Course - Señorita Tristano's Spanish Classroommstristanospanish.weebly.com/uploads/5/5/7/4/55749325/for130_lmcm.pdf · Course # FOR130 Teacher Shaffer, Shindelar, Russell, Tristano,

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Course # FOR130 Teacher Shaffer, Shindelar, Russell, Tristano, Pumroy, Saldivar

Course Name Spanish I Grade 9-12

Unit or Month Para Empezar Date April 2015

Content DescriptionThis chapter is a prechapter. It covers vocabulary with greetings, numbers, ABC sounds, body parts, weather, time, seasons, and classroom objects.

Unit Priority StandardsStudents can communicate in oral language using the present tense.

Students can communicate in written language using the present tense.

Students can interpret spoken language using the present tense.

Students can interpret written language using the present tense.

Specific Content Objectives Iowa Core StandardsBegin understanding the basic knowledge of Spanish pronunciation through theSpanish alphabet.

Priority Standards-i, ii, iii, iv

Spell and speak words using the Spanish alphabet. Priority Standards-i, ii, iii, iv

Count to 100 in spoken and written Spanish. Priority Standards-i, ii, iii, iv

Greet another person in an informal and a formal setting in spoken and writtenSpanish.


Tell time in spoken and written Spanish. Priority Standards-i, ii, iii, iv

Talk about what day and date it is and vocabulary related to the calendar in spokenand written Spanish.


Identify body parts in written and spoken Spanish. Priority Standards-i, ii, iii, iv

Describe weather conditions in spoken and written Spanish. Priority Standards-i, ii, iii, iv

Identify the seasons in spoken and written Spanish. Priority Standards-i, ii, iii, iv

Identify classroom objects in spoken and written Spanish. Priority Standards-i, ii, iii, iv

Respond to basic classroom instructions in spoken Spanish. Priority Standards-i, ii, iii, iv

Discuss cultural aspects of the Mayan hieroglyphics, Aztec calendar, and how theseasons for the Northern and Southern Hemispheres are reversed.


Proficiency Scales

4- Speaking

3- Speaking

2-Speaking

1- Speaking

4- Writing

3- Writing

2- Writing

Level 4.0 Advanced (Evaluation)

• Speaks with smooth delivery with no unnatural pauses (Fluency)• Produces correct pronunciation with proper voice patterns (Pronunciation)• Demonstrates targeted statements structurally correct (Correctness of Expression)• Uses rich and varied vocabulary with frequent attempts at elaboration (Vocabulary)

Level 3.0 Proficient (Application)

• Speaks with smooth delivery with minimal unnatural pauses (Fluency)• Produces correct pronunciation and/or intonation (Pronunciation)• Demonstrates most targeted statements structurally correct, only minor problems (Correctness of Expression)• Uses a broad range of vocabulary (Vocabulary)

Level 2.0 Progressing (Identification)• Speaks with halting and fragmentary delivery with frequent unnatural pauses (Fluency)• Produces frequent pronunciation and / or intonation errors (Pronunciation)• Demonstrates critical structural problems (Correctness of Expression)• Uses adequate and accurate vocabulary (Vocabulary)

Level 1.0 Beginning (Can Achieve 2.0 and 3.0 Expectations With High Levels of Assistance)

• Speaks with very hesitant delivery with extended unnatural pauses (Fluency)• Pronunciation impedes comprehension (Pronunciation)• Demonstrates virtually no correct structures (Correctness of Expression)• Uses inadequate and /or inaccurate vocabulary (Vocabulary)


• Displays high degree of originality and/or creativity in content or use of language. (Content)• Exhibits excellent control of language. Demonstrates targeted statements structurally correct. (Correctness of Expression)• Uses rich and varied vocabulary with frequent attempts at elaboration (Vocabulary)


• Displays originality and/or creativity in content or use of language. (Content)• Exhibits control of the language. Demonstrates most targeted statements structurally correct, only minor problems (Correctness of Expression)• Uses a broad range of vocabulary (Vocabulary)

Level 2.0 Progressing (Identification)

• Displays minimal originality and/or creativity in content or use of language. (Content)• Exhibits limited control of language. Demonstrates many structural problems (Correctness of Expression)• Uses adequate and accurate vocabulary (Vocabulary)

1-Writing

4- LIstening

3- Listening

2- Listening

1- LIstening

4- Reading

3 - Reading


• Lacks originality and/or creativity in content or use of language. (Content)• Exhibits virtually no control of language. Demonstrates virtually no correct structures (Correctness of Expression)• Uses inadequate and /or inaccurate (Vocabulary)


• Demonstrates thorough understanding of content and significant details (Understanding of Content)• Summarizes main ideas and themes with a high degree of effectiveness (Summarizing)


• Demonstrates understanding of content (Understanding of Content)• Summarizes main ideas and themes with effectiveness (Summarizing)


• Demonstrates minimal understanding of content (Understanding of Content)• Summarizes main ideas and themes with minimal effectiveness (Summarizing)


• Demonstrates virtually no understanding of content (Understanding of Content)• Summarizes virtually no main ideas and themes (Summarizing)


• Demonstrates thorough understanding of content and significant details (Understanding of Content)• Summarizes main ideas and themes with a high degree of effectiveness (Summarizing)• Infers meaning from cognates and word families, derives meaning from new words from context (Interpretive Comprehension)


• Demonstrates understanding of content (Understanding of Content)• Summarizes main ideas and themes with effectiveness (Summarizing)• Infers meaning from cognates and word families (Interpretive Comprehension)

2- Reading

1- Reading

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• Demonstrates minimal understanding of content (Understanding of Content)• Summarizes main ideas and themes with minimal effectiveness (Summarizing)• Infers minimal meaning from cognates and word families (Interpretive Comprehension)


• Demonstrates virtually no understanding of content (Understanding of Content)• Summarizes virtually no main ideas and themes (Summarizing)• Infers virtually no meaning from cognates and word families (Interpretive Comprehension)

Assessments PE-1 Quiz Recognizing Vocabulary-Greetings, Numbers, and Body Parts

PE-2 Quiz Recognizing Vocabulary-Classroom Objects

PE-3 Quiz- Recognizing Vocabulary-Weather

PE-4 Quiz-Time

PE-5 Quiz-Months

Realidades 1 2008 Pearson Prentice Hall, Boston, Massachusetts:Student textListening Activities CDText VideoStudent workbook (binder)Online text/activities

ENRICHMENT CONCEPT:

CD Cap and Country Rap High School Or Middle School or Both?

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4- Speaking

3- Speaking

Course # FOR130 Teacher Shaffer, Shindelar, Russell, Tristano, Pumroy,Saldivar


Unit or Month 1A Realidades 1 Date April 2015

Content DescriptionThis chapter contains new vocabulary pertaining to likes and dislikes. Infinitives and negatives with expressing agreement and disagreement are practiced. Cultural topicsinclude Pablo Pocasso, outdoor cafes, La Plaza Mayor, dances and music, and James Antonio Gonzalez Colson.





Specific Content Objectives Iowa Core StandardsDescribe in spoken and written Spanish yourself and tell about some of your likes anddislikes.


Compare your likes and dislikes with other people's in spoken and written language. Priority Standards-i, ii, iii, iv

Recognize infinitives in English and in Spanish. Priority Standards-i, ii, iii, iv

Discuss cultural aspects of Pablo Picasso, dance and music in the Spanish world, andthe influence of Spain and its history.


Proficiency Scales





2-Speaking

1- Speaking

4- Writing

3- Writing

2- Writing

1-Writing

4- LIstening














3- Listening

2- Listening

1- LIstening

4- Reading

3 - Reading

2- Reading

1- Reading

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Assessments

1A-1 Quiz

1A-2 Quiz

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1A-3 Quiz

1A-4 Quiz

1A Chapter TEST

Resources


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4- Speaking

3- Speaking


Course Name Spanish 1 Grade 9-12

Unit or Month 1B Realidades 1 Date April 2015

Content DescriptionThis chapter contains new vocabulary pertaining to personality traits with the use of ser. Indefinite and definite articles are introduced. Cultural topics include Frida Kahlo,Simon Bolivar, and El Caribe.

Students can communicate in oral language using the present tense.




Specific Content Objectives Iowa Core StandardsDescribe yourself and tell about some of your likes and dislikes in spoken and writtenSpanish.


Find out what other people are like using adjectives and the infinitive ser in spokenand written Spanish.


Compare your likes and dislikes with other people's in spoken and written Spanish. Priority Standards-i, ii, iii, iv

Identify definite and indefinite articles in spoken and written Spanish. Priority Standards-i, ii, iii, iv

Discuss cultural aspects of who Frida Kahlo was, the huipil Mayan woven blouses,and the Carribbean Islands and how they are connected to the Spanish language andculture.


Proficiency Scales





2-Speaking

1- Speaking

4- Writing

3- Writing

2- Writing

1-Writing

4- LIstening














3- Listening

2- Listening

1- LIstening

4- Reading

3 - Reading

2- Reading

1- Reading

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Assessments

1B-1 Quiz

1B-2 Quiz

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1B-3 Quiz

1B-4 Quiz

1B- Chapter TEST

Resources


Day of the Dead Video

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4- Speaking

Course # FOR130 Teacher Shaffer, Shindelar, Russell,Tristano, Pumroy,Saldivar



Content DescriptionThis chapter contains vocabulary pertaining to class subjects, ordinal numbers, school activities, things you need for school, and adjectives to describle classes. Thepresent tense of ar verbs is a grammar concept. Cultural topics include Romans in Spain, el recreo, The Maya, Fernando Botero, and Mexico.





Specific Content Objectives Iowa Core StandardsDescribe your class schedule in spoken and written Spanish. Priority Standards-i, ii, iii, iv

List some school supplies you use in spoken and written Spanish. Priority Standards-i, ii, iii, iv

Find out about someone else's class schedule in spoken and writtenSpanish.


Describe order by using ordinal numbers in written and spoken Spanish. Priority Standards-i, ii, iii, iv

Conjugate regular "ar" verbs in the present tense in spoken and writtenSpanish


Discuss cultural aspects of Fernando Botero, connections between Latin,English, and Spanish,and Mexico's heritage


Proficiency Scales



3- Speaking

2-Speaking

1- Speaking

4- Writing

3- Writing

2- Writing

1-Writing














4- LIstening

3- Listening

2- Listening

1- LIstening

4- Reading

3 - Reading

2- Reading















1- Reading

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Assessments

2A-1 Quiz

2A-2 Quiz2A-3 Quiz

2A-4 Quiz

2A- Chapter TEST

Resources


Diversity Movie-Maricela

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4- Speaking

3- Speaking




Content DescriptionThis chapter contains vocabulary pertaining to location. Estar, prepositions used with locations, and the plurals of nouns and articles are the grammar concepts. Culturaltopics are Son Juana Ines de la Cruz, school uniforms, currency exchange rates, the differences of P.E. classes in Spanish speaking countries, and Central America.





Specific Content Objectives Iowa Core StandardsConjugate estar in spoken and written Spanish. Priority Standards-i, ii, iii, iv

List some school supplies you use in spoken and written Spanish. Priority Standards-i, ii, iii, iv

Describe the location of classroom objects in spoken and written Spanish. Priority Standards-i, ii, iii, iv

Compare your school with that of a student in a Spanish-speaking country. Priority Standards-i, ii, iii, iv

Discuss school sports and physical educational classes not being an emphasis inSpanish-speaking countries. Discuss the typical school day in Spanish-speakingcountries. Discuss and locate the 7 countries that make up Central America.


Proficiency Scales





2-Speaking

1- Speaking

4- Writing

3- Writing

2- Writing

1-Writing

4- LIstening














3- Listening

2- Listening

1- LIstening

4- Reading

3 - Reading

2- Reading

1- Reading

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Assessments

2B-1 Quiz

2B-2 Quiz

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2B-3 Quiz

2B-4 Quiz

2B Chapter TEST

Resources


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4- Speaking

3- Speaking




Content DescriptionThis chapter contains vocabulary pertaining to food and beverages for breakfast and lunch. The grammar concepts include verbs to talk about eating and drinking, adverbs,and conjugating ir/er infiniitves, and me gusta/encanta. Cultural topics included are Bartolome Murillo, typical Spanish breakfast and lunch, and South America.





Specific Content Objectives Iowa Core StandardsDescribe what you like and don't like to eat and drink in spoken and written Spanish. Priority Standards-i, ii, iii, iv

Tell when you have meals in spoken and written Spanish. Priority Standards-i, ii, iii, iv

Conjugate present tense "er" and "ir" infinitives in spoken and written Spanish. Priority Standards-i, ii, iii, iv

Compare and contrast eating customs in Spanish-speaking countries and the UnitedStates. Discuss the cultural aspects of a popular snack in Spanish-speaking countries-churros y chocolate and discuss and locate the 5 northern countries in South America.



Proficiency Scales





2-Speaking

1- Speaking

4- Writing

3- Writing

2- Writing

1-Writing

4- LIstening














3- Listening

2- Listening

1- LIstening

4- Reading

3 - Reading

2- Reading

1- Reading

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Assessments

3A-1 Quiz

3A-2 Quiz

3A-3 Quiz

3A-4 Quiz

3A-Chapter TEST

Resources


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4- Speaking




Content Description

This chapter contains new vocabulary pertaining to food and healthy life styles. The ways to describe food and beverages and expressions to indicate hunger, thirst, apreference, agreement and disagreement are included. Ser is a grammar concept with the plural of adjectives. Cultural topics are Diego Rivera, el mate, la Tomatina, losmercados, more South American facts.





Specific Content Objectives Iowa Core StandardsDescribe what you like and don't like to eat and drink in spoken and written Spanish. Priority Standards-i, ii, iii, iv

Tell when you have meals in spoken and written Spanish. Priority Standards-i, ii, iii, iv

Say whether you are hungry or thirsty in spoken and written Spanish. Priority Standards-i, ii, iii, iv

Talk about activities to maintain health in spoken and written Spanish. Priority Standards-i, ii, iii, iv

Discuss cultural aspects of Diego Rivera, the national beverage of Argentina-el mate,La Tomatina, and locate the 4 southern countries of Argentina.


Proficiency Scales



3- Speaking

2-Speaking

1- Speaking

4- Writing

3- Writing

2- Writing

1-Writing














4- LIstening

3- Listening

2- Listening

1- LIstening

4- Reading

3 - Reading

2- Reading















1- Reading

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Assessments

3B-1 Quiz

3B-2 Quiz

3B-3 Quiz

3B-4 Quiz

3B Chapter TEST

Resources


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4- Speaking

3- Speaking

Course # FOR130 Teacher Shaffer, Shindelar, Russell, Tristano, Pumroy, Saldivar



Content DescriptionThis chapter contains new vocabulary pertaining to places to go and where someone is from. The inifintive IR and asking questions are the grammar concepts. Interrogativesare in use. The cultural topics are Francisco de Goya, la plaza, popularity of sports clubs and gyms, Old San Juan, and historical Spanish influences in the United States.





Specific Content Objectives Iowa Core StandardsTalk about some of your leisure-time activities and what you know how do in spokenand written Spanish,


Make plans with friends in spoken and written Spanish. Priority Standards-i, ii, iii, iv

Conjugate the infinitive "IR" and use in spoken and written Spanish. Priority Standards-i, ii, iii, iv

Use various interrogative words to form questions in spoken and written Spanish. Priority Standards-i, ii, iii, iv

Discuss cultural aspects of Fransisco de Goya, a Spanish painter, the history of ViejoSan Juan, and historical Spanish influences in the United States


Proficiency Scales





2-Speaking

1- Speaking

4- Writing

3- Writing

2- Writing

1-Writing

4- LIstening














3- Listening

2- Listening

1- LIstening

4- Reading

3 - Reading

2- Reading

1- Reading

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Assessments

4A-1 Quiz

4A-2 Quiz

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4A-3 Quiz

4A-4 Quiz

4A Chapter Test

Resources


Cinco de Mayo Movie

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4- Speaking

Course # FOR130 Teacher Shaffer, Shindelar, Russell, Tristano, Pumroy



Content DescriptionThis chapter contains new vocabulary pertaining to jugar and ir+a+infintive. Expressions to extend and decline invitations and for what time something happens are included.Cultural topics include the Paralympicsiestas Rebecca Lobo and, and current Spanish influences in the United States.





Specific Content Objectives Iowa Core StandardsTalk about some of your leisure-time activities and what you know how do to inspoken and written Spanish.


Tell what time something happens in spoken and written Spanish. Priority Standards-i, ii, iii, iv

Extend, accept, or decline invitations in spoken and written Spanish. Priority Standards-i, ii, iii, iv

Use adjectives to describe how someone feels in spoken and written Spanish. Priority Standards-i, ii, iii, iv

Conjugate the infinitive "jugar" in the present tense in spoken and written Spanish. Priority Standards-i, ii, iii, iv

Discuss school sports and physical educational classes not being an emphasis inSpanish-speaking countries. Discuss the typical school day in Spanish-speakingcountries. Discuss and locate the 7 countries that make up Central America.


Proficiency Scales



3- Speaking

2-Speaking

1- Speaking

4- Writing

3- Writing

2- Writing

1-Writing














4- LIstening

3- Listening

2- Listening

1- LIstening

4- Reading

3 - Reading

2- Reading















1- Reading

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Assessments

4B-1 Quiz

4B-2 Quiz

4B-3 Quiz

4B-4 Quiz

Resources


Bullfighting Movie

Documents

Course - Señorita Tristano's Spanish Classroommstristanospanish.weebly.com/uploads/5/5/7/4/55749325/for130_lmcm.pdf · Course # FOR130 Teacher Shaffer, Shindelar, Russell, Tristano,