Knox County Schools Curriculum & Instruction
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KNOX COUNTY SCHOOLS CURRICULUM & INSTRUCTION DEPARTMENT CURRICULUM FRAMEWORK SY 2014-2015 World Languages Department: Spanish 1 Module 3 of 6 Topic: En la escuela Percent of time: Overview: Students will compare their school with that of a student in a Spanish-speaking country. They will learn how to talk about their classes including what they need for class, what they do in class, and when they have class. Students will also be able to describe their classes and voice their opinions about school. Essential Question(s): Tier III Vocabulary: • How do I tell others about my school life and Adverb (El adverbio) how does it compare to students in a Spanish- Contraction (La contracción) speaking country? Ordinal Numbers (Los números ordinales) • What materials do I need for school? Personal a (A personal) Possessive Adjectives (Los adjetivos posesivos) *Tier II Vocabulary should be taught as referenced in the text. TN Standards: Learning Objectives: I. Standard Number 1 (Goal One): Communicate in • I can tell someone what items and furniture are in a Language Other Than English my classroom. 1.1 In the target language, engage in conversations, • I can tell someone about my school schedule. provide and obtain information, express feelings and • I can answer questions about my schedule. emotions, and exchange opinions. • I can describe my classes. 1.2 Understand and interpret both written and spoken • I can tell which classes I like and dislike. forms of the target language on a variety of topics. • I can tell someone some of the things I do in class. 1.3 Present information, concepts, and ideas to an • I can talk about the items I need for school. audience of listeners or readers on a variety of topics. I can ask others about their school schedule and • materials that they need for school. • I can interpret level-appropriate, authentic texts related to school and school materials, such as a simple school supplies advertisement. II. Standard Number 2 (Goal Two): Gain • I can describe some courses that students take in Knowledge and Understanding of Other Cultures Spanish-speaking countries. 2.1 Demonstrate an understanding of the relationship • I can discuss some aspects of grading and schedules between the practices and perspectives of the culture in Spanish-speaking countries. studied. • I can discuss the use of uniforms in Spanish- 2.2 Demonstrate and understanding of the relationship speaking countries. between the products and perspectives of the culture studied. III. Standard Number 3 (Goal Three): Connect with • I can identify major geographical features and geo- Other Disciplines and Acquire Information political characteristics of Spanish-speaking 3.1 Reinforce and further knowledge of other countries. disciplines through the foreign language. • I can interpret texts related to school by identifying 3.2 Acquire information and recognize the distinctive root words and cognates. viewpoints that are only available through the foreign • I can describe my classes, teachers, and classmates. language and its cultures. • I can correctly identify the subject of a sentence when I hear a verb conjugated. • I can say if school supplies belong to me, someone to whom I am talking, or a friend (singular possessive adjectives). • I can describe various cultural perspectives related to school in Spanish-speaking countries. • I can explain the formation and usage of present- IV. Standard Number 4 (Goal Four): Develop tense conjugation of –ar verbs and estar and English Insight into the Nature of Language and Culture present-tense verbs and compare and contrast. 4.1 Demonstrate understanding of the nature of I can explain the usage and formation of the language through comparisons of the language studied • contractions al and del in Spanish and contractions and their own. in English and compare and compare and contrast. 4.2 Recognize that cultures use different patterns of interaction and can apply this knowledge to their own • I can explain the formation of plurals of nouns and culture. articles in Spanish and English and compare and contrast. • I can explain article agreement in Spanish and compare it to English. • I can explain the use of the “a personal” in Spanish and compare it to English. • I can explain the definition and types of infinitives in English and Spanish and compare and contrast. • I can compare the use of subject pronouns, especially the pronoun for you, in English and Spanish. • I can compare various cultural perspectives related to schooling, like grading, uniforms, and classes, in the United States and Spanish-speaking countries. V. Standard Number 5 (Goal Five) Participate in • I can answer a peer’s questions about my school Multicultural Communities and Global Societies schedule, favorite classes, teachers that I have, and 5.1 Use the language both within and beyond the times of my classes as well as ask my peer about school setting. his/her school schedule. Suggested Media/Technology Integration: Suggested Resources: • Realidades textbook, workbook, and online • www.realidades.com resources • Eres Song-Los Super Reyes • Play clip of “Eres” (Song by Los Super Reyes). http://www.youtube.com/watch?v=3PgY_-M6gbQ World LAnguAgEs: SpAnIsh I 2 • Play clip of video “Bringing Conjugations • Bringing Conjugations Back Back.” http://www.youtube.com/watch?v=4Ex3k3yKjYk • Play video from the University of TX. (Native • Describe What &Where you Study speakers tell what & where they study.) http://www.laits.utexas.edu/spe/beg11.html • Show back-to-school commercial. (listening • Back to School Commercial activity-school supplies) http://www.youtube.com/watch?v=rh2ppZ_o-2c • Play videos of students telling about their • Regreso a Clases Videos back-to-school purchases. http://www.youtube.com/watch?v=MsxjsKvlMhI http://www.youtube.com/watch?v=whqQCkd4bq U (start at 2:45 to get to school supplies) Cross-Curricular Connections/Applications Common Core ELA/Literacy Anchor Standards: Connections/Applications from ACTFL: Reading: Recognize that cognates and previously learned 4. Interpret words and phrases as they are used in a text, structures enhance comprehension of spoken and including determining technical, connotative, and written language (by asking students to identify and figurative meanings, and analyze how specific word define cognates in a reading selection in Spanish, for choices shape meaning or tone example, names of classes). Writing: Write using a limited range of vocabulary on 10. Write routinely over extended time frames (time for previously studied topics (such as writing one’s class research, reflection, and revision) and shorter time schedule and describing classes or teachers). frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences Write a response to video or text prompts (writing about the school supplies I heard mentioned in a video). Speaking and Listening: Research, organize and present a topic given an 1. Prepare for and participate effectively in a range of outline, template, or graphic source (such as a basic conversations and collaborations with diverse partners, comparison of school schedules in the US and in building on others’ ideas and expressing their own Spanish-speaking countries). clearly and persuasively During highly predictable interactions on very familiar topics, communicate by using basic statements (such as presenting about one’s favorite and least favorite class). Communication often requires support from others to maintain the World LAnguAgEs: SpAnIsh I 3 conversation and obtain comprehensibility. Demonstrate limited awareness of and imitate some culturally-appropriate behaviors (such as school behaviors). Language: Interpret visual or auditory cues of the target 1. Demonstrate command of the conventions of language, such as gestures or intonation (such as standard English grammar and usage when writing or asking questions for intonation versus declaratory speaking statements and also, dictation). Demonstrate this knowledge by comparing English 2. Demonstrate command of the conventions of grammar and punctuation to Spanish (such as the use standard English capitalization, punctuation, and and meaning of accent marks and punctuation marks spelling when writing such as ¿ and ~). Connect sounds to letters of the Spanish alphabet (such as dictation exercises). Vocabulary Topics: School subjects School supplies School activities Adjectives to describe classes and people in them People that work in a school Places in a school Things in a school (furniture, flags, etc.) Ordinal numbers 1-4 Grammar Topics: Present tense conjugations of regular –ar verbs Possessive adjectives (mi, tu) Contractions: al and del A personal Plural of nouns and articles (if not previously taught) Culture Topics: Courses students take in Spanish-speaking countries Grading and scheduling differences between the United States and Spanish-speaking countries The use of uniforms in Spanish-speaking countries Additional Culture Topics (Not required, but related): Compulsory education in the United States and Spanish-speaking countries Currency Exchange World LAnguAgEs: SpAnIsh I 4 Differentiation Task: You are a new foreign exchange student in Peru. An upperclassman has been assigned to show you around. He/she wants to get to know you a little bit. Answer his/her questions about who you are and what you are studying. Don’t forget to ask him/her at least two questions about his/her classes (for instance, what classes he/she studies and which ones he/she likes). The teacher will ask the student these questions: ¿Qué clases tienes? What classes are you taking? ¿Cuál es tu clase favorita y por qué? Which one(s) is/are your favorite and why? ¿Quién es la profesora de ___? Who is the teacher of a certain class? ¿A qué hora empieza la clase de ___? What time does a certain class begin? ¿A qué hora termina la clase de ___? What time does a certain class end? Modification Typical Learner Advancing Learner • The questions require • The questions are • All questions are understood repetition and prompting to be understood and and answered. answered. answered with little • Vocabulary is appropriate • Errors in vocabulary impede repetition.