Curriculum Map



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Curriculum Map: Spanish 3 and 4 (Este programa esta sujeto a cambios de acuerdo a las necesidades de los estudiantes)


Essential Question: How can teens help their parents at home?

Unit I: Familiares y amigos

Cross-Curricular Connection(s):English& Art.



Timeline: September, 2013

(3 weeks)



Spanish CCSS in Language: 1b, 2c,3a 4a,4b 4c,4d,5b & 6

CCSS in Speaking and Listening: 1a, 1c,1d,2,3,5&6

State Standard(s): 1.1/1.2 /1.3/ 2.1/2.2/3.1/3.2/4.1/4.2/5.1/5.2.


Performance Indicators

Vocabulary

Differentiated Activities

Assessments

Resources

The students will:

1. Ask about people, routines, and activities

2. Express likes and dislikes

3. Offer help and talk about chores

4. Talk about plans and places
Estructuras Gramaticales

Review of:

A. Nouns, adjectives, and gustar

B. The present tense (regular verbs, irregulars and stem-changing verbs)

D. Tener and estar idioms

E. Verbs followed by infinitive

F. The present progressive

G. Ir a followed by infinitive

H. Objeto Directo


Family members:

el padre/los padres/ la madre/ el papá/ los papas/la mama/ el hijo/la hija/ el abuelo/la abuela/el hermano/ la hermana/el tío/la tía/el sobrino/la sobrina/ el primo/la prima/el nieto/ la nieta/el tío/la tía/ el bebé/la madrastra/el padrastro/el padrino/la esposa/ la madrina/el esposo/el bisabuelo/ los gemelos/los mellizos/el menor/ la mayor/ único hijo(a)



Chores:

Ayudar /adornar la sala/el árbol de Navidad/apagar las luces/barrer (el piso)/caminar con el perro/pasear el perro/colgar la ropa/cortar el césped/cuidar a mi hermanito(a)/dar de comer al perro(gato)/ doblar la ropa/empezar/

comenzar/encender las luces/hacer mi cama/ir de compras/lavar los platos/leer la lista de quehaceres/limpiar/ llegar con la comida/ pasar el aspiradora/ poner las cosas en su lugar/trabajar en el jardín/ sacar la basura/ secar los platos/traer la comida a la mesa/trapear el piso/cocinar/ etc.


*Students will create a list of possible dialogues based on the vocabulary and topics discussed in class.

*Students will create dialogues based on the list they previously created.



  • Group discussion on the importance of chores for every household member (students will make questions in Spanish)

  • Vocabulary and syntax drills

* Individual projects consisting of identifying the use of correct grammar, vocabulary, pronunciation and structure.

  • Readings

  • Student performance on written and oral work.

  • Test/quiz

CCSS
Foreign Language State Standards
!Exprésate Textbook & Workbook.
!Buen Viaje! Texbook

Lecturas culturales


Visuals
Teachers made assessments and hand-outs
Standard based rubrics
SMART Board

ELMO


Essential Question: What cultural conventions are involved in greeting, saying farewell and asking how others are in Spanish?

Unit II: En el vecindario

Cross-Curricular Connection(s):English& Geography.



Timeline: Oct 2013

(4 weeks)



Spanish CCSS in Language: 1b, 2c,3a 4a,4b 4c,4d,5b & 6

CCSS in Speaking and Listening: 1a, 1c,1d,2,3,5&6

State Standard(s): 1.1/1.2 /1.3/ 2.1/2.2/3.1/3.2/4.1/4.2/5.1/5.2.


Performance Indicators

Vocabulary

Differentiated Activities

Assessments

Resources

The students will:

1. Talk about what people do for living, what they like and dislike about their job and why.

2. Introduce people and respond to introductions

3. Express their positive and negative concerns about their neighbors.

4. Say what needs to be done and complain
Estructuras Gramaticales

Review of:

  1. Direct object

  2. Indirect object

  3. Direct and indirect objects in the same sentence.

  4. Stem-changing verbs

  5. Reflexive verbs

  6. Application of all grammar structures learned last month in combination with this month’s topics.

F. Expressions followed by infinitives


The house:

el piso/el cuarto/la habitación/el dormitorio/la alcoba/el sótano/el ático/la cocina/el comedor/la sala/la sala de estar/el (cuarto de) baño/el garaje/el patio/el jardín/la piscina/ el techo/ las paredes/la puerta/las ventanas



Occupations:

El/la abogado(a), el/la enfermero(a), el/la mecánico(a), el.la modista, el/la músico(a), el/la policía, el/la maestro(a), el/la veterinario(a), el/la director(a), el/la dentista, el/la bombero(a)

El/la mesero(a), el/la artista, el/la actor/ actriz, etc.


* Students will work in

pairs and create a skit

infusing key

vocabulary words and grammar structures..

* Students will present

their skits to their

peers.


  • Writing assignment: Students will write about their career aspirations explaining why they chose that career.

  • Several listening activities will be conducted to enhance students’ note taking, comprehension and language acquisition

  • Vocabulary acquisition and syntax drills

  • Readings

  • Oral Participation

  • Student questions (interviews)

  • Student responses

  • Presentation of group work

  • Writing tasks

  • Student performance on written and oral work.

  • Test/quiz

CCSS
Foreign Language State Standards
!Exprésate Textbook & Workbook.
!Buen Viaje! Texbook

Lecturas culturales


Visuals
Triangulo
Teachers made assessments
Standard based rubrics
SMART Board

ELMO





Essential Question: How are private and public services similar and different from those in the USA?

Unit III: Pueblos y ciudades

Cross-CurricularConnection(s):Math,English,Art

& Geography.


Timeline: Nov. 2013

(4 weeks)



Spanish CCSS in Language: 1b, 2c,3a 4a,4b 4c,4d,5b & 6

CCSS in Speaking and Listening: 1a, 1c,1d,2,3,5&6

State Standard(s): 1.1/1.2 /1.3/ 2.1/2.2/3.1/3.2/4.1/4.2/5.1/5.2.


Performance Indicators

Vocabulary

Differentiated Activities

Assessments

Resources

The students will:

1. Ask for and give information

2. Talk about where someone went and what he or she did.

3. Talk about business and hiring people.

4. Ask for clarification
Estructuras Gramaticales

A. Preterite tense (regular and irregular verbs)

B. Verbs in the Preterite that have a meaning change

D. Mixing Direct and indirect objects with the new grammar topics.



Public and Private Venues:

la plaza/el semáforo/el tráfico/el edificio/el pueblo/la ciudad/el aeropuerto/el banco/la biblioteca/el correo/el colegio/la escuela/el hospital/el museo/la oficina del dentista/la oficina del medico/el parquet/el zoológico/la playa/la piscina/la parada de autobús/el templo/la universidad/el teatro/ el almacén/el café/el restaurante/el supermercado/la tienda (de ropa, de música) la joyería/la librería/la pastelería/la lavandería/ la tintorería/la frutería/la florería/la verdulería/la peluquería/la heladería



El proceso de encontrar trabajo

Una entrevista de trabajo



  • Students will create scenarios that require talking about situations that might happen in different places in the city such as a supermarket or a stadium.

  • Written and oral expression of vocabulary connections between places in the community and services or goods sold or available.

  • Creating dialogues and role playing

Vocabulary acquisition and syntax drills

Readings


  • Role play activities

  • Dialogs/

Scenarios

  • Oral Participation

  • Student questions

  • Student responses

  • Group discussions

  • Student performance on written and oral work

  • Unit Test

  • Midterm

Homework assignments

CCSS
Foreign Language State Standards
!Exprésate Textbook & Workbook.
!Buen Viaje! Texbook

Lecturas culturales


Visuals
Teachers made assessments
Standard based rubrics
SMART Board

ELMO


Essential Question: What are the essential elements needed to maintain a healthy body?

Unit IV: ! Mantente en forma!

Cross-CurricularConnection(s):Math,English,Art &

& Science.


Timeline: Dec. 2013

(3 weeks)



Spanish CCSS in Language: 1b, 2c,3a 4a,4b 4c,4d,5b & 6

CCSS in Speaking and Listening: 1a, 1c,1d,2,3,5&6

State Standard(s): 1.1/1.2 /1.3/ 2.1/2.2/3.1/3.2/4.1/4.2/5.1/5.2.


Performance Indicators

Vocabulary

Differentiated Activities

Assessments

Resources

The students will:

1. Talk about how something turned out

2. Talk about reacting to events and accidents

3. Talk about getting hurt

4. Ask for and give advice
Estructuras Gramaticales

A. Regular and irregular preterite.

B. Verbs with reflexive pronouns and direct objects.

C. Meaning change verbs in the preterite and direct/ indirect objects pronouns.




Sports:el baloncesto/el básquetbol/el béisbol/el boxeo/la corrida de toros/esquiar/el fútbol/el fútbol americano/el hockey/el boliche/la natación/el patinaje/el patinaje sobre hielo/ el tenis/el volibol /el voleibol/ el correr/el golf/el ciclismo, etc.
Health:

el brazo roto/la pierna rota/la fiebre/la gripe/la indigestión/la rubéola/la varicela/la epidemia/la farmacia/la aspirina el enfermero /la enfermera/el hospital/ la píldora/el resfriado/la vitamina/ la receta/el(la) paciente/el jarabe/la medicina/el(la) medico(a)



Verbs:

Doler/ padecer/sufrir/ toser/tener fiebre/ dolor./ enyesar/ vendar/poner puntos/ golpearse/ romperse/ herirse/ quemarse/ fracturarse, etc.





*Student generated dialogues.

- *Discussions focused on

comparing and contrasting

USA and Hispanic students’

sports, pastimes and clubs.

*Oral presentations to

demonstrate conversational

skills


*Syntax Drills

*-Vocabulary Acquisition

Skills


  • Using descriptive sentences for visual prompts

  • Listening activities requiring students to describe, identify, list and analyze information for deeper understanding

  • Group discussion on healthy living habits

  • Dialogues

Reading comprehension

activities



  • Oral Participation

  • Student questions

  • Student responses

  • Group discussions

  • Unit Test

  • Student performance on written and oral work

  • Homework assignments

  • Vocabulary Quiz

  • Listening and Reading

Comprehension.

* Written and oral assessments.



CCSS
Foreign Language State Standards
!Exprésate Textbook & Workbook.
!Buen Viaje! Texbook

Lecturas culturales


Visuals
Teachers made assessments
Standard based rubrics
SMART Board

ELMO



Essential Question: How do the daily routines, sports and leisure-time activities of Hispanic and USA teenagers compare and contrast?

Unit V: Día a día and Unit VI: Recuerdos

Cross-CurricularConnection(s):Math,English &Art




Timeline: Jan. 2013

(4 weeks)



Spanish CCSS in Language: 1b, 2c,3a 4a,4b 4c,4d,5b & 6

CCSS in Speaking and Listening: 1a, 1c,1d,2,3,5&6

State Standard(s): 1.1/1.2 /1.3/ 2.1/2.2/3.1/3.2/4.1/4.2/5.1/5.2.


Performance Indicators

Vocabulary

Differentiated Activities

Assessments

Resources

The students will:

1. Remind someone to do something

3. Express interest and disinterest

4. Talk about how things used to be in your childhood.
Estructuras Gramaticales

A. Review of all irregularities of the Preterite.

B. Imperfect use and conjugation.


Leisure Time Activities:

cantar/correr/escribir/ver television/salir con mis amigos/navegar la red cibernética/informática/patinar/

esquiar/jugar cartas/ir al cine/ver películas(en mi casa)/

ir a fiestas/ una galería /leer (revistas/libros/el periódico

escuchar música/dibujar/pintar/

el ajedrez /el dómino/jugar a las cartas/jugar a los naipes/ coleccionar sellos/estampillas/

monedas/ hacer ejercicios/ montar en bicicleta o a caballo

Childhood games:

Saltar a la cuerda/ coleccionar animales de peluche/jugar a las damas/jugar con munecas/jugar a la casita/columpiarse/ver dibujos animados/ trepar a los arboles/ jugar con bloques/jugar al pilla-pilla/jugar al escondite/compartir los juguetes/ coleccionar laminas/ jugar con carritos/ hacer travesuras/ molestar/sacar buenas/malas notas





-Vocabulary acquisition activities.

-Syntax Drills.

-Dialogues based on their childhood experiences.

-Students will present their projects to their peers.

-Readings

-Listening activities

-Interviews


  • Oral Participation

  • Group discussions.

  • Test/quiz.

  • Presentation of individual/

group work

  • Writing tasks

  • Student performance on written and oral work.

Reading and listening skills.

CCSS
Foreign Language State Standards
!Exprésate Textbook & Workbook.
!Buen Viaje! Texbook

Lecturas culturales


Visuals
Teachers made assessments
Standard based rubrics
SMART Board

ELMO


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