Spanish I 2013-14 Course Title: Spanish I - Weebly · 11–12 reading and content, choosing...

Spanish I 2013-14

Course Title: Spanish I Duration: one year

Frequency: one class period daily Year: 2013-14

Text: Spanish I for Christian Schools Other materials: Publisher’s workbook, audio tapes, videos, items of cultural interest Areas to be evaluated: the four skills of language learning—listening, speaking, reading, and writing in Spanish Additional activities: Students listen to Spanish radio, DVDs, etc. ten minutes each day, read and memorize Scripture in Spanish, take turns bringing Spanish food to class once a week Course objectives: to teach the basics of the Spanish language, developing an intermediate-low to intermediate-mid level of proficiency, as established by the 1986 proficiency guidelines of the American Council on the Teaching of Foreign Languages Course explanation: through memorization, exercises, and conversation the student will learn to meet basic survival needs and courtesy requirements, such as greeting and taking leave, asking and answering simple questions, and giving one’s name and age. Additionally, the student should also be able to perform certain functions with the language, such as ordering a meal, making purchases, following directions, and making conversation about common subjects such as family, church, school, and sports.

Unit: Introduction Unit objectives: learn basic words to communicate using greetings, introductions, numbers, family relationships, classroom vocabulary, days of the week, etc. Time frame: 5 days

Unit: Chapter 2 Unit objectives; identify masculine and feminine nouns, ask and answer questions to identify classroom objects, answer questions in the negative, form negative statements, forms of address, verbs ser and estar, use the preposition de

Time frame: 15 days

Unit: Chapter 3 Unit objectives: ask questions about location, use adjectives about feelings, describe basic characteristics of people and things, categorize nouns using intensifiers, describe what, where, and who in simple sentences, form complex sentences using the relative pronoun que

Time frame: 15 days

Unit: Chapter 4 Unit objectives: explain location of people or things, feelings, identify place names, count to 100, use tener, tell and ask questions about age Time frame: 15 days

Unit: Chapter 5 Unit objectives: Converse about activities in the present tense, begin to use pronouns to replace nouns, learn to conjugate a verbs, distinguish between direct objects that are people and those that are things by the correct use of the personal a, make negative, affirmative and indefinite statements, express likes and dislikes

Time frame: 15 days

Unit: Chapter 6 Unit objectives: Explain activities in progress, begin to use ir verbs, describe calendar events, express basic survival needs, incorporate direct object pronouns into sentence structure Time frame: 15 days

Unit: Chapter 7 Unit objectives: relate future plans, describe months, seasons, and weather; lending, giving and receiving items; express likes and dislikes; discuss sports and other activities Time frame: 15 days

Unit: Chapter 8 Unit objectives: discuss leisure-time activities, plan a trip, shopping, and clothing; express personal options

Time frame: 15 days

Unit: Chapter 9 Unit objectives: describe and make comparisons, use demonstrative adjectives, identify some parts of the body, various physical activities related to healthful living Time frame: 15 days

Unit: Chapter 10 Unit objectives: tell about household jobs, use past tense, write letter, learn preterite tense of selected er and ir verbs

Time frame: 15 days

Unit: Chapter 11 Unit objectives: relate past events and activities using stem-change verbs, learn future tense, tell about trips students have made and describe places they have visited Time frame: 15 days

Unit: Chapter 12 Unit objectives: learn to give and obey polite instructions, give and follow directions to arrive at a destination, give formal negative commands, give and obey familiar commands Time frame: 15 days

Spanish I 2013-14

COURSE TITLE: Spanish I GRADE LEVEL / DEPT.: Grades 10, 11, 12 / Spanish UNIT/TITLE: Chapter 1 SEMESTER: First DATE OF REVISION: 2013-14 LENGTH OF UNIT: 5 days

GOALS/OBJECTIVES

Unit goals (How unit supports course goals): Students will: --learn basic vocabulary to pique interest and begin to speak Spanish Unit Objective: Students will: ‘ --be introduced to Spanish culture --memorize common phrases and words --participate in class exercises in speaking --understand simple commands regarding classroom customs KCCS: L.11-12.1. Demonstrate command of the conventions of standard English grammar and usage when writing or

speaking. Resolve issues of complex or contested usage, consulting references (e.g., Merriam-Webster’s Dictionary of English Usage, Garner’s Modern American Usage) as needed.

W.11-12.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to

task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

INSTRUCTIONAL METHODOLOGY

Primary means of instruction: Textbook, teacher-led instruction, participation in verbal exercises Secondary means of instruction: audio tapes, workbook exercises, video illustration and instruction, written exercises Activities that support instruction: classroom dialog, interaction with other students in guided conversations

INTEGRATION Biblical: God created languages; He also commanded us to teach others. Knowing another language enlarges our ability to reach out to others. Integration of other skills: (research, writing, technological, practical application, other disciplines) Students’ grammar skill is reinforced in English grammar; spelling becomes easier in English; memorization skills increase.

ASSESSMENT Of student learning/work/performance (describe means): teacher-generated quizzes over vocabulary; chapter tests; Of teaching effectiveness (describe means): verbal feedback during instruction and exercises; homework grades; obvious understanding of the words as they participate in dialog with a friend; occasional reports of hearing Spanish spoken in a store or on the radio and being able to understand words Of unit effectiveness in contributing to course goals (describe means): Students begin to understand and speak the language

INSTRUCTIONAL RESOURCES Primary: Spanish I for Christian Schools Publisher: Bob Jones University Press Secondary: Spanish I for Christian Schools Workbook Publisher: BJU

COMMUNITY RESOURCES List organizations, guests, field trips, donations, etc.: Missions trips made by youth groups, missionary speakers,

Spanish I 2013-14

COURSE TITLE: Spanish I GRADE LEVEL / DEPT.: Grades 10, 11, 12 / Spanish UNIT/TITLE: Chapter 2 Lesson 1 SEMESTER: First DATE OF REVISION: 2013-2014 LENGTH OF UNIT: 5 days

GOALS/OBJECTIVES

Unit goals (How unit supports course goals): Students will: -- begin to learn to speak and understand Spanish Unit Objective: Students will: ‘ --identify masculine and feminine nouns --ask and answer questions to identify classroom objects --answer questions in the negative and form negative statements KCCS: SL.11-12.1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and

teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and

expressing their own clearly and persuasively.

L.11-12.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.


Primary means of instruction: Textbook, teacher-led instruction, participation in verbal exercises Secondary means of instruction: audio tapes, workbook exercises, video illustration and instruction, written exercises, objects such as stuffed toys, classroom articles to identify Activities that support instruction: classroom dialog, interaction with other students in guided conversations



INSTRUCTIONAL RESOURCES Primary: Spanish I for Christian Schools Publisher: Bob Jones University Press Secondary: Spanish I for Christian Schools Workbook Publisher: same as above


Spanish I 2013-14

COURSE TITLE: Spanish I UNIT/TITLE: Chapter 2 Lesson 2 GRADE LEVEL / DEPT.: Grades 10, 11, 12 / Spanish SEMESTER: First DATE OF REVISION: 2013-14 LENGTH OF UNIT: 5 days

GOALS/OBJECTIVES

Unit goals (How unit supports course goals): Students will: -- begin to learn to speak and understand Spanish Unit Objective: Students will: --ask questions and make statements about possession --address someone by title and last name --refer to someone by title and last name KCCS: L.11-12.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades

11–12 reading and content, choosing flexibly from a range of strategies.

Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.

L.11-12.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Observe hyphenation conventions.

Spell correctly.


Primary means of instruction: Textbook, teacher-led instruction, participation in verbal exercises Secondary means of instruction: audio tapes, workbook exercises, video illustration and instruction, written exercises, objects such as stuffed toys, classroom articles to identify Activities that support instruction: classroom dialog, interaction with other students in guided conversations





Spanish I 2013-14

COURSE TITLE: Spanish I GRADE LEVEL / DEPT.: Grades 10, 11, 12 / Spanish UNIT/TITLE: Chapter 2 Lesson 3 SEMESTER: First DATE OF REVISION: 2013-14 LENGTH OF UNIT: 4 days, plus 1 for chapter

test

GOALS/OBJECTIVES Unit goals (How unit supports course goals): Students will: -- begin to learn to speak and understand Spanish Unit Objective: Students will: --ask yes/no questions using ser and tener --use the preposition de to show the relationship between two nouns, and to indicate category or kind --converse about the classroom activities of the school KCCS: SL.11-12.1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and

teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

W.11-12.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)


Primary means of instruction: Textbook, teacher-led instruction, participation in verbal exercises Secondary means of instruction: audio tapes, workbook exercises, video illustration and instruction, written exercises, pictures of faces showing feelings of anger, sad, etc., classroom articles to identify Activities that support instruction: classroom dialog, interaction with other students in guided conversations





Spanish I 2013-14

COURSE TITLE: Spanish I GRADE LEVEL / DEPT.: Grades 10, 11, 12 / Spanish UNIT/TITLE: Chapter 3 Lesson 4

SEMESTER: First DATE OF REVISION: 2013-14 LENGTH OF UNIT: 5 days

GOALS/OBJECTIVES Unit goals (How unit supports course goals): Students will: -- begin to learn to speak and understand Spanish Unit Objective: Students will: --ask questions about location --describe how he and other people feel by using adjectives of condition KCCS: L.11-12.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades



Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception, conceivable).

Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage.

Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

SL.11-12.1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.


Primary means of instruction: Textbook, teacher-led instruction, participation in verbal exercises Secondary means of instruction: audio tapes, workbook exercises, video illustration and instruction, written exercises, pictures of faces showing feelings of anger, sad, etc., classroom articles to identify Activities that support instruction: classroom dialog, interaction with other students in guided conversations



INSTRUCTIONAL RESOURCES Primary: Spanish I for Christian Schools Publisher: Bob Jones University Press

Secondary: Spanish I for Christian Schools Workbook Publisher: same as above


Spanish I 2013-14


GOALS/OBJECTIVES

Unit goals (How unit supports course goals): Students will: -- begin to learn to speak and understand Spanish Unit Objective: Students will: --describe basic characteristics of people and things --ask questions about profession, religion, and nationality --categorize nouns by using the intensifiers very, rather, somewhat, not veer, not at all KCCS: L.11-12.1. Demonstrate command of the conventions of standard English grammar and usage when writing or

speaking.

W.11-12.2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.


Primary means of instruction: Textbook, teacher-led instruction, participation in verbal exercises Secondary means of instruction: audio tapes, workbook exercises, video illustration and instruction, written exercises, pictures illustrating professions, physical characteristics Activities that support instruction: classroom dialog, interaction with other students in guided conversations






Spanish I 2013-14


GOALS/OBJECTIVES

Unit goals (How unit supports course goals): Students will: -- begin to learn to speak and understand Spanish Unit Objective: Students will: --tell what something is made of --tell where someone comes from --tell who the owner of something is --form complex descriptive sentences using the relative pronoun que KCCS: W.11-12.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new

approach, focusing on addressing what is most significant for a specific purpose and audience.



Spell correctly.


Primary means of instruction: Textbook, teacher-led instruction, participation in verbal exercises Secondary means of instruction: audio tapes, workbook exercises, video illustration and instruction, written exercises, pictures illustrating vocabulary (i.e. purse, umbrella, etc.) Activities that support instruction: classroom dialog, interaction with other students in guided conversations


ASSESSMENT Of student learning/work/performance (describe means): teacher-generated quizzes over vocabulary; chapter tests; Of teaching effectiveness (describe means): verbal feedback during instruction and exercises; homework grades; obvious understanding of the words as they participate in dialog with a friend; occasional reports of hearing Spanish spoken in a store or on the radio and being able to understand words Of unit effectiveness in contributing to course goals (describe means): Students begin to understand and speak the

language



Spanish I 2013-14


GOALS/OBJECTIVES

Unit goals (How unit supports course goals): Students will: -- begin to learn to speak and understand Spanish Unit Objective: Students will: --tell the location of people or things --tell how groups of people feel --identify and name places and buildings in a town KCCS: L.11-12.6. Acquire and use accurately general academic and domain-specific words and phrases, sufficient for

reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.



Primary means of instruction: Textbook, teacher-led instruction, participation in verbal exercises Secondary means of instruction: audio tapes, workbook exercises, video illustration and instruction, written exercises, cardboard “game board” of city, with streets outlined, etc. Clay vehicles to move from location to location Activities that support instruction: classroom dialog, interaction with other students in guided conversations


ASSESSMENT Of student learning/work/performance (describe means): teacher-generated quizzes over vocabulary; chapter tests; Of teaching effectiveness (describe means): verbal feedback during instruction and exercises; homework grades;

obvious understanding of the words as they participate in dialog with a friend; occasional reports of hearing Spanish spoken in a store or on the radio and being able to understand words Of unit effectiveness in contributing to course goals (describe means): Students begin to understand and speak the language



Spanish I 2013-14

COURSE TITLE: Spanish I GRADE LEVEL / DEPT.: Grades 10, 11, 12 / Spanish. UNIT/TITLE: Chapter 4 Lesson 8 SEMESTER: First DATE OF REVISION: 2013-14 LENGTH OF UNIT: 5 days

GOALS/OBJECTIVES

Unit goals (How unit supports course goals): Students will: -- begin to learn to speak and understand Spanish Unit Objective: Students will: --count to 100 --talk about possession using the verb tener --tell and ask questions about age KCCS: W.11-12.2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information

clearly and accurately through the effective selection, organization, and analysis of content.



Primary means of instruction: Textbook, teacher-led instruction, participation in verbal exercises Secondary means of instruction: audio tapes, workbook exercises, video illustration and instruction, written exercises, small whiteboards to write numbers to challenge classmates Activities that support instruction: classroom dialog, interaction with other students in guided conversations


ASSESSMENT Of student learning/work/performance (describe means): teacher-generated quizzes over vocabulary; chapter tests;

Of teaching effectiveness (describe means): verbal feedback during instruction and exercises; homework grades; obvious understanding of the words as they participate in dialog with a friend; occasional reports of hearing Spanish spoken in a store or on the radio and being able to understand words Of unit effectiveness in contributing to course goals (describe means): Students begin to understand and speak the language



Spanish I 2013-14


GOALS/OBJECTIVES

Unit goals (How unit supports course goals): Students will: -- begin to learn to speak and understand Spanish Unit Objective: Students will: --tell the location of people or things --tell how groups of people feel --identify and name places and buildings in a town KCCS: W.11-12.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new


L.11-12.6. Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.


Primary means of instruction: Textbook, teacher-led instruction, participation in verbal exercises Secondary means of instruction: audio tapes, workbook exercises, video illustration and instruction, written exercises, cardboard “game board” of city, with streets outlined, etc. Clay vehicles to move from location to location Activities that support instruction: classroom dialog, interaction with other students in guided conversations

INTEGRATION Biblical: God created languages; He also commanded us to teach others. Knowing another language enlarges our ability to reach out to others.

Integration of other skills: (research, writing, technological, practical application, other disciplines) Students’ grammar skill is reinforced in English grammar; spelling becomes easier in English; memorization skills increase.




Spanish I 2013-14


GOALS/OBJECTIVES

Unit goals (How unit supports course goals): Students will: -- begin to learn to speak and understand Spanish Unit Objective: Students will: --converse about activities in the present tense --begin to use pronouns to replace nouns in original sentences KCCS: SL.11-12.1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and




Primary means of instruction: Textbook, teacher-led instruction, participation in verbal exercises Secondary means of instruction: audio tapes, workbook exercises, video illustration and instruction, written exercises Activities that support instruction: classroom dialog, interaction with other students in guided conversations

INTEGRATION

Biblical: God created languages; He also commanded us to teach others. Knowing another language enlarges our ability to reach out to others. Integration of other skills: (research, writing, technological, practical application, other disciplines) Students’ grammar skill is reinforced in English grammar; spelling becomes easier in English; memorization skills increase.




Spanish I 2013-14


GOALS/OBJECTIVES

Unit goals (How unit supports course goals): Students will: -- begin to learn to speak and understand Spanish Unit Objective: Students will: --carry on simple conversations in the present tense using the –ar verbs in this lesson --speak in generalities about quantity using the plural indefinite articles and the other indefinite quantifiers --distinguish between direct objects that are people and those that are things by the correct use of the personal a KCCS: L.11-12.4. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. L.11-12.1. Demonstrate command of the conventions of standard English grammar and usage when writing or

speaking.


Primary means of instruction: Textbook, teacher-led instruction, participation in verbal exercises Secondary means of instruction: audio tapes, workbook exercises, video illustration and instruction, written exercises, singing simple songs to reinforce vocabulary, principles of grammar Activities that support instruction: classroom dialog, interaction with other students in guided conversations

INTEGRATION Biblical: God created languages; He also commanded us to teach others. Knowing another language enlarges our

ability to reach out to others. Integration of other skills: (research, writing, technological, practical application, other disciplines) Students’ grammar skill is reinforced in English grammar; spelling becomes easier in English; memorization skills increase.




Spanish I 2013-14

COURSE TITLE: Spanish I GRADE LEVEL / DEPT: Grades 10, 11, 12 / Spanish. UNIT/TITLE: Chapter 5 Lesson 12 SEMESTER: First DATE OF REVISION 2013-14 LENGTH OF UNIT: 5 days

GOALS/OBJECTIVES

Unit goals (How unit supports course goals): Students will: -- begin to learn to speak and understand Spanish Unit Objective: Students will: --relate events in the present tense --express opinions, needs, likes, dislikes, and obligations using the verb + infinitive constructions in the lesson --make negative, affirmative, and indefinite statements KCCS: SL.11-12.1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and





INTEGRATION





Spanish I 2013-14


GOALS/OBJECTIVES

Unit goals (How unit supports course goals): Students will: -- begin to learn to speak and understand Spanish Unit Objective: Students will: --tell places he or she is going -tell things he or she is going to give people --tell about activities in progress KCCS: L.11-12.1. Demonstrate command of the conventions of standard English grammar and usage when writing or

speaking.

Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested.

Resolve issues of complex or contested usage, consulting references (e.g., Merriam-Webster’s Dictionary of English Usage, Garner’s Modern American Usage) as needed.

W.11-12.2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information








Spanish I 2013-14


GOALS/OBJECTIVES

Unit goals (How unit supports course goals): Students will: -- begin to learn to speak and understand Spanish Unit Objective: Students will: --relate events in the present tense using regular –er verbs. --relate events that began in the past and are still going on by using the construction Hace + tiempo + que. KCCS: W.11-12.2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information


L.11-12.6. Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence

in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.







Spanish I 2013-14

COURSE TITLE: Spanish I GRADE LEVEL / DEPT.: Grade 10, 11, 12 / Spanish UNIT/TITLE: Chapter 6 Lesson 15 SEMESTER: First DATE OF REVISION: 2013-14 LENGTH OF UNIT: 5 days

GOALS/OBJECTIVES

Unit goals (How unit supports course goals): Students will: -- begin to learn to speak and understand Spanish Unit Objective: Students will: --relate events in the present tense using regular –ir verbs --talk about origin and destination using venir de and venir a --converse about Christmas-related activities KCCS: L.11-12.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades











Spanish I 2013-14

COURSE TITLE: Spanish I GRADE LEVEL / DEPT.: Grades 10, 11, 12 / Spanish UNIT/TITLE: Chapter 7 Lesson 16 SEMESTER: Second DATE OF REVISION: 2013-14 LENGTH OF UNIT: 5 days

GOALS/OBJECTIVES

Unit goals (How unit supports course goals): Students will: -- begin to learn to speak and understand Spanish

Unit Objective: Students will: --relate future plans and events --describe the months of the year, the seasons, and the weather --express basic survival needs --report what “he” and others say KCCS: L.11-12.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling

when writing.


Spell correctly.



Primary means of instruction: Textbook, teacher-led instruction, participation in verbal exercises Secondary means of instruction: audio tapes, workbook exercises, video illustration and instruction, written exercises, singing simple songs to reinforce vocabulary, principles of grammar, short guided student explanations about places to go and things to do on a trip to Spain—using an illustrated map of Spain Activities that support instruction: classroom dialog, interaction with other students in guided conversations





Spanish I 2013-14


GOALS/OBJECTIVES

Unit goals (How unit supports course goals): Students will: -- begin to learn to speak and understand Spanish Unit Objective: Students will: --express opinion about travel --purchase airline tickets and make flight reservations --tell about lending, giving, and receiving items KCCS: L.11-12.1. Demonstrate command of the conventions of standard English grammar and usage when writing or

speaking.



Primary means of instruction: Textbook, teacher-led instruction, participation in verbal exercises Secondary means of instruction: audio tapes, workbook exercises, video illustration and instruction, written exercises, singing simple songs to reinforce vocabulary, principles of grammar, short guided student explanations about places to go and things to do on a trip to Spain—using an illustrated map of Spain Activities that support instruction: classroom dialog, interaction with other students in guided conversations





Spanish I 2013-14


GOALS/OBJECTIVES

Unit goals (How unit supports course goals): Students will: -- begin to learn to speak and understand Spanish Unit Objective: Students will: --express likes and dislikes --make small talk about sports and other activities KCCS: SL.11-12.1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and









Spanish I 2013-14

COURSE TITLE: Spanish I GRADE LEVEL / DEPT.: grades 10, 11, 12 / Spanish UNIT/TITLE: Chapter 8 Lesson 19 SEMESTER: Second DATE OF REVISION: 2013-14 LENGTH OF UNIT: 5 days

GOALS/OBJECTIVES

Unit goals (How unit supports course goals): Students will: -- begin to learn to speak and understand Spanish Unit Objective: Students will: --talk about leisure-time activities --plan a trip choosing any mode of transportation --talk about people and places familiar to the student KCCS: W.11-12.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to



Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested.

Resolve issues of complex or contested usage, consulting references (e.g., Merriam-Webster’s Dictionary of English Usage, Garner’s Modern American Usage) as needed.








Spanish I 2013-14

COURSE TITLE: Spanish I GRADE LEVEL / DEPT.: Grades 10, 11, 12 / Spanish UNIT/TITLE:Spanish, Chapter 8 Lesson 20 SEMESTER: Second DATE OF REVISION: 2013-14 LENGTH OF UNIT: 5 days

GOALS/OBJECTIVES

Unit goals (How unit supports course goals): Students will: -- begin to learn to speak and understand Spanish Unit Objective: Students will: --tell about going shopping --describe clothing --express personal options KCCS: SL.11-12.1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and




Primary means of instruction: Textbook, teacher-led instruction, participation in verbal exercises Secondary means of instruction: audio tapes, workbook exercises, video illustration and instruction, written exercises, singing simple songs to reinforce vocabulary, principles of grammar, pictures, objects to identify colors Activities that support instruction: classroom dialog, interaction with other students in guided conversations





Spanish I 2013-14


GOALS/OBJECTIVES

Unit goals (How unit supports course goals): Students will: -- begin to learn to speak and understand Spanish Unit Objective: Students will: --tell about going shopping --describe clothing --express personal options KCCS: L.11-12.4. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or

function in a sentence) as a clue to the meaning of a word or phrase.


Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage.


Primary means of instruction: Textbook, teacher-led instruction, participation in verbal exercises Secondary means of instruction: audio tapes, workbook exercises, video illustration and instruction, written exercises, singing simple songs to reinforce vocabulary, principles of grammar, pictures, objects to identify colors Activities that support instruction: classroom dialog, interaction with other students in guided conversations


ASSESSMENT Of student learning/work/performance (describe means): teacher-generated quizzes over vocabulary; chapter tests; Of teaching effectiveness (describe means): verbal feedback during instruction and exercises; homework grades; obvious understanding of the words as they participate in dialog with a friend; occasional reports of hearing Spanish spoken in a store or on the radio and being able to understand words

Of unit effectiveness in contributing to course goals (describe means): Students begin to understand and speak the language



Spanish I 2013-14


GOALS/OBJECTIVES

Unit goals (How unit supports course goals): Students will: -- begin to learn to speak and understand Spanish Unit Objective: Students will: --describe people --make comparisons KCCS: L.11-12.1. Demonstrate command of the conventions of standard English grammar and usage when writing or

speaking.



Primary means of instruction: Textbook, teacher-led instruction, participation in verbal exercises Secondary means of instruction: audio tapes, workbook exercises, video illustration and instruction, written exercises, pictures of people to describe Activities that support instruction: classroom dialog, interaction with other students in guided conversations


ASSESSMENT Of student learning/work/performance (describe means): teacher-generated quizzes over vocabulary; chapter tests; Of teaching effectiveness (describe means): verbal feedback during instruction and exercises; homework grades; obvious understanding of the words as they participate in dialog with a friend; occasional reports of hearing Spanish spoken in a store or on the radio and being able to understand words

Of unit effectiveness in contributing to course goals (describe means): Students begin to understand and speak the language



Spanish I 2013-14


GOALS/OBJECTIVES

Unit goals (How unit supports course goals): Students will: -- begin to learn to speak and understand Spanish Unit Objective: Students will: --tell about daily grooming routines --use demonstrative adjectives to point out people or things KCCS: W.11-12.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to




Primary means of instruction: Textbook, teacher-led instruction, participation in verbal exercises Secondary means of instruction: audio tapes, workbook exercises, video illustration and instruction, written exercises, pictures of people to describe Activities that support instruction: classroom dialog, interaction with other students in guided conversations


ASSESSMENT Of student learning/work/performance (describe means): teacher-generated quizzes over vocabulary; chapter tests; Of teaching effectiveness (describe means): verbal feedback during instruction and exercises; homework grades; obvious understanding of the words as they participate in dialog with a friend; occasional reports of hearing Spanish

spoken in a store or on the radio and being able to understand words Of unit effectiveness in contributing to course goals (describe means): Students begin to understand and speak the language



Spanish I 2013-14

COURSE TITLE: Spanish I GRADE LEVEL / DEPT.: Grades 10, 11, 12 / Spanish UNIT/TITLE: Chapter 9 Lesson 24 SEMESTER: Second DATE OF REVISION : 2013-14 LENGTH OF UNIT: 5 days

GOALS/OBJECTIVES

Unit goals (How unit supports course goals): Students will: -- begin to learn to speak and understand Spanish Unit Objective: Students will: --identify some parts of the body --tell about various physical activities related to healthful living KCCS: SL.11-12.1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and




Primary means of instruction: Textbook, teacher-led instruction, participation in verbal exercises Secondary means of instruction: audio tapes, workbook exercises, video illustration and instruction, written exercises, Activities that support instruction: classroom dialog, interaction with other students in guided conversations


ASSESSMENT Of student learning/work/performance (describe means): teacher-generated quizzes over vocabulary; chapter tests;

Of teaching effectiveness (describe means): verbal feedback during instruction and exercises; homework grades; obvious understanding of the words as they participate in dialog with a friend; occasional reports of hearing Spanish spoken in a store or on the radio and being able to understand words Of unit effectiveness in contributing to course goals (describe means): Students begin to understand and speak the language



Spanish I 2013-14


GOALS/OBJECTIVES

Unit goals (How unit supports course goals): Students will: -- begin to learn to speak and understand Spanish Unit Objective: Students will: --tell about household jobs --tell about activities that took place in the past KCCS: L.11-12.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling

when writing.


Spell correctly.



Primary means of instruction: Textbook, teacher-led instruction, participation in verbal exercises Secondary means of instruction: audio tapes, workbook exercises, video illustration and instruction, written exercises, Activities that support instruction: classroom dialog, interaction with other students in guided conversations

INTEGRATION Biblical: God created languages; He also commanded us to teach others. Knowing another language enlarges our ability to reach out to others. Integration of other skills: (research, writing, technological, practical application, other disciplines) Students’

grammar skill is reinforced in English grammar; spelling becomes easier in English; memorization skills increase.




Spanish I 2013-14


GOALS/OBJECTIVES

Unit goals (How unit supports course goals): Students will: -- begin to learn to speak and understand Spanish Unit Objective: Students will: --use the proper elements of salutation and closing in writing letter --relate past events using the preterite tense KCCS: L.11-12.4. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence)

as a clue to the meaning of a word or phrase.




Spell correctly.


Primary means of instruction: Textbook, teacher-led instruction, participation in verbal exercises Secondary means of instruction: audio tapes, workbook exercises, video illustration and instruction, written exercises, writing letters in Spanish to each other

Activities that support instruction: classroom dialog, interaction with other students in guided conversations





Spanish I 2013-14


GOALS/OBJECTIVES

Unit goals (How unit supports course goals): Students will: -- begin to learn to speak and understand Spanish Unit Objective: Students will: --relate events that occurred in the past by using the preterite tense of selected –er and –ir verbs KCCS: L.11-12.1. Resolve issues of complex or contested usage, consulting references (e.g., Merriam-Webster’s Dictionary of English Usage, Garner’s Modern American Usage) as needed. SL.11-12.1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and



Primary means of instruction: Textbook, teacher-led instruction, participation in verbal exercises Secondary means of instruction: audio tapes, workbook exercises, video illustration and instruction, written exercises, writing letters in Spanish to each other Activities that support instruction: classroom dialog, interaction with other students in guided conversations

INTEGRATION





Spanish I 2012-13


GOALS/OBJECTIVES

Unit goals (How unit supports course goals): Students will: -- begin to learn to speak and understand Spanish Unit Objective: Students will: --relate past events and activities using the regular preterite and the –ir stem-change preterite verbs --talk about food, eating habits and customs KCCS: W.11-12.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to





INTEGRATION





Spanish I 2013-14


GOALS/OBJECTIVES

Unit goals (How unit supports course goals): Students will: -- begin to learn to speak and understand Spanish Unit Objective: Students will: --talk about plans for the future --formulate questions that ask for definitions or selections KCCS: W.11-12.3. Write narratives to develop real or imagined experiences or events using effective technique, well-

chosen details, and well-structured event sequences.








Spanish I 2013-14


GOALS/OBJECTIVES

Unit goals (How unit supports course goals): Students will: -- begin to learn to speak and understand Spanish Unit Objective: Students will: --tell about trips they have made --describe places they have visited KCCS: L.11-12.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling

when writing.


Spell correctly.



Primary means of instruction: Textbook, teacher-led instruction, participation in verbal exercises

Secondary means of instruction: audio tapes, workbook exercises, video illustration and instruction, written exercises, Activities that support instruction: classroom dialog, interaction with other students in guided conversations





Spanish I 2013-14


GOALS/OBJECTIVES

Unit goals (How unit supports course goals): Students will: -- begin to learn to speak and understand Spanish Unit Objective: Students will: --plan a meal for a group --give and obey polite instructions KCCS: L.11-12.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades





Primary means of instruction: Textbook, teacher-led instruction, participation in verbal exercises Secondary means of instruction: audio tapes, workbook exercises, video illustration and instruction, written exercises, a picnic during which Spanish is spoken as much as possible Activities that support instruction: classroom dialog, interaction with other students in guided conversations





Spanish I 2013-14


GOALS/OBJECTIVES

Unit goals (How unit supports course goals): Students will: -- begin to learn to speak and understand Spanish Unit Objective: Students will: --give and follow directions to arrive at a destination --make suggestions for group activities --give formal negative commands KCCS: L.11-12.6. Acquire and use accurately general academic and domain-specific words and phrases, sufficient for

reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.



Primary means of instruction: Textbook, teacher-led instruction, participation in verbal exercises Secondary means of instruction: audio tapes, workbook exercises, video illustration and instruction, written exercises, illustrated “maps” of a city on which students “drive” clay cars on the streets, following instructions given by the teacher to arrive at given destinations Activities that support instruction: classroom dialog, interaction with other students in guided conversations





Spanish I 2013-14


GOALS/OBJECTIVES

Unit goals (How unit supports course goals): Students will: -- begin to learn to speak and understand Spanish Unit Objective: Students will: --Give and obey familiar commands, using affirmative and negative forms plus the irregular tú commands and special command forms KCCS: W.11-12.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to


W.11-12.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new



Primary means of instruction: Textbook, teacher-led instruction, participation in verbal exercises Secondary means of instruction: audio tapes, workbook exercises, video illustration and instruction, written exercises, illustrated “maps” of a city on which students “drive” clay cars on the streets, following instructions given by the teacher to arrive at given destinations Activities that support instruction: classroom dialog, interaction with other students in guided conversations





Spanish I 2013-14 Course Title: Spanish I - Weebly · 11–12 reading and content, choosing...

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Transcript of Spanish I 2013-14 Course Title: Spanish I - Weebly · 11–12 reading and content, choosing...