MASSAPEQUA PUBLIC SCHOOLS - Amazon Web … · Web viewSupplementary worksheets have been provided....

MASSAPEQUA PUBLIC SCHOOLS

SPANISH 4RSUMMER 2009

COMMITTEE MEMBERSEmily Pulick-Carrino, Angelina Legerton, Susanne Weiss Ruiz

William Anderson, Department Chairperson

BOARD OF EDUCATIONMaryanne Fischer– President

Christine Lupetin Perrino – Vice PresidentThomas Caltabiano– Secretary

Timothy Taylor– TrusteeJane Ryan– Trustee

ADMINISTRATIONCharles V. Sulc, Superintendent of Schools

Alan Adcock, Assistant Superintendent for BusinessLucille Iconis, Assistant Superintendent for Elementary Education

Susan Woodbury, Assistant Superintendent for Secondary EducationDr. Thomas Fasano, Ed.D., Assistant to the Superintendent

Robert Schilling, Executive Director for Assessment, Student Data and Technology

COURSE DESCRIPTION

This course aims to polish and strengthen students’ proficiency in

Spanish through a linguistic, communicative and cultural approach. It is a

continuation of Spanish III with special emphasis on the use of Spanish for

meaningful and more sophisticated communication both in written and

spoken expression. Students will also explore the culture and history of

Spanish and Hispanic countries through readings, research and films. There

will be historical and cultural interludes between the main units. Assessment

will be conducted through the use of quizzes, journals, projects, compositions

and oral presentations.

2

Table of Contents

Learning Standards, Key Ideas & Performance Indicators4Content Map w/Essential Questions................................7Course Materials...........................................................8Curriculum Aligned w/Standards, Key Ideas and Technological Components

Bienvenidos al mundo hispano 1A...........................................91B............................................................................................10¿Cómo soy ?.............................................................................11¿Cómo me veo ?......................................................................12¡Hay tanto que hacer !.............................................................13El arte......................................................................................14¡A acampar y el medio ambiente !...........................................15La riqueza natural....................................................................16

Appendix (In the appendix you will find worksheets for each of the units)

3

NOTES_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

Summer Curriculum Guidelines 2009

LEARNING STANDARDS LANGUAGES OTHER THAN ENGLISH: SPANISH

Standard 1Students will be able to use a language other than English for communication.

Key Idea: LISTENING & SPEAKING are primary communicative goals in modern language learning. These skills are used for the purposes of socializing, providing and acquiring information, expressing personal feelings and opinions, and getting others to adopt a course of action.

Performance Indicators at Checkpoint B – Students will… comprehend messages and short conversations when listening to

peers, familiar adults, and providers of public services either in face-to-face interactions or on the telephone.

understand the main idea and some discrete information in television, radio, or live presentations

initiate and sustain conversations, face to face or on the phone, with native-speaking or more fluent individuals

select vocabulary appropriate to a range of topics, employ simple and complex sentences in present, past, and future time frames, and express details and nuances by using appropriate modifiers

exhibit spontaneity in their interactions, particularly when the topic is familiar, but often rely on familiar utterances

use reception and circumlocution as well as gestures and other nonverbal cues to sustain conversation

4

Key Idea: READING & WRITING are used in languages other than English for the purposes of socializing, providing and acquiring information, expressing personal feelings and opinions, and getting others to adopt a course of action.

Performance Indicators at Checkpoint B– Students will… read and comprehend materials written for native speakers when the

topic and language are familiar. use cognates and contextual and visual cues to derive meaning from

texts that contain unfamiliar words, expressions, and structures read simple materials, independently, but may have to guess at

meanings of longer or more complex material write short notes, uncomplicated personal and business letters, brief

journals, and short reports write brief analyses of more complex content when given the

opportunity for organization and advance preparation, though errors may occur more frequently

produce written narratives and expressions of opinion about radio and television programs, newspaper and magazine articles, and selected stories, songs, and literature of the target language

5

Standard 2Students will develop cross-cultural skills and understandings.

Key Idea: EFFECTIVE COMMUNICATION involves meanings that go beyond words and require an understanding of perceptions, gestures, folklore, and family and community dynamics. All of these elements can affect whether and how well a message is received.

Performance Indicators at Checkpoint B – Students will… exhibit more comprehensive knowledge of cultural traits and patterns draw comparisons between societies recognize that there are important linguistic and cultural variations

among groups that speak the same target language understand how words, body language, rituals, and social interactions

influence communication

6

CONTENT MAP WITH ESSENTIAL QUESTIONS

Unit Title Thematic Content

Essential Questions

Estimated

Time Frame

Unit 1A Bienvenidos al mundo hispano

Exploring the Hispanic world- Central and

South America

How diverse is our Spanish speaking world? 2-3 weeks

Unit 1B Bienvenidos al mundo hispano

Exploring the Hispanic world- Spain and the

Carribean.

How diverse is our Spanish speaking world? 3-4 weeks

Unit 2 ¿Cómo soy? Personal Identity Who am I? 4-5 weeks

Unit 3 ¿Cómo me veo? Fashions, pastimes, future Who will I become? 4-5 weeks

Unit 4 ¡Hay tanto que hacer! Chores What does one need to do to maintain a home? 4-5 weeks

Unit 5 El arte Identifying and describing art

How can we express ourselves through art? 4-5 weeks

Unit 6 La riqueza natural NatureWhat can we do to preserve the environment?

4-5 weeks

Unit 7 Acampar Camping What do you need to do to survive in the wild? 4-5 weeks

To achieve the course’s learning objectives, students will work with a variety

of thematic units as described in the chart below.

7

COURSE MATERIALS

Resources

Gahala, Estella & Carlin, Patricia Hamilton. ¡En Español tres!. Illinois: McDougal Littel, 2004.

"En Espanol." Ed. McDougal Littel. Web.

Additional materials will include excerpts of Spanish novels, poetry, films, and songs.

8

Unit 1 A: ¡Bienvenidos al mundo hispano !

STANDARD 1: COMMUNICATION -- Listening & Speaking

Students will talk about present activities. Students will talk about nationalities.

STANDARD 1: COMMUNICATION – Reading

Authentic readings about Central and South American countries.

STANDARD 1: COMMUNICATION – Writing

Composition: write about your every day activities. Pyramid Poem: Use adjectives to describe yourself in a “Pyramid

Poem” form.

STANDARD 2: CULTURE

Students will learn about the cultural differences between Central and South American countries.

GRAMMATICAL STRUCTURES

Review: Present tense of regular verbs Review: Present tense verbs with irregular yo forms. Review: Adjectives of Nationality

DIFFERENTIATION

Tiered Lessons Pyramid Poem

SUPPLEMENTARY MATERIAL

Supplementary worksheets have been provided.

TECHNOLOGICAL ENHANCEMENTS

Transparencies / Overhead Projector Power Point Presentations

9

Unit 1B: ¡Bienvenidos al mundo hispano!


Students will talk about past activities. Students about past events


Authentic Reading : Spain Authentic Reading : Carribean


Dialogue : Interview about past event.

STANDARD 2: CULTURE

Students will learn about the Culture of Spain and the Carribean.


Review: preterite tense Review: preterite tense-irregulars Review: object pronouns Review: Interrogatives

DIFFERENTIATION OF INSTRUCTION

Choice Homework Activity

SUPPLEMENTARY MATERIAL Supplementary worksheets have been provided.

TECHNOLOGICAL ENHANCEMENTS Transparencies / Overhead Projector Power Point Presentations

10

Unit 2: ¿Cómo soy?


Students will describe people. Students will talk about experiences. Students will list and discuss accomplishments.


Author Study : Cristina Garcia Soñar en cubano- story about a cuban family


Journal: Write about yourself and your experiences. Essay: Compare your family to the family in the reading soñar en

cubano.

STANDARD 2: CULTURE

Students will learn about the influence of Spanish speakers in the U.S.


Review: ser vs. estar Review: Imperfect Preterite vs. Imperfect

DIFFERENTIATION OF INSTRUCTION’

Choice assignment: Make a collage about yourself or draw your self portrait.





11

Unit 3: ¿Como me veo?


Students will describe fashions. Students will talk about pastimes. Students will talk about the future. Students will predict actions.


Authentic materials- Un gran diseñador- Oscar de la Renta


Interview: Role-play following up with information from the reading. Research assignment: Research and write a report about a famous

Hispanic/Spanish designer other than Oscar de la Renta.

STANDARD 2: CULTURE

Students will learn about the cultural role of Hispanic/Spanish fashion in the United States and the world.


Future Tense Verbs like Gustar Por vs. Para Conditional Tense


Choice Project: Students will be able to choose between several assignments that will count as a test grade. They can work in groups to create their own fashion show or write about a Hispanic/Spanish designer.

SUPPLEMENTARY MATERIAL Supplementary worksheets have been provided.

TECHNOLOGICAL ENHANCEMENTS Transparencies / Overhead Projector Power Point Presentations

12

Unit 4: ¡Hay tanto que hacer!


Students will talk about household chores. Students will say what friends do. Students will express feelings.


Author study- Sandra Cisneros. Excerpts from the House on Mango Street. Reading: Tito Puente


Project: Write the first three paragraphs of your novel. Research assignment: Hispanic music/instruments Song: Write a “Hispanic themed” song about your daily routine.

STANDARD 2: CULTURE

Students will learn about Spanish and Hispanic music. Students will be exposed to the influence of Spanish/Hispanic music in

the U.S.


Reflexive verbs Reciprocal verbs


Tiered lessons





13

Unit 5: el arte


Students will identify and describe famous Hispanic art. Students will discuss art forms. Students will report about what others say.


Madrid and el museo del Prado. Flamenco study.


Critic: choose a two works of art and critic them. Project: Parisopoly (Students create a game using their learning on

Paris)

STANDARD 2: CULTURE

Students will learn about Madrid and its monuments. Students will be exposed to the Spanish/Hispanic way of life and art.


Tú and Usted commands Nosotros Commands Introduction to the Subjunctive


Art criticism Choice test Choose an artist and create your own rendition of the painting and

discuss.




Transparencies / Overhead Projector

14

Power Point Presentations

Unit 6: ¡A acampar y el medio ambiente!


Students will identify what is needed for a camping trip. Students will discuss plans to go on a camping trip. Students will react to ecology.


Students will read newspaper articles about the environment. Students will analyze research about the environment in the target

language.


Short Story: Students will work in groups to write short stories for younger children on how to protect the environment.

Brochure: How can we make Massapequa a “green” school?

STANDARD 2: CULTURE

Students will learn about rainforests in Costa Rica and other Hispanic nations.

Students will be exposed to “green” practices in Spain and Latin America


Present Subjunctive-Regular verbs Present Subjunctive- Irregular verbs and Stem-changers.


Cooperative Learning: Students will work in groups to design an ad campaign to improve the community. Topics may include: the environment, natural resources, and recycling.



15



Unit 7: La riqueza natural


Students will react to nature. Students will express doubt. Students will relate to events in time.


“Ecoturista”: Students will read an article about ecotourism in Central America.


Project: Create your own zoo. What animals would you choose, etc.?

STANDARD 2: CULTURE

Students will learn about ecotourism in Costa Rica Students will be exposed to other Latin American countries that are

developing ecotourism.


Present Subjunctive-Regular verbs Present Subjunctive- Irregular verbs and Stem-changers.


Stations- students will create a review activity using stations to discuss all the different areas/types/activities associated with ecotourism in Costa Rica.



16



17

MASSAPEQUA PUBLIC SCHOOLS - Amazon Web … · Web viewSupplementary worksheets have been provided....

Documents

Transcript of MASSAPEQUA PUBLIC SCHOOLS - Amazon Web … · Web viewSupplementary worksheets have been provided....