ROSE TREE MEDIA SCHOOL DISTRICT
COURSE CURRICULUM
COURSE TITLE: /Spanish II
GRADE LEVEL: / Level 2CREATION DATE: /
June, 2004
Essential Question, Concept or Theme: A. Communication: Demonstrating an understanding of the relationship between the practices and perspectives of the culture. Demonstrating an understanding of the relationship between the products and the perspectives of the culture. / Approx. Time Allotment: /PA Standards: 1.1, 1.2, 1.3 /
Benchmark/Skills / Assessment / Aligned Materials/
Resources/Technology / Instructional Strategies /
Review of skills of the previous course: Spanish I. Body parts, Feelings in parts of the body, What is the matter, What’s wrong, Health professions, Related tener expressions, Dormir, Symptoms, Indirect Object Pronouns, Expression of time with Hace...que, Places in the community and related activities and vocabulary, numbers 200-1000, Famous locations in Madrid, City plan vocabulary, Navigating through the city by means of a map, Prepositions of place, Where are you going/ Where did you go, Contraction del, Regular preterite Ar verbs, Interrogative words with preterite, Irregular preterite of Ir, Entertainment, Tickets, Types of programs, Related adjectives, Expressing interest, boredom, fear, Types of movies, Personalities in entertainment, Specific time vocabulary, Community cultural activities, Comparative adjectives, Adjectives describing physical and personality traits, De with superlatives, Direct Object Pronouns with the infinitive, Preterite of ver, Indirect Object Pronouns, Restaurants, Ordering from a menu, Mexican foods, Adverb showing frequency of actions, Menus, Table setting, Related verbs, Pedir and e-i shoe verbs, Traer, Servir, Preterite of Er/Ir Regular Verbs, Family meals, Recipes, Environmental issues, Vocabulary/Verbs for recycling, Animals/ resources in danger, Present tense of decir, Regular and Irregular familiar/singular affirmative commands, Present tense of saber, Types of parties and related activities, appropriate attire and accessories, Soler, Escoger, Relatives, Present Participle, Conocer, Quinceanera, Negative adverbs, Present Progressive, Present of Dar. / Produce and perform guided conversations related to student’s needs and interests (e.g.-health, feelings, utilizing community resources, entertainment, ordering at a restaurant, making meals, setting tables, preserving the environment, going to parties)
Create conversations related to public place functions in simulation- attending museums, preparing for parties, ect...
Tell about simple daily routines.
Prepare and respond to questions of feelings, directions in the community, values of the environment, preparing meals, etiquette at parties.
Describe feelings of health and preferences.
Propose and answer topic related questions.
Generate conversations integrating feelings, preferences, and opinions of appropriate topics.
Describe community resources, public buildings, and entertainment sites.
Count and use numbers 200-1000 in banking and commerce.
Devise narratives about personal experiences and events.
Demonstrate comprehension of face to face and audio conversations on course included topics.
Assess main idea of oral and written narratives and texts and related topics.
Distinguish words and phrases heard or seen in songs and realia.
Utilize appropriate responses to oral and/or written requests, directions.
Identify types of people and related objects based on oral and written descriptions.
Demonstrate comprehension and use for contextualized understanding of isolated words and phrases in authentic, but unfamiliar printed material or announcements from target culture
Repeat unfamiliar words that recombine familiar sound patterns and letter combinations
Use knowledge of linguistic system (grammar, word patterns) to derive meaning from unfamiliar material
Use cognate to facilitate comprehension
Read aloud familiar stories, passages, dialogues with appropriate intonation and comprehensible pronunciation
Recite proverbs, nursery rhymes, short poems, and songs
Compose and present guided texts on familiar topics
Reproduce in written form language that is used orally
Use oral or written language to give messages, write reports, ect...
Use oral or written language to produce and share illustrated stories or projects
Use target language, pronunciation and spelling for specific vocabulary imbedded in native language presentations (e.g.- names of places, people, things that appear in more complex presentations made in English)
Interpret and use gestures germane to the language
Practice skills “Teacher of the Day”
Evaluate communicative skills using discrete point quizzes and prochievement chapter tests
Recite dialogues
Create role plays
Describe a family members preferences
Introduce friends, relatives, and community professionals to others
Select and order complete meals for restaurant menu’s
Discuss daily activities
Produce key projects (e.g. Health posters, animal profiles, entertainment reviews, recipes, table setting diagrams, invitations)
Utilize familiar commands to give instructions for traveling through the city, preserving the environment, setting tables, preparing food, dressing appropriately
Develop oral presentations
Construct reports
Assess listening skill through TPR
Assess aural comprehension via dictations
Discuss and utilize reading strategies / Text:
Paso a Paso (Prentice Hall, 2000) and all ancillaries:
Student text
Teacher’s annotated edition
Overhead transparencies
Audio tapes and CD’s
Vocabulary Art Blackline Masters for Hands-On Learning
Video
Student Practice Workbook
Internet
Writing, Audio, and Video Activities
Communicative Activity Blackline Maters
TPR storytelling
Assessment Program
Test Generator
Scholastic Magazine: Que tal?
Verbsheets
Hardware:
CD player
Cassette tape recorder
VCR
Computer
DVD
Overhead projector / Oral presentations
Simulated activities through role playing
Paired communicative activities
Memorization
Drilling
TPR activities
Visual and Verbal cues (situation cards)
Modeling
Realia
Audio tape activities
Videotape activities
Computer software
Overhead transparencies activities
Songs, skits, games, and puzzles
Cloze activities
Speaking and writing activities (e.g. Workbook, taking notes, listening, categorizing, labeling, summarizing, comparing, contrasting)
Cooperative learning groups
Activating prior knowledge
Interviewing
Reading aloud-teacher
Reading aloud-student
Brainstorming
Internet Activities
Essential Question, Concept or Theme: A. Communication: Demonstrating an understanding of the relationship between the practices and perspectives of the culture. Demonstrating an understanding of the relationship between the products and the perspectives of the culture. / Approx. Time Allotment: /
PA Standards: /
Adaptations/Inclusion Techniques / Enrichment Strategies / Remediation Strategies / Multicultural/Interdisciplinary
Connection /
Point out features of the program
Review prior knowledge and skills
Emphasize cognates as a learning strategy
Model pronunciation
Use organizers
Employ TPR
Extend or adapt written practice
Allow extra time for practice and assessments
Examine patterns
Reinforce and review
Clarify expectations and goals
Provide tutoring and peer mentoring
Explain unfamiliar concepts in terminology
Use contextual clues
Assist in developing possibilities
Support with realia
Color code or highlight
Employ memory techniques
Give advanced notice regarding future assignments
Notes taking by classmate for reproduction
Engage in ongoing communication with case workers. / World Language Departmental Initiatives
Immersions trips to Mexico
Reciprocal exchange program to Spain
District World Language Contest and Fete (award program)
Phyllis Kavanaugh Scholarship
National Contests
World Language Honor Society
Fun Day
Level 2 Opportunities
Field trips
Music
Challenge for credit
Independent study
Enhancement activities (e.g. Provide extra reading material, extra listening, and speaking opportunities)
Guest speakers/visiting artists
Student designed activities
Out of class activities (movies related to or in target language, language luncheon groups) / World Languages: French, German, Latin, and Spanish. Compare and contrast languages within the discipline.
Mathematics: monetary exchange, measurement systems, ancient math systems
Geography: maps, demographics, climate
Language Arts: etymology, linguistics, literature, writing, public speaking, grammar and syntax, theater and cinema
Social Studies: culture, civics, history, humanities, economics, ethnicity, government
Music: folk songs and dances, popular music, native instruments
Art: art history, folk art, crafts, student art projects, architecture
Science: famous scientist, ecology, natural sciences, environment
Consumer science: cuisine, etiquette, fashion, advertising
Physical education: sports, recreational activities, health and fitness
Technology education: student projects and research utilizing all phases of technology
Essential Question, Concept or Theme: B. CONNECTIONS: Reinforcing and furthering knowledge of other disciplines through the World Language. Acquiring information and recognizing the distinctive viewpoints that are only available through the world language and its culture. COMPARISONS: Recognizing that different languages use different ways to communicate and can apply that knowledge to their own language. Demonstrating an understanding of the concept of culture through comparisons of cultures studied and their own. COMMUNITY: Using the language both within and beyond the school setting. Using the language for leisure and personal enrichment. / Approx. Time Allotment: /
PA Standards: 3.1, 3.2, 4.1, 4.2, 5.1, 5.2 /
Benchmark/Skills / Assessment / Aligned Materials/
Resources/Technology / Instructional Strategies /
Review of skills of the previous course: Spanish I. Body parts, Feelings in parts of the body, What is the matter, What’s wrong, Health professions, Related tener expressions, Dormir, Symptoms, Indirect Object Pronouns, Expression of time with Hace...que, Places in the community and related activities and vocabulary, numbers 200-1000, Famous locations in Madrid, City plan vocabulary, Navigating through the city by means of a map, Prepositions of place, Where are you going/ Where did you go, Contraction del, Regular preterite Ar verbs, Interrogative words with preterite, Irregular preterite of Ir, Entertainment, Tickets, Types of programs, Related adjectives, Expressing interest, boredom, fear, Types of movies, Personalities in entertainment, Specific time vocabulary, Community cultural activities, Comparative adjectives, Adjectives describing physical and personality traits, De with superlatives, Direct Object Pronouns with the infinitive, Preterite of ver, Indirect Object Pronouns, Restaurants, Ordering from a menu, Mexican foods, Adverb showing frequency of actions, Menu’s, Table setting, Related verbs, Pedir and e-i shoe verbs, Traer, Servir, Preterite of Er/Ir Regular Verbs, Family meals, Recipes, Environmental issues, Vocabulary/Verbs for recycling, Animals/ resources in danger, Present tense of decir, Regular and Irregular familiar/singular affirmative commands, Present tense of saber, Types of parties and related activities, appropriate attire and accessories, Soler, Escoger, Relatives, Present Participle, Conocer, Quinceanera, Negative adverbs, Present Progressive, Present of Dar. / CONNECTIONS
Use every day number skills in banking, currency equivalencies and purchasing in the target language
Make, label and read maps using appropriate geographical terms in the target language
Manipulate the applications of the metric system in talking about weather, height, weight, distance
Recognize famous historical events, people, landmarks, places, products from the target culture
Examine American historical events, place names, famous people and events from the target culture perspective and influence
Discuss and express preferences about sports, games and equipment for these in the target language
Demonstrate knowledge of other forms of government
Apply, as appropriate, language arts skills to the target language-punctuation, dictionary skills, reading and writing skills
Demonstrate awareness of artistic and musical contributions, and practices present in the target culture-famous works of art, special musical instruments, famous artists or composers, well known songs
Use computer, multimedia, traditional texts and printed material to find information on familiar themes to integrate in other target language activities (menus, phone book ads, TV and movie listings)
Analyze form, presentation, layout of target culture products to examine culturally imbedded features
Explore historical background of Spanish speaking countries through a study of ancient Indian populations
Discuss Hispanic communities in the U.S.
Interpret newspaper articles reflecting the ethnic makeup of U.S. Latino communities
Demonstrate awareness of immigrant and emigrant populations
Identify contributions of target culture to English language and American society
COMPARISONS
Recognize borrowed words from the target language
Recognize Anglicisms present in the target language
Compare grammatical structures, pronunciation and writing systems between native and target languages
Identify different social conventions( e.g. idiomatic expressions, public etiquette)
Demonstrate understanding that vocabulary terms mean different things in different cultures
Identify and understand cognates between languages
Understand and use appropriate nonverbal communication of the target language
Use the target language in a manner appropriate to the etiquette of the native speaker
Speculate and defend perceptions on why certain products are important in the target culture
Compare target culture products with those in native culture
Compare target culture daily practices with native culture
Compare celebrations and holidays common to the culture of the target language and the native culture (U.S.)
Compare holiday foods, time frames, and contents with U.S. Contents.
Compare conservation practices and research in Spanish speaking countries vs. others
Contrast differences in film production and t.v. Programming in Spanish speaking countries and U.S.
Compare and contrast the religion of the Aztecs with Catholicism
Compare and contrast Mexican authors with those of international prominence
COMMUNITY
Identify the target language in the students’ daily life
Identify contributions of Lions Club to vision programs in Latin America
Find connections with the target culture through the use of technology, media and authentic sources
Participate in structured curricular programs designed to extend learning beyond the classroom (e.g. Visiting artists, field trips, community resource speakers)
Discover and utilize rich resources within the RTM community
Explore and interface with Hispanic communities in close proximity to RTM (e.g. Wilmington, Philadelphia, West Chester, Kennett Square, Lancaster, New York City)
Use target language to respond to basic target language situations encountered in the students’ daily life (e.g. Read various realia, communicate with international visitors)
Listen to music, sing songs, and/or play instruments from target culture
Share native songs cross culturally with exchange students
Participate in games and sports from target culture
Read age-appropriate and linguistically appropriate films from target culture
Appreciate target culture elements that are related to travel experiences
Demonstrate survival skills in a immersion experience
Evaluate communicative skills and cultural knowledge using discrete point quizzes and prochievement chapter tests
Recite dialogues
Create role plays
Assess aural comprehension via dictation
Select and order from a restaurant menu
Discuss daily activities and current events
Produce projects associated with course themes
Construct reports
Develop oral presentations using relevant vocabulary, grammatical concepts and cultural knowledge / Text:
Paso a Paso (Prentice Hall, 2000) and all ancillaries:
Student text
Teacher’s annotated edition
Overhead transparencies
Audio tapes and CD’s
Vocabulary Art Blackline Masters for Hands-On Learning
Video
Student Practice Workbook
Internet
Writing, Audio, and Video Activities
Communicative Activity Blackline Maters
TPR storytelling
Assessment Program
Test Generator
Scholastic Magazine: Que tal?
Verbsheets
Hardware:
CD player
Cassette tape recorder
VCR
Computer
DVD
Overhead projector / Oral presentations
Simulated activities through role playing