Performance Task(s): Other Evidence: . Vocabulary quizzes on childhood and . Create a family photo album of family celebrations their childhood for an oral . Students will give an oral presentation presentation about their childhood , family . Create a book about fictitious or celebrations and relationships with famous families different members of their family . Compare family dynamics in the . Listening comprehension activities will Hispanic culture versus the be used American culture . Written exams assessing understanding . Create a collage of traditional of the grammatical structures, family celebrations and talk about vocabulary, and culture in the unit them . Listening comprehension activities will . Write a children’s song or poem be used using Smartboard

7 . Act out and identify different Using jeopardy game on Smartboard to vocabulary words review chapter material . Use smartboard activities to review the preterit and imperfect tenses.

Stage 3—Learning Plan Learning Activities:

. Present vocabulary by using smartboard, transparencies and flashcards. . Working in cooperative groups, students will perform activities that will reinforce vocabulary. . Present grammatical structures of the imperfect tense and reciprocal actions . Practice and review imperfect and preterit tenses using smartboard activities . Create a story about student’s childhood using smartboard . Review chapter vocabulary using smartboard jeopardy game . Present several Hispanic family customs and traditions and have them compare and contrast them with their own

8 BIBLIOGRAPHY

Bianco, José A., and Maria Isabel García. Enfoques: Curso Intermedio de lengua española. Boston, Massachusetts: Vista Learning, 2004.

Boyles, Peggy P., Myriam Met and Richard S. Sayers. Realidades 2. Needham, Massachusetts: Prentice-Hall, Inc., 2008.

Boyles, Peggy P., Myriam Met and Richard S. Sayers. Realidades 2. Alternate Assessment Program. Needham, Massachusetts: Prentice-Hall, Inc., 2008

Boyles, Peggy P., Myriam Met and Richard S. Sayers. Realidades 2. Guided Practice Activities for Vocabulary and Grammar. Needham, Massachusetts: Prentice-Hall, Inc., 2008

Boyles, Peggy P., Myriam Met and Richard S. Sayers. Realidades 2. Lecturas para hispanohablantes. Needham, Massachusetts: Prentice-Hall, Inc., 2008.

Boyles, Peggy P., Myriam Met and Richard S. Sayers. Realidades 2. Practice Workbook. Needham, Massachusetts: Prentice-Hall, Inc., 2008

Boyles, Peggy P., Myriam Met and Richard S. Sayers. Realidades 2. Pre-AP Resource Book. Needham, Massachusetts: Prentice-Hall, Inc., 2008.

Boyles, Peggy P., Myriam Met and Richard S. Sayers. Realidades 2. Reading and Writing for Success. Needham, Massachusetts: Prentice-Hall, Inc., 2008

Boyles, Peggy P., Myriam Met and Richard S. Sayers. Realidades 2. Teacher’s Resource Book. Needham, Massachusetts: Prentice-Hall, Inc., 2008

Boyles, Peggy P., Myriam Met and Richard S. Sayers. Realidades 2. Writing, Audio & Video Workbook. Needham, Massachusetts: Prentice-Hall, Inc., 2008

Met, Myriam, Richard S. Sayers and Carol Eubanks Wargin. Paso a Paso 2. Needham, Massachusetts: Prentice-Hall, Inc., 2000.

Wasserman, Marvin and Carol Wasserman. Curso Segundo: Workbook for a Second Course in Spanish. New York: Amsco School Publications, Inc. revised ed., 1996. www.smarttech.com www.edhelper.com