curriculum management system...4. mission, vision, beliefs, and goals mission statement. the monroe...

CurriculumManagementSystem

MONROETOWNSHIPSCHOOLS

CourseName:SpanishIIGrade:9or10

Foradoptionbyallregulareducationprograms BoardApproved:asspecifiedandforadoptionoradaptationbyallSpecialEducationProgramsinaccordancewithBoardofEducationPolicy#2220.

suefeldman

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suefeldman

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9/2015

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TableofContents

MonroeTownshipSchoolsAdministrationandBoardofEducationMembers Page3

Mission,Vision,Beliefs,andGoals Page4

CoreCurriculumContentStandards Page5

ScopeandSequence Pages6‐12

Goals/EssentialQuestions/Objectives/InstructionalTools/Activities Page13‐38

QuarterlyBenchmarkAssessment Page39‐40

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MonroeTownshipSchoolsAdministrationandBoardofEducationMembers

ADMINISTRATIONDr.MichaelKozak,Superintendent

Dr.DoriAlvich,AssistantSuperintendent

BOARDOFEDUCATIONMr.DougPoye,BoardPresident

Mr.TomNothstein,BoardVicePresidentMs.MicheleArminio

Mr.MarvinI.BravermanMs.JillDeMaioMr.LewKaufman

Ms.KathyKolupanowichMr.AnthonyPreziosoMr.StevenRiback

JamesburgRepresentativeMr.RobertCzarneski

WRITER’SNAMEKathrynTervo

CURRICULUMSUPERVISOR

Dr.KellyF.Roselle

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Mission,Vision,Beliefs,andGoals

MissionStatement

TheMonroePublicSchoolsincollaborationwiththemembersofthecommunityshallensurethatallchildrenreceiveanexemplaryeducationbywell‐trainedcommittedstaffinasafeandorderlyenvironment.

VisionStatement

TheMonroeTownshipBoardofEducationcommitsitselftoallchildrenbypreparingthemtoreachtheirfullpotentialandtofunctioninaglobalsocietythroughapreeminenteducation.

Beliefs

1.Alldecisionsaremadeonthepremisethatchildrenmustcomefirst.2.Alldistrictdecisionsaremadetoensurethatpracticesandpoliciesaredevelopedtobeinclusive,sensitiveandmeaningfultoourdiversepopulation.3.Webelievethereisasenseofurgencyaboutimprovingrigorandstudentachievement.4.Allmembersofourcommunityareresponsibleforbuildingcapacitytoreachexcellence.5.Wearecommittedtoaprocessforcontinuousimprovementbasedoncollecting,analyzing,andreflectingondatatoguideourdecisions.6.Webelievethatcollaborationmaximizesthepotentialforimprovedoutcomes.7.Weactwithintegrity,respect,andhonestywithrecognitionthattheschoolsservesasthesocialcoreofthecommunity.8.Webelievethatresourcesmustbecommittedtoaddressthepopulationexpansioninthecommunity.9.Webelievethattherearenodisposablestudentsinourcommunityandeverychildmeanseverychild.

BoardofEducationGoals

1.Raiseachievementforallstudentspayingparticularattentiontodisparitiesbetweensubgroups.2.Systematicallycollect,analyze,andevaluateavailabledatatoinformalldecisions.3.Improvebusinessefficiencieswherepossibletoreduceoveralloperatingcosts.4.Providesupportprogramsforstudentsacrossthecontinuumofacademicachievementwithanemphasisonthosewhoareinthemiddle.5.Provideearlyinterventionsforallstudentswhoareatriskofnotreachingtheirfullpotential.6.ToCreatea21stCenturyEnvironmentofLearningthatPromotesInspiration,Motivation,Exploration,andInnovation.

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CommonCoreStateStandards(CSSS]

TheCommonCoreStateStandardsprovideaconsistent,clearunderstandingofwhatstudentsareexpectedtolearn,soteachersandparentsknowwhattheyneedtodotohelpthem.Thestandardsaredesignedtoberobustandrelevanttotherealworld,reflectingtheknowledgeandskillsthatouryoungpeopleneedforsuccessincollegeandcareers.WithAmericanstudentsfullypreparedforthefuture,ourcommunitieswillbebestpositionedtocompetesuccessfullyintheglobaleconomy.

Links:1.CCSSHomePage:http://www.corestandards.org 2.CCSSFAQ:http://www.corestandards.org/frequently-asked-questions 3.CCSSTheStandards:http://www.corestandards.org/the-standards 4.NJDOELinktoCCSS:http://www.state.nj.us/education/sca 5.PartnershipforAssessmentofReadinessforCollegeandCareers(PARCC):http://parcconline.org 6.NationalStandardsforFamilyandConsumerSciencesEducationhttp://nasafacs.org/national‐standards‐home.html

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ScopeandSequence

Quarter1

UNITTOPICSLasidentidadespersonalesypúblicas

I.Lavidadelestudiante

a.ContentVocabulary Reviewadjectivesofpersonaldescription Reviewclassroomobjects Schoolactivitiesandclassroommaterials

b.Classroomrules(hayquevs.seprohíbe)c.QuestionWords(qué,porqué,cómo,quién,dónde,adónde,dedónde,cuándo,cuánto,cuál)d.PresentTenseVerbs

Regular–AR,–ER,and–IRconjugations PresentProgressiveTense(–ando/–iendo,regularandirregularforms) Servs.Estar(DOCTORvs.PLACEtodistinguishusage)

SerDoctor(Description‐Physical,Occupation,Characteristic–Personality, Time&Date,Origin–madeof,Relationship,Religion&Race) EstarPlace(Position,Location,Action–“‐ing”,Condition–temporary,Emotion)

TenerExpressions(tener+#años,hambre/sed,calor/frío,sueño,suerte,miedo,cuidado,dolorde) “YoGo”verbs

(tengo,hago,pongo,traigo,salgo,digo,vengo) Stem‐changingverbs(uue)jugar(oue)poder,dormir,almorzar,costar(eie)querer,pensar,empezar,entender,preferir(ei)pedir,servir,repetir Gustar/Encantarandsimilarverbs(usedwithandwithoutinfinitives)

e.Affirmative/NegativeWords(alguien/nadie,algo/nada,algún/ningún,alguno/a/os/as/ninguno/a,siempre/nunca,también/tampoco)

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Quarter2

UNITTOPICSLavidacontemporánea/Labellezaylaestética

I.Lasactividadesextracurriculares

a.ContentVocabulary Athleticandrecreationalactivities Music,drama,andthearts Internetandtechnology

b.Sabervs.Conocer Sabertoknowinformation,toknowhowtodosomething Conocertoknowpeople(“a”personal),tobefamiliarwithsomething

c.ComparisonsofEquality tan+adjective+como(toexpressas“adjective”as) tanto/a/os/as+noun+como(toexpressasmuchorasmanyas)

d.Hace+TimeExpressions(tosayhowlongsomethinghasbeengoingon) Reviewcalendarexpressions Reviewtellingtime

II.Larutinadiaria

a.ContentVocabulary Reviewbodyparts Reflexiveverbsandobjectsassociatedwithdailyroutines Specialeventsandrelatedemotions

b.ReflexiveVerbs –ARand–ER/–IRconjugationswithreflexivepronouns Stem‐changingreflexiveverbs(despertarse,acostarse,vestirse) Reflexivevs.non‐reflexiveverbusage

c.PossessiveAdjectives(mío,tuyo,suyo,nuestro,suyo–changefornumberandgender)

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Quarter3

UNITTOPICSLabellezaylaestética/Lasfamiliasylascomunidades

I.Irdecompras

a.ContentVocabulary Reviewclothingvocabulary Reviewcardinalnumbers(throughmillionsplacevalue) Describingclothesshoppingandpurchases

b.RegularPreteriteVerbs –ARand–ER/–IRconjugations –CAR,–GAR,–ZARspellingchangeverbs Rationaleforpreteriteusage

(completedactions,actionsthathaveatimelimit,chainsofevents,interruptingactions,mentalstates,etc.)c.DemonstrativeAdjectives(ese/a,este/a,aquel/laandpluralforms)

II.Lugaresdelacomunidad

a.ContentVocabulary Communityplacesandassociatedobjects Runningerrandsaroundtown

b.IrregularPreteriteVerbs Reviewregularpreteriteconjugations Irregularstemconjugations(ir/ser,tener,estar,hacer,poder) Additionalirregularpreteriteverbs

Irregularstems(venir,poner,decir,traer)iy(oír,leer,creer)ei–IRstem‐changingverbs(preferir,pedir)ou–IRstem‐changingverbs(dormir,morir)

c.DirectObjectPronouns(me,te,lo/la,nos,los/las)

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Quarter4

UNITTOPICSLasfamiliasylascomunidades(continued)

I.Cuandoeraniño/a

a.ContentVocabulary Reviewfamilymembers Childhoodtoys,activities,andbehaviors Adjectivestodescribebehavior

b.RegularImperfectVerbs –ARand–ER/–IRconjugations Rationaleforimperfectusage

(“usedto,”habitualpastactions,settingthescene:time,weather,agewithtener,physicaldescriptions,etc.)c.IrregularImperfectVerbs(ser,ir,ver)d.IndirectObjectPronouns(me,te,le,nos,les)

Usageandplacementofdoubleobjectpronouns Singleanddoubleverbconstructions

II.Eventosdelpasado

a.Onlinestoriestocompare/contrastpreteritevs.imperfectusage Ricitosdeoroylostresosos#1http://personal.colby.edu/~bknelson/SLC/ricitos1.php Ricitosdeoroylostresosos#2http://personal.colby.edu/~bknelson/SLC/ricitos2.php Superhombrehttp://personal.colby.edu/~bknelson/SLC/superhombre.php StudyModuleonPreteritevs.Imperfecthttp://personal.colby.edu/~bknelson/SLC/quemiedopase.php

b.Keyphrasestodistinguishpreteritevs.imperfectverbusagec.CreativewritingpromptstoutilizeSpanishIIvocabularyandpresent,presentprogressive,preterite,andimperfecttenses

WhenIWasaChild AnUnforgettableShoppingExperience

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Quarter1:EssentialContentVocabulary AdjectivesofPersonalDescriptionSchoolActivitiesClassroomMaterialsClassroomObjects(changefornumberandgender)hacerunapreguntalosmaterialesunlápizalto/bajocontestarlaspalabrasunbolígrafojoven/viejodiscutirelinformeunlibroguapo/feodarundiscursoelproyectouncuadernosimpáticopedirayudalastijerasunacarpetaartístico/musicalaprenderdememorialacintaunpapeldeportistaoatléticoexplicarlagrapadoraundiccionariointeligenterepetirlareglaunpupitreestudiosoconocer/saberelasientounescritoriotrabajador/perezosoentenderelarmariounamesa/unasillaordenado/desordenadorespetarelcarnetdeidentidadunapuerta/unaventanaserio/graciosoocómicoprestaratenciónunabanderapaciente/impacienteempezarocomenzarunrelojsociable/reservadoentregartareaunapapeleraatrevidollegaratiempo/llegartardeunsacapuntastalentososacarunabuena/malanotaQuarter2:EssentialContentVocabularyMusic,Drama,andtheArtslabanda/laorquesta/elmúsico/elbailarínAthleticActivitiesRecreationalActivitieslacanción/elcantante/elcoro/lavozjugaralbéisbol/baloncestohablarporteléfono/textearelensayo/ensayarjugaralfútbol/fútbolamericanoescucharmúsicalafotografíaolafoto/elfotógrafojugaralhockey/golf/tenissacarfotos/autofotososelfisjugaralosbolosjugarvideojuegos/alajedrezInternetandTechnologypracticardeportesusarlacomputadoramandartextos/correoselectrónicoslanatación/elpatinajepasartiempoconamigosdescargarjuegos/videos/músicahacerejercicio/gimnasia/lasartesmarcialesirdecomprascrearunapáginawebiralapráctica/alpartido/alclubatléticotomarleccionesestarenlineasermiembrodeunequipo/animador/atrabajarcomovoluntariohacerunabúsquedaasistir(a)/participar(en)sermiembrodeunclubnavegarenlaredganar/grabar/volverasistiraunareuniónvisitorsalonesdechat

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Quarter2:EssentialContentVocabulary(continued)PartsoftheBodyReflexiveVerbsObjectsAssociatedwithReflexiveVerbsSpecialEventslacabezalosbrazosdespertarse/levantarseladucha/labañeraunabodaelpelolasmanosacostarseeljabón/elchampúunacitalacaralosdedosducharse/bañarseelsecador/latoallaunaaudiciónlosojoslasuñaslavarse/secarseelcepillodedientes/lapastadentalunconcurso lasorejaslaspiernascepillarse/peinarseelcepillodepelo/elpeineunconciertolanarizlospiesvestirse/prepararselaropacómoda/eleganteunbailelabocalosdedosdelpiecortarseeldesodorante/elmaquillajeunaentrevistaloslabioselestómagoafeitarselasjoyasdeoro/plataunafiestadecumpleañoslosdienteselcuerpopintarseelcinturónarreglarseelaguadecolonia/elperfumeEmotionsRelatedtoSpecialEventsponerseelsalóndebellezaestusiasmadoaburridotranquilonervioso Quarter3:EssentialContentVocabularyocupadocansadoClothingClothesShoppingToDescribeShoppingandPurchases lacamisaeltrajedebañoirdecompraselcentrocomercialelestilolacamisetaelpijamaprobarseelmercadoflojo/apretadolospantaloneslaropainteriorescogerlatiendaderopapequeño/mediano/grandelospantalonescortoselsombrerobuscarlazapateríaclaro/oscuro/vivolosjeanslagorraencontrarlaentrada/lasalidaexageradolablusalabufandacomprarelletreroefectivolafaldalosguantesvenderlaliquidaciónlatarjetadecréditoelvestidolacorbatapagarlagangaelchequepersonalelsuéterlosanteojosgastarcaja/cajeroelcupónderegalolachaquetaloszapatosanunciarprecioalto/bajoalgodón/cuero/lana/sedaelabrigoloscalcetinesestardemodalamarcatelasintéticalasudaderalassandáliaslatalla/elnúmeroeltrajelasbotas

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Quarter3:EssentialContentVocabulary(continued)CommunityPlacesVerbsandObjectsAssociatedwithRunningErrandslabibliotecasacarunlibro/devolverunlibroelcorreoechar/enviar/latarjeta/lacarta/elsello/elbuzónlafarmaciaelcepillodedientes/lapastadental/eljabón/elchampúelbancocobraruncheque/sacardineroelconsultorioolaoficinadeldoctorcuidar(a)/elmédico/eldentista/elhospitallaestacióndeservicioolagasolinerallenareltanque/lagasolinalatiendadelequipodeportivolaspelotas/laraquetadetenis/lospalosdegolf/lospatineselsupermercadoabrir/cerrar/lascomidaslaciudad/elcentromanejar/irapie/elmetroelcinelaspeliculas/laspalomitas/losdulceselrestaurantepedirelmenú/lacuentaelaeropuertovolar/elvuelo/elaviónQuarter4:EssentialContentVocabularyFamilyMembersChildhoodToysChildhoodActivitiesBehaviorslamamá/lamadre/lasmadreslosbloquessaltaralacuerdaobedienteelpapá/elpadre/lospadreslacoleccióncoleccionardesobedienteelhermano/lahermana/loshermanoslamuñeca/elmuñecoportarsebien/maltímidoelabuelo/laabuela/losabueloselosodepelucheobedecerconsentidoeltío/latía/lostíoseldinosauriomentirgenerosoelprimo/laprima/losprimoslatortugamolestarbieneducadoelbebé/labebé/losbebéselpez(lospeces)pelearsetraviesolamadrastra/elpadrastroeltreneléctricoofrecerelhermanastro/lahermanastraeltriciclopermitirlamascota/elperro/elgatounacuerda(desaltar)iralpatioderecreoiralaguarderíainfantiljugarconlosvecinos

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UNIT1 – Lasidentidadespersonalesypúblicas

StageOne:DesiredResultsESTABLISHEDGOALSNJCoreCurriculumContentStandardsforWorldLanguagesInterpretiveMode7.1.NH.A.1Recognizefamiliarwordsandphrases,understandthemainidea,andinferthemeaningofsomehighlycontextualized,unfamiliarspokenorwrittenwordsinculturallyauthenticmaterialsusingelectronicinformationandothersourcesrelatedtotargetedthemes.7.1.NH.A.2Demonstratecomprehensionofaseriesoforalandwrittendirections,commands,andrequeststhroughappropriatephysicalresponse.7.1.NH.A.3Recognizesomecommongesturesandculturalpracticesassociatedwithtargetculture(s).7.1.NH.A.4Identifypeople,places,objects,andactivitiesindailylifebasedonoralorwrittendescriptions.7.1.NH.A.5Demonstratecomprehensionofshortconversationsandbriefwrittenmessagesonfamiliartopics.7.1.NH.A.7Occasionallyinferthemeaningofafewunfamiliarwordsinhighlycontextualizedsituations. 7.1.NH.A.8IdentifysomeuniquelinguisticelementsinEnglishandthetargetlanguage.

TransferStudentswillbeabletoindependentlyusetheirlearningto…

Utilizeadjectivestodescribethemselvesandothers. Talkaboutschoolactivitiesandclassroommaterials. Discussandcreateaffirmativeandnegativeschoolrules.

MeaningUNDERSTANDINGSStudentswillunderstandthat…

Personalitytraitsareuniversalandcandescribepeopleofdifferentethnicities.

SchoolroutinesdifferbetweenNorthAmericanandHispaniccountriesaswellasbetweenHispaniccountries.

Schoolrulesservemanypurposesincludingmaintainingorder,fosteringrespect,andpromotingstudentsafety.

SpanishquestionsoftenhaveadifferentwordorderthantheirEnglishequivalentsandthereforecannotbetranslateddirectly.

Verbsneedtobeconjugatedwithregardtosubjectandtenseinordertofacilitateeffectivecommunication.

Irregularpresenttenseverbs,whiledeviatingfromregularconstructions,haveconjugationpatternsoftheirown.

Thepresentprogressivedescribesanactionintheprocessofhappening.

Theverbsserandestar,whichhavespecificrulesforusage,cannotbeusedinterchangeably.

Theverbtenerisoftenusedinphrasestodescribestatesofbeingwherebyaformoftheverb“tobe”wouldbeusedinEnglish.

ESSENTIALQUESTIONS Howcanyoudescribepeoplefrom

differentcountrieswithoutusingculturalstereotypes?

HowwouldyoucompareatypicaldayinyourschoolwiththeschoolroutinesofspecificHispaniccountries?

Whatschoolrulesaremost/leastimportantinaclassroomenvironment?

Whattypesofruleswouldyouasastudentcreate?

Whattypesofquestionswouldbemostusefulinordertocommunicateinrealworldsituations?

Whyisitimportanttoconjugateverbs? Whattypesofpatternsaretherefor

irregularpresenttenseverbs? Whenwouldyouusethepresent

progressiveasopposedtoregularpresenttenseverbs?

Whataretheimportantdifferencesinusagebetweenserandestar?

WhyaretenerexpressionsnotusuallytranslateddirectlyintoEnglish?

Whatmakesverbslikegustarandencantaruniqueandhowdoestheirconjugationdifferfromotherverbs?

Howcanyouuseaffirmative/negativewordsinpracticaleverydayspeech?

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InterpersonalMode7.1.NH.B.1Usedigitaltoolstoexchangebasicinformationbyrecombiningmemorizedwords,phrases,andsentencesontopicsrelatedtoselfandtargetedthemes.7.1.NH.B.2Giveandfollowaseriesoforalandwrittendirections,commands,andrequestsforparticipatinginage‐andlevel‐appropriateclassroomandculturalactivities.7.1.NH.B.3Imitateappropriategestures,intonation,andcommonidiomaticexpressionsofthetargetculture(s)/languageduringdailyinteractions.7.1.NH.B.4Askandrespondtoquestions,makerequests,andexpresspreferencesinvarioussocialsituations.7.1.NH.B.5Converseonavarietyoffamiliartopicsand/ortopicsstudiedinothercontentareas.PresentationalMode7.1.NH.C.1Recombinebasicinformationatthewordandsentencelevelrelatedtoselfandtargetedthemestocreateamultimedia‐richpresentationtobesharedvirtuallywithatargetlanguageaudience.7.1.NH.C.2Createandpresentbriefmessages,poems,rhymes,songs,shortplays,orrole‐playsusingfamiliarvocabularyorallyorinwriting. 7.1.NH.C.3Describeinwritingpeopleandthingsfromthehomeandschoolenvironment.

Verbslikegustarandencantarhaveauniqueconstructionwhichalwaysrequiresanindirectobjectpronoun.

Affirmativeandnegativewordsareutilizedinwayswhicharenotabletobetranslateddirectly,includingdoublenegativeconstructions.

AcquisitionStudentswillknow…

Familiarwordsandphrases,manyofwhicharecognates,whichareusedtodescribepersonalitytraits.

Culturalpracticesspecifictoschoolroutinesaspresentedinhighlycontextualizedsituations.

Commonquestionsandresponsesusedtoexpresspersonalpreferencesinavarietyofsocialsituations.

Conjugationsforregularandirregularpresenttenseverbsneededtoconverseandwriteonavarietyoffamiliartopics.

Distinguishingcharacteristicsfortheverbsserandestarasevidencedinculturallyauthenticmaterials.

Idiomaticexpressionswhichusetheverbtenerwhicharecommonindailyinteractions.

UniquelinguisticelementssuchastheconstructionofverbslikegustarandtheconceptoftheSpanishdoublenegative.

Studentswillbeskilledat… Comprehendingshortconversationsand

writtenpassagesutilizingadjectivesofpersonaldescription.

Identifyinguniquelinguisticelementssuchasnoun/adjectiveagreementandthetypicalplacementofadjectivesafterthenounstheymodify.

Givingandfollowingoralandwrittendirectionsrelatedtoschoolroutinesandcreatingandpresentingclassroomrules.

Recombiningbasicinformationatthewordandsentencelevelwithcorrectconjugationsofcommonregularandirregularpresenttenseverbs.

Demonstratingcomprehensionofservs.estarinshortconversationsandbriefwrittenpassagesonfamiliartopics.

Usingtenerexpressionstoexpressstatesofbeinginvarioussocialsituations.

Describingpersonallikesanddislikesbyutilizingtheverbsgustarandencantarindailysocialinteractions.

RecognizingcommonculturalpracticesassociatedwiththeuseofaffirmativeandnegativewordsinSpanish.

Usingdigitaltoolstoexchangebasicinformationregardingthemselvesandtheirschoolenvironment.

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7.1.NH.C.4Tellorretellstoriesfromage‐andlevel‐appropriate,culturallyauthenticmaterialsorallyorinwriting.7.1.NH.C.5Tellorwriteaboutculturalproductsassociatedwiththetargetculture(s)andidentifyhowtheproductsandpracticesarederivedfromtheculturalperspectives.CommonCoreStandardsCCSS.ELA‐Literacy.W.9‐10.2Writeinformative/explanatorytextstoexamineandconveycomplexideas,concepts,andinformationclearlyandaccuratelythroughtheeffectiveselection,organization,andanalysisofcontent.CCSS.ELA‐Literacy.W.9‐10.3Writenarrativestodeveloprealorimaginedexperiencesoreventsusingeffectivetechnique,well‐chosendetails,andwell‐structuredeventsequences.CCSS.ELA‐Literacy.W.9‐10.4Produceclearandcoherentwritinginwhichthedevelopment,organization,andstyleareappropriatetotask,purpose,andaudience.CCSS.ELA‐Literacy.W.9‐10.5Developandstrengthenwritingasneededbyplanning,revising,editing,rewriting,ortryinganewapproach,focusingonaddressingwhatismostsignificantforaspecificpurposeandaudience.CCSS.ELA‐Literacy.W.9‐10.6Usetechnology,includingtheInternet,toproduce,publish,andupdateindividualorsharedwritingproducts,takingadvantageoftechnology'scapacitytolinktootherinformationandtodisplayinformationflexiblyanddynamically.

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StageTwo:EvidenceEvaluativeCriteria AssessmentEvidenceSUGGESTEDPERFORMANCERUBRICS#1 FairfaxCountyPALSAssessments:PerformanceAssessmentforLanguageStudentsLevel2WritingTaskAnalyticRubrichttp://www.fcps.edu/is/worldlanguages/pals/documents/Level2AnalyticWriting.pdfLevel2WritingTaskHolisticRubrichttp://www.fcps.edu/is/worldlanguages/pals/documents/Level2HolisticWriting.pdfLevel2SpeakingTaskAnalyticRubrichttp://www.fcps.edu/is/worldlanguages/pals/documents/Level2AnalyticSpeaking.pdfLevel2SpeakingTaskHolisticRubrichttp://www.fcps.edu/is/worldlanguages/pals/documents/Level2HolisticSpeaking.pdfTeacher‐created“TresHispanos”rubrictoassess:

Requiredcontent(adjectives+ser) Paragraphlength Grammaticalaccuracy(focusonregular

presenttenseverbconjugations) Creativeuseoftechnology Fluidityofpresentation

Teacher‐created“Sitiosecreto”rubrictoassess:

Requiredcontent(stem‐changingverbs) Numberofpositive/negativerules Grammaticalaccuracy(focusonstem‐

changingverbconjugations) Creativeuseoftechnology Fluidityofpresentation

SUGGESTEDPERFORMANCEASSESSMENT#1: Studentswillengageinthefollowingperformancetask:Tocreateandpresenta“Treshispanos”(ThreeHispanics)keynote.OVERVIEWInhonorofHispanicHeritageMonth(Sept15–Oct.15)studentswillchoosethreedifferentfamousHispanicsandtypeaseparateparagraphforeach.Paragraphsshouldincludetheperson’snationalityalongwithadjectivesofpersonaldescriptionandconjugatedformsoftheverbser.Studentsshouldalsoincludeadditionalinformationtodescribetheirindividualsalongwithpresenttenseconjugationsoffamiliarverbs.StudentswillchooseoneoftheirthreeHispanicstopresenttotheclass.DIFFERENTIATIONStudentswhostrugglewithwritingcanutilizeaguidednotesapproachinwhichtheirthreeseparateparagraphswillfollowasimilarstructure.Conversely,strongerwritersshouldbeencouragedtotakeamorecreativeapproachbyvaryingsentencestructuresandwordchoices.Additionally,studentsmaychoosetoorallypresentinfrontoftheentireclassorinasmallgroupsetting(withmultiplepresentationsoccurringsimultaneously).TECHNOLOGYStudentswillusetheiriPadstocreatekeynotes(orothercomparablemulti‐mediapresentations)completewithphotosandgraphics.SUGGESTEDPERFORMANCEASSESSMENT#2:Studentswillengageinthefollowingperformancetask:Tocreatebothpositiveandnegativerulesfora“Sitiosecreto”(SecretSite)project.Otherstudentswilltrytologicallyinferthecorrectplacebeingdescribed.OVERVIEWOncefamiliarwithformulatingclassroomrules,eachstudentgroupwillchooseadifferentcommunityplace(i.e.elcine‐movietheater).Whilekeepingtheirsitesecret,studentswillcreatebothpositiveandnegativerulestobeusedascluesindeterminingtheirpredeterminedlocation(i.e.Seprohíbeponerlospiesenlosasientos.Youshouldn’tputyourfeetontheseats.‐isanexampleofamovietheaterrule.)Studentswillberequiredtousethehayquevs.seprohíbeformataswellasaspecificnumberofstem‐changingverbs.Additionally,eachlocationcomeswith“taboo”wordswhichstudentsarenotallowedtouse.(i.e.Theword“pelicula”(movie)wouldbe“taboo”intheaboveexample.)Duringeachpresentation,studentaudiencemembersmaywritetheirpredictionastothecorrectsitealongwiththekeywordsandphraseswhichhelpedthemreachtheirconclusion.

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DIFFERENTIATION Studentsmayworkindividuallyorinteacher‐determinedgroupsinordertomaximizestudentoutput.Additionallythemorechallengingcommunitylocations(vocabulary‐wise)maybeassignedtogroupswhichwouldbestmeetthechallenge.TECHNOLOGYStudentswillusetheiriPadstocreateandpresenttheirSecretSiterulestotherestoftheclass.Itisimportantthattheirclassmatesbothseeandheartherulesinordertohelpthemdeterminethecorrectlocation.Thepresenterswillshowphotosoftheirsiteonceithasbeencorrectlyidentified.

SUGGESTEDMONITORINGSCALE:Usethefollowingorsimilarscaletomonitororevaluateastudent’sdailylearningandunderstandingofkeyconcepts:

GeneralFormativeAssessment:4=Applicationinothercontextsand/oratadeeperlevel3=Candemonstrateandapplytheknowledgeand/orskill2=Abletoperformatabasiclevel;possessesrelevantknowledge/skill1=PartialsuccessatLevel2withassistanceFormativeAssessmentforPresentTenseVerbs:4=Applicationofcorrectlyconjugatedregularandirregularpresenttenseverbsinothercontextsand/oratadeeperlevel3=Candemonstrateandapplycorrectlyconjugatedregularandirregularpresenttenseverbs2=Abletocorrectlyconjugateregularandirregularpresenttenseverbsatabasiclevel;possessesrelevantconjugationskills1=PartialsuccessatLevel2withassistance

OTHERSUGGESTEDPERFORMANCETASKS: ¿Quiénsoyyo?(WhoAmI?):Studentscreateandsharekeynoteparagraphswhichdescribea

famouscelebrityusingadjectivesofpersonaldescriptionandpresenttenseverbs. Entrevistas(Interviews):Studentsintervieweachotherutilizingpracticalstudent‐created

questionsforeachquestionword. Lasreglasdelaclasedeespañol(SpanishClassRules):Studentswritehayquevs.seprohíbe

rulesutilizingclassroomactivitiesvocabulary.Classresultsmaybecompiledingraphform. ¿Quétipodeestudiantesoyyo?(WhatkindofstudentamI?):Studentswriteandpresent

paragraphswhichutilizeclassroomvocabularyandconjugatedregularandirregularverbs. Lasexpresionesdetener(TenerExpressions):Creativesentencewritingactivityinwhich

studentgroupspassphotocardswhichcorrespondtoeachofthetargetedtenerexpressions.Eachgroupmustreadthesentenceswrittenbypreviousgroupsbeforecomposinganewsentence,utilizingdifferentvocabulary.Oncecompleted,studentsmaychoosetheirfavoriteexamplestomaketheirownkeynoteflashcardswithphotosanddescriptivesentences.

Megustan/Nomegustanrestaurantreviews:StudentschooserestaurantsthattheylikeandwriteareviewusinggustarandencantaralongwithSpanishIfoodvocabulary.Studentsaddfoodpicturestotheirparagraphandcirculatearoundtheclassroom,readingreviewsandorallyindicatingwhetherornottheyareinagreement.

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StageThree:LearningPlanSummaryofKeyLearningEventsandInstruction

SUGGESTEDLEARNINGEVENTS: Matamoscas(Flyswatter)game:Pairsofstudentsviewpicturesoffamouspeopleandcompetetofindthecorrespondingwordcloudadjective. Rondarápida(RapidRound)groupgametopracticequestionformationinwrittencontext:Studentgroupspassfill‐in‐the‐blankdialoguecards

quicklyaroundtheroomastheydiscusswhichofthe10Spanishquestionwordsbestcompleteeachquestion. Concentración(Concentration)memorygame:Studentshave30secondstomemorizeagroupofclassroomobjects.Oncetheobjectsarecovered,

studentstrytolistalloftheobjectstheyremember. Batalladelosbarcos(BattleshipGame):Studentpairscompetetosinkopponents’battleshipsastheysayandwriteSpanishverbconjugations.

Studentspracticeconjugatingregularpresentactionverbsanddemonstrateverbmeaningthroughsimplesentences. Conjuguemos.comandStudySpanish.com:onlineconjugationpractice/self‐assessmentactivitiesforregularandirregularpresenttenseverbs 360grados(360degree)writtenconjugationpractice:Studentsstandagainstthewallsoftheroom,holdingiPads(withteacherinthecenter).

Whenorallygivenasubjectpronounandinfinitivestem‐changingverb,allstudentstypeconjugationsandtoshowformstotheteacher. LluviaCae(RainFalls)EnriqueIglesiasSong:Studentshighlightpresenttenseverbs(toreinforceverbformsinmeaningfulcontext). Tresenraya(TicTacToe)gametointegratestem‐changingverbsandclassroomvocabulary(Realidades2Teacher'sResourceBook,pp.32‐33) Eljuegodelosdados(TheDiceGame):Studentpairsrolldicetodeterminesubjectpronounsandwritecreativesentenceswithchosenpronoun

andconjugatedstem‐changingverb. Ser o Estar: Es la pregunta (Ser or Estar: That is the Question) whole class game: Class is divided into two groups (a ser group vs. an estar group).

Students quickly choose fill-in-the-blank sentences that use their group’s verb and place each magnetized sentence on their group’s side of the front whiteboard while writing the corresponding present tense form of ser or estar.

Servs.Estarbingogamewithsentenceshighlightingdifferentsituationsforusage(Ser=DOCTORvs.Estar=PLACE). Laspelotasdeestrés(StressBalls)activityinwhichstudentsrespondtotheteacher'soralandwrittenpromptsbywritingaffirmativeandnegative

sentences(includingdoublenegatives)aboutcoloredstressballs(i.e.¿Hayalgunaspelotasrojas?Arethereanyredballs?No,nohayningunapelotaroja.No,therearen’tanyredballs.–Spanishdoublenegative=“Thereisn’tnoredball.”)

Kahootinteractivemultiple‐choicegames(withpictureprompts)onpresenttenseverbsand/oraffirmativeandnegativewords:Teacherutilizestheopportunityaftereachquestiontodefineandclarifyusage.

TECHNOLOGY: StudentiPadAppsforvocabularyacquisition,grammarpractice,project‐basedlearning,etc.:Spanish/EnglishDictionary,Flashcardlet,Quizlet,

Socrative,Evernote,GoogleDocs/Forms/Slides,Keynote,iMovie,GarageBand,Camera,Pages,DocScan,ImageSpinner,YouTube,etc. SpanishWebsitesforadditionalstudentpractice:Conjuguemos,StudySpanish,Realidades2onlinematerials,Kahoot,PrácticaEspañol,etc.

SUGGESTEDMETHODSOFDIFFERENTIATION:(methodcategoriestakenfromhttp://www.bbcactive.com/BBCActiveIdeasandResources/MethodsofDifferentiationintheClassroom.aspx)

TASK:Activitiesmaybestructuredwithregardtocomplexityoftask:fromlesscomplextaskstoestablishaframeworkforcomprehensionand/orskillattainmenttomorecomplextaskswhichchallengestudentsastheyprogress.

GROUPING:Havingstudentswithsimilarlevelsandabilitiesworktogethercanprovideavaluableopportunitytoaddressspecificneeds.

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RESOURCES:Technologicalresourcescanbeaneffectivesourceofdifferentiationinordertomotivateandreachstudentsofvaryingabilities. PACE:Studentswhoprogressatafasterratemaybegivenmorechallengingtaskstoexpandtheirunderstandingandmaximizeclasstime. DIALOGUEANDSUPPORT:Theclassroomteacherdifferentiatesher/hisspeechpatternsandsupportsstudentsbaseduponperceivedneeds. ASSESSMENT:Studentsshouldbeassessedonacontinualbasissothatteachingmethodscanbeadjustedtoeffectivelymeetstudentneeds.

UNIT2– Lavidacontemporánea

StageOne:DesiredResultsESTABLISHEDGOALSNJCoreCurriculumContentStandardsforWorldLanguagesInterpretiveMode7.1.NH.A.1Recognizefamiliarwordsandphrases,understandthemainidea,andinferthemeaningofsomehighlycontextualized,unfamiliarspokenorwrittenwordsinculturallyauthenticmaterialsusingelectronicinformationandothersourcesrelatedtotargetedthemes.7.1.NH.A.2Demonstratecomprehensionofaseriesoforalandwrittendirections,commands,andrequeststhroughappropriatephysicalresponse.7.1.NH.A.3Recognizesomecommongesturesandculturalpracticesassociatedwithtargetculture(s).7.1.NH.A.4Identifypeople,places,objects,andactivitiesindailylifebasedonoralorwrittendescriptions.7.1.NH.A.5Demonstratecomprehensionofshortconversationsandbriefwrittenmessagesonfamiliartopics.7.1.NH.A.7Occasionallyinferthemeaningofafewunfamiliarwordsinhighlycontextualizedsituations.


Talkaboutathleticandrecreationalactivities. Discussmusic,dramaandthearts. Utilizeinternetandtechnologyexpressions.

Meaning

UNDERSTANDINGSStudentswillunderstandthat…

Athleticcompetitionsareuniversalandbringdifferentculturestogether.

Recreationalactivitiesserveimportantrolesinanation’sculturalidentity.

Theartsareanimportantpartofawell‐roundededucation.

Internetandtechnologyexpressionsaregoodexamplesofhowlanguagesevolveovertheyears.

Theverbssaberandconocer,whichcanbothbetranslatedas“toknow,”havespecificrulesforusageandcannotbeusedinterchangeably.

Comparisonsofequality(i.e.similes,etc.)aresimpleyeteffectivewaystoenhancecreativewriting.

TotellhowlongsomethinghasbeengoingonemploysadifferentwordorderthanitsEnglishequivalent.

ESSENTIALQUESTIONS Whyaresportssuchanintegralpartofany

culture? Whataresomespecifichealthandsocial

benefitsassociatedwithrecreationalactivities?

Howdoesaneducationrichintheartsbenefitstudentachievement?

Whattechnologyexpressionsaremostusefulforstudentstoday?

Whataretheimportantdifferencesinusagebetweensaberandconocer?

HowcanstudentsbecomemorecreativewritersinSpanish?

Whataredifferentwaystoexpresstime? Howcanstudentsbestutilizetechnologyin

ordertoproduceclearandcoherentnarratives?

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7.1.NH.A.8IdentifysomeuniquelinguisticelementsinEnglishandthetargetlanguage.InterpersonalMode7.1.NH.B.1Usedigitaltoolstoexchangebasicinformationbyrecombiningmemorizedwords,phrases,andsentencesontopicsrelatedtoselfandtargetedthemes.7.1.NH.B.2Giveandfollowaseriesoforalandwrittendirections,commands,andrequestsforparticipatinginage‐andlevel‐appropriateclassroomandculturalactivities.7.1.NH.B.3Imitateappropriategestures,intonation,andcommonidiomaticexpressionsofthetargetculture(s)/languageduringdailyinteractions.7.1.NH.B.4Askandrespondtoquestions,makerequests,andexpresspreferencesinvarioussocialsituations.7.1.NH.B.5Converseonavarietyoffamiliartopicsand/ortopicsstudiedinothercontentareas.PresentationalMode7.1.NH.C.1Recombinebasicinformationatthewordandsentencelevelrelatedtoselfandtargetedthemestocreateamultimedia‐richpresentationtobesharedvirtuallywithatargetlanguageaudience.7.1.NH.C.2Createandpresentbriefmessages,poems,rhymes,songs,shortplays,orrole‐playsusingfamiliarvocabularyorallyorinwriting.


Familiarwordsandphrasesspecifictothetargetedthemesofathleticandrecreationalactivitiesandthearts.

Commonexpressionsandculturalpracticesrelatedtotheinternetandtechnology.

Distinguishingcharacteristicsfortheverbssaberandconocerasevidencedinculturallyauthenticmaterials.

Grammaticalpatternsforformingcomparisonofequalityinordertoenhancecreativewritingskills.

Grammaticalpatternsforforminghace+timeexpressionsusedtoaskandrespondtoquestionsinvarioussocialsituations.

.

Studentswillbeskilledat… Usingdigitaltoolstoexchangebasic

informationaboutathleticactivitiesbyrecombiningmemorizedwords,phrases,andsentences.

Writingnarrativestodeveloprealorimaginedeventsequencesrevolvingaroundsportingcompetitions.

Expressingpersonalpreferences,bothorallyandinwriting,inregardtorecreationalactivities.

Inferringthemeaningsofunfamiliarinternetandtechnologyexpressionsgivenhighlycontextualizedwritteninformation.

Usingtechnologytoproduce,publish,andupdateindividualwritingproductsregardingpersonalleisureactivities.

Demonstratingcomprehensionofsabervs.conocerinshortconversationsandbriefwrittenpassagesonfamiliartopics.

Recombiningbasicinformationatthewordandsentenceleveltoformcreativecomparisonsofequality.

Retellingstoriesorallyandinwritingwhichutilizehace+timeexpressions.

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7.1.NH.C.3Describeinwritingpeopleandthingsfromthehomeandschoolenvironment.7.1.NH.C.4Tellorretellstoriesfromage‐andlevel‐appropriate,culturallyauthenticmaterialsorallyorinwriting.7.1.NH.C.5Tellorwriteaboutculturalproductsassociatedwiththetargetculture(s)andidentifyhowtheproductsandpracticesarederivedfromtheculturalperspectives. CommonCoreStandardsCCSS.ELA‐Literacy.W.9‐10.2Writeinformative/explanatorytextstoexamineandconveycomplexideas,concepts,andinformationclearlyandaccuratelythroughtheeffectiveselection,organization,andanalysisofcontent.CCSS.ELA‐Literacy.W.9‐10.3Writenarrativestodeveloprealorimaginedexperiencesoreventsusingeffectivetechnique,well‐chosendetails,andwell‐structuredeventsequences.CCSS.ELA‐Literacy.W.9‐10.4Produceclearandcoherentwritinginwhichthedevelopment,organization,andstyleareappropriatetotask,purpose,andaudience.CCSS.ELA‐Literacy.W.9‐10.5Developandstrengthenwritingasneededbyplanning,revising,editing,rewriting,ortryinganewapproach,focusingonaddressingwhatismostsignificantforaspecificpurposeandaudience.CCSS.ELA‐Literacy.W.9‐10.6Usetechnology,includingtheInternet,toproduce,publish,andupdateindividualorsharedwritingproducts,takingadvantageof

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technology'scapacitytolinktootherinformationandtodisplayinformationflexiblyanddynamically.

StageTwo:EvidenceEvaluativeCriteria AssessmentEvidenceSUGGESTEDPERFORMANCERUBRIC:FairfaxCountyPALSAssessments:PerformanceAssessmentforLanguageStudentsLevel2WritingTaskAnalyticRubrichttp://www.fcps.edu/is/worldlanguages/pals/documents/Level2AnalyticWriting.pdfLevel2WritingTaskHolisticRubrichttp://www.fcps.edu/is/worldlanguages/pals/documents/Level2HolisticWriting.pdfLevel2SpeakingTaskAnalyticRubrichttp://www.fcps.edu/is/worldlanguages/pals/documents/Level2AnalyticSpeaking.pdfLevel2SpeakingTaskHolisticRubrichttp://www.fcps.edu/is/worldlanguages/pals/documents/Level2HolisticSpeaking.pdfTeacher‐createdrubrictoassess“ClubRush”brochureandpresentations:

Requiredcontentvocabularyspecifictothechosenclubsaberandconocersentencescomparisonofequalityw/adjectivecomparisonofequalityw/nounhace+timeexpression

Brochurelength:4–6pagetemplate Grammaticalaccuracy Creativeuseoftechnology Fluidityofpresentation

SUGGESTEDPERFORMANCEASSESSMENT:Studentswillengageinthefollowingperformancetasks:Toparticipateina“ClubRush”activityinwhichstudentindividualsorpairswriteabrochuretopromoteaspecificafter‐schoolclub.Studentswillorallypresentinformationabouttheirclubtotheirclassmatesinanattempttorecruitadditionalmembers.OVERVIEW:Theprojectrubricwillguidestudentsastheydraftabrochurefortheirafter‐schoolclub.Tablesmaybesetuparoundtheclassroomwherestudentshandouttheirbrochuresandorallygiveinformationandanswerquestionsregardingtheirclub’sactivities.Theclasscouldbesplitinhalf:withsomestudentssittingattablespromotingtheirclubswhileotherswalkaroundtheclassroom,listeningtopresentationsandaskingquestionsinordertodeterminewhichclub/stheywanttojoin.Aclosureactivitycouldincludeagraphoftheamountofmembersrecruitedforeachclubalongwitheachstudent’sreasonsfortheirchoice/s.DIFFERENTIATION:Studentsmaybepairedbysimilarabilitylevelinordertobetteraddressandmeettheirspecificneeds.Additionally,ifschedulespermit,studentsandtheirteacherfromanotherSpanish2classcouldbeinvitedto“ClubRush.”Inthisway,afriendlycompetitioncouldensuetoseewhichclubcouldgarnerthemost“members”fromthevisitingclass.Ideally,theotherclasswouldparticipateinthesameactivitysothattherolesbetweenclassescouldbereversed.TECHNOLOGY:School‐issuediPadsenablestudentstocreatetheirbrochuresinclass,addingphotosandgraphicstomakeavisually‐appealingproduct.Copiesofthebrochureswillallow“prospectiveclubmembers”toreadandreinforcenewSpanishinformationasitispresented.


OTHERSUGGESTEDPERFORMANCETASKS: Sabervs.ConoceriPadActivity:Studentscreatefourkeynoteslides,(twoforsaberandtwofor

conocer)inwhichtheyillustrateinbothwordsandpictureswhentouseeachverb.Studentvolunteerssharetheirkeynoteswiththerestoftheclass.

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GeneralFormativeAssessment:4=Applicationinothercontextsand/oratadeeperlevel3=Candemonstrateandapplytheknowledgeand/orskill2=Abletoperformatabasiclevel;possessesrelevantknowledge/skill1=PartialsuccessatLevel2withassistance

Comparisonsofequality(usingadjectives)creativewritingactivity:Studentsgeneratelistsofadjectives toputbetween thewords tan andcomo and fill in theblankswithadjectives forteacher‐created similes. i.e.Despuésdehacerejercicio,yosoytan __________ comountomate.(rojo) Afterexercise, Iamas__________asatomato.(red) Studentsusetheabovegrammarconstructiontowriteandsharecreativecomparisonswithadjectives.

Class examples of comparisons (using nouns) between tanto/a/os/as and como. Studentssupply nouns for teacher’s comparisons. i.e. Yoquierotenertanto __________ comoBillGates.(dinero) I want to have asmuch __________ as Bill Gates. (money) Students use the abovegrammarconstructiontowriteandsharecreativecomparisonsusingnouns.

Hace + Time Expressions iPad Activity: Students individually research how many yearssomethinghasbeen inexistence(i.e.Nike,Hershey’sKisses, theUSSpaceProgram)andusethe hace + time expression grammatical construction to write both a question and theirresearchedanswer.Studentsprojecttheirresearchquestionsinfrontoftheclassandsolicitstudentguessesastohowlongtheirproducthasexisted.


SUGGESTEDLEARNINGEVENTS: Matamoscas(Flyswatter)comprehensionactivityinwhichstudentschoosecorrectextracurricularactivitybasedonoralorpictureprompts. Eljuegodelosdados(TheDiceGame)partneractivityinwhichstudentsworktogethertowritecreativesentencesassociatedwiththeInternet. Carreras(Races)blackboardnumberrecognitionactivityasaquickreviewofSpanishnumbersupto1.000ascardinalnumberswillbeutilizedto

talkabouthowmanyyearsthingshavebeeninexistence(hace+timeexpressions). Unaentrevista(AnInterview)speakingandwritingactivityinwhichstudentsarepairedupandmustworkwiththeirpartnertoaskandanswer

thefollowingquestions:¿Enquéactividadparticipas?(Inwhatactivitydoyouparticipate?)aswellas¿Cuántotiempohaceque...?(Howlonghasitbeen...?).Studentswillwriteandorallypresenttheirpartner'sresponsestotheclass.(i.e.Johnlegustaesquiarenelinvierno.Johnlikestoskiinthewinter.Hacediezañosqueelesquia.Hehasbeenskiingfortenyears.)

Conjuguemos.comandStudySpanish.comforadditionalindividualpracticeofsabervs.conocer,comparisonsofequality,andtimeexpressions. Mispasatiemposfavoritos(MyFavoritePastimes)creativeessay:Studentsfollowtheprojectrubicinordertodraftanessayoftheirfavorite

thingstodo.StudentsshouldusetheiriPadstotypetheirreports,addingphotosandgraphics.Copiesofthecompleted,typedessayscanbepassedaroundtheroom(withoutthewriters’names)inorderforclassmatestopredicttheauthor,basedsolelyuponcontent.

TECHNOLOGY:

StudentiPadAppsforvocabularyacquisition,grammarpractice,project‐basedlearning,etc.:Spanish/EnglishDictionary,Flashcardlet,Quizlet,Socrative,Evernote,GoogleDocs/Forms/Slides,Keynote,iMovie,GarageBand,Camera,Pages,DocScan,ImageSpinner,YouTube,etc.

SpanishWebsitesforadditionalstudentpractice:Conjuguemos,StudySpanish,Realidades2onlinematerials,Kahoot,PrácticaEspañol,etc.

SUGGESTEDMETHODSOFDIFFERENTIATION:(methodcategoriestakenfromhttp://www.bbcactive.com/BBCActiveIdeasandResources/MethodsofDifferentiationintheClassroom.aspx)

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GROUPING:Havingstudentswithsimilarlevelsandabilitiesworktogethercanprovideavaluableopportunitytoaddressspecificneeds. RESOURCES:Technologicalresourcescanbeaneffectivesourceofdifferentiationinordertomotivateandreachstudentsofvaryingabilities. PACE:Studentswhoprogressatafasterratemaybegivenmorechallengingtaskstoexpandtheirunderstandingandmaximizeclasstime. DIALOGUEANDSUPPORT:Theclassroomteacherdifferentiatesher/hisspeechpatternsandsupportsstudentsbaseduponperceivedneeds. ASSESSMENT:Studentsshouldbeassessedonacontinualbasissothatteachingmethodscanbeadjustedtoeffectivelymeetstudentneeds.

UNIT3 – Labellezaylaestética

StageOne:DesiredResultsESTABLISHEDGOALSNJCoreCurriculumContentStandardsforWorldLanguagesInterpretiveMode7.1.NH.A.1Recognizefamiliarwordsandphrases,understandthemainidea,andinferthemeaningofsomehighlycontextualized,unfamiliarspokenorwrittenwordsinculturallyauthenticmaterialsusingelectronicinformationandothersourcesrelatedtotargetedthemes.7.1.NH.A.2Demonstratecomprehensionofaseriesoforalandwrittendirections,commands,andrequeststhroughappropriatephysicalresponse.7.1.NH.A.3Recognizesomecommongesturesandculturalpracticesassociatedwithtargetculture(s).7.1.NH.A.4Identifypeople,places,objects,andactivitiesindailylifebasedonoralorwrittendescriptions.7.1.NH.A.5Demonstratecomprehensionofshortconversationsandbriefwrittenmessagesonfamiliartopics.


Discussdailyroutinesandobjectswhichfacilitatetheseroutines. Talkaboutpreparationsforspecialevents. Describeclothesshoppingandclothingpurchases.

Meaning


Dailycustomsandroutinesreflectthecultureofasociety.

Celebratingspecialeventsisauniversalphenomenonandpeopleworldwidesharecommonemotions.

Reflexiveverbsrequireareflexivepronounwhichmatchesthesubject.

Certainverbscanbeusedbothinareflexiveaswellasanon‐reflexiveform.

Possessiveadjectivescanbeexpressedinbothshort(mi,tu,su,nuestro,su)andlongforms(mío,tuyo,suyo,nuestro,suyo).Endingsmustbemodifiedbynumberandgendertomatchthenounstheydescribe.

Cultureinfluencesshoppingexperiencesandfashionchoices.

ESSENTIALQUESTIONS Whyisitimportanttounderstanddaily

customsandroutinesofothercountrieswhentraveling?

WhatspecialeventsareroutinelycelebratedinSpanish‐speakingcountries?Howaretheycelebrated?

Whyisitessentialtoincludethecorrectreflexivepronounwhenconjugatingreflexiveverbs?

Whenwouldyouusetheshortvs.thelongformsofpossessiveadjectives?

Howdoculturesdifferinregardtoshoppingexperiences?(i.e.sizes,prices,customs,etc.)

Howdoesclothingreflectone’scultureandpersonality?

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7.1.NH.A.7Occasionallyinferthemeaningofafewunfamiliarwordsinhighlycontextualizedsituations. 7.1.NH.A.8IdentifysomeuniquelinguisticelementsinEnglishandthetargetlanguage.InterpersonalMode7.1.NH.B.1Usedigitaltoolstoexchangebasicinformationbyrecombiningmemorizedwords,phrases,andsentencesontopicsrelatedtoselfandtargetedthemes.7.1.NH.B.2Giveandfollowaseriesoforalandwrittendirections,commands,andrequestsforparticipatinginage‐andlevel‐appropriateclassroomandculturalactivities.7.1.NH.B.3Imitateappropriategestures,intonation,andcommonidiomaticexpressionsofthetargetculture(s)/languageduringdailyinteractions.7.1.NH.B.4Askandrespondtoquestions,makerequests,andexpresspreferencesinvarioussocialsituations.7.1.NH.B.5Converseonavarietyoffamiliartopicsand/ortopicsstudiedinothercontentareas.PresentationalMode7.1.NH.C.1Recombinebasicinformationatthewordandsentencelevelrelatedtoselfandtargetedthemestocreateamultimedia‐richpresentationtobesharedvirtuallywithatargetlanguageaudience.

Thepreteritepasttensehasspecificrulesforusagewhichcontrastwiththoseoftheimperfectpasttense.

Demonstrativeadjectivesareusedtoindicateproximityofanobjecttothespeaker.

WhatquestionsandphraseswouldbemostusefulwhenshoppinginaSpanish‐speakingcountry?

Whatarespecificrulesforusingthepreteritepasttense?

Whataresomecommoncontextualwordsorphraseswhichindicatethepreteritetense?

Whenisitpreferabletousedemonstrativeadjectivesinplaceofdefiniteorindefinitearticles?


Familiarwordsandphrasesfordailycustomsandroutines.

CulturalpracticessurroundingspecificspecialeventsascelebratedinNorthAmericaandvariousHispaniccountries.

Uniquelinguisticelementsassociatedwithreflexiveverbconjugations.

Grammaticalpatternsforpossessiveadjectivesusedtoaskandrespondtoquestionsinvarioussocialsituations.

Commonshoppingandclothingwordsandexpressionsinordertotellorwriterealorimaginedexperiences.

Conjugationsforregularpreteriteverbsneededtoconverseandwriteinthepasttenseonavarietyoffamiliartopics.

Grammaticalpatternsfordemonstrativeadjectiveswhichareoftenexpressedinoralandwrittendirections,commands,andrequests.

Studentswillbeskilledat… Describingdailyroutineswithwell‐chosen

detailsandwell‐structuredeventsequences.

Usingdigitaltoolstoexchangebasicinformationregardingspecialevents.

Recombiningbasicinformationatthewordandsentencelevelwithcorrectconjugationsofreflexiveverbs.

Demonstratingcomprehensionofpossessiveadjectivesasfoundinshortconversationsandbriefwrittenpassagesonfamiliartopics.

Writingnarrativestodeveloprealorimaginedeventsequencesrevolvingaroundshoppingexperiences.

Usingtechnologytoproduce,publish,andupdateindividualwritingproductshighlightingregularpreteriteverbs.

Usingdemonstrativeadjectivestoexpresspersonalpreferences,bothorallyandinwriting.

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7.1.NH.C.2Createandpresentbriefmessages,poems,rhymes,songs,shortplays,orrole‐playsusingfamiliarvocabularyorallyorinwriting. 7.1.NH.C.3Describeinwritingpeopleandthingsfromthehomeandschoolenvironment.7.1.NH.C.4Tellorretellstoriesfromage‐andlevel‐appropriate,culturallyauthenticmaterialsorallyorinwriting.7.1.NH.C.5Tellorwriteaboutculturalproductsassociatedwiththetargetculture(s)andidentifyhowtheproductsandpracticesarederivedfromtheculturalperspectives.CommonCoreStandardsCCSS.ELA‐Literacy.W.9‐10.2Writeinformative/explanatorytextstoexamineandconveycomplexideas,concepts,andinformationclearlyandaccuratelythroughtheeffectiveselection,organization,andanalysisofcontent.CCSS.ELA‐Literacy.W.9‐10.3Writenarrativestodeveloprealorimaginedexperiencesoreventsusingeffectivetechnique,well‐chosendetails,andwell‐structuredeventsequences.CCSS.ELA‐Literacy.W.9‐10.4Produceclearandcoherentwritinginwhichthedevelopment,organization,andstyleareappropriatetotask,purpose,andaudience.CCSS.ELA‐Literacy.W.9‐10.5Developandstrengthenwritingasneededbyplanning,revising,editing,rewriting,ortryinganewapproach,focusingonaddressingwhatismostsignificantforaspecificpurposeandaudience.

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CCSS.ELA‐Literacy.W.9‐10.6Usetechnology,includingtheInternet,toproduce,publish,andupdateindividualorsharedwritingproducts,takingadvantageoftechnology'scapacitytolinktootherinformationandtodisplayinformationflexiblyanddynamically.

StageTwo:Evidence

EvaluativeCriteria AssessmentEvidenceSUGGESTEDPERFORMANCERUBRIC:Usethefollowingorsimilarrubrictoevaluateastudent’sperformanceonperformancetasks.SUGGESTEDPERFORMANCERUBRIC:FairfaxCountyPALSAssessments:PerformanceAssessmentforLanguageStudentsLevel2WritingTaskAnalyticRubrichttp://www.fcps.edu/is/worldlanguages/pals/documents/Level2AnalyticWriting.pdfLevel2WritingTaskHolisticRubrichttp://www.fcps.edu/is/worldlanguages/pals/documents/Level2HolisticWriting.pdfLevel2SpeakingTaskAnalyticRubrichttp://www.fcps.edu/is/worldlanguages/pals/documents/Level2AnalyticSpeaking.pdfLevel2SpeakingTaskHolisticRubrichttp://www.fcps.edu/is/worldlanguages/pals/documents/Level2HolisticSpeaking.pdfTeacher‐createdrubrictoassess“Midíaperfecto”story:

Requiredcontentreflexiveverbsemotions+estarobjectsassociatedwithreflexiveverbspossessiveadjectives

SUGGESTEDPERFORMANCEASSESSMENT#1: Studentswillengageinthefollowingperformancetask:TowriteanddigitallypresentacreativeessayentitledMidíaperfecto(MyPerfectDay).OVERVIEW:Studentschoosereflexiveverbsandotheritemsthattheywillusetodescribehowtheirdailyroutinewoulddifferontheir"perfectday."(i.e.Enmidíaperfecto,melevantoalas10:00delamanaña,nomeducho,ymepongolaropacómoda.Onmyperfectday,Igetupat10:00,Idon'tshower,andIputoncomfortableclothes.)Studentswillincorporatereflexiveverbsaswellastheotherrubricrequirementsintoanimaginarystory.DIFFERENTIATION:Theteachershouldalwayssupportstudentwritingaccordingtoperceivedneeds.Studentswhoprogressatafasterratewillbeencouragedtoexpandupontheirwritingbyincorporatingadditionalgrammarstructuresandmorecreativevocabularyusage.TECHNOLOGY:StudentswillusetheiriPadstowriteandedittheirstories,addingphotosandgraphicsasneeded.Studentstoriesmaybecompiledintoadigitalbooktosharewiththeentireclass.

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Essaylength:1‐11/2pages Grammaticalaccuracy Creativeuseoftechnology Fluidityofpresentation

Teacher‐createdrubrictoassess“Lamodade(unapersonafamosa)”iMovie:

Requiredcontentregularpreteriteverbsclothingvocabularydemonstrativeadjectives

iMovielength:approximately2minutes Grammaticalaccuracy Creativeuseoftechnology Fluidityofpresentation

SUGGESTEDPERFORMANCEASSESSMENT#2: Studentswillengageinthefollowingperformancetask:TocreateaniMovieentitled“Lamodade(unapersonafamosa)”(“AFamousCelebrity’s”Style)OVERVIEW:TeacherpresentsaniMovieexample(i.e.LamodadeJohnnyDepp‐JohnnyDepp'sStyle)tovisuallydemonstrateprojectrequirements.StudentschooseafavoritecelebrityandcreateaniMovie,utilizingregularpreteritetenseverbsandasmuchshoppingvocabularyaspossible.Studentsarealsorequiredtoincludeexamplesofdemonstrativeadjectivesinmeaningfulcontext.Oncecompleted,studentsmaytradeiPadswithotherstosharetheiriMoviewithatleastfiveclassmates.DIFFERENTIATION:Whilespecificcontentshouldfollowtheprojectrubric,studentiMoviesmaycontaindifferentelements(graphics,voiceovers,videoclips,etc.)dependentuponeachstudent’stechnologicalabilitiesandinterests.TECHNOLOGY:Students will need their iPads to create their iMovies, accessing the internet in order to producephotos,graphics,andorvideosoftheirchosencelebrity’sfashionstyle.


GeneralFormativeAssessment:4=Applicationinothercontextsand/oratadeeperlevel3=Candemonstrateandapplytheknowledgeand/orskill2=Abletoperformatabasiclevel;possessesrelevantknowledge/skill1=PartialsuccessatLevel2withassistanceFormativeAssessmentforReflexiveVerbs:4=Applicationofcorrectlyconjugatedpresenttensereflexiveverbsinothercontextsand/oratadeeperlevel

OTHERSUGGESTEDPERFORMANCETASKS: Elsalóndebelleza(TheBeautySalon)activityinwhichstudentgroupspassphotocardsof

procedureswhichtakeplaceinabeautysalon.Eachgroupwillwriteasentenceforeachphotowhichdescribestheactionbeingperformed.(StudentsshouldNOTbetoldaheadoftimethateachactivitypicturedisanon‐reflexiveverbactionsincetheactionsarebeingperformedbyothers.i.e.Ellacepillaelpelodelaniña.‐Shebrushesthegirl'shair.)Studentvolunteersdiscussanswers,makecorrectionsasneeded(i.e.crossoffreflexivepronouns),andpresentbothreflexiveandnon‐reflexiveformstotheclass.

Entrevistas(Interviews):Studentpairsaskandanswerquestionsusingreflexiveverbsinthecontextofdailyroutines.(i.e.¿Aquéhoratelevantasporlamañana?Whattimedoyougetupinthemorning?Lossábadosmelevantoalas11:00.OnSaturdaysIgetupat11:00).

Loseventosespeciales(SpecialEvents):Studentteamscandevelopandresearchquestionsre:preparationsforspecialevents(i.e.HowdoNorthAmericanstudentsprepareforhomecomingorprom?HowdoHispanicsprepareforspecialeventslikeaquinceañera?HowdoMexicansprepareforDíadelosmuertos?HowdodailyroutinesforstudentsintheU.S.comparetothoseofstudentsinSpainorMexico?)Studentsmaytakepartinajigsawwherebyeachteammemberisputintoanewgroupinordertoteachabouttheirtopic.Studentstakenotesaboutthevariouswaysinwhichcountriesprepareforspecialevents.

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3=Candemonstrateandapplycorrectlyconjugatedpresenttensereflexiveverbs2=Abletocorrectlyconjugatepresenttensereflexiveverbsatabasiclevel;possessesrelevantconjugationskills1=PartialsuccessatLevel2withassistanceFormativeAssessmentforPreteriteVerbs:4=Applicationofcorrectlyconjugatedregularpreteriteverbsinothercontextsand/oratadeeperlevel3=Candemonstrateandapplycorrectlyconjugatedregularpreteriteverbs2=Abletocorrectlyconjugateregularpreteriteverbsatabasiclevel;possessesrelevantconjugationskills1=PartialsuccessatLevel2withassistance

¿Quéquierestú?(Whatdoyouwant?)smallgroupdialoguesutilizingdemonstrativeadjectivesalongwithobjectphotocards.:Student“shoppers”orallystatewhichobject/stheywouldliketobuy,utilizinganindicateddemonstrativeadjective.(i.e.Quierocompraraquelloszapatos.Iwanttobuythoseshoes.)Student“sellers”mustuseanappropriatedemonstrativeadjectiveintheirresponse.(i.e.Estoszapatoscuestanciendolares.Theseshoescostonehundreddollars.)


SUGGESTEDLEARNINGEVENTS:

¿Quéesunverboreflexivo?(Whatisareflexiveverb?):Giventheexampleofanactualmirror,studentswritetheirEnglishresponsestothequestion“Whatisa"reflection"?Next,studentslookattheEnglishtranslationsforalistofreflexiveverbsanddeterminewhyalloftheseverbsaregroupedtogether.Lastly,studentsareaskedtowritehowtheycantelljustbylookingattheSpanishverbthataverbisreflexive.Theteachermaycollectpapersandreadrandomresponsesaloudasstudentscometoanoralconsensusastothedefinitionofreflexiveverbs.

¿Porlamañanaoporlanoche?(IntheMorningoratNight?)Venndiagramlabelingactivityinwhichstudentscategorizereflexiveverbsbasedupontheirdailypersonalroutines.

Losverbosreflexivos(ReflexiveVerbs):StudentsuseiPadstomakepictureflashcardswhichcorrespondtoeachofthereflexiveverbsstudiedinclassandwritesentenceswiththeconjugatedverbs.Studentsuseflashcardstotestthemselvesandothersonvocabularyrecognition.

¿Paraquéusoeso?(ForwhatdoIusethis?)memoryactivityinwhichstudentsareshownitemsusedtogetoneselfready(i.e.eljabón,elchampú,latoalla,elsecador‐soap,shampoo,towel,hairdryer).Studentsareaskedtowritethereflexiveverbwhichcorrespondswiththeobjectbyusingthefollowingformat:Voya+reflexivepronounattachedtotheinfinitive(i.e.elchampú=Voyalavarmeelpeloconelchampú.‐Iamgoingtowashmyhairwithshampoo.)

Conjuguemos.comandRealidades2gramactivaDVDtoreinforcereflexiveverbsmeaningsandconjugations.

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Possessiveadjectivesreviewutilizingobjectsfromthereflexiveverbsunit(elchampú,elpeine,elcepillodedientes,eldesodorante,latoalla,lasjoyas,etc.‐shampoo,comb,toothbrush,deodorant,towel,jewelry,etc.).Studentsareshownphotosofobjectsandaregiventhesubjectpronounforthepersonwhoownsthatobject.Studentsmustorallysupplythecorrectpossessiveadjective.

Eljuegodelosdados(TheDiceGame)pairworkactivityinwhichstudentscombineconjugatedreflexiveverbswithpossessiveadjectivesinordertocreatemeaningfulsentences.(i.e.Melavoelpeloconelespecialchampúmío.‐Iwashmyhairwithmyspecialshampoo.)

Carreras(Races)blackboardwritingactivityforauditoryrecognitionofspokennumbersandreviewof10s,100s,and1.000splacenumbers.Practiceinusing“decimalpoints”inplaceof“commas”forSpanishnumbers.

CincoSpanishBingogameinsmallgroupstoreinforceoralpronunciationandreadingcomprehensionskillsusingconjugatedpreteriteverbs. Escaleras(Ladders)whiteboardrowgame(divideclassintorowsof4‐5students)topracticepreteritetenseverbconjugations. Conjuguemos.comforindividualstudentpracticewithregularpreteritetenseverbsaswellasshoppingvocabulary. Batalladelosbarcos(Battleship)gameinwhichstudentsworkinpairstobothsayandwriteSpanishsentences.Studentspracticeconjugating

regularpreteritetenseverbsaswellasdemonstratingshoppingvocabularyverbmeaning.i.e.YocomprélospantalonesoscurosdemarcaJuicyCouture.Iboughtthedark‐coloredJuicyCouturepants.)Studentsareencouragedtowritesentenceswhichshowavarietyofshoppingandclothingvocabulary.

LahistoriadeJuan(TheStoryofJuan):StudentsreadaSpanishparagraphdescribingtheplightofstreetkidsworldwideandanswerdiscussionquestions.StudentsfillintheblanksofthelyricstothissongbyColombianartistJuaneswithconjugatedpreteriteverbforms.Lastly,studentslistentoLahistoriadeJuanandfollowalongontheircompletedclozeactivitylyricssheet.(TheteachermayshowJuanes’YouTubevideoforLahistoriadeJuanasasubsequentclassreviewactivity.)

Matamoscas(Flyswatter)gameinwhichstudentpairscompetetobethefirstonetoindicatethecorrectshoppingvocabularywordorphrase.Studentpairscomeupatthefrontboard,usingactualflyswattersonagameboardprojectedontothewhiteboard.

¿Dóndeestáeldulceazul?‐Whereisthebluecandy?(avariationoftheold"ThreeCups"magictrick)topracticedemonstrativeadjectivesincontext.Studentswatchastheteacherputsthreedifferentcoloredcandiesintothreeidenticalplasticcups.Studentskeeptheireyesonthecupsastheteachershufflesthem(rightsideup)beforeplacingthecupsinthreedistinctpartsoftheroomstatingthefollowingdemonstrativepronounsinSpanish:estevaso,esevaso,andaquelvaso(thisglass,thatglass,andthatglassoverthere).StudentswritetheirguessesinSpanishontheiriPads.Thegamecanberepeatedafewmoretimes,withstudentscorrectingtheiranswers,beforetheword"taza"(cup)issubstitutedtopracticefeminineendings(estataza,esataza,andaquellataza.)Thememorygameiscontinuedwithmultiplevasosandtazastopracticepluralformsoftheindicateddemonstrativeadjectives(withrandomlychosenstudent“winners”receivingthecandyasaprize).

TECHNOLOGY:


SpanishWebsitesforadditionalstudentpractice:Conjuguemos,StudySpanish,Realidades2onlinematerials,Kahoot,PrácticaEspañol,etc.SUGGESTEDMETHODSOFDIFFERENTIATION:(methodcategoriestakenfromhttp://www.bbcactive.com/BBCActiveIdeasandResources/MethodsofDifferentiationintheClassroom.aspx)


GROUPING:Havingstudentswithsimilarlevelsandabilitiesworktogethercanprovideavaluableopportunitytoaddressspecificneeds.

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RESOURCES:Technologicalresourcescanbeaneffectivesourceofdifferentiationinordertomotivateandreachstudentsofvaryingabilities. PACE:Studentswhoprogressatafasterratemaybegivenmorechallengingtaskstoexpandtheirunderstandingandmaximizeclasstime. DIALOGUEANDSUPPORT:Theclassroomteacherdifferentiatesher/hisspeechpatternsandsupportsstudentsbaseduponperceivedneeds. ASSESSMENT:Studentsshouldbeassessedonacontinualbasissothatteachingmethodscanbeadjustedtoeffectivelymeetstudentneeds.

UNIT4 – Lasfamiliasylascomunidades

StageOne:DesiredResultsESTABLISHEDGOALSNJCoreCurriculumContentStandardsforWorldLanguagesInterpretiveMode7.1.NH.A.1Recognizefamiliarwordsandphrases,understandthemainidea,andinferthemeaningofsomehighlycontextualized,unfamiliarspokenorwrittenwordsinculturallyauthenticmaterialsusingelectronicinformationandothersourcesrelatedtotargetedthemes.7.1.NH.A.2Demonstratecomprehensionofaseriesoforalandwrittendirections,commands,andrequeststhroughappropriatephysicalresponse.7.1.NH.A.3Recognizesomecommongesturesandculturalpracticesassociatedwithtargetculture(s).7.1.NH.A.4Identifypeople,places,objects,andactivitiesindailylifebasedonoralorwrittendescriptions.7.1.NH.A.5Demonstratecomprehensionofshortconversationsandbriefwrittenmessagesonfamiliartopics.


Discusscommunityplacesandassociatedobjects. Talkaboutchildhoodtoysandactivities. Describechildhoodbehaviors.

Meaning


Manycommunityproductsandpracticesaresharedacrosscultures.

Exploringthedifferencesamongcommunitiescanleadtoabetterunderstandingofone’sowncommunity.

Verbsneedtobeconjugatedwithregardtosubjectandtenseinordertofacilitateeffectivecommunication.

Irregularpreteriteverbs,whiledeviatingfromregularconstructions,haveconjugationpatternsoftheirown.

DirectObjectPronounsarecommonlyusedtoavoidrepetitionofpreviouslyindicatedobjectsorpeople.

Activitiesthat“usedto”occurareexpressedintheimperfecttense.

ESSENTIALQUESTIONS Whatcommunityplaceswouldbemost

usefultoknowwhentravelinginaHispaniccountry?

Inwhatwaysdoirregularpreteriteverbsascribetoregularpatterns?

Whyisitimportanttoutilizedirectandindirectobjectpronounsineverydayconversations?

HowdoSpanish‐speakerstalkaboutpastevents?

Howaredirectandindirectobjectpronounsusedtogether?

Howdoyouknowwhentousethepreteritevs.theimperfectpasttense?

Whattypesofwordsandphraseshelpdeterminepreteritevs.imperfectusage?

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7.1.NH.A.7Occasionallyinferthemeaningofafewunfamiliarwordsinhighlycontextualizedsituations. 7.1.NH.A.8IdentifysomeuniquelinguisticelementsinEnglishandthetargetlanguage.InterpersonalMode7.1.NH.B.1Usedigitaltoolstoexchangebasicinformationbyrecombiningmemorizedwords,phrases,andsentencesontopicsrelatedtoselfandtargetedthemes.7.1.NH.B.2Giveandfollowaseriesoforalandwrittendirections,commands,andrequestsforparticipatinginage‐andlevel‐appropriateclassroomandculturalactivities.7.1.NH.B.3Imitateappropriategestures,intonation,andcommonidiomaticexpressionsofthetargetculture(s)/languageduringdailyinteractions.7.1.NH.B.4Askandrespondtoquestions,makerequests,andexpresspreferencesinvarioussocialsituations.7.1.NH.B.5Converseonavarietyoffamiliartopicsand/ortopicsstudiedinothercontentareas.PresentationalMode7.1.NH.C.1Recombinebasicinformationatthewordandsentencelevelrelatedtoselfandtargetedthemestocreateamultimedia‐richpresentationtobesharedvirtuallywithatargetlanguageaudience.

Descriptivephraseswhich“setthescene”forapastevent(time,weather,agewithtener,physicaldescriptions,etc.)usetheimperfecttense.

IndirectObjectPronounsalwaysrefertopeopleandareusedtoindicatetherecipientofanobject.

Thepreteriteandimperfecttenseshavespecificrulesforusageandcannotbeusedinterchangeably.

Keyphraseswhichindicatespecificmomentsintime(preterite)vs.habitualactions(imperfect)arecommonexampleswhichhelpdeterminewhichpasttenseisneeded.

.Acquisition

Studentswillknow… Familiarwordsandphrasesfor

communityplacesandrunningerrandsaroundtown.

Conjugationsforregularandirregularpreteriteandimperfectverbsneededtoconverseandwriteonavarietyoffamiliartopics.

Keywordsandphraseswhichsignifypreteritevs.imperfectusageasfoundinculturallyauthenticmaterials.

Grammaticalpatternsfortheusageofdirectandindirectobjectpronounsasevidencedinvarioussocialsituations.

Studentswillbeskilledat… Recognizingcommonculturalpractices

associatedwithcommunityplaces. Recombiningbasicinformationattheword

andsentencelevelwithcorrectconjugationsofcommonregularandirregularpreteriteandimperfectverbs.

Recognizingkeywordsandphrasesinordertodistinguishbetweenpreteritevs.imperfectverbusage.

Demonstratingcomprehensionofdirectandindirectobjectpronounsasfoundinshortconversationsandbriefwrittenpassagesonfamiliartopics.

Usingdigitaltoolstoexchangebasicinformationregardingpastevents.

Usingtechnologytoproduce,publish,andupdateindividualwritingproductswhichhighlightpreteritevs.imperfectverbusage.

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7.1.NH.C.2Createandpresentbriefmessages,poems,rhymes,songs,shortplays,orrole‐playsusingfamiliarvocabularyorallyorinwriting. 7.1.NH.C.3Describeinwritingpeopleandthingsfromthehomeandschoolenvironment.7.1.NH.C.4Tellorretellstoriesfromage‐andlevel‐appropriate,culturallyauthenticmaterialsorallyorinwriting.7.1.NH.C.5Tellorwriteaboutculturalproductsassociatedwiththetargetculture(s)andidentifyhowtheproductsandpracticesarederivedfromtheculturalperspectives.CommonCoreStandardsCCSS.ELA‐Literacy.W.9‐10.2Writeinformative/explanatorytextstoexamineandconveycomplexideas,concepts,andinformationclearlyandaccuratelythroughtheeffectiveselection,organization,andanalysisofcontent.CCSS.ELA‐Literacy.W.9‐10.3Writenarrativestodeveloprealorimaginedexperiencesoreventsusingeffectivetechnique,well‐chosendetails,andwell‐structuredeventsequences.CCSS.ELA‐Literacy.W.9‐10.4Produceclearandcoherentwritinginwhichthedevelopment,organization,andstyleareappropriatetotask,purpose,andaudience.CCSS.ELA‐Literacy.W.9‐10.5Developandstrengthenwritingasneededbyplanning,revising,editing,rewriting,ortryinganewapproach,focusingonaddressingwhatismostsignificantforaspecificpurposeandaudience.

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CCSS.ELA‐Literacy.W.9‐10.6Usetechnology,includingtheInternet,toproduce,publish,andupdateindividualorsharedwritingproducts,takingadvantageoftechnology'scapacitytolinktootherinformationandtodisplayinformationflexiblyanddynamically.

StageTwo:EvidenceEvaluativeCriteria AssessmentEvidenceSUGGESTEDPERFORMANCERUBRIC:Usethefollowingorsimilarrubrictoevaluateastudent’sperformanceonperformancetasks.FairfaxCountyPALSAssessments:PerformanceAssessmentforLanguageStudentsLevel2WritingTaskAnalyticRubrichttp://www.fcps.edu/is/worldlanguages/pals/documents/Level2AnalyticWriting.pdfLevel2WritingTaskHolisticRubrichttp://www.fcps.edu/is/worldlanguages/pals/documents/Level2HolisticWriting.pdfLevel2SpeakingTaskAnalyticRubrichttp://www.fcps.edu/is/worldlanguages/pals/documents/Level2AnalyticSpeaking.pdfLevel2SpeakingTaskHolisticRubrichttp://www.fcps.edu/is/worldlanguages/pals/documents/Level2HolisticSpeaking.pdfTeacher‐createdrubrictoassess“Mivida”timeline:

Requiredcontentregular/irregularpreteriteverbsregular/irregularimperfectverbsphrasestoindicatepreterite/imperfect

timelinelength:atleast10events Grammaticalaccuracy Creativeuseoftechnology Fluidityofpresentation

SUGGESTEDPERFORMANCEASSESSMENT:Studentswillengageinthefollowingperformancetask:TodesignaMivida(MyLife)timelinethathighlightsbothpreteriteandimperfecttenseverbs.OVERVIEW:Studentswilluploadpersonalphotosof10differentlifeevents(i.e.birth,firstdayofschool,winninganaward,goingonaspecialvacation,etc.).Foreachevent,studentsshouldwriteatleasttwosentencesusingpreteriteandimperfectpasttenseverbs.Remindstudentstousepreteriteverbstodescribecompletedactionswhileusingimperfectverbstogivebackgrounddescriptionsoremotions.(Miequipodefútbolganóelcampeonatodelestado.Mysoccerteamwonthestatechampionship.Todosnosotrosestábamosmuyentusiasmados.Wewereallveryenthusiastic.)Studentsmaypresenttheirdigitaltimelinesinsmallgroupswherebyeachlistenermustcomeupwithonequestionforthereader.DIFFERENTIATION:Theteacherneedstobesensitivetoanystudentwhomaynothaveaccesstopersonalphotosormayprefernottosharethem.Alternativescanincludeusinginternet‐generatedphotosorgraphicsorevenpersonalillustrationstocompletetheirtimeline.TECHNOLOGY:Studentsmayselecttheformat(keynote,iMovie,prezi,etc.)whichtheythinkwouldbestsuitthepresentationoftheirindividualtimeline.

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GeneralFormativeAssessment:4=Applicationinothercontextsand/oratadeeperlevel3=Candemonstrateandapplytheknowledgeand/orskill2=Abletoperformatabasiclevel;possessesrelevantknowledge/skill1=PartialsuccessatLevel2withassistanceFormativeAssessmentforPreteritevsImperfect:4=Applicationofcorrectlyconjugatedpreteriteandimperfectverbsinothercontextsand/oratadeeperlevel3=Candemonstrateandapplycorrectlyconjugatedpreteriteandimperfectverbs2=Abletocorrectlyconjugatepreteriteandimperfectverbsatabasiclevel;possessesrelevantconjugationskills1=PartialsuccessatLevel2withassistance

OTHERSUGGESTEDPERFORMANCETASKS: Cuándoeraniño(WhenIWasaChild)writingprompttopracticechildhoodvocabularyand

imperfecttenseverbsinmeaningfulwrittencontext.Studentsmayusevocabularylistsandconjugationchartstoassistwiththeirindividualwriting.Oncecompleted,studentswillrandomlychooseaclassmate’sessayandreaditaloudtotheclass.Studentswillthenhavetheopportunitytoguesswhichoftheirclassmateswroteeachpersonaldescription.

Unaexperienciadeirdecomprasinolvidable(AnUnforgettableShoppingExperience):Studentpairsrole‐playasceneinwhichtwofriendseachreceivedagiftcard.Studentsdiscussclothingitemsthattheybought,usingpreteriteandimperfectpasttenseverbsandclothesshoppingvocabulary(color,brand,sizestyle,etc.).

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SUGGESTEDLEARNINGEVENTS: Verbosirregularesdelpretérito(IrregularPreteriteVerbs):Studentscreatetheirownkeynotesof30commonirregularpreteriteverbswith

definitions,conjugations,andcreativesentencesutilizingirregularverbsinmeaningfulcontext.(Irregularpreterites:ser/ir,dar,ver,tener,estar,andar,hacer,venir,poder,poner,querer,saber,decir,traer,oír,leer,creer,destruir,preferir,mentir,divertirse,sentirse,pedir,repetir,servir,seguir,vestirse,dormir,andmorir).Keynotesserveasvaluableresourcesduringwritingactivitiesaswellasformemorizationdrillsinpreparationforconjugationassessments.StudentswhowillbeprogressingtoSpanish3areencouragedtosavetheirkeynotesforfuturereference.

Matamoscas(Flyswatter)activityinwhichstudentpairscompetetobethefirstonetoindicatethecorrectcommunityplacesvocabularywordorphraseonaWordlewordcloudinfrontofthem.

Frasesmezclados(Mixed‐upSentences)groupactivity:Groupsof3‐4studentsaregivenanenvelopeofcutoutwordswhichtheyusetoformlogicalsentences.Allsentencesutilizetargetcommunityplacesvocabularyaswellaspreteriteverbforms.Uponcompletion,studentscopythecorrectedsentences,tobeusedinasubsequentclassactivitywhichintroducesdirectobjectpronouns.

Lugaresdelacomunidad(CommunityPlaces)groupwritingactivity:Storieswillfocusonutilizationofregularandirregularpreteritepasttenseverbs.Theclassisdividedintogroupsof3–4studentsandeachgroupisgivenaphotoofacommunityplace.Studentswillcollaboratetowriteasentence(withatleastonepreteritepasttenseverb)tobeginastorywhichtakesplaceattheirpicturedsite.Onceallgroupshavewrittentheirinitialsentence(i.e.Ayerporlatarde,PedroyLuisafueronalbanco.YesterdayafternoonPedroandLuisawenttothebank.),studentspasstheirpictureandwritingtothenextgroup.Afterreadingwhatwaspreviouslywritten,eachnewgroupwilladdanotherpreteritetensesentence.(Asthestoriesarepassedaroundtheclass,adifferentstudentpergroupshouldberesponsibleforphysicallywritingeachsentence.Allstudents,however,shouldbeactivelyinvolvedinthecreativewritingprocess.)Studentsshouldberemindedthatthepreteritetensesignifiescompletedactions(i.e.arobberyatelbanco)andthatthestoriesshouldhaveabeginning,middle,andanend.Thisactivityiscompletedwheneachgrouphaswrittenasentenceforeachpictureprompt.Oncereturnedtotheiroriginalgroup,eachstorycanberealaloudbyastudentvolunteer.

Lospronombresdeobjetosdirectos(DirectObjectPronouns):Studentsaregivenanexampleofhowoneoftheobjectwordsfromtheirfrasesmezcladossentences(fromthepreviousclassactivity)canbereplacedbyitscorrespondingdirectobjectpronoun.(i.e.Luiscomprólapastadentalenlafarmacia.Luisboughtthetoothpasteatthepharmacy.Luislacompróenlafarmacia.Luisboughtitatthepharmacy.)Studentsrewritetheirsentences,substitutingthecorrectdirectobjectpronouns.

Rondarápida(RapidRound)groupgametoreinforcethedirectobjectpronounslo,la,los,andlasalongwithcommunityplacesvocabulary.StudentswillanswertheSpanishflashcardquestionsbyreplacingtheobjectwithitscorrespondingDOPandconjugatingthepreteritetenseverb.(i.e.¿Cobrasteelchequeayer?Didyoucashthecheckyesterday?Sí,locobréayer.Yes,Icashedityesterday.)

Lospronombresdeobjetosdirectosquerefierenapersonas(DirectObjectPronounsthatRefertoPeople):me,te,lo/la,nos,los/las.StudentgroupsarechallengedtocomeupwithandshareverbsinEnglishwhichutilizepeopleasdirectobjects(i.e.tophone/text,towaitfor,tofind,towatch,tosee,toleave,toquestion,toanswer,etc.)

Lospronombresdeobjetosdirectoseindirectos(DirectandIndirectObjectPronouns)picturepromptsentencewritingactivity:Studentschoosephotosofobjects(i.e.elteléfono,lacomputadora,lahamburguesa,elbaloncesto–phone,computer,hamburger,basketball)inordertowritecreativesentencesutilizingbothdirectandindirectobjectpronouns.Studentscansharetheirsentencebywritingitonthefrontwhiteboardunderthecorrespondingphoto.(i.e.elteléfono–Mispadresmeloregalaroncuandotenía14años.Myparentsgaveit(thephone)tomeasagiftwhenIwas14yearsold.)Sincedirectandindirectobjectpronounsaresuchachallengingconceptforstudents,teachersmayrequirestudentstotranslatetheirSpanishsentencesintoEnglishtoreinforceproperwordplacementandmeaning.

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Kahootinteractivemultiple‐choicegames(withpictureprompts)ondirectandindirectobjectpronouns:Teacherutilizestheopportunityaftereachquestiontodefineandclarifyusage.

Fotografía(Photograph)songbyJuanesfeaturingNellyFurtadotocontrastpossessiveadjectivesvs.directobjectpronouns(i.e.tivs.te)inmeaningfulcontext:Studentsfillintheblanksforpossessiveadjectivesordirectobjectpronounsonaclozeactivitylyricssheet.

Cinco(Bingo)gametointroduceinfinitiveverbsassociatedwithchildhoodbehavioraswellaspersonalcharacteristics.StudentscopySpanishchildhoodactivities,toys,andbehaviorsontoaBingogameboard.Whenshownapictureprompt,studentspredictnewSpanishvocabulary.

¡Ay,Caramba!ImperfectTensePartnerGame:Studentstaketurnsdrawingcardsandeithertranslatingphrasesorconjugatingimperfecttenseverbs.Partnerscheckanswerswiththeincludedanswerkeysothestudentscanplaythisgamewithoutdirectteacherassistance.Studentskeepthecardsthattheyanswercorrectly(tobecountedattheend)andputbackthecardstheyanswerincorrectly.IfastudentdrawsanAy,Carambacard,heorshewillloseaturn.Thegameiscompletedwhenallofthecardshavebeendrawnorwhentimeiscalled.

Conjuguemos.comforindividualstudentpracticewithregularandirregularimperfecttenseverbs. Casasdelosverbos(VerbHouses)forside‐by‐sideconjugationcomparisonsbetweenregularpreteriteandimperfecttenseverbs. Palabrasclaves(KeyWords)whichsignifywhentousethepreteritevs.theimperfecttenses.(i.e.ayer‐yesterday=preteritevs.siempre‐always

=imperfect).Studentsplacewordsandphrasesunderappropriatecategory,copyingthemontoareferencechart. TerobastemiCorazón(YouStoleMyHeart)songandlyricsbyAfro‐ArgentinianreggaemusicianFidelNadaltoreinforcepreteritevs.imperfect

verbsinmeaningfulcontext:Studentsfillintheblanksforpasttenseverbsonaclozeactivitylyricssheet. CaperucitaRoja(LittleRedRidingHood)YouTubevideoclipfromanoldILoveLucyepisodeinwhichRickyRicardorecitesaSpanishbedtime

story(toreinforcepreteriteandimperfectpasttenseusage). Ricitosdeoroylostresosos(GoldilocksandtheThreeBears)andSuperhombre(Superman)onlineconjugationactivitiestopracticepreteritevs.

imperfectconjugationsinfamiliarcontexts.TECHNOLOGY:


SpanishWebsitesforadditionalstudentpractice:Conjuguemos,StudySpanish,Realidades2onlinematerials,Kahoot,PrácticaEspañol,etc.SUGGESTEDMETHODSOFDIFFERENTIATION:(methodcategoriestakenfromhttp://www.bbcactive.com/BBCActiveIdeasandResources/MethodsofDifferentiationintheClassroom.aspx)


GROUPING:Havingstudentswithsimilarlevelsandabilitiesworktogethercanprovideavaluableopportunitytoaddressspecificneeds. RESOURCES:Technologicalresourcescanbeaneffectivesourceofdifferentiationinordertomotivateandreachstudentsofvaryingabilities. PACE:Studentswhoprogressatafasterratemaybegivenmorechallengingtaskstoexpandtheirunderstandingandmaximizeclasstime. DIALOGUEANDSUPPORT:Theclassroomteacherdifferentiatesher/hisspeechpatternsandsupportsstudentsbaseduponperceivedneeds. ASSESSMENT:Studentsshouldbeassessedonacontinualbasissothatteachingmethodscanbeadjustedtoeffectivelymeetstudentneeds.

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SuggestedLearningResourcesfortheSpanish2Classroom:

Realidades2StudentTextbook/Workbook,andTeacherResourcesRealidades2OnlineMaterialshttp://www.phschool.com/webcodes10/index.cfm?wcprefix=jdk&wcsuffix=0001&area=viewStudentiPadAppsforvocabularyacquisition,grammarpractice,project‐basedlearning:Spanish/EnglishDictionary,Flashcardlet,Quizlet,Socrative,Evernote,GoogleDocs/Forms/Slides,Keynote,iMovie,GarageBand,Camera,Pages,DocScan,ImageSpinner,YouTubeEdModo,Schoology,etc.(onlineportalsforstudent/teacherexchangeofacademiccontent)https://www.edmodo.com/https://www.schoology.com/home.phpTeachersPayTeachers(teacher‐createdresourcesforaminimalfee,somearefree)https://www.teacherspayteachers.com/Conjuguemos(verbconjugations,grammarandvocabularyself‐assessmentactivities)https://conjuguemos.com/StudySpanish(grammartutorialsandself‐assessmentactivities)http://studyspanish.com/SpanishLanguage&Culture(grammarandcultureexercises)http://personal.colby.edu/~bknelson/SLC/Kahoot(game‐baseddigitallearningusingstudentiPads)https://getkahoot.com/SpanishDict(vocabularyandconjugationresource)http://www.spanishdict.com/WordReference(vocabularyresource)http://www.wordreference.com/Today’sMeet(quickassessments,closureactivities)https://todaysmeet.com/PollEverywhere(studentsurveys)https://www.polleverywhere.com/?ref=OBKeQDCgBBCMundo(authentictextandculture)https://plus.google.com/+BBCMundo/postsPracticaEspañol(authentictextandculture)http://www.practicaespanol.com/en/RTVE(RadioTelevisiónEspañola–livetelevisionfeedsfromSpain)http://www.rtve.es/ZacharyJones–Zambomazo(musicandculture,grammar‐basedclozeactivitieswithpopularsongs)http://zachary‐jones.com/VideoELE(videostoteachbasicSpanish)http://www.videoele.com/menu_contenidos_A1.htmlMaryGlasgowMagazines(ScholasticmagazineforSpanishstudentsatdifferentlevels)http://es.maryglasgowplus.com/ACTFLWebWatchhttp://www.actfl.org/publications/all/the‐language‐educator/web‐watch‐online/web‐watch‐online‐archiveSpanish4Teachers(freeteachingresources,organizedbyunits)http://www.spanish4teachers.org/SpanishTeacherBlogs(teacherexperiences,lessonplans,materials)http://www.fluentu.com/spanish/blog/spanish‐teacher‐blogs/GraphicOrganizers(teacherresources,labeledinSpanish)http://www.eduplace.com/graphicorganizer/spanish/

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Benchmark Assessment: QuarterOne (Lavidadelestudiante)

1. Studentswillbeabletodescribethemselvesandothersusingcorrectagreementforadjectivesofpersonaldescription.2. Studentswillbeabletodemonstratecomprehensionofbasicinterrogativewordsbyaskingandrespondingtoquestions.3. Studentswillbeabletousetenertoexpressavarietyofstatesofbeing(i,e.#ofyears,hungry,thirsty,hot,cold,tired,lucky,fearful,etc.)4. Studentswillbeabletousepresenttenseverbstoread,speak,andwriteaboutschoolactivitiesandclassroommaterials.(NoviceHigh

Level:verbsincluderegular–AR,–ER,and–IRconjugations,presentprogressiveforms,servs.estar,“yogo”verbs,stem‐changingverbs,andverbslikegustar.)

5. Studentswillbeabletocreateaffirmativeandnegativeclassroomrules(utilizingthephraseshayquevs.seprohíbe).6. Studentswillbeabletouseaffirmativeandnegativewordstofacilitateauthenticcommunicationinthetargetlanguage.

BenchmarkAssessment:QuarterTwo (Lasactividadesextracurriculares/Larutinadiaria)

1. Studentswillbeabletoread,speak,andwriteaboutathleticandrecreationalactivitiesandtheimportanceofmusic,drama,andthearts.2. Studentswillbeabletodemonstratecomprehensionofexpressionsrelatedtotheinternetandtechnology.3. Studentswillbeabletodistinguishbetweenwhentousesabervs.conoceranduseeachverbinappropriatecontexts.4. Studentswillbeabletocreatecomparisonsofequalitywithadjectiveandnounclauses.5. Studentswillbeabletoexpresshowlonganactivityhasbeengoingonthroughhace+timeexpressions.6. Studentswillbeabletousereflexiveverbstoread,speak,andwriteaboutdailyroutines.(NoviceHighLevel)7. StudentswillbeabletodiscussspecialeventswhichareroutinelycelebratedinSpanish‐speakingcountries.8. Studentswillbeabletodifferentiateandutilizeboththeshortandlongformsofpossessiveadjectives.

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BenchmarkAssessment:QuarterThree(Irdecompras/Lugaresdelacomunidad)

1. Studentswillbeabletousepreteritetenseverbstoread,speak,andwriteaboutclothesshoppingandpurchases.(NoviceHighLevel:

verbsincluderegular–AR,–ER/–IRconjugationsand–CAR,–GAR,–ZARspellingchangeverbs).2. Studentswillbeabletoindicatetherationalebehindpreteriteverbusage.3. Studentswillbeabletoemploydemonstrativeadjectivesinspokenandwrittencontexts.4. Studentswillbeabletouseregularandirregularpreteritetenseverbstoread,speak,andwriteaboutcommunityplacesandrunning

errandsaroundtown.(NoviceHighLevel:verbsincludeirregularstems,iyverbs,andeiandou–IRstem‐changingverbs.)5. Studentswillbeabletousedirectobjectpronounstofacilitateauthenticcommunicationinthetargetlanguage.

BenchmarkAssessment: QuarterFour (Cuandoeraniño /Eventosdelpasado)

1. Studentswillbeabletouseregularandirregularimperfecttenseverbstoread,speak,andwriteaboutchildhoodtoys,activities,and

behaviors.(NoviceHighLevel)2. Studentswillbeabletoindicatetherationalebehindimperfectverbusage.3. Studentswillbeabletousebothdirectandindirectobjectpronouns(includingdoubleobjectpronounsandsingle/doubleverb

constructions)tofacilitateauthenticcommunicationinthetargetlanguage.4. Studentswillbeabletodemonstratecomprehensionofonlinestorieswhichcompareandcontrastpreteritevs.imperfectusage.5. Studentswillbeabletorecognizeandutilizekeyphraseswhichdistinguishpreteritevs.imperfectusage.6. Studentswillbeabletowritecreativeessaysusingavarietyofverbtenses(i.e.present,presentprogressive,preterite,andimperfect).

curriculum management system...4. mission, vision, beliefs, and goals mission statement. the monroe...

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