Download pdf - Spanish for Spanish Speakers 3-4 · Spanish for Spanish Speakers 3-4 is a course designed for heritage and native speakers of ... Spanish for Spanish Speakers 5-6 ... Cognates/False

Washoe County School District Department of Curriculum & Instruction

Spanish for Spanish Speakers 3-4

Course #4653-4654

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Table of Contents Topic Page Introduction to the curriculum…………………………… 3 First semester Themes………..…………………………………………. 4 Interpersonal communication…………………………… 5 Presentational speaking………………………………… 6 Presentational writing…………………………………… 7 Interpretive listening…………………………………….. 8 Interpretive reading……………………………………… 9 Second semester Themes…………………………………………………… 10 Interpersonal communication…………………………... 11 Presentational speaking………………………………… 12 Presentational writing…………………………………… 13 Interpretive listening…………………………………….. 14 Interpretive reading……………………………………… 15 Rubric – interpersonal speaking……………………….. 16 Rubric – presentational speaking...……………………. 17 Rubric – presentational writing…………………………. 18

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SPANISH FOR SPANISH SPEAKERS 3-4 Washoe County School District

Department of Curriculum & Instruction

Spanish for Spanish Speakers 3-4 is a course designed for heritage and native speakers of Spanish. The course could also be applicable for students that have completed the Two Way Immersion (TWI) program in elementary school and looking for a more advanced level of Spanish in middle and/or high school. The course was designed using the Nevada Academic Content Standards for World Language (NACSWL) and by utilizing the Can-Do Statements endorsed by the American Council on the Teaching of Foreign Languages (ACTFL), the National Association of District Supervisors of Foreign Languages (NADSFL), and the National Council of State Supervisors for Languages (NCSSFL). The course focuses on the following modes of communication: interpersonal communication, presentational speaking, presentational writing, interpretive listening, and interpretive reading, and is divided into two of the six themes that were created by College Board for the Advanced Placement (AP) program: las familias y las comunidades and la vida contemporánea. The Spanish for Spanish Speakers courses are designed to assist students in reaching a targeted language proficiency level by the end of academic year. The following proficiency levels were developed by ACTFL: Spanish for Spanish Speakers 3-4: Intermediate Low/Mid Spanish for Spanish Speakers 5-6 (Honors): Intermediate Mid/High The following curriculum guide was created by a team of World Language teachers from the Washoe County School District. The first version of this document was created in February 2016. The committee included the following WCSD World Language teachers: Paula Arzoian Martha Barbosa Diana Bartoo Melissa Bullard Kim Gerlach Sylvia Malizia Janna Moyer Isis Rodarte Brandon Scutt Ryan Smith

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SPANISH FOR SPANISH SPEAKERS 3 Theme: Las familias y las comunidades

On-going tasks:

Spelling, accent marks

Cognates/False Cognates

Synonyms/Antonyms

Word structure (prefixes, suffixes)

Vocabulary building (family words)

Register (tú/Ud.)

Dictation

Punctuation and capitalization

Cultural Comparisons using the 3 P’s (cultural products, practices, and perspectives)

Geography – physical and political Resources for instruction:

SharePoint: SP_SP_3-4 folder

The Big Red Book of Spanish Vocabulary (McGraw Hill)

El Español Para Nosotros (Glencoe-McGraw Hill)

Manual de Gramática y Ortografía para Hispanos (Pearson)

Spanish Accents 5 Rules of Spanish Accentuation - good for all levels (Teachers Discovery)

Tema: Las familias y las comunidades Contextos recomendados:

A) Las tradiciones y los valores

B) Las comunidades educativas

C) La estructura de la familia

D) La ciudadanía global

E) La geografía humana

F) Las redes sociales

Preguntas esenciales:

A) ¿Cómo se define la familia en distintas sociedades? B ¿Cómo contribuyen los individuos al bienestar de las comunidades? C) ¿Cuáles son las diferencias en los papeles que asumen las comunidades y las familias en las diferentes sociedades del mundo?

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INTERPERSONAL COMMUNICATION

INTERMEDIATE LOW I can participate in conversations on a number of familiar topics using simple sentences. I can handle short social interactions in everyday situations by asking and answering simple questions. I can have a simple conversation on a number of everyday topics.

◻ I can talk with someone about family or household tasks. ◻ I can talk with someone about hobbies and interests. ◻ I can talk with someone about school or work.

Suggestions for instruction:

Interview another classmate to obtain information (include presentational writing final task - Create a mini-poster about the person you interviewed, collect them as a class)

Conversation starters with partner about hobbies, school work, friends etc.

Situation activity about household tasks, work, friendships using TALK rubric Resources for instruction:


Tejidos (Wayside Publishing)

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PRESENTATIONAL SPEAKING

INTERMEDIATE LOW I can present information on most familiar topics using a series of simple sentences. I can talk about people, activities, events, and experiences.

◻ I can describe the physical appearance of a friend or family member. ◻ I can describe another person’s personality. ◻ I can describe a school or workplace. ◻ I can describe a famous place. ◻ I can describe a place I have visited or want to visit. ◻ I can present my ideas about something I have learned.

I can express my needs and wants. ◻ I can describe what I need for school or work. ◻ I can talk about what I want or need to do each day.


Post-interview presentation about student’s daily routine, personal information, etc.

Compare something from a Spanish-speaking country with something from the U.S. (holidays, famous places, traditions, people, food). (Incorporate the 3 P’s: products, practices, perspectives.)

Attention to appropriate register (tú/Ud) Resources for instruction:



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PRESENTATIONAL WRITING

INTERMEDIATE LOW I can write briefly about most familiar topics and present information using a series of simple sentences. I can write about people, activities, events, and experiences.

◻ I can describe the physical appearance and personality of a friend or family member. ◻ I can write about a school, workplace, famous place, or place I have visited. ◻ I can write about a holiday, vacation, or a typical celebration. ◻ I can write about something I have learned. ◻ I can write about what I plan to do next in my life.

I can prepare materials for a presentation. (Also appears in SSS 4) ◻ I can write out a draft of a presentation that I plan to present orally. ◻ I can write an outline of a project or presentation. ◻ I can write notes for a speech.

I can write questions to obtain information. ◻ I can post a question for discussion or reflection. ◻ I can develop a simple questionnaire or survey.


Use the AP theme “Families and Communities” as content for writing tasks

Use the 3 P’s (products, practices, perspectives) to create written cultural comparisons




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INTERPRETIVE LISTENING

INTERMEDIATE LOW I can understand the main idea in short, simple messages and presentations on familiar topics. I can understand the main idea of simple conversations that I overhear. I can understand questions and simple statements on everyday topics when I am part of the conversation.

◻ I can understand questions about my work or class schedule. ◻ I can understand questions about my likes and dislikes. ◻ I can understand simple compliments about what I am wearing or what I am doing.


Use the AP theme Families and Communities as content for audio tasks Resources for instructions:


Tejidos (Wayside Publishing) Authentic audio sources:

I-Culture (EMC Publishing)

https://www.laits.utexas.edu/spe/beg02.html

Audiria

Radio Ambulante

Duolingo

Notes in Spanish

BBC Mundo

YouTube

http://www.spanishlistening.org/

http://www.newsinslowspanish.com/weekly-news-in-slow-spanish/359/2016/jan2816/transcript

http://zachary-jones.com/zambombazo/?s=doblado+doblado

Lots of activities including “Doblado Doblado” (movie trailers) and Espacio Publicitario (commercials)






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INTERPRETIVE READING

INTERMEDIATE LOW I can understand the main idea of short and simple texts when the topic is familiar. I can understand messages in which the writer tells or asks me about topics of personal interest.

◻ I can understand what an e-pal writes about interests and daily routines. ◻ I can understand a simple posting on a friend’s social media page. ◻ I can understand a text from a friend about our plans. ◻ I can understand if a friend accepts or rejects an invitation.


Read with partner, one reads fragment and other summarizes. Switch

Non-fiction reading sources: El sol (Scholastic Magazine)

http://www.veintemundos.com/en/ BBC Mundo

CNN en español

http://www.onlinespanish.org/spanish-texts.html Local newspapers (Ahora, El Sol de Nevada, La voz hispana)

Suggested readings:

Algo muy grave va a suceder (García Márquez)- short story

El hijo (Horacio Quiroga) - short story*

La Llorona (leyenda) - short story

La Nochebuena (Tomás Rivera) - short story *

Vida y Muerte en la Mara Salvatrucha (anónimo) - novel

La Casa en Mango Street (Sandra Cisneros) – novel

Cajas de Cartón (Francisco Jiménez) *works from AP Spanish Literature list

Resources for instruction:

Santillana readers- a source for guided readers of all levels



http://www.veintemundos.com/en/

http://www.onlinespanish.org/spanish-texts.html

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SPANISH FOR SPANISH SPEAKERS 4 Theme: La vida contemporánea On-going tasks:

Spelling, accent marks

Cognates/False Cognates

Synonyms/Antonyms

Word structure (prefixes, suffixes)

Vocabulary building (family words)

Register (tú/Ud.)

Dictation

Punctuation and capitalization

Cultural Comparisons using the 3 P’s (cultural products, practices, and perspectives)

Geography – physical and political Resources for instruction:


The Big Red Book of Spanish Vocabulary (McGraw Hill)

El Español Para Nosotros (Glencoe-McGraw Hill)

Manual de Gramática y Ortografía para Hispanos (Pearson)

Spanish Accents 5 Rules of Spanish Accentuation - good for all levels (Teachers Discovery)

Tema: La vida contemporánea Contextos recomendados:

A) La educación y las carreras profesionales

B) El entretenimiento y la diversión

C) Los viajes y el ocio

D) Los estilos de vida

E) Las relaciones personales

F) Las tradiciones y los valores sociales

G) El trabajo voluntario

Preguntas esenciales:

A) ¿Cómo definen los individuos y las sociedades su propia calidad de vida? B) ¿Cómo influyen los productos culturales, las prácticas y las perspectivas de la gente en la vida contemporánea? C) ¿Cuáles son los desafíos de la vida contemporánea?

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INTERPERSONAL COMMUNICATION

INTERMEDIATE LOW I can participate in conversations on a number of familiar topics using simple sentences. I can handle short social interactions in everyday situations by asking and answering simple questions. I can ask and answer questions on factual information that is familiar to me.

◻ I can ask and answer questions related to subjects such as geography, history, art, music, math, science, language, or literature.

I can use the language to meet my basic needs in familiar situations. ◻ I can ask for help at school, work, or in the community. ◻ I can make a reservation. ◻ I can arrange for transportation, such as by train, bus, taxi, or a ride with friends.


Conversation starters with partner about literature, history, language, etc.

Situation activity using TALK rubric

Make a phone call (doctor’s office, hotel, restaurant)

Oral interpretation of transportation schedule, reservations, etc. Resources for instruction:



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PRESENTATIONAL SPEAKING

INTERMEDIATE LOW I can present information on most familiar topics using a series of simple sentences. I can present information on plans, instructions, and directions.

◻ I can explain the rules of a game. ◻ I can give multi-step instructions for preparing a recipe. ◻ I can describe what my plans are for the weekend. ◻ I can describe what my summer plans are. ◻ I can describe holiday or vacation plans. ◻ I can describe what is needed for a holiday or a celebration. ◻ I can describe what I plan to do next in my life.

I can present songs, short skits, or dramatic readings. ◻ I can retell a children’s story. ◻ I can present a proverb, poem, or nursery rhyme. ◻ I can participate in a performance of a skit or a scene from a play.

I can express my preferences on topics of interest. ◻ I can give a presentation about a movie or television show that I like. ◻ I can give a presentation about a famous athlete, celebrity, or historical figure. ◻ I can express my thoughts about a current event I have learned about or researched.


Compare something from a Spanish speaking country with something from the U.S. (holidays, famous places, traditions, people, and food). (Incorporate the 3 P’s: products, practices, perspectives.)

Create a how-to video with step-by-step instructions (play a game, follow a recipe, plan a celebration, etc.)

Research a current event focused around a theme (school violence, environmental issues, etc.) and present to the class and/or small groups.

Create New Year’s resolutions, include images, and present to the class and/or small groups (presentational writing & presentational speaking).

Choose an idiom, explain it in your own words, and find an idiom that is equivalent in English and present (Presentational writing).




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PRESENTATIONAL WRITING

INTERMEDIATE LOW I can write briefly about most familiar topics and present information using a series of simple sentences. I can prepare materials for a presentation. (Also appears in SSS3)

◻ I can write out a draft of a presentation that I plan to present orally. ◻ I can write an outline of a project or presentation. ◻ I can write notes for a speech.

I can write about topics of interest. ◻ I can write about a movie or a television show that I like. ◻ I can write about a famous athlete, celebrity, or historical figure. ◻ I can write a brief explanation of a proverb or nursery rhyme. ◻ I can write a simple poem.

I can write basic instructions on how to make or do something. ◻ I can write the rules of a game. ◻ I can write about how to prepare something simple to eat. ◻ I can write about a simple routine, like getting lunch in the cafeteria. ◻ I can write simple directions to a nearby location or to an online resource.


Use the AP theme “Contemporary Life” as content for writing tasks

Use the 3 P’s (products, practices, perspectives) to create written cultural comparisons

Attention to appropriate register (tú/Ud)

Write a movie review Resources for instruction:



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INTERPRETIVE LISTENING

INTERMEDIATE LOW I can understand the main idea in short, simple messages and presentations on familiar topics. I can understand the main idea of simple conversations that I overhear. I can understand the basic purpose of a message.

◻ I can determine if I am hearing an announcement or an advertisement. ◻ I can understand what a radio advertisement is selling. ◻ I can understand when and where an event will take place. ◻ I can understand a voice message accepting or rejecting an invitation.

I can understand messages related to my basic needs. ◻ I can understand a clear and repeated announcement about a flight’s departure time and/or gate. ◻ I can understand teacher announcements about when an assignment is due. ◻ I can understand the date and time of when a voice message was recorded.


Use the AP theme “Contemporary Life” as content for audio tasks Resources for instruction: SharePoint: SP_SP_3-4 folder Authentic audio sources:

I-Culture (EMC Publishing)


Audiria

Radio Ambulante

Duolingo

Notes in Spanish

BBC Mundo

YouTube



Zambombazo- http://zachary-jones.com/zambombazo/?s=doblado+doblado

Lots of activities including “Doblado Doblado” (movie trailers) and Espacio Publicitario (commercials)






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INTERPRETIVE READING

INTERMEDIATE LOW I can understand the main idea of short and simple texts when the topic is familiar. I can identify some simple information needed on forms.

◻ I can understand what is asked for on a customs form. ◻ I can understand what is asked for on a hotel registration form. ◻ I can understand what is asked for on an ID card.

I can identify some information from news media. ◻ I can understand personal information about sports stars from photo captions. ◻ I can understand some information on job postings. ◻ I can understand basic information on weather forecasts.


Read with partner, one reads fragment and other summarizes, then switch roles.

Non-fiction reading sources: El sol (Scholastic Magazine)

http://www.veintemundos.com/en/ BBC Mundo

CNN en español

http://www.onlinespanish.org/spanish-texts.html Local newspapers (Ahora, El Sol de Nevada, La Voz Hispana)

Suggested readings:

El Zorro (Lecturas Adolescentes) - short story

Vida y Muerte en la Mara Salvatrucha (anónimo) - novel

La Casa en Mango Street (Sandra Cisneros) - novel

Cajas de Cartón (Francisco Jiménez) *works from AP Spanish Literature list Resources for instruction:

Santillana- a source for guided readers of all levels



http://www.veintemundos.com/en/

http://www.onlinespanish.org/spanish-texts.html

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SAMPLE RUBRICS

Interpersonal Speaking 5 Strong • Maintains the exchange with a series of responses that is clearly appropriate within the context of the task • Provides required information with frequent elaboration • Fully understandable, with ease and clarity of expression; occasional errors do not impede comprehensibility • Varied and appropriate vocabulary and idiomatic language • Accuracy and variety in grammar, syntax, and usage, with few errors • Mostly consistent use of register appropriate for the conversation • Pronunciation, intonation, and pacing make the response comprehensible; errors do not impede comprehensibility • Clarification or self-correction (if present) improves comprehensibility 4 Good • Maintains the exchange with a series of responses that is generally appropriate within the context of the task • Provides required information with some elaboration • Fully understandable, with some errors which do not impede comprehensibility • Varied and generally appropriate vocabulary and idiomatic language • General control of grammar, syntax, and usage • Generally consistent use of register appropriate for the conversation, except for occasional shifts • Pronunciation, intonation, and pacing make the response mostly comprehensible; errors do not impede comprehensibility • Clarification or self-correction (if present) usually improves comprehensibility 3 Fair • Maintains the exchange with a series of responses that is somewhat appropriate within the context of the task • Provides required information • Generally understandable, with errors that may impede comprehensibility • Appropriate but basic vocabulary and idiomatic language • Some control of grammar, syntax, and usage • Use of register may be inappropriate for the conversation with several shifts • Pronunciation, intonation, and pacing make the response generally comprehensible; errors occasionally impede comprehensibility • Clarification or self-correction (if present) sometimes improves comprehensibility 2 Weak • Partially maintains the exchange with a series of responses that is minimally appropriate within the context of the task • Provides some required information • Partially understandable, with errors that force interpretation and cause confusion for the listener • Limited vocabulary and idiomatic language • Limited control of grammar, syntax, and usage • Use of register is generally inappropriate for the conversation • Pronunciation, intonation, and pacing make the response difficult to comprehend at times; errors impede comprehensibility • Clarification or self-correction (if present) usually does not improve comprehensibility 1 Poor • Unsuccessfully attempts to maintain the exchange by providing a series of responses that is inappropriate within the context of the task • Provides little required information • Barely understandable, with frequent or significant errors that impede comprehensibility • Very few vocabulary resources • Little or no control of grammar, syntax, and usage • Minimal or no attention to register • Pronunciation, intonation, and pacing make the response difficult to comprehend; errors impede comprehensibility • Clarification or self-correction (if present) does not improve comprehensibility

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Presentational Speaking 5 Strong • Effective treatment of topic within the context of the task • Organized presentation; effective use of transitional elements or cohesive devices • Fully understandable, with ease and clarity of expression; occasional errors do not impede comprehensibility • Varied and appropriate vocabulary and idiomatic language • Accuracy and variety in grammar, syntax, and usage, with few errors • Mostly consistent use of register appropriate for the presentation • Pronunciation, intonation, and pacing make the response comprehensible; errors do not impede comprehensibility • Clarification or self-correction (if present) improves comprehensibility 4 Good • Generally effective treatment of topic within the context of the task • Organized presentation; some effective use of transitional elements or cohesive devices • Fully understandable, with some errors which do not impede comprehensibility • Varied and generally appropriate vocabulary and idiomatic language • General control of grammar, syntax, and usage • Generally consistent use of register appropriate for the presentation, except for occasional shifts • Pronunciation, intonation, and pacing make the response mostly comprehensible; errors do not impede comprehensibility • Clarification or self-correction (if present) usually improves comprehensibility 3 Fair • Suitable treatment of topic within the context of the task • Some organization; limited use of transitional elements or cohesive devices • Generally understandable, with errors that may impede comprehensibility • Appropriate but basic vocabulary and idiomatic language • Some control of grammar, syntax, and usage • Use of register may be inappropriate for the presentation with several shifts • Pronunciation, intonation, and pacing make the response generally comprehensible; errors occasionally impede comprehensibility • Clarification or self-correction (if present) sometimes improves comprehensibility 2 Weak • Unsuitable treatment of topic within the context of the task • Limited organization; ineffective use of transitional elements or cohesive devices • Partially understandable, with errors that force interpretation and cause confusion for the listener • Limited vocabulary and idiomatic language • Limited control of grammar, syntax, and usage • Use of register is generally inappropriate for the presentation • Pronunciation, intonation, and pacing make the response difficult to comprehend at times; errors impede comprehensibility • Clarification or self-correction (if present) usually does not improve comprehensibility 1 Poor • Almost no treatment of topic within the context of the task • Little or no organization; absence of transitional elements and cohesive devices • Barely understandable, with frequent or significant errors that impede comprehensibility • Very few vocabulary resources • Little or no control of grammar, syntax, and usage • Minimal or no attention to register • Pronunciation, intonation, and pacing make the response difficult to comprehend; errors impede comprehensibility • Clarification or self-correction (if present) does not improve comprehensibility

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Presentational Writing 5 Strong • Effective treatment of topic within the context of the task • Provides required information with frequent elaboration • Organized; effective use of transitional elements or cohesive devices • Fully understandable, with ease and clarity of expression; occasional errors do not impede comprehensibility • Varied and appropriate vocabulary and idiomatic language • Accuracy and variety in grammar, syntax, and usage, with few errors • Mostly consistent use of register and cultural conventions appropriate for the situation despite occasional errors • Develops paragraph-length discourse with a variety of simple and compound sentences, and some complex sentences 4 Good • Generally effective treatment of topic within the context of the task • Provides required information with some elaboration • Organized; some effective use of transitional elements or cohesive devices • Fully understandable, with some errors which do not impede comprehensibility • Varied and generally appropriate vocabulary and idiomatic language • General control of grammar, syntax, and usage • Generally consistent use of register and cultural conventions appropriate for the situation, except for occasional shifts • Develops mostly paragraph-length discourse with simple, compound, and a few complex sentences 3 Fair • Suitable treatment of topic within the context of the task • Provides required information • Some organization; limited use of transitional elements or cohesive devices • Generally understandable, with errors that may impede comprehensibility • Appropriate but basic vocabulary and idiomatic language • Some control of grammar, syntax, and usage • Use of register may be inappropriate for the situation with several shifts; partial control of cultural conventions • Uses strings of mostly simple sentences, with a few compound sentences 2 Weak • Unsuitable treatment of topic within the context of the task • Provides some required information • Limited organization; ineffective use of transitional elements or cohesive devices • Partially understandable, with errors that force interpretation and cause confusion for the reader • Limited vocabulary and idiomatic language • Limited control of grammar, syntax, and usage • Use of register is generally inappropriate for the situation; includes some cultural conventions • Simple and a few compound sentences 1 Poor • Almost no treatment of topic within the context of the task • Provides little required information • Little or no organization; absence of transitional elements and cohesive devices • Barely understandable, with frequent or significant errors that impede comprehensibility • Very few vocabulary resources • Little or no control of grammar, syntax, and usage • Minimal or no attention to register; includes significantly inaccurate or no Cultural conventions • Very simple sentences or fragments