Spanish I: Curriculum - Killeen Independent School District

SPANISH I CURRICULUM KILLEEN INDEPENDENT SCHOOL DISTRICT 2011 1st Nine Weeks

OBJECTIVE: Set up Interactive Notebook for use during the school year. Learn Pronunciation/Alphabet/Vowels/Cognates/Tú vs. Usted

TEKS: 1A, 4A Activities: Set up interactive notebooks to use in class. These should be personalized Learn Spanish alphabet charts to rhythmic chant; learn in chunks and then combine. Practice daily till memorized. Compare Spanish alphabet to English; Learn mnemonic for vowels and their sound: A-E-I-O-U, el burro sabe más que tú; Practice correct vowel pronunciation as well as sounds made by letters; Learn some preliminary cognates and patterns such as – ción/-tion, adverb endings -mente, -ing equivalents –ando, -iendo, and – yendo; Explain use of Tú vs. Usted Enter all these into Interactive Notebook as introduced Resources:

Holt ¡Exprésate! Spanish I (p. 22 TE/SE), pronunciation guide, alphabet flashcards or poster.

Assessments: Recitation of alphabet and vowels from memory, oral responses to questions given OBJECTIVE: Learn about Spanish Culture/History TEKS: 2A, 2B

Activities: Watch video about Spain and discuss culture, geography, customs, notice pronunciation in dialects of Spain, birthplace of Spanish. Use cognates to understand text written in Spanish; most of the text on pg. 1-4 can be understood using understanding of cognates. Resources:

Holt ¡Exprésate! Spanish I pp. 1-4

Assessments: Students make ads to inspire others to study Spanish. They can describe Spain, its food, important cities, mention countries where Spanish is spoken, how it can be used to further ones studies and career, and how it can enrich one’s life.

SPANISH I CURRICULUM KILLEEN INDEPENDENT SCHOOL DISTRICT 2011

OBJECTIVE: Learn Spanish Culture – Diminutives, nicknames/addressing teachers/Comparing Greetings/Goodbyes in Spanish and English/Texas Hispanics Activities: Resources:

videos from DVD Tutor, reading textbook aloud, direct teaching Holt ¡Exprésate! Chapter 3, pp. 80-113

Assessments: oral responses

OBJECTIVE: Learn greetings/goodbyes/introductions/polite conversation TEKS: 1A, 2A, 4C Activities:

Resources:

Assessments:

Make foldable with questions and answers from “Expresate” sections, pg. 6 & 8; play Inner-Outer Circle, practice greetings then switch to next person and change from “questioner” to “answerer”. Do the same for the sections on page10 and 11. Holt ¡Exprésate! Chapter 1 pp. 6, 8, 10, 11

Oral responses, Quizzes and exams from ancillaries, Interactive notebook (IN) maintenance

OBJECTIVES: Learn Numbers 0-31/Telling Time/Day of Week/Months of Year/Alphabet/Giving phone numbers/Giving time, date, time of day/spelling words and email addresses TEKS: 1A, 1B, 1C, 4A Activities:

Use foldable and notes to enter information into IN

Assessments: Oral responses

OBJECTIVE: Learn to use Subjects/Verbs in Sentences/Using Subject Pronouns/ Present Tense of SER (and ESTAR informally, covered formally later)/Punctuation marks and accents TEKS: 1A, 1B, 1C, 2A Activities:

Make foldable for sentence structure with subjects/verbs; Foldable for Subject Pronouns; Create a “Jacobo” (a paper figure on a stick who you take pictures with… your “friend”) to introduce to “teacher” or “friend”, talk about where s/he is from; Students chant verb-ending charts, delineating singular/plural and using standard English format

SPANISH I CURRICULUM KILLEEN INDEPENDENT SCHOOL DISTRICT 2011 Resources:

of 1st person, 2nd person, and 3rd person formats to facilitate the organization and memorization of these endings Holt ¡Exprésate! Chapter 1, pp. 4-37

Assessments: Maintenance of IN, skit presentation with “Jacobo” OBJECTIVE: Learn Culture of Puerto Rico; Geography, political, art; foods; geography TAKS:

Activities:

4B, 4C

Read about Puerto Rican musicians and in US music charts; Fine Art; Viejo San Juan; typical foods; geography

Assessments: Teacher observation, discussion participation, quiz Resources:

Holt ¡Exprésate! Chapter 2, pp. 38-41

OBJECTIVE: Learn how to describe friends/numbers 32-100/Describing people/Asking-Giving someone’s age-birthday/stating likesdislikes/describing things TAKS: 1B, 2A, 4B Activities:

Resources:

Produce a major video, online project or podcast describing friends, asking and giving age and birthday, one’s likes and dislikes Holt ¡Exprésate! Chapter 2, pp. 38-41

Assessments: Quiz, oral responses, teacher observation

OBJECTIVE: Learn structures: SER with adjectives/Gender-Verb agreement/Question formation/Nouns/Definite articles/GUSTAR/¿POR QUE?/PORQUE/ Preposition DE TAKS: 4A, 1B, 1C Activities:

Resources:

Foldables for understanding structures; cluster format Chant verb-ending charts, delineating singular/plural and using the standard English format of 1st person, 2nd person, and 3rd person formats to facilitate the organization and memorization of these endings Holt ¡Exprésate! Chapter 2, pp. 38-41


Assessments: Project, Álbum de fotos TE p. 41C describing five friends with likes, dislikes, age, birthday OBJECTIVE: Learn culture and geography of Texas; Geography, food, art, architecture and celebrations TEKS:

Activities:

3B, 5B, 2B

Watch videos of Dia de los Muertos to understand how ties to Aztec customs. Read/discuss participating in sports in Latin America, introducing friends to parents, recreation in South Padre Island, Comparing what you and your friends like to do on weekends, Cinco de Mayo in Texas, who pays when going out with friends. Resources: http://www.dayofthedead.com/ http://www.azcentral.com/ent/dead/articles/dead-education.html http://www.mexicartemuseuminfo.org/retailer/articles/ret_articles.asp?storeID=A966F 695BB0649D4990A0E1555A88126&MenuID=898, the site for Austin’s celebration each year. It has an educational packet you can download. Holt ¡Exprésate! Chapter 3, pp. 76-79 and throughout Ch. 3 Assessments: Observation and discussion, making of products for Day of the Dead OBJECTIVE: Learn about sports and leisure activities, weekend activities – talking about what you and others like to do; what you and others want to do, talking about everyday activities, saying how often you do things.

TEKS:

Activities: Resources:

1B, 4C, 1A

Make a foldable book with conversational dialogs to depict typical weekday/weekend activities; Writing sentences, developing “Exprésate” sentences into more developed sentences; Listening, writing, Inner-Outer Circles, games, online practice and games for vocabulary development. Holt ¡Exprésate! Chapter 3, pp. 80-113

Assessments: Quizzes and exams, observation, oral responses, maintenance of IN


OBJECTIVE: Understand and know structures: GUSTAR with Infinitives; Pronouns after prepositions; Present tense of QUERER with infinitives; Present tense of regular –AR verbs; Present tense of IR and JUGAR; Weather expressions TEKS:

Activities:

Resources:

1A, 1B, 4A, 3A, 3B, 5A

Make cartoons depicting conversations. Make videos to give a current weather report from a Latin American city. Make tiny foldable booklets with quick cartoons and conversations. Students chant verbending charts, delineating singular/plural and using standard 1st person, 2nd person, and 3rd person formats to facilitate the organization and memorization of these endings Holt ¡Exprésate! Chapter 3, pp. 80-113

Assessments: Oral response, observation, maintenance of IN with notes and foldables

OBJECTIVE: Learn culture of Costa Rica; Geography, Celebrations, Art, Foods, Flora and Fauna, Beginning of the school year in Costa Rica, Elective classes, tracking, a typical day at school, Spanish clubs in Texas communities, passing and failing courses, school schedules and sessions in Latin American countries, Domingueando by Tomás Povedano de Arcos TEKS: 2A, 2B, 4B

Activities:

Resources:

Read using cognates, Read textbook culture pages

Holt ¡Exprésate! I Chapter 4, pp. 114-117, Ancillaries

Assessments: Oral responses

OBJECTIVE: Learn vocabulary: School supplies and other items for school; Classes and places in school; School events; Saying what you have and need for school; Talking about classes, schedules during and after school; Talking about plans; Inviting others to do something; Talking about things you have to do TEKS: 1A, 1B, 1C, 5A Activities:

Pair Activities – Students use vocabulary learned to role-play questions and answers about what classes they have and their schedule, and inviting someone to do an afterschool activity. Students talk about school supplies they have and what they need with a partner and then move to another partner.

SPANISH I CURRICULUM KILLEEN INDEPENDENT SCHOOL DISTRICT 2011 Resources:

Holt ¡Exprésate! I Chapter 4, pp. 114-117, Ancillaries

Assessments: Oral responses, project on ad campaign for school supply shop OBJECTIVE: Learn structures: Indefinite articles; Using ¿cuánto?, mucho, and poco; Present tense of tener and tener idioms; Venir and a + time; Ir+a+infinitives; Present tense of –er and –ir verbs and tag questions -er/-ir verbs with irregular yo forms; los + days of week TEKS: 1A, 1C Activities:

Resources:

Make foldable to help students make the comparison to English verb structure and conjugation. Students chant verb-ending charts, delineating singular/plural conjugations and using the English format of 1st person, 2nd person, and 3rd person formats to facilitate the organization and memorization of these endings. Holt ¡Exprésate! I Chapter 5, pp. 152-189

Assessments: maintenance of IN, teacher-made quizzes and exams, oral exams OBJECTIVE: Learn culture of Chile – geography, architecture, foods, celebrations, fine arts, Hispanic surnames, Extended families, Texas and Mexican extended families, Describing family, Texas surnames and family trees, climate and houses TEKS: 4B, 3A, 2A Activities: Reading, research and making a model of homes in Chile or other Latin American country OBJECTIVE: Learn vocabulary – Family members; Relationships to family members; Describing people (physical and personality); Rooms in the house; Furniture and accessories; Chores; Describing people and family relationships\Talking about where you and others live; Talking about one’s responsibilities TEKS:

1A, 1B, 1C

Resources:

Holt ¡Exprésate! I Chapter 5, pp. 152-189

Activities:

Family Tree

Assessments: Observation and oral responses, presentation of project


OBJECTIVE: Learn structures - Possessive adjectives; Stem-changing verbs o – ue; Stem-changing verbs e – ie; Estar with prepositions; Negation, Querer, Tener and negation

TEKS:

Activities:

Resources:

3A, 1B

Foldable booklet to use for “boot” verbs with sliding strip for stemchanging verbs Holt ¡Exprésate! I Chapter 5, pp. 152-189

Assessments: Maintenance of IN, Quizzes and exams from ancillaries; oral response OBJECTIVE: Learn culture of Mexico; Geography, art, architecture, celebrations, and foods; Atole and corn as a staple Barbeque in Texas; Favorite dishes; Mexican and TexMex food in Texas; Main meal of the day; Snacks and snack times; The Market of Cuernavaca in the Age of the Conquest, Diego Rivera TEKS: 5A, 5B Activities:

Resources:

Cinco de Mayo celebration, field trip to a Mexican restaurant Holt ¡Exprésate! I Chapter 6, pp. 190-155

Assessments: Oral responses, observation of ordering at restaurant, menu development and skit performance OBJECTIVE: Learn vocabulary- Lunch foods; Foods you might order in a restaurant; Describing foods; Table setting; Breakfast and dinner foods; Commenting on food ; Taking an order and making polite requests; Talking about meals; Offering help and giving instructions TEKS: 5A, 5B, 4C Activities:

develop a menu, role-play ordering food at a restaurant

OBJECTIVE: Learn to use Ser versus Estar; Pedir and servir; Preferir, poder, and probar ; Direct objects and direct object pronouns; Affirmative informal commands; Affirmative informal commands with pronouns; Stem-changing verbs;Definition of pronouns; Subject pronouns Activities:

Culminating project, skits, field trip to restaurant if possible, hold a Cinco de Mayo fiesta TEKS: 4A, 4B, 4C, 5A, 5B Assessments: Comprehensive final exam