Spanish I 2006

COURSE DESCRIPTION: This first year course is designed for students to acquire a novice to mid level of language by the end of the year. Spanish I focuses on the fundamentals of Spanish grammar with an increasing emphasis on Spanish conversation, pronunciation, and culture. Students begin to develop vocabulary, reading and conversational skills in the Spanish language. In addition, the course focuses on the development of knowledge of Spain and selected countries of Central and South America, past and present including the characteristics and life of the Spanish-speaking people of these countries. Appreciation and Cultural awareness is developed through readings, media resources, and authentic material. Research is required.

CORE CURRICULUM CONTENT STANDARDS:

7.1 (Communication) All students will be able to communicate in at least one world language in addition to English. They will use language to engage in conversation, understand, and interpret written and spoken language, present information, concepts and ideas while making connections with other disciplines, and compare the language/culture with their own.

7.2 (Culture) All students will demonstrate an understanding of these perspectives of a culture(s) through experience with its products and practices.

CUMULATIVE PROGRESS INDICATORS:

7.1 Communication Novice-Mid Learner Range

A. Interpretive Mode (Understanding and interpretation of spoken or Written communication)

1. Demonstrate comprehension of simple, oral directions, commands and requests through appropriate physical response.

2. Recognize common gestures, intonation, and other visual or auditory cues of the target culture.

3. Identify familiar people, places, and objects based on oral and/or simple written descriptions.

4. Comprehend brief oral exchanges on familiar topics. • Grade level appropriate health topics (e.g., wellness, feelings and

emotions) • Grade level appropriate science topics (e.g., weather and seasons)

5. Connect the learning of the target language to information studied in other core content. • Grade level appropriate health topics (e.g., nutrition and food groups).

6. Listen to simple passages from age-appropriate, culturally authentic selections for enjoyment and information. • Recognition of key words.

B. Interpersonal Mode (Direct oral or written communication)

1. Give and follow simple oral directions, commands, and requests for participating in age appropriate classroom and cultural activities.

2. Imitate appropriate gestures and intonation of the target culture during greetings, leave taking, and daily interactions.

3. Ask and respond to simple questions, make requests, and express preferences using memorized words and phrases.

4. Exchange information using words, phrases, and short sentences practiced in class on familiar topics or topics studied in other core content areas. • Grade level appropriate social studies topics (e.g., symbols of American

and target culture: flags, famous places, regions and monuments). • Grade level appropriate science topics (e.g., plant and animal characteristics).

5. Exchange basic information about the main characters, main idea and setting from age appropriate, culturally authentic selections.

C. Presentational Mode (Spoken or written communication for an audience)

1. Imitate, recite, and/or dramatize simple poetry, rhymes, songs and skits. 2. Copy/write words, phrases, or simple guided texts on familiar topics. • Grade level appropriate mathematics concepts (e.g., calendar/time;

color/shape/size of objects). 3. Present orally or in writing information from age-appropriate, culturally authentic selections. • Grade level appropriate language arts literacy activities (e.g., contributing

to teacher directed shared writing activities; illustrating stories or drawing and labeling pictures, charts, or diagrams)

4. Name and label tangible products and imitate practices from the target culture.

• Grade level appropriate visual and performing arts activities (e.g., song, dance and drama of the target culture). • Grade level appropriate social studies activities (e.g., participation in culturally authentic experiences such as preparing and eating meals and snacks, playing authentic games, holiday celebrations)

7.2 Culture

Novice-Mid Learner Range A. Interpretive Mode (Understanding and interpretation of spoken or written communication)

1. Identify daily practices of people in the target culture(s). 2. Identify basic geographical features and some common landmarks in

countries where the target language is spoken. 3. Identify aspects of the target culture(s) presented in photographs,

children’s books and plays. 4. Identify distinctive cultural products of the target culture(s).

B. Interpersonal Mode (Direct spoken and written communication)

1. Imitate culturally appropriate etiquette in verbal and nonverbal communication during greetings, leave-takings and daily classroom interactions.

2. Participate in a variety of oral and/or written activities after listening to age appropriate, culturally authentic selections.

C. Presentational Mode (Spoken and written communication for an audience)

1. Reproduce a variety of tangible products typical of the target culture(s). 2. Identify and reproduce expressive products typical of the target culture(s). 3. Participate in age-appropriate activities related to special events

celebrated in the target culture(s). SUGGESTED ACTIVITIES THAT ADDRESS THESE STANDARDS MAY INCLUDE BUT ARE NOT LIMITED TO:

• Verb relay for verb conjugation

Have students sit in rows of 5. The teacher will hold up a verb in the infinitive form. The first person in each row will run up to the chalkboard and write the “yo” form of the verb. He or she will then sit back down and pass the chalk to the next person in the row. That student will write the “tu” form of the verb on the chalkboard. After he or she sits down, the next student will run up to the chalkboard and write the “el,” “ella,” “ud” form of the verb. The next student will write the “nosotrors” form on the chalkboard. Finally, the last student in the row will run up to the chalkboard and write the “ellos,” “ellas,” “uds” form of the verb on the board then sit back down. The first row to finish and have each form of the verb conjugated and spelled correctly wins.

• WebQuests

A WebQuest is an inquiry-oriented activity in which most or all of the information used by learners is drawn from the Web. WebQuests are

designed to use learners' time well, to focus on using information rather than looking for it, and to support learners' thinking at the levels of analysis, synthesis and evaluation. Have students complete a WebQuest that focuses on the targeted unit. • Flashcard drills/TPR

Engage students in various question/answer drills using flashcards and TPR. This activity can be differentiated and altered in several ways to meet students’ needs.

• Write a letter to a pen pal

Using proper letter writing format, have students write a short letter to a pen pal. This activity can be differentiated to fit multiple units. Depending on what vocabulary is being learned, some things to include in the letter may be: a self-description, personality traits, likes and dislikes family etc. Verb conjugations and tenses can also be integrated into this activity.

• Write a paragraph describing a classmate

Have students write a short dialogue to describe a classmate. This activity can be differentiated to fit multiple units. Depending on what vocabulary is being learned, some things to include in the letter may be: Physical description, clothing, and personality traits. Verb conjugations and tenses can also be integrated into this activity.

• Write a paragraph describing a class

Have students write a short dialogue to describe a class. This activity can be differentiated to fit multiple units. Depending on what vocabulary is being learned, some things to include in the letter may be: a description of the professor who teaches the class, the class size, the time the class takes place, the daily routine of the class, likes and dislikes of the class. Verb conjugations and tenses can also be integrated into this activity.

• Put on a fashion show

Have students work in small groups and create dialogues of what each is wearing. Have students use their dialogues as a prompt to hold a fashion show during class. Depending on the variables class size etc, the teacher may organize/vary this activity to best meet the students needs. This activity mainly encourages students to use the clothing vocabulary.

• Regular affirmative tú commands

Depending on class size etc., engage students in various activities that focus on the use the Regular affirmative tú command.

• Create Ser/Estar booklets

Using construction paper, have students create a ten-page picture booklet, which demonstrates the correct uses of ser and estar. On each page, have students create an illustration for each use of the verbs, health, feeling, etc., then have them write a sentence (in Spanish) to explain the illustration. For example, to represent ser being used to talk about time, a student may draw a clock that reads 2:00. That student will then write Son las dos to explain the time representation.

• Create a cubism piece

Discuss Pablo Picasso; talk about who he is, where he is from, etc. Next, show students examples of cubism and discuss the meaning behind this form of art. Talk about self-expression and the difference between reality and fantasy. Next have students create their own cubism piece. Explain that the pieces they are going to create should represent something meaningful to them.

• Create a surrealism piece

Discuss Salvador Dali; talk about who he is, where he is from, etc. Next, show students examples of surrealism and discuss the meaning behind this form of art. Talk about self-expression and the difference between reality and fantasy. Next have students create their own surrealism piece. Explain that the pieces they are going to create should represent something meaningful to them.

• Create family trees

Have students create family trees using the members of their family. Depending on class size etc., this activity can be differentiated in multiple ways to meet the needs of the students. This activity primarily focuses on practicing family vocabulary but may be extended to fit into other units.

• Play charades

Using the targeted vocabulary engage students in a game of charades. This activity can be integrated into almost any unit and is ideal for adding closure to a lesson.

• Vocabulary bingo/Jeopardy

Using the targeted vocabulary engage students in a game of bingo or Jeopardy. This activity can be integrated into almost any unit. This activity is a great review and is also a great way to add closure to a lesson.

• Demonstrate understanding of places of interest in Mexico and/or

other Spanish-speaking countries Students may write a report, give an oral presentation, create a

collages, put on a skit create a power point presentation, etc, to demonstrate their understanding of places of interest in Mexico and/or other Spanish-speaking countries.

• Demonstrate understanding the market place in Latin America

Students may write a report, give an oral presentation, create a collages, put on a skit create a power point presentation, etc., to demonstrate understanding the market place in Latin America.

• Have students identify local restaurants that serve Mexican-

American food and talk about what foods are served. Depending on class size, resources available, the teacher may

differentiate this activity to best meet students needs. Some activities may include: giving an oral presentation, creating a power point presentation, creating a dialogue and putting on a skit, writing a research paper.

• Create a menu and prepare a skit based on a visit to a café or

restaurant Using construction paper, have students create a menu that features a

section for breakfast, lunch, dinner, desert, and refreshments. All of the items should be written in Spanish. Next have students work in small groups to create a dialogue (which will be used to put on a skit) based on a visit to a café or restaurant. One student from each group will be the waiter while the others will be the clients. Some things to include in the skit are: ordering a refreshment, ordering food, asking and taking the order, asking for the check, and asking if the tip is included.

• Guide a student around the room by using various commands

Depending on class size etc., guide a student around the room by using various commands. This activity can be manipulated to meet students’ needs.

• Play Simón dice

Using the targeted vocabulary engage students in a game Simón dice. This activity can be integrated into almost any unit. This activity is a great review and is also a great way to add closure to a lesson.

• Make travel brochures for Spain (or another Spanish-speaking

country) Have students create small pamphlets that act as travel brochures.

Have students include info such as, popular tourist attractions, popular restraints, historical landmarks, shopping tips etc., If possible have students include pictures.

• Create a collage about places in Spain (or another Spanish-speaking country)

Have students create a collage about places in Spain (or another Spanish-speaking country). Have students include a picture of the flag, a map of the country, the capital, geographic location, climate, historical information fun facts, etc.

• Create and describe a dream house

Have students draw the interior and exterior of their dream house on poster board paper. Next have students label both the inside and outside of the house in Spanish. Labeling should include the rooms of the house, furniture, doors, windows, the landscaping, and outside structures.

• Write a comprehensive list stating what you and a friend should do

after school Have students work with partners to tell what each does after

school. Some things to include are shopping, homework, sports, eating, transportation to and from school, and hobbies.

• Demonstrate understanding basic variations of foods in different

Spanish speaking countries Students may write a report, give an oral presentation, create a

collages, power point presentation, prepare and or prepare Hispanic dishes to demonstrate their understanding basic variations of foods in different Spanish speaking countries.

• Describe a party

Have students write a short dialogue to describe a party. This activity can be differentiated to fit multiple units. Have students talk about a party they have been to. Have them tell what time the party started, what they did at the party, what type of music they listen to, what type of food they eat and what time the party ended.

• Role-play. Present a dialog with two partners.

Depending on the unit, have students create dialogues and put on a skit based on the dialogue they wrote.

• Read short stories

Have students read short stories in Spanish that include the vocabulary from the targeted unit. Reading can be done as a class, with partners or in small groups. Use the readings to prompt discussions or short answer questions.

• Create power Point presentation

Depending on the unit, have students create power point presentations to demonstrate knowledge of a subject.

• Research famous Hispanics

Have students research famous Hispanics. Students may create research papers, collages, oral presentations or power point presentations to demonstrate what was learned.

INSTRUCTIONAL STRATEGIES:

• KWL • Assessments • TPR • Skits/role plays • Team games • Realia • Interviews • Teacher presentations • Individual work • Collaborative learning • Cloze activities • Brainstorming • Problem solving • Research projects • Think-pair-share • Debates • Presentations • Open-ended discussions • Web Quests

EVALUATION/ASSESSMENT OF STUDENTS:

• Paper and pencil tests End of unit, teacher made tests and quizzes

• Performance Drawing, projects, writings, presentations

• Teacher observations Classroom interaction, student participation/involvement

• Personal communication Individual conferences, small group discussions, interviews

EVALUATION/ASSESSMENT OF CURRICULUM: This course of study will be evaluated/assessed by instructional staff during the first year of implementation for the purpose of necessary revision at the end of the first year. In addition, this course of study will be reviewed according to the Five-Year Curriculum Review schedule (see attached). RESOURCES/BIBLIOGRAPHY:

• Technology (Internet resources, CD ROMs, videos, audio CDs, etc. • Authentic realia • NJ World Languages Curriculum Framework • National Standards Document: Standards for Foreign Language Learning

in the 21st Century • Glencoe McGraw-Hill, Spanish I, ¡Buen viaje! • Cultural readings