High School Spanish I Curriculum, Slides of Spanish

Download High School Spanish I Curriculum and more Slides Spanish in PDF only on Docsity! High School Spanish I Curriculum Course Description: This is an active class that gives the beginning student the vocabulary necessary to communicate on a basic level with Spanish speakers on a variety of familiar subjects such as school, home, activities, etc. The student will learn how to formulate sentences and dialogues through listening, speaking, reading and writing. Cultural activities will accompany language lessons to acquaint students with food, artistic expression, and diversity of the Spanish-speaking world. Scope and Sequence: Timeframe Unit Instructional Topics 2 Weeks Introduction to Spanish Topic 1: Greetings and Introductions Topic 2: Days and Weather Topic 3: Geography Topic 4: Subject Pronouns + Ser 3 Weeks Likes and Dislikes Topic 1: Activities Topic 2: Gustar with activities Topic 3: Gustar with masculine and feminine nouns 3.5 Weeks School Topic 1: Estar + Locations Topic 2: Tener + Classes Topic 3: Time / Date 3 Weeks Family Topic 1: Family Topic 2: Gender, Number, & Descriptions Topic 3: Tener 3 Weeks Pastimes Topic 1: Pastimes Topic 2: Personal A Topic 3: Irregular Verbs (ir, stem changing, irregular yo verbs) Board Approved: January 14, 2016 Page | 2 Board Approved with Revisions: May 25, 2017 Board Approved with Round 2 Revisions: May 24, 2018 Curriculum Revision Tracking Spring, 2018 • Unit 1: o Likes, dislikes, and preferences removed from unit overview and location vocabulary added o Further defined vocabulary term “Numbers” as “Numbers to 100” • Unit 2: o Topic 3 changed from “Gustar with nouns” to “Gustar with masculine and feminine nouns” • Unit 3: o Topic 1 changed from “Locations” to “Estar + Locations” o Topic 2 changed from “Classes” to “Tener + Classes” • Unit 5: o Topic 3 changed from “Stem Changing Verbs” to “Irregular Verbs (ir, stem changing, irregular yo verbs)” o Colors and numbers removed from unit overview and popular pastimes; hobbies added Spring, 2017 ● Unit 1: ○ Added in subject pronouns (ser), which was in Unit 3 ○ Topic 4 engaging experience - changed “descriptions of people” with “where people are from” ● Unit 2: ○ More detail on gustar + activities / gustar + nouns (food, classes, etc.) removed “Gustar with Nouns” from Unit 5 ○ removed topic #4 Food as it appears in Spanish 2 ● Unit 3: formerly it was called “People” ○ consolidated all of Unit 3 to other units ● Unit 4: ○ Essential Question #2-changed wording ○ Engaging Experience #1-changed to school map, instead of city block ○ Added estar to essential questions ○ moved this unit to unit #3 ● Unit 5: ○ Vocabulary Set / /Topic 1 (engaging experience) changed to “Pastimes” instead of “Clothing” to better match with key grammar topics; ○ Direct and Indirect Object essential questions removed since it is not a topic ○ Essential Question #3-changed wording ● Unit 6: No longer exists Board Approved: January 14, 2016 Page | 5 Board Approved with Revisions: May 25, 2017 Board Approved with Round 2 Revisions: May 24, 2018 Essential Questions: 1. How do I greet people formally and informally? 2. How do students describe days of the week and weather expressions? 3. How do I pronounce all letters of the alphabet? 4. What are the subject pronouns that allow me to know how to conjugate a verb? Enduring Understanding/Big Ideas: 1. Students will use the proper subject pronouns and vocabulary to be able to differentiate between a formal and informal greeting. 2. Students will be able to use days of the week and weather expressions to describe their surroundings and dates. 3. Students will correctly pronounce all the letters of the alphabet. Unit Vocabulary: Academic Cross-Curricular Words Content/Domain Specific ● Days of the Week ● Greetings ● Numbers to 100 ● Weather Resources for Vocabulary Development: Quality Tools Board Approved: January 14, 2016 Page | 6 Board Approved with Revisions: May 25, 2017 Board Approved with Round 2 Revisions: May 24, 2018 Topic 1: Greetings Engaging Experience 1 Title: Google Document Dialogue Suggested Length of Time: 45 minutes Standards Addressed: Priority: ● FL.K-12.1.1 (Level 1) Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions b. Engage in common classroom interactions such as, greetings, stating needs and preferences. ● FL.K-12.1.2 (Level 1) Students understand and interpret written and spoken language on a variety of topics c. Interpret gestures, intonation and other visual and auditory clues in target language materials. ● FL.K-12.2.1 (Level 1) Students demonstrate an understanding of the practices and perspectives of the cultures studied a. Use appropriate patterns of behavior (for the people of the target culture) in familiar situations such as greetings. Supporting: ● FL.K-12.3.1 (Level 1) Students reinforce and further their knowledge of other disciplines through the world language c. Use target language vocabulary to refer to items and concepts learned in other subject areas. ● FL.K-12.4.2 (Level 1) Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own c. Demonstrate an awareness of the role of gestures and nonverbal cues in communication. ● TT.AB.D.6 Students will express comfort with people who are both similar to and different from them and engage respectfully with all people. ● ISTE - CREATIVE COMMUNICATOR.6 Students communicate clearly and express themselves creatively for a variety of purposes using the platforms, tools, styles, formats and digital media appropriate to their goals. ● ISTE - GLOBAL COLLABORATOR.7 Students use digital tools to broaden their perspectives and enrich their learning by collaborating with others and working effectively in teams locally and globally. Board Approved: January 14, 2016 Page | 7 Board Approved with Revisions: May 25, 2017 Board Approved with Round 2 Revisions: May 24, 2018 Detailed Description/Instructions: Instructor will go over different greetings and the different people who would give and receive these greetings. In addition, the instructor will give information about what time of day these greetings will be given. Students will then be sent a link for a google document that they will work on with three other students in a group. The google document will have a word bank of all the vocabulary related to greetings. Students will follow the provided framework to create three dialogues. The three dialogues will be different times of day and for different people that will be addressed formally and informally. Bloom’s Levels: Remember Webb’s DOK: 1 Board Approved: January 14, 2016 Page | 10 Board Approved with Revisions: May 25, 2017 Board Approved with Round 2 Revisions: May 24, 2018 Topic 4: Subject Pronouns Engaging Experience 1 Title: Descriptions Suggested Length of Time: 30 minutes Standards Addressed Priority: ● FL.K-12.1.2 (Level 1) Students understand and interpret written and spoken language on a variety of topics a. Identify people, places and things based on oral and written descriptions. ● FL.K-12.2.1 (Level 1) Students demonstrate an understanding of the practices and perspectives of the cultures studied a. Use appropriate patterns of behavior (for the people of the target culture) in familiar situations such as greetings. ● FL.K-12.1.3 (Level 1) Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics a. Tell or retell familiar stories or personal narratives both orally and/or in writing using prompts. Supporting: ● FL.K-12.5.1 (Level 1) Students use the target language within and beyond the school setting a. Recognize the target language when encountered outside the world language classroom. Detailed Description/Instructions: Students will write descriptions of where people are from using a variety of subject pronouns. Students will then read sentences to a partner and the partner will draw what is being described. Bloom’s Levels: Remember Webb’s DOK: 1 Board Approved: January 14, 2016 Page | 11 Board Approved with Revisions: May 25, 2017 Board Approved with Round 2 Revisions: May 24, 2018 Engaging Scenario Engaging Scenario (An Engaging Scenario is a culminating activity that includes the following components: situation, challenge, specific roles, audience, product or performance.) It is the first day of school in Mexico and you are meeting a classmate for the first time. Introduce yourself and exchanges pleasantries. Find out each other’s name, age, phone number, and email. Describe the weather at the time. Include as much as you can! This is to be as natural as possible. This will be performed in front of teacher and/or class. Board Approved: January 14, 2016 Page | 12 Board Approved with Revisions: May 25, 2017 Board Approved with Round 2 Revisions: May 24, 2018 Summary of Engaging Learning Experiences for Topics Topic Engaging Experience Title Description Suggested Length of Time Greetings Google Document Dialogue Instructor will go over different greetings and the different people who would give and receive these greetings. In addition, the instructor will give information about what time of day these greetings will be given. Students will then be sent a link for a google document that they will work on with three other students in a group. The google document will have a word bank of all the vocabulary related to greetings. Students will follow the provided framework to create three dialogues. The three dialogues will be different times of day and for different people that will be addressed formally and informally. 45 Minutes Days and Weather Daily Weather Report The instructor will prepare students with all information related to days of the week and weather in Spanish. Each student will then create a written weather report for a calendar week detailing what the weather will be like. Each document will have color and drawings and diagrams showing what the weather will be like on a certain day of the week. 90 Minutes Geography Where Are They Located? After the unit on countries and capitals allow students to work with a partner to fill in a map of Spanish speaking countries. Have them first attempt to do the activities using only their knowledge and their partner’s knowledge. Then allow them time to look up the information. Then have students use colored pencils or crayons to color each country a different color. Have them draw something on 25 Minutes Board Approved: January 14, 2016 Page | 15 Board Approved with Revisions: May 25, 2017 Board Approved with Round 2 Revisions: May 24, 2018 ● TT.AB.D.7 Students will develop language and knowledge to accurately and respectfully describe how people (including themselves) are both similar to and different from each other and others in their identity groups. ● FL.K-12.5.1 (Level 1) Students use the target language within and beyond the school setting b. Recognize words borrowed from the target language. ● ISTE - GLOBAL COLLABORATOR.7 Students use digital tools to broaden their perspectives and enrich their learning by collaborating with others and working effectively in teams locally and globally. a. Students use digital tools to connect with learners from a variety of backgrounds and cultures, engaging with them in ways that broaden mutual understanding and learning Unwrapped Concepts (Students need to know) Unwrapped Skills (Students need to be able to do) Bloom’s Taxonomy Levels Webb's DOK questions about very familiar topics. Ask Remember 1 questions about very familiar topics. Answer Remember 1 in common classroom interactions such as, greetings, stating needs and preferences. Engage Apply 1 likes and dislikes. Share Apply 1 descriptions of people and places, in addition to products of the target culture. Exchange Apply 1 common social amenities such as please, thank you, excuse me. Use Apply 1 people, places and things based on oral and written descriptions Identify Remember 1 the principal message contained in various target language media, such as, illustrated texts, posters, and advertisements Comprehend Remember 1 gestures, intonation and other visual and auditory clues in target language materials Interpret Understand 1 sources intended for same-age speakers of the target language to prepare reports on topics of personal interest or those with which they have limited previous experience. Use Apply 1 Board Approved: January 14, 2016 Page | 16 Board Approved with Revisions: May 25, 2017 Board Approved with Round 2 Revisions: May 24, 2018 Essential Questions: 1. How do I communicate the idea of likes and dislikes? 2. How do the activities that I do on a daily basis compare with activities of individuals in Spanish speaking countries? 3. How do I use gustar to talk about activities vs. plural nouns? Enduring Understanding/Big Ideas: 1. The student will use the verb gustar with indirect objects to communicate their like or dislike of certain activities. The activities will take the form of newly introduced -AR, - ER and -IR verbs. 2. The student will learn new vocabulary related to activities. These students will use the new vocabulary to compare their activities with those of similar students in Spanish speaking countries. 3. The student will be able to use the verb gustar with activities and singular / plural (and masculine vs. feminine) nouns. Unit Vocabulary: Academic Cross-Curricular Words Content/Domain Specific ● Activities ● Things that you dislike ● Things that you like ● Verb infinitives Resources for Vocabulary Development: See department chair for suggested vocabulary: (Descubre 1, Lección 4: Pasatiempos; Descubre 1, Lección 2: En la escuela; Descubre 1, Lección 8: La comida) Board Approved: January 14, 2016 Page | 17 Board Approved with Revisions: May 25, 2017 Board Approved with Round 2 Revisions: May 24, 2018 Topic 1: Activities Engaging Experience 1 Title: Verb Flash Cards Suggested Length of Time: 45 minutes Standards Addressed Priority: ● FL.K-12.1.2 (Level 1) Students understand and interpret written and spoken language on a variety of topics b. Comprehend the principal message contained in various target language media, such as, illustrated texts, posters, and advertisements. Supporting: ● FL.K-12.5.1 (Level 1) Students use the target language within and beyond the school setting b. Recognize words borrowed from the target language. ● ISTE - GLOBAL COLLABORATOR.7 Students use digital tools to broaden their perspectives and enrich their learning by collaborating with others and working effectively in teams locally and globally. a. Students use digital tools to connect with learners from a variety of backgrounds and cultures, engaging with them in ways that broaden mutual understanding and learning Detailed Description/Instructions: Students will be provided with 4 pieces of paper and will fold them and cut them into 8 pieces each. Each piece of paper will be used to make a flash card with the activities listed in English on one side and in Spanish on the other side. Students will then draw on the Spanish side something that reminds them of that verb. Students will use the flashcards for individual study. Then students will engage a partner to go through the words in English and Spanish and finally the instructor will use their own copy of the flashcards to engage the group as a whole. Focus will be given to proper writing and pronunciation. Bloom’s Levels: Remember Webb’s DOK: 1 Board Approved: January 14, 2016 Page | 20 Board Approved with Revisions: May 25, 2017 Board Approved with Round 2 Revisions: May 24, 2018 Engaging Scenario Engaging Scenario (An Engaging Scenario is a culminating activity that includes the following components: situation, challenge, specific roles, audience, product or performance.) You graduated from Park Hill High School District long ago and you have now realized your dream of living in Alicante, Spain. On your first night in your new tiny apartment in the heart of Alicante, you surf the web hoping to find activities you can do in the city during your free time. You come across the website for the city. You will first read and interpret the information presented on the site, then you will talk with your friends about which activities you like doing, and finally you will write a short blog post. In the blog you will describe activities that you like. Board Approved: January 14, 2016 Page | 21 Board Approved with Revisions: May 25, 2017 Board Approved with Round 2 Revisions: May 24, 2018 Summary of Engaging Learning Experiences for Topics Topic Engaging Experience Title Description Suggested Length of Time Activities Verb Flash Cards Students will be provided with 4 pieces of paper and will fold them and cut them into 8 pieces each. Each piece of paper will be used to make a flash card with the activities listed in English on one side and in Spanish on the other side. Students will then draw on the Spanish side something that reminds them of that verb. Students will use the flashcards for individual study. Then students will engage a partner to go through the words in English and Spanish and finally the instructor will use their own copy of the flashcards to engage the group as a whole. Focus will be given to proper writing and pronunciation. 45 Minutes Gustar with activities Activities Interpersonal Communication Students will interview another student on various likes and dislikes, using the construction “Te gusta.” and the student will answer using “si me gusta or no, no me gusta” They will then report their findings back to the class. 90 Minutes Gustar with masculine and feminine nouns La Entrevista Students will interview another student on various likes and dislikes, using the construction “Te gusta…”and the student will answer using “A mi me gusta...” They will then report their findings back to the class. Their answers should be singular and plural and should use nouns. 30 Minutes Board Approved: January 14, 2016 Page | 22 Board Approved with Revisions: May 25, 2017 Board Approved with Round 2 Revisions: May 24, 2018 Unit 3: School Subject: Spanish I Grade: 9-12 Name of Unit: School Length of Unit: 3.5 Weeks Overview of Unit: This unit will deal with all issues surrounding the location of school. Students will be exposed to locations where school events take place and the people that are involved. Students will start to conjugate verbs in this unit. Priority Standards for unit: ● FL.K-12.1.1 (Level 1) Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions a. Ask and answer questions about very familiar topics. ● FL.K-12.1.2 (Level 1) Students understand and interpret written and spoken language on a variety of topics a. Identify people, places and things based on oral and written descriptions. b. Comprehend the principal message contained in various target language media, such as, illustrated texts, posters, and advertisements. ● FL.K-12.1.3 (Level 1) Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics a. Tell or retell familiar stories or personal narratives both orally and/or in writing using prompts. ● FL.K-12.2.1 (Level 1) Students demonstrate an understanding of the practices and perspectives of the cultures studied a. Use appropriate patterns of behavior (for the people of the target culture) in familiar situations such as greetings. c. Identify common social etiquette within the cultures studied. ● FL.K-12.4.1 (Level 1) Students will demonstrate understanding of the nature of language through comparisons of the language studied and their own b. Demonstrate an awareness of the various ways of expressing ideas, recognizing that languages cannot be interpreted literally. Supporting Standards for unit: ● FL.K-12.1.3 (Level 1) Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics ● FL.K-12.5.1 (Level 1) Students use the target language within and beyond the school setting a. Recognize the target language when encountered outside the world language classroom. Board Approved: January 14, 2016 Page | 25 Board Approved with Revisions: May 25, 2017 Board Approved with Round 2 Revisions: May 24, 2018 Unit Vocabulary: Academic Cross-Curricular Words Content/Domain Specific ● People in a classroom ● School locations. ● School subjects ● Things in a classroom Resources for Vocabulary Development: Avancemos level one Board Approved: January 14, 2016 Page | 26 Board Approved with Revisions: May 25, 2017 Board Approved with Round 2 Revisions: May 24, 2018 Topic 1: Estar + Locations Engaging Experience 1 Title: Map Suggested Length of Time: 35 minutes Standards Addressed Priority: ● FL.K-12.1.1 (Level 1) Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions a. Ask and answer questions about very familiar topics. ● FL.K-12.4.1 (Level 1) Students will demonstrate understanding of the nature of language through comparisons of the language studied and their own c. Demonstrate an awareness of the various ways of expressing ideas, recognizing that languages cannot be interpreted literally. Supporting: ● FL.K-12.1.3 (Level 1) Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics Detailed Description/Instructions: Students will create a map of a school. This school map will include all the location vocabulary words and will describe spatial relationships and locations. They will have a legend so that any person would be able to know where the people are located. Bloom’s Levels: Apply Webb’s DOK: 2 Board Approved: January 14, 2016 Page | 27 Board Approved with Revisions: May 25, 2017 Board Approved with Round 2 Revisions: May 24, 2018 Topic 2: Tener + Classes Engaging Experience 1 Title: El Horario De La Escuela Suggested Length of Time: 45 minutes Standards Addressed Priority: ● FL.K-12.1.1 (Level 1) Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions a. Ask and answer questions about very familiar topics. ● FL.K-12.4.1 (Level 1) Students will demonstrate understanding of the nature of language through comparisons of the language studied and their own c. Report similarities and differences between the sound and writing system of target and native language. Supporting: ● FL.K-12.1.3 (Level 1) Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics ● ISTE - CREATIVE COMMUNICATOR.6: Students communicate clearly and express themselves creatively for a variety of purposes using the platforms, tools, styles, formats and digital media appropriate to their goals. ● TT.AB.D.8 Students will respectfully express curiosity about the history and lived experiences of others and will exchange ideas and beliefs in an open-minded way. Detailed Description/Instructions: Students will expand upon their schedule of classes from a previous unit, real or imaginary. They will include times for start and end of each of the classes and where they are located inside the school. They will name the teacher and describe what kind of teacher that person is. Bloom’s Levels: Apply Webb’s DOK: 2 Board Approved: January 14, 2016 Page | 30 Board Approved with Revisions: May 25, 2017 Board Approved with Round 2 Revisions: May 24, 2018 Summary of Engaging Learning Experiences for Topics Topic Engaging Experience Title Description Suggested Length of Time Estar + Locations Map Students will create a map of a school. This school will include all the location vocabulary words and will describe spatial relationships and locations. They will have a legend so that any person would be able to know where the people are located. 35 minutes Tener + Classes El Horario De La Escuela Students will expand upon their schedule of classes from a previous unit, real or imaginary. They will include times for start and end of each of the classes and where they are located inside the school. They will name the teacher and describe what kind of teacher that person is. 45 minutes Time and Date El Horario Students write out daily schedule with dates and times. 45 minutes Board Approved: January 14, 2016 Page | 31 Board Approved with Revisions: May 25, 2017 Board Approved with Round 2 Revisions: May 24, 2018 Unit 4: Family Subject: Spanish I Grade: 9-12 Name of Unit: Family Length of Unit: 3 Weeks Overview of Unit: Students will be able to explore food in this unit. They will continue their use of regular present tense AR, ER, and IR verbs and will start writing basic sentences. Students will work with Tener expressions such as anos, razon and suerte. Students will work on family member vocabulary. Priority Standards for unit: ● FL.K-12.1.1 (Level 1) Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions a. Ask and answer questions about very familiar topics. ● FL.K-12.1.2 (Level 1) Students understand and interpret written and spoken language on a variety of topics a. Identify people, places and things based on oral and written descriptions. ● FL.K-12.1.3 (Level 1) Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics a. Tell or retell familiar stories or personal narratives both orally and/or in writing using prompts. b. Prepare illustrated stories about activities or events and share them orally or in writing. ● FL.K-12.2.1 (Level 1) Students demonstrate an understanding of the practices and perspectives of the cultures studied c. Identify common social etiquette within the cultures studied. ● FL.K-12.3.2 (Level 1) Students acquire information and recognize the distinctive viewpoints that are only available through the world language and its culture b. Broaden understanding of contributions of target civilization to development of present-day information. Supporting Standards for unit: ● FL.K-12.4.2 (Level 1) Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own ● FL.K-12.5.1 (Level 1) Students use the target language within and beyond the school setting a. Recognize the target language when encountered outside the world language classroom. Board Approved: January 14, 2016 Page | 32 Board Approved with Revisions: May 25, 2017 Board Approved with Round 2 Revisions: May 24, 2018 ● FL.K-12.5.2 (Level 1) Students show evidence of becoming lifelong learners by using the target language for personal enjoyment and enrichment a. Attend or view via media cultural events and social activities. b. Explore topics of personal interest from the target culture. ● ISTE - CREATIVE COMMUNICATOR.6 Students communicate clearly and express themselves creatively for a variety of purposes using the platforms, tools, styles, formats and digital media appropriate to their goals. ● ISTE - KNOWLEDGE COLLECTOR.3 Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others. ● TT.AB.D.7 Students will develop language and knowledge to accurately and respectfully describe how people (including themselves) are both similar to and different from each other and others in their identity groups. Unwrapped Concepts (Students need to know) Unwrapped Skills (Students need to be able to do) Bloom’s Taxonomy Levels Webb's DOK questions about very familiar topics. Ask Remember 1 questions about very familiar topics. Answer Remember 1 people, places and things based on oral and written descriptions Identify Remember 1 familiar stories or personal narratives both orally and/or in writing using prompts Tell Remember 1 illustrated stories about activities or events and share them orally or in writing Prepare Apply 1 understanding of contributions of target civilization to development of present-day information Broaden Understand 1 Essential Questions: 1. How can my knowledge of the vocabulary of family members enhance my knowledge of the target language? 2. How do I conjugate regular -ER and -IR verbs in the target language? 3. How is the verb Tener irregular and what are some idiomatic phrases associated with it? Board Approved: January 14, 2016 Page | 35 Board Approved with Revisions: May 25, 2017 Board Approved with Round 2 Revisions: May 24, 2018 Topic 2: Gender and Number/Descriptions Engaging Experience 1 Title: El Jugador de Fútbol Suggested Length of Time: 25 minutes Standards Addressed Priority: ● FL.K-12.1.2 (Level 1) Students understand and interpret written and spoken language on a variety of topics a. Identify people, places and things based on oral and written descriptions. ● FL.K-12.1.3 (Level 1) Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics a. Tell or retell familiar stories or personal narratives both orally and/or in writing using prompts. ● FL.K-12.2.1 (Level 1) Students demonstrate an understanding of the practices and perspectives of the cultures studied c. Identify common social etiquette within the cultures studied. Supporting: ● FL.K-12.5.1 (Level 1) Students use the target language within and beyond the school setting a. Recognize the target language when encountered outside the world language classroom. ● ISTE - CREATIVE COMMUNICATOR.6 Students communicate clearly and express themselves creatively for a variety of purposes using the platforms, tools, styles, formats and digital media appropriate to their goals. ● ISTE - KNOWLEDGE COLLECTOR.3 Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others. Detailed Description/Instructions: Students will write an email to a famous soccer player. Each student will engage in an experience where they will use adjectives that agree in number and gender to write an email to a famous soccer player where they describe themselves using agreement. Phrases like “Yo soy una persona inteligente” will be used. Bloom’s Levels: Remember Webb’s DOK: 1 Board Approved: January 14, 2016 Page | 36 Board Approved with Revisions: May 25, 2017 Board Approved with Round 2 Revisions: May 24, 2018 Topic 3: Tener Engaging Experience 1 Title: Yo Tengo Suggested Length of Time: 40 minutes Standards Addressed Priority: ● FL.K-12.1.1 (Level 1) Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions a. Ask and answer questions about very familiar topics. ● FL.K-12.3.2 (Level 1) Students acquire information and recognize the distinctive viewpoints that are only available through the world language and its culture b. Broaden understanding of contributions of target civilization to development of present-day information. Supporting: ● FL.K-12.5.2 (Level 1) Students show evidence of becoming lifelong learners by using the target language for personal enjoyment and enrichment Detailed Description/Instructions: Students will work with a partner to create a dialogue between two people about the family members they have and what those people mean to them. The dialogue will have 5 lines per person and each sentence will be at least 5 words long. They will turn the dialogue in for a written grade. Bloom’s Levels: Understand Webb’s DOK: 2 Board Approved: January 14, 2016 Page | 37 Board Approved with Revisions: May 25, 2017 Board Approved with Round 2 Revisions: May 24, 2018 Engaging Scenario Engaging Scenario (An Engaging Scenario is a culminating activity that includes the following components: situation, challenge, specific roles, audience, product or performance.) While browsing the internet instead of doing your Spanish homework, you find “www.memrise.com,” a forum where Spanish kids can exchange information about various topics. Since we are studying family in class, you decide to take a peek at the family section to see how Spanish speaking teens describe their families and if they like their families or not. First you will read the posts, then you will exchange with your classmates, and finally you will add your contribution to the forum. Board Approved: January 14, 2016 Page | 40 Board Approved with Revisions: May 25, 2017 Board Approved with Round 2 Revisions: May 24, 2018 Unwrapped Concepts (Students need to know) Unwrapped Skills (Students need to be able to do) Bloom’s Taxonomy Levels Webb's DOK questions about very familiar topics. Ask Remember 1 questions about very familiar topics. Answer Remember 1 familiar stories or personal narratives both orally and/or in writing using prompts Tell Remember 1 the practices of common cultural activities and holiday celebrations Describe Apply 1 Essential Questions: 1. What are common pastimes and how do I describe those in the target language? 2. How are stem-changing verbs conjugated in the present tense? 3. When do I use personal “a” in the target language? Enduring Understanding/Big Ideas: 1. The student will be able to recognize pastimes to be able to communicate about them in the target language. 2. The student will be able to change stem changing verbs into the proper conjugation to communicate in complete sentences. 3. The student will define the Personal A and how it is used in the target language. Unit Vocabulary: Academic Cross-Curricular Words Content/Domain Specific ● pastimes ● places ● sports ● personal “a” ● Stem changing verbs Resources for Vocabulary Development: Avancemos level one Board Approved: January 14, 2016 Page | 41 Board Approved with Revisions: May 25, 2017 Board Approved with Round 2 Revisions: May 24, 2018 Topic 1: Pastimes Engaging Experience 1 Title: Mis Pasatiempos Suggested Length of Time: 45 Minutes Standards Addressed Priority: ● FL.K-12.1.1 (Level 1) Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions a. Ask and answer questions about very familiar topics. ● FL.K-12.4.1 (Level 1) Students will demonstrate understanding of the nature of language through comparisons of the language studied and their own a. Cite examples of cognates that enhance comprehension of spoken and written language and demonstrate an awareness of false cognates. Supporting: ● FL.K-12.1.3 (Level 1) Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics Detailed Description/Instructions: Students will create an email to a penpal in a Spanish speaking country regarding their preferred pastimes and activities. They will be relevant and appropriate. Students should describe what kind of person they are and what they like to do. Bloom’s Levels: Create Webb’s DOK: 2 Board Approved: January 14, 2016 Page | 42 Board Approved with Revisions: May 25, 2017 Board Approved with Round 2 Revisions: May 24, 2018 Topic 2: Personal A Engaging Experience 1 Title: A Quien Prefieres? Suggested Length of Time: 45 Minutes Standards Addressed Priority: ● FL.K-12.1.3 (Level 1) Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics. a. Tell or retell familiar stories or personal narratives both orally and/or in writing using prompts. ● FL.K-12.2.1 (Level 1) Students demonstrate an understanding of the practices and perspectives of the cultures studied b. Describe the practices of common cultural activities and holiday celebrations. c. Identify common social etiquette within the cultures studied. Supporting: ● FL.K-12.2.2 (Level 1) Students demonstrate an understanding of the relationship between the products and perspectives of the cultures studied a. Demonstrate competencies previously introduced Detailed Description/Instructions: Students will listen to a provided audio dialogue that uses the personal a. They will hear each of the ten sentences and will complete a 10-point quiz on the subject. Bloom’s Levels: Apply Webb’s DOK: 1 Board Approved: January 14, 2016 Page | 45 Board Approved with Revisions: May 25, 2017 Board Approved with Round 2 Revisions: May 24, 2018 Summary of Engaging Learning Experiences for Topics Topic Engaging Experience Title Description Suggested Length of Time Pastimes Mis Pasatiempos Students will create an email to a pen pal in a Spanish speaking country regarding their preferred pastimes and activities. They will be relevant and appropriate. Students should describe what kind of person they are and what they like to do. 45 Minutes Personal A A Quien Prefieres? Students will listen to a provided audio dialogue that uses the personal a. They will hear each of the ten sentences and will complete a 10-point quiz on the subject. 45 Minutes Irregular Verbs (ir, stem changing, irregular yo verbs) The Boot Given a writing prompt: “Que pasatiempos prefieres,” students will write a paragraph describing pastimes. They will use a minimum of five irregular verbs in their written product. 35 Minutes Board Approved: January 14, 2016 Page | 46 Board Approved with Revisions: May 25, 2017 Board Approved with Round 2 Revisions: May 24, 2018 Unit of Study Terminology Assessment Leveling Guide: A tool to use when writing assessments in order to maintain the appropriate level of rigor that matches the standard. Big Ideas/Enduring Understandings: Foundational understandings teachers want students to be able to discover and state in their own words by the end of the unit of study. These are answers to the essential questions. Engaging Experience: Each topic is broken into a list of engaging experiences for students. These experiences are aligned to priority and supporting standards, thus stating what students should be able to do. An example of an engaging experience is provided in the description, but a teacher has the autonomy to substitute one of their own that aligns to the level of rigor stated in the standards. Engaging Scenario: This is a culminating activity in which students are given a role, situation, challenge, audience, and a product or performance is specified. Each unit contains an example of an engaging scenario, but a teacher has the ability to substitute with the same intent in mind. Essential Questions: Engaging, open-ended questions that teachers can use to engage students in the learning. Priority Standards: What every student should know and be able to do. These were chosen because of their necessity for success in the next course, the state assessment, and life. Supporting Standards: Additional standards that support the learning within the unit. Topic: These are the main teaching points for the unit. Units can have anywhere from one topic to many, depending on the depth of the unit. Unit of Study: Series of learning experiences/related assessments based on designated priority standards and related supporting standards. Unit Vocabulary: Words students will encounter within the unit that are essential to understanding. Academic Cross-Curricular words (also called Tier 2 words) are those that can be found in multiple content areas, not just this one. Content/Domain Specific vocabulary words are those found specifically within the content.