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Curriculum Map/Unit Lesson Plan 2015-2016
TEACHER: Olga Unangst COURSE: Spanish – Grade 1 and 2 YEAR: 2015-16 - First Trimester
Essential Questions: Content Learning Targets/Skills Assessment Activities/ Resources
Standards And SLE’s
How do I greet someone in the morning? How do I greet someone in the afternoon? How do I say goodbye In the morning? How do I say goodbye In the afternoon/night? How do I introduce my friend? How do I ask and say where I am going. How/why is speaking to a friend different from speaking to a person with whom you need to be formal? How do you pray The Hail Mary?
Greetings/ Farewells Introductions Cultural Appreciation: Formal vs. informal Tu Usted Ustedes Cultural Appreciation 16 de septiembre (Mexican Independence Day) Prayers
SWBAT Comprehend, pronounce and apply the following greetings and farewells, introductions and locations: Buenos días, Buenas tardes, Hola, ¿Cómo están? Bien, gracias, Adiós, Hasta luego, Hasta mañana, ¿Cómo te llamas?, Me llamo…… Mucho gusto., El gusto es mío, ¿Cómo estás? Muy bien, gracias. ¿Cuántos años tienes? Tengo, seis, siete, o ocho anos. ¿Adónde vas? Voy a clase de música. Voy a clase de educación física. Voy a recreo. Voy al baño, etc. Define the difference between Speaking to an adult and a child. Identify and compare Mexican Independence Day and American Independence Day Recite The Hail Mary Interventions Individualized instruction Additional time Peer tutoring Web site Enrichment - Website/book
Document Camera Smart Board Matching/sentences Test Oral Performance Introduce your friend. Written Translations Verbal abilities Exercises with reading and writing activities
TPR actions Peer communication Matching Filling in the blanks Peer Demonstrations Songs Internet sites Document Camera Smart Board Poster of Prayers
4FL-R1 3FL-F3 6FL-F1 1FL-F1 3FL-F4 SLE – 1a, 3a, c 4a
2
Essential Questions: Content Learning Targets/Skills Assessment Activities/ Resources
Standards And SLE’s
How do I identify the 27 letters of the modern Spanish alphabet? What are the Spanish vowels? How do I pronounce the 27 letters of the modern Spanish alphabet? How do I define and correctly spelling of the vocabulary words? What letter is silent? What letter is not in the English alphabet? What do accents do?
Alphabet Vowels
SWBAT Identify, pronounce, define and spell using the 27 letters of the modern Spanish alphabet. Identify, pronounce, define Spanish Vowels Interventions Individualized instruction Additional time Peer tutoring Web site Enrichment Web Site/book activities
Oral dictation of letters Pronunciation
Bingo and Hangman games Dry erase board writing the alphabet letter Document Camera Smart Board Spelling names Small- group flashcards Alphabet and vowel songs
2FL-R2 2FL-R5 SLE’s - 3a, c
3
Essential Questions: Content Learning Targets/Skills Assessment Activities/ Resources
Standards And SLE’s
How/why do people celebrate Day of the dead? What is the difference between Día de los Muertos and Halloween?
Cultural Appreciation: Holidays: Día de la Raza Día de los Muertos
SWBAT Participate in the holiday of Día de los Muertos Interventions Individualized instruction Additional time Peer tutoring Enrichment Web Site/book activities
Compare and contrast in writing 3 holiday characteristics: religious, ceremony, food between Day of the Dead and Halloween as celebrated in Mexico versus United State Verbal abilities
Participate in Day of the Dead Altar Resources --Internet Searches http://www.dayofthe dead.com (Day of the Dead) Document Camera Smart Board
4FL-F1 4FL-R2 6FL-R2 SLE – 1a, 4b, 3a,
3c
4
Essential Questions: Content Learning Targets/Skills Assessment Activities/ Resources
Standards And SLE’s
How do I ask and answer the following questions? What day is today? What day was yesterday? What day will be tomorrow? What is the date today? What is the weather today? When is lunch time? When is night time? When is morning?
Calendar Days of the Week Months Conversation Seasons and weather Day/noon/night times
SWBAT identify, pronounce, read, apply and spell correctly the following vocabulary for the calendar: Los meses, enero, febrero, marzo, abril, mayo, junio, julio, agosto, septiembre, octubre, noviembre, diciembre, los días, lunes, martes, miércoles, jueves, viernes, sábado, domingo, hoy, mañana, ayer, es, fue…. Conversational Aspects: ¿Qué día el hoy? Hoy es . . ¿Qué día fue ayer? Ayer fue… ¿Qué día es mañana? Mañana es . . .¿Cuál es la fecha de hoy? La fecha de hoy es . . .ti . el otoño, la primavera, el verano, el invierno Hace, Está, frio, calor, sol, viento, nublado, lloviendo, nevando, el día, la noche, el mediodía, la mañana. Conversational Aspects: ¿Qué tiempo hace? ¿Qué temporada es?
Matching/sentences Test Oral peer performance Written Translations Exercises Spelling tests Interventions Individualized instruction Additional time Peer tutoring Enrichment Web Site/book activities
TPR actions Smart board with work sheets to apply the months and days of the week. Games - Memory, Pictionary Bingo. Dry erase board writing
5FL-R1 6FL-R1 SLE – 3a, c 4a
5
Curriculum Map/Unit Lesson Plan 2015-2016
TEACHER: Olga Unangst COURSE: Spanish – Grade1 and 2 DATES: Second Trimester
Essential Questions: Content Learning Targets/Skills Assessment Activities/ Resources
Standards And SLE’s
How do I know how you are feeling? How do I ask how you are feeling?
Emotions Grammar genders and articles Pronouns: yo ella él estoy Cultural appreciation Our Lady of Guadalupe Las Posadas Mariachis
SWBAT Pronounce, apply, and perform the following emotions: triste, contento/a, feliz, alegre, enfermo/a, cansado/a, enojado/a. Identify and apply adjective rules for: gender and position placement Conversational Aspects: ¿Cómo estás? Estoy. . . . . . . . Lo siento. Or ¡Qué bien! ¿Cómo estoy?, Interventions Individualized instruction Additional time Peer tutoring Enrichment Web Site research Additional written work Peer tutoring
TPR observations Peer performance Observations Matching Oral pronunciation
TPR actions demonstrations Smart board with work sheets pictures Games Charades Simon Says Pictionary Dry erase boardsPeer role play
2FL-R2 2FL-R5 3a, b, c 4FL-R2
6
Essential Questions: Content Learning Targets/Skills Assessment Activities/ Resources
Standards And SLE’s
What are the forms called? How do I identify a form with a color? How do I describe a person or an animal?
Forms, Shapes Colors, sizes Grammar genders and articles
SWBAT Identify pronounce, read and apply the following vocabulary for shapes, forms and colors and sizes: las formas, la línea, el cuadrado, el triángulo, el rectángulo, el círculo, bajo, alto, gordo, delgado, rojo, amarillo, azul, verde, morado, blanco, café, rosado, negro, gris, anaranjado, marrón . Conversational aspects: ¿De qué color es . . . . El . . . . . . . .es color . . . . . . ¿Cómo es el payaso? El payaso es bajo, alto, gordo, o delgado. Define the definite articles with the correct gender of the noun and adjective. Interventions Individualized instruction Additional time Peer tutoring Enrichment Web Site research Additional written work Peer tutoring
TPR actions comprehension demonstrations pronunciation application of the correct article and gender. Verbal/ reading abilities
TPR actions Smart board Tools work sheets Games Charades Bingo and Pictionary. Dry erase boards Peer role play
1FL-R4 SLE – 3a, b, c
7
Essential Questions: Content Learning Targets/Skills Assessment Activities/ Resources
Standards And SLE’s
How do I ask for an item in the classroom? How do I identify the teacher? How do I explain what I need?
The School Classroom expressions GRAMMAR Definite and Indefinite Articles: Singular, Plural Genders: Masculine, Feminine
SWBAT Identify, pronounce, read and apply the following vocabulary for the school and classroom: la clase, el/la profesor/a, el cuaderno, el señor, la señora, la señorita, el/la alumno/a, el papel, el lápiz, la pluma, el cuaderno, la ventana, la silla, la puerta, el tablón blanco, el escritorio, la mesa, el reloj, el borrador, la tiza, el cesto, el mapa Conversational Aspects: ¿Quién es . . . .? Es . . . ., ¿Dónde está . . . .?, Esta en . . ¿Puedo ir a tomar agua? ¿Puedo ir a . . . . .? Distinguish orally and in writing between singular and plural words based on “the” form used: el, los, la, las, un, unos, una, unas Interventions Individualized instruction Additional time Peer tutoring Enrichment Web Site/book activities Peer tutoring
Select in writing appropriate “the” form for given Spanish words using the indefinite article Identify and translate the vocabulary Oral peer performance Written abilities
Illustrations TPR actions Flash cards Peer communication Activity sheets Fill in the blanks Dry erase board Games: Charades, Memory and Pictionary Document Camera Smart Board
1FL-R4 1FL-R5 3FL-R2 SLE – 3a, c, 4a, b
8
Curriculum Map/Unit Lesson Plan 2015-2016
TEACHER: Olga Unangst COURSE: Spanish – Grade 1 and 2 DATES: Third Trimester
Essential Questions: Content Learning Targets/Skills Assessment Activities/ Resources
Standards And SLE’s
How do I ask for the clothing I may need at a Spanish speaking country?
Clothing Colors Grammar gender and article Easter Lenten Prayer
SWBAT Identify, pronounce, read and apply the vocabulary for the following: el clóset, la falda, la chaqueta, la camisa, la blusa, los pantalones, los pantalones cortos, los zapatos, el vestido, el suéter, el cinto, el traje de baño, los calcetines, la pijama, el abrigo, las sandalias, la corbata, el traje, la ropa interior, el pañal, el sombrero. Select the correct gender and article Lenten Prayer Interventions Individualized instruction Additional time Peer tutoring Enrichment Web Site research Additional written work Peer tutoring
TPR actions with their eyes closed comprehension verbal demonstration Peer role play
TPR actions Smart board tools work sheets Games: Fashion Show, Charades, Memory and Pictionary perform a mini-story Memorize and Recite a Lenten prayer Identify and compare Easter in Spain and in the U.S.
1FL-R4 3FL-F1 3FL-F4 4FL-R2 SLE – 3a, b, c
9
Essential Questions: Content Learning Targets/Skills Assessment Activities/ Resources
Standards And SLE’s
How do I identify the school environment and personal?
The School Environment People of the school Grammar Gender and articles
SWBAT Identify, pronounce, read and apply the vocabulary for the following: la escuela, el cuarto de clase, el baño, la biblioteca, la enfermería, la oficina, el campo de jugar, la iglesia, el/la: niño/a, hombre, mujer, el/la estudiante, el/la maestro/a, el/la bibliotecario/a, el/la enfermero/a, el/la director/a, el/la secretario/a, el/la conserje, el sacerdote/padre. Conversational Aspects: ¿Quién es . . . .? Es . . . ., ¿Dónde está . . . .?, Esta en . . . ¿Puedo ir a tomar agua? ¿Puedo ir . . . . .? Interventions Individualized instruction Additional time Peer tutoring Enrichment Web Site research Additional written work Peer tutoring
TPR demonstrations Comprehension Activity sheet test performance
TPR actions Smart board tools Document camera work sheets Games: Charades, Memory and Pictionary. perform a mini-story
1FL-R4 3FL-F1 3FL-F4 SLE – 3a, b, c
10
Essential Questions: Content Learning Targets/Skills Assessment Activities/ Resources
Standards And SLE’s
How do I identify what I see at the rodeo?
Rodeo (people, animals) Western items
SWBAT Identify, pronounce, read and apply the following vocabulary for the Rodeo: el vaquero, la vaquera, el toro, el caballo, las botas, la vaca, el sombrero, la guitarra, las espuelas, las chaparreras el lazo, la silla de montar, el rancho, el pañuelo/la bandana Interventions Individualized instruction Additional time Peer tutoring Enrichment Web Site research Additional written work Peer tutoring
TPR demonstrations Comprehension Activity sheet test performance
TPR actions Smart board tools Document camera work sheets Games: Charades, Memory and Pictionary Role play
1FL-R4 3FL-F1 3FL-F4 SLE 3a, b, c
11
Essential Questions: Content Learning Targets/Skills Assessment Activities/ Resources
Standards And SLE’s
How do I identify the people in my community? What do we remember when people in the U.S. celebrate Cinco de Mayo?
Professions Cultural Appreciation Cinco de mayo
SWBAT Identify, pronounce, read and apply the vocabulary for the following professions: El/La: doctor, doctora, dentista, bombero/a, cartero/a, policía, veterinario/a, llamen, visiten, ayuda, quiere, examina. Interventions Individualized instruction Additional time Peer tutoring Enrichment Web Site research Additional written work Peer tutoring
TPR demonstrations Comprehension Activity sheet test performance
TPR actions Smart board tools Document camera work sheets Games: Charades, Memory and Pictionary. perform a mini-story
1FL-R4 3FL-F1 3FL-F4 4FL-R2 SLE – 3a, b, c 4b