ROCKAWAY TOWNSHIP PUBLIC SCHOOLS · ROCKAWAY TOWNSHIP PUBLIC SCHOOLS WORLD LANGUAGE [Spanish 1] Curriculum [2017] Grade 7 1 . ... Cuaderno de Gramática y Vocabulario pp. 1-3 Activities

ROCKAWAY TOWNSHIP PUBLIC SCHOOLS WORLD LANGUAGE [Spanish 1] Curriculum [2017] Grade 7

1

ROCKAWAY TOWNSHIP PUBLIC SCHOOLS

Copeland Middle School

Spanish 1A

Course of Study

World Languages

Instructional Area

Claudia N. Armanetti

Prepared by

Aligned to the 2014 New Jersey Core Curriculum Content Standards


2

Unit 1: ¡Empecemos!- Vocabulario 1

Approximate time frame: 4 classes

Essential Questions • How do I approach, address, and greet my audience in the proper level of formality? • How do I communicate using proper social etiquette? • How can the study of Spanish support my goals and values? • What are some of the major cultural characteristics of Spain?

Enduring Understandings • Speaking another language opens doors and makes connections. • Forms of address and choice of expression vary according to social expectations. • Studying other languages and cultures offers insights into our own.

Focus Standards 2014 New Jersey World Language Standards Novice- Mid Language Learners

Interpretive Mode 7.1.NM.A.1-5

Interpersonal Mode 7.1.NM.B.2-5

Presentational Mode 7.1.NM.C.2-3

Required Unit Objectives Students will be able to:

• ask someone's name and give their own • ask and say who someone is • ask how someone is and say how they are • introduce people and say where they are from


3

`

Suggested texts/media resources Exprésate 1A textbook series by Holt, Reinhart, Winston

PLANNING:

Lesson Planner, pp. 1-6, 152-159

PRESENTATION:

DVD Tutor Disc 1, ExpresaVisión

PRACTICE:

Exprésate 1A textbook, pp. 6-11

Cuaderno de Gramática y Vocabulario pp. 1-3

Activities for Communication, pp. 1-2

Video Guide, pp.4-6

Lab Book, pp. 9-10, 32

Bell Work - 1.1, 1.2

Audio CD 1, Tr. 1, 2, 3

Interactive Tutor, Disc 1

ENRICHMENT:

¡Exprésate! Level 1- www.hrw.com

La Real Academia Española- www.rae.es

Learn Spanish- www.studyspanish.com

Spanish Language- www.spanishlanguageguide.com

Required Formative Assessments • Exprésate 1A textbook series by Holt, Reinhart, Winston

• Exprésate video interactives

• Exprésate listening comprehension

• Role-play, with gestures

• Games

http://www.hrw.com/

http://www.rae.es/

http://www.studyspanish.com/

http://www.spanishlanguageguide.com/


4

• Dictation

• Homework

• Teacher-generated quizzes and tests

• Projects

• Oral assessments

• Writing composition/letter/e-mail

Required Summative Assessments Exprésate Assessment Program- Prueba Capítulo 1 Vocabulario 1

Suggested Learning Activities • Modeling • Role-playing • Flashcards • Games • Paired communicatives from resources • Exprésate textbook exercises • Exprésate workbook(s) exercises • Writer’s Workshop – computer lab/laptop • Supplemental worksheets • Reading • Dictation • Listening comprehension • TPR • Picture-prompts • Projects (group or individual)


5

Unit: ¡Empecemos!- Gramática 1



Enduring Understandings • Speaking another language opens doors and makes connections. • Forms of address and choice of expression vary according to social expectations. • Studying other languages and cultures offers insights into our own. • The Spanish language follows grammatical rules in some ways similar to English and in some ways

different. • A strong foundation of the basic grammatical structures and vocabulary are necessary to successfully learn

and utilize a second language






• Identify and use subjects and verbs in sentences • Identify and use subject pronouns


PLANNING:

Lesson Planner, pp. 6-11


6

PRESENTATION: Grammar 1.1

DVD Tutor Disc 1, GramaVisión

PRACTICE: Exprésate 1A textbook, pp. 12-15

Cuaderno de Gramática y Vocabulario pp. 4-6

Cuaderno de Actividades, pp. 1-3 Activities for Communication, pp. 1-2

Video Guide, pp.4-5

Lab Book, pp. 9-10 Bell Work 1.3, 1.4

Audio CD 1, Tr. 4


ENRICHMENT:

¡Exprésate! Level 1- www.hrw.com La Real Academia Española- www.rae.es Learn Spanish- www.studyspanish.com Spanish Language- www.spanishlanguageguide.com

Required Formative Assessments • Exprésate video interactives



• Games

• Dictation

• Homework


• Projects

http://www.hrw.com/

http://www.rae.es/




7



Required Summative Assessments Exprésate Assessment Program- Prueba Capítulo 1 Gramática 1

Suggested Learning Activities • Modeling • Role-playing • Flashcards • Games • Paired communicatives from resources • Exprésate textbook exercises • Exprésate workbook(s) exercises • Writer’s Workshop – computer lab/lap top • Supplemental worksheets, puzzles • Dictation • Reading • Listening comprehension • TPR • Picture-prompts • Projects (group or individual)


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Unit 1: ¡Empecemos!- Vocabulario 2



Enduring Understandings • Speaking another language opens doors and makes connections. • Forms of address and choice of expression vary according to social expectations. • Studying other languages and cultures offers insights into our own. • The Spanish language follows grammatical rules in some ways similar to English and in some ways

different. • A strong foundation of the basic grammatical structures and vocabulary are necessary to successfully learn

and utilize a second language





Required Unit Objectives

Students will be able to:

• Recognize numbers to 31

• Give phone numbers

• Ask, give age

• Tell time


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• Express a.m. and p.m.

• Convert to and from 24-hour clock

• Ask and give the date

• Ask and give the day

• Ask and give birthdays

• Ask and give the seasons

• Categorize months into seasons

• Latin origin of days of week

• Correspond planets to days of the week

• The Spanish alphabet: Recognize, reproduce sounds

• Recognize Aztec calendar


PLANNING:


Vocabulary 1.2


PRESENTATION:

Exprésate 1A textbook, pp. 20

Vocabulary 1.3, 1.4


PRACTICE:

Exprésate 1A textbook, pp. 18

Cuaderno de Vocabulario y Gramática, pp. 7-9


Video Guide, pp.4-5, 8


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Lab Book, pp. 11-12, 34 Bell Work 1.5, 1.6

Audio CD 1, Tr. 8


ENRICHMENT:





• Games

• Dictation

• Homework


• Projects




Suggested Learning Activities • Modeling • Role-playing • Flashcards • Games • Paired communicatives from resources • Exprésate textbook exercises • Exprésate workbook(s) exercises • Writer’s Workshop – computer lab/laptop • Supplemental worksheets, puzzles

http://www.hrw.com/

http://www.rae.es/




11

• Reading • Dictation • Homework • Teacher-generated quizzes and tests • Projects • Oral assessments • Writing composition/letter/e-mail


12

Unit 1: ¡Empecemos!- Gramática 2



Enduring Understandings • How do I approach, address, and greet my audience in the proper level of formality? • How do I communicate using proper social etiquette? • How can the study of Spanish support my goals and values? • What are some of the major cultural characteristics of Spain?






• Conjugate the verb SER (to be) • Ask and answer questions using SER • Ask and give origins • Ask and give phone numbers • Use inverted question marks appropriately • Use inverted exclamation points appropriately • Pronounce written accent • Pronounce written tilde • Spell words with written accent marks and tildes • Know when to use written accent marks



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PLANNING:

Lesson Planner, pp. 134

Puzzle-Pro CD

PRESENTATION:

DVD Tutor Disc 1, GramaVisión PRACTICE:



Cuaderno de Actividades, pp. 5-7


Video Guide, pp.4-5

Lab Book, pp. 11-12

Bell Work 1.7, 1.8


ENRICHMENT:





• Games

• Dictation

• Homework


http://www.hrw.com/

http://www.rae.es/




14

• Projects


• Writing composition/letters/e-mail

Required Summative Assessments Exprésate Assessment Program Prueba Capítulo 1 Gramática 2

Suggested Learning Activities • Modeling

• Role-playing

• Flashcards

• Games

• Paired communicatives from resources

• Exprésate textbook exercises

• Exprésate workbook(s) exercises

• Writer’s Workshop – computer lab/ laptop

• Supplemental worksheets, puzzles

• Dictation

• Reading

• Listening Comprehension

• TPR

• Picture-prompts

• Projects (group or individual)


15

Unit 2: A conocernos- Vocabulario 1


Essential Questions • How do rules of language affect communication? • Why is the concept of formal and informal language and behavior so important and necessary in

the Spanish-speaking world? • How do cultural norms and expectations influence our preferences for activities and pastimes?

Enduring Understandings • The Spanish language follows grammatical rules in some ways similar to English and in some

ways different. • Effective communication uses appropriate vocabulary, correct language structure, and patterns. • Successful communication is knowing how to convey a message to different audiences. • Preferences for activities and pastimes may be influenced by cultural norms and expectations.






• Describe people • Recognize numbers 30- 100 • Ask, give ages • Ask, give birthdays


PLANNING:


PRESENTATION:


16


TPR Storytelling Book, pp. 6-7

Vocabulary 2.1


PRACTICE: Cuaderno de Vocabulario y Gramática, pp. 13-15


Video Guide, pp. 14-16 Lab Book, pp. 13-14, 38


ENRICHMENT:





• Games

• Dictation

• Homework


• Projects




http://www.hrw.com/

http://www.rae.es/




17

Suggested Learning Activities • Modeling • Role-playing • Flashcards • Games • Paired communicatives from resources • Exprésate textbook exercises • Exprésate workbook(s) exercises • Writer’s Workshop – computer lab/laptops • Supplemental worksheets, puzzles • Dictation • Reading • Listening comprehension • TPR • Describe picture-prompts • Projects


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Unit 2: A conocernos- Gramática 2











• Use SER with adjectives • Use gender and adjective agreement • Ask questions using interrogatives • Answer questions appropriately


PLANNING:



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PRESENTATION: Exprésate 1A textbook, pp. 54-55, 56-57


PRACTICE:

Cuaderno de Vocabulario y Gramática, pp. 16-18 Cuaderno de Actividades, pp. 11-13


Video Guide, pp. 14-15

Lab Book, pp. 13-14

Bell Work 2.2, 2.3, 2.4


Audio CD 2, Tr. 2

ENRICHMENT:








• Games

• Dictation

• Homework


• Projects

http://www.hrw.com/

http://www.rae.es/




20




Suggested Learning Activities • Modeling • Role-playing • Flashcards • Games • Paired communicatives from resources • Exprésate textbook exercises • Exprésate workbook(s) exercises • Writer’s Workshop – computer lab/laptops • Supplemental worksheets, puzzles • Dictation • Reading • Listening comprehension • TPR • Describe picture-prompts • Projects


21

Unit 2: A conocernos- Vocabulario 2









Presentational Mode 7.1.NM.C.2-3, 5


• Talk about what they and others like and do not like • Describe foods • Describe things


PLANNING:


PRESENTATION:


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Exprésate 1A textbook, pp. 63-67, 85 TPR Storytelling Book, pp. 8-9

Vocabulary 2.3, 2.4


PRACTICE:



Video Guide, pp. 14-15, 18

Lab Book, pp. 15-16, 40

Bell Work 2.5


ENRICHMENT:








• Games

• Dictation

• Homework

• Describe picture-prompts


• Projects

http://www.hrw.com/

http://www.rae.es/




23

• Oral assessment



Suggested Learning Activities • Modeling • Role-playing • Flashcards • Games • Paired communicatives from resources • Exprésate textbook exercises • Exprésate workbook(s) exercises • Writer’s Workshop – computer lab • Supplemental worksheets, puzzles • Reading • Dictation • Listening Comprehension • TPR • Picture-prompts • Projects (group or individual)


24

Unit 2: A conocernos- Gramática 2











• Use nouns with definite articles • Distinguish between masculine/feminine, singular/plural • Express likes, dislikes • Use indirect object pronouns • Use “de” to show ownership • Use “de” to indicate what type of thing is being described • Use “de” to show where someone is from • Make contraction “del”


PLANNING:


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Lesson Planner, pp. 47-53, 194-201 PRESENTATION:


PRACTICE:

Exprésate 1A textbook, pp. 68-69, 70-71, 72-73

Cuaderno de Vocabulario y Gramática pp. 22-24




Lab Book, pp. 15-16

Bell Work 2.6, 2.7, 2.8


Audio CD 2, TR. 7, 8

ENRICHMENT:








• Games

• Dictation

• Homework

• Describe picture-prompts

http://www.hrw.com/

http://www.rae.es/




26


• Projects

• Oral assessment



Suggested Learning Activities • Modeling • Role-playing • Flashcards • Games • Paired communicatives from resources • Exprésate textbook exercises • Exprésate workbook(s) exercises • Writer’s Workshop – computer lab • Supplemental worksheets, puzzles • Reading • Dictation • Listening Comprehension • TPR • Picture-prompts • Projects (group or individual)


27

Unit 3: ¿Qué te gusta hacer? Vocabulario 1


Essential Questions • How do rules of language affect communication? • Why is understanding that idiomatic expressions may change in meaning and syntax from one

language to another important? • How can inaccurate grammar/syntax impair communication? • In order to communicate in linguistically and culturally appropriate ways, what strategies can

I use? • How do cultural norms and expectations influence our preferences for pastimes and activities?

Enduring Understandings • To successfully learn and utilize a second language you need a strong foundation of basic

vocabulary and grammatical structures. • Across languages idiomatic expressions often have different meanings and translations. • Cultural norms and expectations may influence preferences for activities and pastimes.






• Talk about what they and others like to do. • Talk about what they and others want to do.


PLANNING:



28

PRESENTATION: TPR Storytelling Book, pp. 12-13

Vocabulary 3.1


PRACTICE:





Lab Book, pp. 17-18, 44

Bell Work 3.1


ENRICHMENT:








• Games

• Dictation

• Homework


• Projects

http://www.hrw.com/

http://www.rae.es/




29




Suggested Learning Activities • Modeling • Role-playing • Flashcards • Games • Paired communicatives from resources • Exprésate textbook exercises • Exprésate workbook(s) exercises • Writer’s Workshop – computer lab • Supplemental worksheets, puzzles • Reading • Dictation • Listening comprehension • TPR • Picture-prompts • Projects (group or individual)


30

Unit 3: ¿Qué te gusta hacer? Gramática 1












• Use GUSTAR with infinitives • Ask and express what they and others like to do • Distinguish among –ar, -er, -ir verbs • Use pronouns after prepositions • Express to, from, with whom • Express wants with nouns and infinitives • Ask and express what they and others want • Congugate stem-changing verb, QUERER (ie)


31


PLANNING:


Puzzle-Pro CD

PRESENTATION:


PRACTICE:



Cuaderno de Actividades, pp. 25-28, 21-23



Lab Book, pp. 17-18

Bell Work 3.2, 3.3, 3.4


Audio CD 3, Tr. 2

ENRICHMENT:








http://www.hrw.com/

http://www.rae.es/




32

• Games

• Dictation

• Homework


• Projects

• Oral assessment



Suggested Learning Activities • Modeling • Role-playing • Flashcards • Games • Paired communicatives from resources • Exprésate textbook exercises • Exprésate workbook(s) exercises • Writer’s Workshop – computer lab • Supplemental worksheets, puzzles • Reading • Dictation • Listening comprehension • TPR • Picture-prompts • Projects (group or individual)


33

Unit 3: ¿Qué te gusta hacer? Vocabulario 2












• Describe what they like to do • Talk about everyday activities • Say how often they do things


PLANNING:



34

PRESENTATION: Exprésate 1A textbook, pp. 112-115

TPR Storytelling Book, pp. 14-15

Vocabulary 3.3, 3.4 Video program, DVD Tutor Disc 1 ExpresaVisión

PRACTICE:


Actividades for Communication, pp. 11-12

Video Guide, pp.24-25, 28

Lab Book, pp. 19-20, 46

Bell Work 3.5


Audio CD 3, Tr. 6

ENRICHMENT:








• Games

• Dictation

• Homework


http://www.hrw.com/

http://www.rae.es/




35

• Projects

• Oral assessment



Suggested Learning Activities • Modeling • Role-playing • Flashcards • Games • Paired communicatives from resources • Exprésate textbook exercises • Exprésate workbook(s) exercises • Writer’s Workshop – computer lab • Supplemental worksheets, puzzles • Picture-prompts • Reading • Dictation • Listening comprehension • TPR • Projects (group or individual)


36

Unit 3: ¿Qué te gusta hacer? Gramática 2












• Conjugate regular –ar verbs • Use regular –ar verbs in sentences • Respond to questions using regular –ar verbs • Conjugate stem-changing verb, jugar (ue) • Use “jugar” in sentences • Ask, answer questions using “jugar” • Conjugate the irregular verb IR • Express where they go (ir + a) • Respond to questions about where they go • Ask where someone goes using ¿Adónde? • Describe the weather


37


PLANNING:


PRESENTATION:


PRACTICE:






Lab Book, pp. 19-20, 32

Bell Work 3.6, 3.7, 3.8


Audio CD 3, Tr. 7

ENRICHMENT:








http://www.hrw.com/

http://www.rae.es/




38

• Games

• Dictation

• Homework


• Projects

• Oral assessment





39

Unit 4: La vida escolar: Vocabulario 1




I use? • Why do the education systems in Spanish-speaking countries differ from those in the

United States?


vocabulary and grammatical structures. • Across languages idiomatic expressions often have different meanings and translations. • In Spanish some expressions and idioms do not have equivalents that correspond in English. • The academic and social development of students are influenced by schools. • Within countries educational systems reflect the values and beliefs about what is important to

learn. • Beliefs and values may vary from country to country.






• Name school supplies • Ask what is needed for school • Respond to questions about what supplies they have and need for school • Name their classes • Describe their schedule • Ask and answer about their classes • Ask and give their favorite class(es)


40


PLANNING:


PRESENTATION:

Vocabulary 4.1, 4.2

DVD Tutor Disc 1, ExpresaVisión PRACTICE:

Exprésate 1A textbook, pp. 140-143, 144-145




Lab Book, pp. 21-22, 50

Bell Work 4.1


Audio CD 4, Tr. 1

ENRICHMENT:








http://www.hrw.com/

http://www.rae.es/




41

• Games

• Dictation

• Homework


• Projects

• Oral assessment





42

Unit 4: La vida escolar: Gramática 1





United States?









• Use indefinite articles • Conjugate the irregular verb TENER • Use “tener” in sentences • Ask and answer questions using “tener” • Express what they have to do (tener que + infinitive) • Express what they feel like doing (tener ganas de + infinitive) • Express being in a hurry (tener prisa)


43

• Express being hungry (tener hambre) • Express being thirsty (tener sed) • Express age (tener años) • Ask and answer at what time something occurs


PLANNING:


PRESENTATION:


PRACTICE:



Cuaderno de Actividades, pp. 31-33, 37-40


Video Guide, pp.34-35

Lab Book, pp. 21-22

Bell Work 4.2, 4.3


Audio CD 4, Tr. 2, 3

ENRICHMENT:






http://www.hrw.com/

http://www.rae.es/




44



• Games

• Dictation

• Homework


• Projects

• Oral assessment





45

Unit 4: La vida escolar: Vocabulario 2





United States?









• Use simple future to talk about plans • Describe parts of school • Invite someone to do something • Respond to an invitation to do something


46


PLANNING:


PRESENTATION:


PRACTICE:

Exprésate 1A textbook, pp. 154-157, 158




Lab Book, pp. 23-24, 52

Bell Work 4.5


Audio CD 4, Tr. 9

ENRICHMENT:








• Games

http://www.hrw.com/

http://www.rae.es/




47

• Dictation

• Homework


• Projects

• Oral assessment





48

Unit 4: La vida escolar: Gramática 2





United States?









• Conjugate the irregular verb IR • Use “ir a + infinitive” to say what they are going to do • Conjugate regular –ER & -IR verbs • Use regular –er and –ir verbs in sentences • Ask and answer questions using regular –er & -ir verbs • Conjugate irregular verbs: hacer, poner, traer, saber, ver, salir (de) • Use above verbs in sentences


49

• Ask and answer questions using above verbs


PLANNING:


PRESENTATION:


PRACTICE:

Exprésate 1A textbook, pp. 160-161, 162, 164-165





Lab Book, pp. 23-24

Bell Work 4.6, 4.7, 4.8


Audio CD 4, Tr. 10

ENRICHMENT:








http://www.hrw.com/

http://www.rae.es/




50

• Games

• Dictation

• Homework


• Projects

• Oral assessment





51

Unit 5: En casa con la familia: Vocabulario 1


Essential Questions • How is written and verbal communication affected by the uses and meanings of regular and

irregular verbs? • When different words in Spanish translate to mean the same thing in English, how do you know

which to use? • In Spanish-speaking countries, why is it so important and necessary to use formal and familiar

language? • The family unit is viewed and treated differently in Spanish-speaking countries, why do these

cultural differences exist?

Enduring Understandings • Beliefs and values may vary from country to country. • The importance of relationships between family members, responsibilities and traditions is

reflected in the composition of the family unit. • Communication is improved when correct grammar is used. • In order to communicate effectively in Spanish, speakers should recognize and know when to use

words that have the same literal equivalent in English, but are used for different purposes in Spanish.




Presentational Mode 7.1.NM.C.2-3,5


• Describe family relationships • Describe their roles within their family • Describe how people are related to one another • Ask/answer how many people are in one’s family • Hispanic family activities • Name syntax (first name, father’s last name, mother’s maiden name) • Saint’s names and Día del Santo celebrations • Describe physical characteristics of people


52

• Use adjective agreement with nouns • Describe their family members


PLANNING:


PRESENTATION:


PRACTICE:





Lab Book, pp. 25-26, 56

Bell Work 5.1


ENRICHMENT:








• Games

http://www.hrw.com/

http://www.rae.es/




53

• Dictation

• Homework


• Projects

• Oral assessment


Required Summative Assessments Exprésate Assessment Program Prueba Capítulo 5 Vocabulario 1

Suggested Learning Activities • Modeling • Role-playing • Flashcards • Games • Paired communicatives from resources • Exprésate textbook exercises • Exprésate workbook(s) exercises • Writer’s Workshop – computer lab • Supplemental worksheets, puzzles • Picture-prompt • Making family tree • Reading • Dictation • Listening comprehension • TPR • Projects (group or individual)


54

Unit 5: En casa con la familia: Gramática 1















• Show possession using possessive adjectives • Have possessive adjectives agree in gender and number with what is possessed • Replace ‘s with the use of de • Clarify su • Conjugate stem-changing verbs oue • Use stem-changing verbs in sentences • Ask and answer questions using stem-changing verbs • Conjugate stem-changing verbs eie


55

• Use stem-changing verbs in sentences • Ask and answer questions using stem-changing verbs


PLANNING:


PRESENTATION:


PRACTICE:


Cuaderno de Vocabulario y Gramática, pp.50-52, 52-54



Video Guide, pp. 41-43, 44-45

Lab Book, pp. 25-26

Bell Work 5.2, 5.3, 5.4


ENRICHMENT:





Required Formative Assessments Exprésate video interactives

Exprésate listening comprehension

Role-play, with gestures

http://www.hrw.com/

http://www.rae.es/




56

Games

Dictation

Homework

Teacher-generated quizzes and tests

Projects

Oral assessment Writing composition/letter/e-mail


Suggested Learning Activities • Modeling • Role-playing • Flashcards • Games • Paired communicatives from resources • Exprésate textbook exercises • Exprésate workbook(s) exercises • Writer’s Workshop – computer lab • Supplemental worksheets, puzzles • Picture-prompt • Reading • Dictation • Listening comprehension • TPR • Projects (group or individual)


57

Unit 5: En casa con la familia: Vocabulario 2













Presentational Mode 7.1.NM.C.2-3, 5


• Talk about their house • Describe the rooms in their house • Label the furniture in their house • Describe their bedroom • Understand the origin of “patio” • Understand how climate, location and ethnic traditions influence housing styles throughout the world • Describe where people live (city, rural, suburban, etc.) • Ask and tell where they live


58

• Ask and give their address • Describe their chores • Tell how frequently they perform their chores • Describe how they feel about doing their chores • Express who’s turn it is to do something


PLANNING:

Lesson Planner, pp. 132, 137

PRESENTATION:


PRACTICE:

Exprésate 1A textbook, pp. 200-203, 202-205




Lab Book, pp. 27-28

Bell Work 5.5

Audio CD 5, Tr. 6


ENRICHMENT:







http://www.hrw.com/

http://www.rae.es/




59


• Games

• Dictation

• Homework


• Projects

• Oral assessment





60

Unit 5: En casa con la familia: Gramática 2















• Conjugate the irregular verb ESTAR • Use “estar” in sentences • Ask and answer questions using “estar” • Use “estar” with prepositions to describe where something or someone else is in relation to another • Use negative words to express never; neither, not either • Use negative words to express nothing, no one • Place negative words in proper order with and without “no” • Ask and answer questions using negative words • Say what they have to do, what their duties are, or whose turn it is to do something


61

• Use verbs “tocar” and “parecer” the same as “gustar”, third person singular and plural with indirect object pronouns

• Describe how they feel about doing chores • Ask others about their chores


PLANNING:


PRESENTATION:


PRACTICE:






Lab Book, pp. 27-28

Bell Work 5.6, 5.7, 5.8

Audio CD 5, Tr. 7, 8


ENRICHMENT:






http://www.hrw.com/

http://www.rae.es/




62



• Games

• Dictation

• Homework


• Projects

• Oral assessment





63

Unit: Culture Approximate time frame: 5 classes

Essential Questions • How does geography, climate, culture, food and language differ amongst the Spanish-speaking countries? • What are some important celebrations and holidays and how are they celebrated? • What are some interesting landmarks to visit?

Enduring Understandings • A country’s geography affects climate and foods. • Each country has its own unique history, culture and beliefs. • The Spanish-speaking world is full of culturally rich architecture and art.






Make connections with the cultures of:

• Spain

• Puerto Rico

• Costa Rica

• Chile



64

PLANNING: Lesson Planner

One Stop Planner CD-ROM

PRESENTATION:

DVD Tutor Disc 1, GeoVisión

PRACTICE:

Exprésate 1A textbook, Geocultura, Literatura y Variedades, pp.226-237

Video Guide

Lab Book

Maps

Interactive Tutor, Disc 1 ENRICHMENT:


Required Formative Assessments Exprésate video interactives

Exprésate listening comprehension

Role-play, with gestures

Games

Homework

Teacher-generated quizzes and tests

Projects (group and individual)

Oral assessment

Map-making

Required Summative Assessments Exprésate Assessment Program

http://www.hrw.com/


65

Suggested Learning Activities • Flashcards

• Games

• Exprésate textbook exercises

• Exprésate workbook(s) exercises

• Supplemental worksheets

• Mapwork to study geography, climate

• Picture-prompts of representative artwork, crafts

• Reading about culture

• Listening to representative music

• Projects (group or individual)

• Places of interest, parks

• Identify capital, major cities

• Study history of target country, traditions

• Participate in representative holiday activities

• Read about home and family life

• Read about, research, make products of target country

• Study economy, currency of target country

Documents

ROCKAWAY TOWNSHIP PUBLIC SCHOOLS · ROCKAWAY TOWNSHIP PUBLIC SCHOOLS WORLD LANGUAGE [Spanish 1] Curriculum [2017] Grade 7 1 . ... Cuaderno de Gramática y Vocabulario pp. 1-3 Activities