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 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 ). 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. and does not impede comprehension. • Errors in vocabulary do comprehension. • Errors in grammar impede not impede • Grammar is correct and does comprehension. comprehension. not impede comprehension. • Errors in grammar do not impede comprehension.

World Languages: Spanish I 5 Tier III Vocabulary Term Definition Adverb (Adverbio) A word or phrase that modifies or qualifies an adjective, verb, or other adverb or a word-group, expressing a relation of place, time, circumstance, manner, cause, degree, etc. Contraction (Contracción) A combination of two words to form one word as in al and del. Formal Address (Usted) How to address someone in a respectful way.

Gender (Género; femenino y masculino) Refers to whether a noun is masculine or feminine.

Infinitives (Infinitivos) The basic form of the verb meaning to do something as in hablar, comer, and vivir. Informal/Familiar Address (Tú) How to address someone in a familiar way.

Ordinal Numbers (Los números ordinales) A number indicating position or order as in primero, segundo, etc. Personal a (Personal a) When the direct object is a person, it is preceded by the preposition "a” as in Juan visita a su abuela. Possessive Adjectives (Adjetivos posesivos) An adjective used with a noun (or less commonly, pronoun) to indicate possession, ownership or close relationship as in mi casa, tu perro, etc. Root/stem (La raíz) The main part of a word.

Subject Pronouns/Personal Pronouns (Los pronombres A personal pronoun that is used as the subject of a personales) verb as in yo, tú, él, ella, usted, nosotros (as), vosotros (as), ellos, ellas, and ustedes. Tilde An accent placed over a Spanish ‘n’ when pronounced ny as in Señor.

World Languages: Spanish I 6 Module 3 Vocabulary Vocabulario A

To talk about people in a school • el español • el profesor/el maestro • el francés • la profesora/la maestra • el alemán • el estudiante/el alumno • el latín • la estudiante/la alumna • el chino • el director/la directora To talk about what you do in school Otras asignaturas o disciplinas • aprender • la música • enseñar • el arte • comer el almuerzo • la educación física • llevar uniformes/ no llevar uniformes • la economía doméstica • estudiar • la informática / la tecnología To talk about descriptions (people and/or To talk about school schedules classes) • primero, -a • interesante • segundo, -a • aburrido • tercero, -a • inteligente • cuarto, -a • pequeño • último, -a • grande • fácil Review: Subject Pronouns • difícil/duro • yo • favorito • tú • popular • él • práctico • ella • obligatorio • usted (ud.) • exigente • nosotros, -as • divertido • ellos • más…que • ellas To talk about school subjects • ustedes (uds.) • las ciencias • la biología • la química • la física • las matemáticas

• el álgebra

• la geometría

el cálculo • • la aritmética • las ciencias sociales • la historia • la geografía • las lenguas • el inglés

World Languages: Spanish I 7 Vocabulario B

To talk about things in the classroom L • la pizarra Las • la pantalla Othe Other useful words/phrases • el mapa • La tarea • el reloj • Necesito… • la silla • Se permite… • la mesa • Se prohibe… • el escritorio • Tengo que… • el pupitre • Empieza a… • la puerta • Termina a… • la ventana • Mi • la luz • Tu • el cesto • ¿Qué es esto? • el periódico • ¿Dónde está el/la….? • el diccionario • el cartel Las • la bandera

• el sacapuntas

To talk about school supplies • la carpeta • el cuaderno • la hoja de papel • el papel • el libro • la calculadora • la mochila • la pluma/el bolígrafo • el lápiz • la goma de borrar • la regla • el marcador • el uniforme

To talk about places in my school • la sala de clase/el salón de clase • la cafetería • la biblioteca • el laboratorio • el gimnasio • la oficina • el baño/los servicios • el armario

World Languages: Spanish I 8 SUGGESTED ACTIVITIES:

1. Game for listening practice and vocabulary reinforcement (Language Arts) Hand out 3x5 cards that have four to five terms from the school vocabulary list. Make a pair of each of the cards identical. Aside from the identical pair do not reuse vocabulary terms. Distribute the cards to students instructing them not to show their cards to other students. Read out a description in Spanish of one vocabulary term. If a student has that term on his card he is to stand up as soon as he recognizes that it is on his card. If he is the first to stand and has the correct item he gets a point. The student with most points wins.

2. ¿Cómo son otras escuelas? (Language Arts, Technology, Social Studies) Have students research the equivalent of a high school in a Spanish speaking country. Have them create a presentation for the class that provides the following information about education in their assigned country. 1. ¿Qué llevan los estudiantes a la escuela? (What do students wear to school?) 2. ¿A qué hora empieza la escuela? (What time does school start?) 3. ¿A qué hora termina la escuela? (What time does school end?) 4. ¿Cuántos días asisten (do they attend) los estudiantes la escuela? (How many days a year do students attend school?) 5. ¿Son deportes una parte de la escuela? (Are sports a part of school?) 6. ¿Es obligatorio la asistencia (attendance)? (Is attendance mandatory?)

3. El Horario (Language Arts) Provide students with a blank schedule and assign them a partner. Have them interview their partner to fill in the schedule. When students have completed the schedules, they should tell their partner two things they need to take to class with them each day.

4. Yo veo algo…. Play ‘I spy’ to practice vocabulary for items in the classroom.

Many activities found and adapted from the GADOE Spanish Level One Curriculum Guide

World Languages: Spanish I 9 COMMUNICATION:

Interpretative Listening: Your teacher will read the following sentences. You will listen and write on your own sheet of paper the classes described. • En esta clase los estudiantes necesitan papel, lápiz y también una calculadora. • Aquí los estudiantes estudian el tiempo, los animales, las plantas y otras cosas. • En esta clase los estudiantes leen muchos cuentos, novelas y poemas. También escriben muchos ensayos. • Aquí los estudiantes practican deportes y hacen ejercicios. • En esta clase los estudiantes aprenden de hablar la lengua de Paris • Aquí los estudiantes aprenden a usar el teclado y buscar información en la red. • En esta clase los estudiantes aprenden sobre el pasado. • Aquí los estudiantes aprenden sobre los países y los capitales. • En esta clase los estudiantes pintan con colores diferentes y hacen dibujos.

Reading: Students will read a school supplies list and name some items that they need to “shop” for to attend school. The school counselor has asked you to help her read a note written by a new Spanish-speaking student at school. After reading it, tell the counselor what the problem is and the kids of questions the student asks: Necesito una clase para la primera hora. ¿Cómo es la clase de tecnología, fácil o difícil? ¿Qué necesito para la clase? ¿Cuántos estudiantes hay en la clase? ¿Hay mucha tarea?

Interpersonal Speaking: You have a new student in class who is an exchange student from Chile. You have volunteered to be his mentor and help him find his way around the school and tell him the information that he needs to make his experience a positive one. Pretend you are speaking with him and tell him the following in Spanish: • What time school starts • What he needs to bring with him to his classes • In which room he will find English class • Two things he will have to do in English class • His bus number and when it leaves school • End by wishing him good luck for his first day in class.

Writing: You have been sick for two days, and your teachers have sent your assignments home. Your foreign exchange sister from Chile is going to pick up your books, workbooks and other materials. She doesn’t remember well, so you need to write specific instructions with the following information: • Your locker number and combination • The books and materials you need from your locker • Why you need them • One thing you don’t need (that is in your locker) • Be sure to thank her for doing this for you

World Languages: Spanish I 10 Presentational Writing: Write a paragraph where you design El colegio de tus sueños. In your paragraph you will include the following information: • When the school year begins and ends • When the school day starts and ends • What students can and can’t wear to school • 3 things that are permitted (se permite…) • 3 things that are not permitted at school (se prohibe…) • What the teachers and administration are like.

Speaking: Create a one-minute advertisement (video) promoting your new school. You should include the following information: • Popular classes offered • Hours of school day • When the school year starts and ends • Things are in each classroom • Something about the teachers and the principal that will make students look forward to attending your school.

World Languages: Spanish I 11