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CurriculumManagementSystem
MONROETOWNSHIPSCHOOLS
CourseName:SpanishIIGrade:9or10
Foradoptionbyallregulareducationprograms BoardApproved:asspecifiedandforadoptionoradaptationbyallSpecialEducationProgramsinaccordancewithBoardofEducationPolicy#2220.
suefeldman
Typewritten Text
suefeldman
Typewritten Text
9/2015
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TableofContents
MonroeTownshipSchoolsAdministrationandBoardofEducationMembers Page3
Mission,Vision,Beliefs,andGoals Page4
CoreCurriculumContentStandards Page5
ScopeandSequence Pages6‐12
Goals/EssentialQuestions/Objectives/InstructionalTools/Activities Page13‐38
QuarterlyBenchmarkAssessment Page39‐40
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MonroeTownshipSchoolsAdministrationandBoardofEducationMembers
ADMINISTRATIONDr.MichaelKozak,Superintendent
Dr.DoriAlvich,AssistantSuperintendent
BOARDOFEDUCATIONMr.DougPoye,BoardPresident
Mr.TomNothstein,BoardVicePresidentMs.MicheleArminio
Mr.MarvinI.BravermanMs.JillDeMaioMr.LewKaufman
Ms.KathyKolupanowichMr.AnthonyPreziosoMr.StevenRiback
JamesburgRepresentativeMr.RobertCzarneski
WRITER’SNAMEKathrynTervo
CURRICULUMSUPERVISOR
Dr.KellyF.Roselle
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Mission,Vision,Beliefs,andGoals
MissionStatement
TheMonroePublicSchoolsincollaborationwiththemembersofthecommunityshallensurethatallchildrenreceiveanexemplaryeducationbywell‐trainedcommittedstaffinasafeandorderlyenvironment.
VisionStatement
TheMonroeTownshipBoardofEducationcommitsitselftoallchildrenbypreparingthemtoreachtheirfullpotentialandtofunctioninaglobalsocietythroughapreeminenteducation.
Beliefs
1.Alldecisionsaremadeonthepremisethatchildrenmustcomefirst.2.Alldistrictdecisionsaremadetoensurethatpracticesandpoliciesaredevelopedtobeinclusive,sensitiveandmeaningfultoourdiversepopulation.3.Webelievethereisasenseofurgencyaboutimprovingrigorandstudentachievement.4.Allmembersofourcommunityareresponsibleforbuildingcapacitytoreachexcellence.5.Wearecommittedtoaprocessforcontinuousimprovementbasedoncollecting,analyzing,andreflectingondatatoguideourdecisions.6.Webelievethatcollaborationmaximizesthepotentialforimprovedoutcomes.7.Weactwithintegrity,respect,andhonestywithrecognitionthattheschoolsservesasthesocialcoreofthecommunity.8.Webelievethatresourcesmustbecommittedtoaddressthepopulationexpansioninthecommunity.9.Webelievethattherearenodisposablestudentsinourcommunityandeverychildmeanseverychild.
BoardofEducationGoals
1.Raiseachievementforallstudentspayingparticularattentiontodisparitiesbetweensubgroups.2.Systematicallycollect,analyze,andevaluateavailabledatatoinformalldecisions.3.Improvebusinessefficiencieswherepossibletoreduceoveralloperatingcosts.4.Providesupportprogramsforstudentsacrossthecontinuumofacademicachievementwithanemphasisonthosewhoareinthemiddle.5.Provideearlyinterventionsforallstudentswhoareatriskofnotreachingtheirfullpotential.6.ToCreatea21stCenturyEnvironmentofLearningthatPromotesInspiration,Motivation,Exploration,andInnovation.
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CommonCoreStateStandards(CSSS]
TheCommonCoreStateStandardsprovideaconsistent,clearunderstandingofwhatstudentsareexpectedtolearn,soteachersandparentsknowwhattheyneedtodotohelpthem.Thestandardsaredesignedtoberobustandrelevanttotherealworld,reflectingtheknowledgeandskillsthatouryoungpeopleneedforsuccessincollegeandcareers.WithAmericanstudentsfullypreparedforthefuture,ourcommunitieswillbebestpositionedtocompetesuccessfullyintheglobaleconomy.
Links:1.CCSSHomePage:http://www.corestandards.org 2.CCSSFAQ:http://www.corestandards.org/frequently-asked-questions 3.CCSSTheStandards:http://www.corestandards.org/the-standards 4.NJDOELinktoCCSS:http://www.state.nj.us/education/sca 5.PartnershipforAssessmentofReadinessforCollegeandCareers(PARCC):http://parcconline.org 6.NationalStandardsforFamilyandConsumerSciencesEducationhttp://nasafacs.org/national‐standards‐home.html
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ScopeandSequence
Quarter1
UNITTOPICSLasidentidadespersonalesypúblicas
I.Lavidadelestudiante
a.ContentVocabulary Reviewadjectivesofpersonaldescription Reviewclassroomobjects Schoolactivitiesandclassroommaterials
b.Classroomrules(hayquevs.seprohíbe)c.QuestionWords(qué,porqué,cómo,quién,dónde,adónde,dedónde,cuándo,cuánto,cuál)d.PresentTenseVerbs
Regular–AR,–ER,and–IRconjugations PresentProgressiveTense(–ando/–iendo,regularandirregularforms) Servs.Estar(DOCTORvs.PLACEtodistinguishusage)
SerDoctor(Description‐Physical,Occupation,Characteristic–Personality, Time&Date,Origin–madeof,Relationship,Religion&Race) EstarPlace(Position,Location,Action–“‐ing”,Condition–temporary,Emotion)
TenerExpressions(tener+#años,hambre/sed,calor/frío,sueño,suerte,miedo,cuidado,dolorde) “YoGo”verbs
(tengo,hago,pongo,traigo,salgo,digo,vengo) Stem‐changingverbs(uue)jugar(oue)poder,dormir,almorzar,costar(eie)querer,pensar,empezar,entender,preferir(ei)pedir,servir,repetir Gustar/Encantarandsimilarverbs(usedwithandwithoutinfinitives)
e.Affirmative/NegativeWords(alguien/nadie,algo/nada,algún/ningún,alguno/a/os/as/ninguno/a,siempre/nunca,también/tampoco)
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Quarter2
UNITTOPICSLavidacontemporánea/Labellezaylaestética
I.Lasactividadesextracurriculares
a.ContentVocabulary Athleticandrecreationalactivities Music,drama,andthearts Internetandtechnology
b.Sabervs.Conocer Sabertoknowinformation,toknowhowtodosomething Conocertoknowpeople(“a”personal),tobefamiliarwithsomething
c.ComparisonsofEquality tan+adjective+como(toexpressas“adjective”as) tanto/a/os/as+noun+como(toexpressasmuchorasmanyas)
d.Hace+TimeExpressions(tosayhowlongsomethinghasbeengoingon) Reviewcalendarexpressions Reviewtellingtime
II.Larutinadiaria
a.ContentVocabulary Reviewbodyparts Reflexiveverbsandobjectsassociatedwithdailyroutines Specialeventsandrelatedemotions
b.ReflexiveVerbs –ARand–ER/–IRconjugationswithreflexivepronouns Stem‐changingreflexiveverbs(despertarse,acostarse,vestirse) Reflexivevs.non‐reflexiveverbusage
c.PossessiveAdjectives(mío,tuyo,suyo,nuestro,suyo–changefornumberandgender)
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Quarter3
UNITTOPICSLabellezaylaestética/Lasfamiliasylascomunidades
I.Irdecompras
a.ContentVocabulary Reviewclothingvocabulary Reviewcardinalnumbers(throughmillionsplacevalue) Describingclothesshoppingandpurchases
b.RegularPreteriteVerbs –ARand–ER/–IRconjugations –CAR,–GAR,–ZARspellingchangeverbs Rationaleforpreteriteusage
(completedactions,actionsthathaveatimelimit,chainsofevents,interruptingactions,mentalstates,etc.)c.DemonstrativeAdjectives(ese/a,este/a,aquel/laandpluralforms)
II.Lugaresdelacomunidad
a.ContentVocabulary Communityplacesandassociatedobjects Runningerrandsaroundtown
b.IrregularPreteriteVerbs Reviewregularpreteriteconjugations Irregularstemconjugations(ir/ser,tener,estar,hacer,poder) Additionalirregularpreteriteverbs
Irregularstems(venir,poner,decir,traer)iy(oír,leer,creer)ei–IRstem‐changingverbs(preferir,pedir)ou–IRstem‐changingverbs(dormir,morir)
c.DirectObjectPronouns(me,te,lo/la,nos,los/las)
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Quarter4
UNITTOPICSLasfamiliasylascomunidades(continued)
I.Cuandoeraniño/a
a.ContentVocabulary Reviewfamilymembers Childhoodtoys,activities,andbehaviors Adjectivestodescribebehavior
b.RegularImperfectVerbs –ARand–ER/–IRconjugations Rationaleforimperfectusage
(“usedto,”habitualpastactions,settingthescene:time,weather,agewithtener,physicaldescriptions,etc.)c.IrregularImperfectVerbs(ser,ir,ver)d.IndirectObjectPronouns(me,te,le,nos,les)
Usageandplacementofdoubleobjectpronouns Singleanddoubleverbconstructions
II.Eventosdelpasado
a.Onlinestoriestocompare/contrastpreteritevs.imperfectusage Ricitosdeoroylostresosos#1http://personal.colby.edu/~bknelson/SLC/ricitos1.php Ricitosdeoroylostresosos#2http://personal.colby.edu/~bknelson/SLC/ricitos2.php Superhombrehttp://personal.colby.edu/~bknelson/SLC/superhombre.php StudyModuleonPreteritevs.Imperfecthttp://personal.colby.edu/~bknelson/SLC/quemiedopase.php
b.Keyphrasestodistinguishpreteritevs.imperfectverbusagec.CreativewritingpromptstoutilizeSpanishIIvocabularyandpresent,presentprogressive,preterite,andimperfecttenses
WhenIWasaChild AnUnforgettableShoppingExperience
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Quarter1:EssentialContentVocabulary AdjectivesofPersonalDescriptionSchoolActivitiesClassroomMaterialsClassroomObjects(changefornumberandgender)hacerunapreguntalosmaterialesunlápizalto/bajocontestarlaspalabrasunbolígrafojoven/viejodiscutirelinformeunlibroguapo/feodarundiscursoelproyectouncuadernosimpáticopedirayudalastijerasunacarpetaartístico/musicalaprenderdememorialacintaunpapeldeportistaoatléticoexplicarlagrapadoraundiccionariointeligenterepetirlareglaunpupitreestudiosoconocer/saberelasientounescritoriotrabajador/perezosoentenderelarmariounamesa/unasillaordenado/desordenadorespetarelcarnetdeidentidadunapuerta/unaventanaserio/graciosoocómicoprestaratenciónunabanderapaciente/impacienteempezarocomenzarunrelojsociable/reservadoentregartareaunapapeleraatrevidollegaratiempo/llegartardeunsacapuntastalentososacarunabuena/malanotaQuarter2:EssentialContentVocabularyMusic,Drama,andtheArtslabanda/laorquesta/elmúsico/elbailarínAthleticActivitiesRecreationalActivitieslacanción/elcantante/elcoro/lavozjugaralbéisbol/baloncestohablarporteléfono/textearelensayo/ensayarjugaralfútbol/fútbolamericanoescucharmúsicalafotografíaolafoto/elfotógrafojugaralhockey/golf/tenissacarfotos/autofotososelfisjugaralosbolosjugarvideojuegos/alajedrezInternetandTechnologypracticardeportesusarlacomputadoramandartextos/correoselectrónicoslanatación/elpatinajepasartiempoconamigosdescargarjuegos/videos/músicahacerejercicio/gimnasia/lasartesmarcialesirdecomprascrearunapáginawebiralapráctica/alpartido/alclubatléticotomarleccionesestarenlineasermiembrodeunequipo/animador/atrabajarcomovoluntariohacerunabúsquedaasistir(a)/participar(en)sermiembrodeunclubnavegarenlaredganar/grabar/volverasistiraunareuniónvisitorsalonesdechat
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Quarter2:EssentialContentVocabulary(continued)PartsoftheBodyReflexiveVerbsObjectsAssociatedwithReflexiveVerbsSpecialEventslacabezalosbrazosdespertarse/levantarseladucha/labañeraunabodaelpelolasmanosacostarseeljabón/elchampúunacitalacaralosdedosducharse/bañarseelsecador/latoallaunaaudiciónlosojoslasuñaslavarse/secarseelcepillodedientes/lapastadentalunconcurso lasorejaslaspiernascepillarse/peinarseelcepillodepelo/elpeineunconciertolanarizlospiesvestirse/prepararselaropacómoda/eleganteunbailelabocalosdedosdelpiecortarseeldesodorante/elmaquillajeunaentrevistaloslabioselestómagoafeitarselasjoyasdeoro/plataunafiestadecumpleañoslosdienteselcuerpopintarseelcinturónarreglarseelaguadecolonia/elperfumeEmotionsRelatedtoSpecialEventsponerseelsalóndebellezaestusiasmadoaburridotranquilonervioso Quarter3:EssentialContentVocabularyocupadocansadoClothingClothesShoppingToDescribeShoppingandPurchases lacamisaeltrajedebañoirdecompraselcentrocomercialelestilolacamisetaelpijamaprobarseelmercadoflojo/apretadolospantaloneslaropainteriorescogerlatiendaderopapequeño/mediano/grandelospantalonescortoselsombrerobuscarlazapateríaclaro/oscuro/vivolosjeanslagorraencontrarlaentrada/lasalidaexageradolablusalabufandacomprarelletreroefectivolafaldalosguantesvenderlaliquidaciónlatarjetadecréditoelvestidolacorbatapagarlagangaelchequepersonalelsuéterlosanteojosgastarcaja/cajeroelcupónderegalolachaquetaloszapatosanunciarprecioalto/bajoalgodón/cuero/lana/sedaelabrigoloscalcetinesestardemodalamarcatelasintéticalasudaderalassandáliaslatalla/elnúmeroeltrajelasbotas
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Quarter3:EssentialContentVocabulary(continued)CommunityPlacesVerbsandObjectsAssociatedwithRunningErrandslabibliotecasacarunlibro/devolverunlibroelcorreoechar/enviar/latarjeta/lacarta/elsello/elbuzónlafarmaciaelcepillodedientes/lapastadental/eljabón/elchampúelbancocobraruncheque/sacardineroelconsultorioolaoficinadeldoctorcuidar(a)/elmédico/eldentista/elhospitallaestacióndeservicioolagasolinerallenareltanque/lagasolinalatiendadelequipodeportivolaspelotas/laraquetadetenis/lospalosdegolf/lospatineselsupermercadoabrir/cerrar/lascomidaslaciudad/elcentromanejar/irapie/elmetroelcinelaspeliculas/laspalomitas/losdulceselrestaurantepedirelmenú/lacuentaelaeropuertovolar/elvuelo/elaviónQuarter4:EssentialContentVocabularyFamilyMembersChildhoodToysChildhoodActivitiesBehaviorslamamá/lamadre/lasmadreslosbloquessaltaralacuerdaobedienteelpapá/elpadre/lospadreslacoleccióncoleccionardesobedienteelhermano/lahermana/loshermanoslamuñeca/elmuñecoportarsebien/maltímidoelabuelo/laabuela/losabueloselosodepelucheobedecerconsentidoeltío/latía/lostíoseldinosauriomentirgenerosoelprimo/laprima/losprimoslatortugamolestarbieneducadoelbebé/labebé/losbebéselpez(lospeces)pelearsetraviesolamadrastra/elpadrastroeltreneléctricoofrecerelhermanastro/lahermanastraeltriciclopermitirlamascota/elperro/elgatounacuerda(desaltar)iralpatioderecreoiralaguarderíainfantiljugarconlosvecinos
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UNIT1 – Lasidentidadespersonalesypúblicas
StageOne:DesiredResultsESTABLISHEDGOALSNJCoreCurriculumContentStandardsforWorldLanguagesInterpretiveMode7.1.NH.A.1Recognizefamiliarwordsandphrases,understandthemainidea,andinferthemeaningofsomehighlycontextualized,unfamiliarspokenorwrittenwordsinculturallyauthenticmaterialsusingelectronicinformationandothersourcesrelatedtotargetedthemes.7.1.NH.A.2Demonstratecomprehensionofaseriesoforalandwrittendirections,commands,andrequeststhroughappropriatephysicalresponse.7.1.NH.A.3Recognizesomecommongesturesandculturalpracticesassociatedwithtargetculture(s).7.1.NH.A.4Identifypeople,places,objects,andactivitiesindailylifebasedonoralorwrittendescriptions.7.1.NH.A.5Demonstratecomprehensionofshortconversationsandbriefwrittenmessagesonfamiliartopics.7.1.NH.A.7Occasionallyinferthemeaningofafewunfamiliarwordsinhighlycontextualizedsituations. 7.1.NH.A.8IdentifysomeuniquelinguisticelementsinEnglishandthetargetlanguage.
TransferStudentswillbeabletoindependentlyusetheirlearningto…
Utilizeadjectivestodescribethemselvesandothers. Talkaboutschoolactivitiesandclassroommaterials. Discussandcreateaffirmativeandnegativeschoolrules.
MeaningUNDERSTANDINGSStudentswillunderstandthat…
Personalitytraitsareuniversalandcandescribepeopleofdifferentethnicities.
SchoolroutinesdifferbetweenNorthAmericanandHispaniccountriesaswellasbetweenHispaniccountries.
Schoolrulesservemanypurposesincludingmaintainingorder,fosteringrespect,andpromotingstudentsafety.
SpanishquestionsoftenhaveadifferentwordorderthantheirEnglishequivalentsandthereforecannotbetranslateddirectly.
Verbsneedtobeconjugatedwithregardtosubjectandtenseinordertofacilitateeffectivecommunication.
Irregularpresenttenseverbs,whiledeviatingfromregularconstructions,haveconjugationpatternsoftheirown.
Thepresentprogressivedescribesanactionintheprocessofhappening.
Theverbsserandestar,whichhavespecificrulesforusage,cannotbeusedinterchangeably.
Theverbtenerisoftenusedinphrasestodescribestatesofbeingwherebyaformoftheverb“tobe”wouldbeusedinEnglish.
ESSENTIALQUESTIONS Howcanyoudescribepeoplefrom
differentcountrieswithoutusingculturalstereotypes?
HowwouldyoucompareatypicaldayinyourschoolwiththeschoolroutinesofspecificHispaniccountries?
Whatschoolrulesaremost/leastimportantinaclassroomenvironment?
Whattypesofruleswouldyouasastudentcreate?
Whattypesofquestionswouldbemostusefulinordertocommunicateinrealworldsituations?
Whyisitimportanttoconjugateverbs? Whattypesofpatternsaretherefor
irregularpresenttenseverbs? Whenwouldyouusethepresent
progressiveasopposedtoregularpresenttenseverbs?
Whataretheimportantdifferencesinusagebetweenserandestar?
WhyaretenerexpressionsnotusuallytranslateddirectlyintoEnglish?
Whatmakesverbslikegustarandencantaruniqueandhowdoestheirconjugationdifferfromotherverbs?
Howcanyouuseaffirmative/negativewordsinpracticaleverydayspeech?
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InterpersonalMode7.1.NH.B.1Usedigitaltoolstoexchangebasicinformationbyrecombiningmemorizedwords,phrases,andsentencesontopicsrelatedtoselfandtargetedthemes.7.1.NH.B.2Giveandfollowaseriesoforalandwrittendirections,commands,andrequestsforparticipatinginage‐andlevel‐appropriateclassroomandculturalactivities.7.1.NH.B.3Imitateappropriategestures,intonation,andcommonidiomaticexpressionsofthetargetculture(s)/languageduringdailyinteractions.7.1.NH.B.4Askandrespondtoquestions,makerequests,andexpresspreferencesinvarioussocialsituations.7.1.NH.B.5Converseonavarietyoffamiliartopicsand/ortopicsstudiedinothercontentareas.PresentationalMode7.1.NH.C.1Recombinebasicinformationatthewordandsentencelevelrelatedtoselfandtargetedthemestocreateamultimedia‐richpresentationtobesharedvirtuallywithatargetlanguageaudience.7.1.NH.C.2Createandpresentbriefmessages,poems,rhymes,songs,shortplays,orrole‐playsusingfamiliarvocabularyorallyorinwriting. 7.1.NH.C.3Describeinwritingpeopleandthingsfromthehomeandschoolenvironment.
Verbslikegustarandencantarhaveauniqueconstructionwhichalwaysrequiresanindirectobjectpronoun.
Affirmativeandnegativewordsareutilizedinwayswhicharenotabletobetranslateddirectly,includingdoublenegativeconstructions.
AcquisitionStudentswillknow…
Familiarwordsandphrases,manyofwhicharecognates,whichareusedtodescribepersonalitytraits.
Culturalpracticesspecifictoschoolroutinesaspresentedinhighlycontextualizedsituations.
Commonquestionsandresponsesusedtoexpresspersonalpreferencesinavarietyofsocialsituations.
Conjugationsforregularandirregularpresenttenseverbsneededtoconverseandwriteonavarietyoffamiliartopics.
Distinguishingcharacteristicsfortheverbsserandestarasevidencedinculturallyauthenticmaterials.
Idiomaticexpressionswhichusetheverbtenerwhicharecommonindailyinteractions.
UniquelinguisticelementssuchastheconstructionofverbslikegustarandtheconceptoftheSpanishdoublenegative.
Studentswillbeskilledat… Comprehendingshortconversationsand
writtenpassagesutilizingadjectivesofpersonaldescription.
Identifyinguniquelinguisticelementssuchasnoun/adjectiveagreementandthetypicalplacementofadjectivesafterthenounstheymodify.
Givingandfollowingoralandwrittendirectionsrelatedtoschoolroutinesandcreatingandpresentingclassroomrules.
Recombiningbasicinformationatthewordandsentencelevelwithcorrectconjugationsofcommonregularandirregularpresenttenseverbs.
Demonstratingcomprehensionofservs.estarinshortconversationsandbriefwrittenpassagesonfamiliartopics.
Usingtenerexpressionstoexpressstatesofbeinginvarioussocialsituations.
Describingpersonallikesanddislikesbyutilizingtheverbsgustarandencantarindailysocialinteractions.
RecognizingcommonculturalpracticesassociatedwiththeuseofaffirmativeandnegativewordsinSpanish.
Usingdigitaltoolstoexchangebasicinformationregardingthemselvesandtheirschoolenvironment.
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7.1.NH.C.4Tellorretellstoriesfromage‐andlevel‐appropriate,culturallyauthenticmaterialsorallyorinwriting.7.1.NH.C.5Tellorwriteaboutculturalproductsassociatedwiththetargetculture(s)andidentifyhowtheproductsandpracticesarederivedfromtheculturalperspectives.CommonCoreStandardsCCSS.ELA‐Literacy.W.9‐10.2Writeinformative/explanatorytextstoexamineandconveycomplexideas,concepts,andinformationclearlyandaccuratelythroughtheeffectiveselection,organization,andanalysisofcontent.CCSS.ELA‐Literacy.W.9‐10.3Writenarrativestodeveloprealorimaginedexperiencesoreventsusingeffectivetechnique,well‐chosendetails,andwell‐structuredeventsequences.CCSS.ELA‐Literacy.W.9‐10.4Produceclearandcoherentwritinginwhichthedevelopment,organization,andstyleareappropriatetotask,purpose,andaudience.CCSS.ELA‐Literacy.W.9‐10.5Developandstrengthenwritingasneededbyplanning,revising,editing,rewriting,ortryinganewapproach,focusingonaddressingwhatismostsignificantforaspecificpurposeandaudience.CCSS.ELA‐Literacy.W.9‐10.6Usetechnology,includingtheInternet,toproduce,publish,andupdateindividualorsharedwritingproducts,takingadvantageoftechnology'scapacitytolinktootherinformationandtodisplayinformationflexiblyanddynamically.
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StageTwo:EvidenceEvaluativeCriteria AssessmentEvidenceSUGGESTEDPERFORMANCERUBRICS#1 FairfaxCountyPALSAssessments:PerformanceAssessmentforLanguageStudentsLevel2WritingTaskAnalyticRubrichttp://www.fcps.edu/is/worldlanguages/pals/documents/Level2AnalyticWriting.pdfLevel2WritingTaskHolisticRubrichttp://www.fcps.edu/is/worldlanguages/pals/documents/Level2HolisticWriting.pdfLevel2SpeakingTaskAnalyticRubrichttp://www.fcps.edu/is/worldlanguages/pals/documents/Level2AnalyticSpeaking.pdfLevel2SpeakingTaskHolisticRubrichttp://www.fcps.edu/is/worldlanguages/pals/documents/Level2HolisticSpeaking.pdfTeacher‐created“TresHispanos”rubrictoassess:
Requiredcontent(adjectives+ser) Paragraphlength Grammaticalaccuracy(focusonregular
presenttenseverbconjugations) Creativeuseoftechnology Fluidityofpresentation
Teacher‐created“Sitiosecreto”rubrictoassess:
Requiredcontent(stem‐changingverbs) Numberofpositive/negativerules Grammaticalaccuracy(focusonstem‐
changingverbconjugations) Creativeuseoftechnology Fluidityofpresentation
SUGGESTEDPERFORMANCEASSESSMENT#1: Studentswillengageinthefollowingperformancetask:Tocreateandpresenta“Treshispanos”(ThreeHispanics)keynote.OVERVIEWInhonorofHispanicHeritageMonth(Sept15–Oct.15)studentswillchoosethreedifferentfamousHispanicsandtypeaseparateparagraphforeach.Paragraphsshouldincludetheperson’snationalityalongwithadjectivesofpersonaldescriptionandconjugatedformsoftheverbser.Studentsshouldalsoincludeadditionalinformationtodescribetheirindividualsalongwithpresenttenseconjugationsoffamiliarverbs.StudentswillchooseoneoftheirthreeHispanicstopresenttotheclass.DIFFERENTIATIONStudentswhostrugglewithwritingcanutilizeaguidednotesapproachinwhichtheirthreeseparateparagraphswillfollowasimilarstructure.Conversely,strongerwritersshouldbeencouragedtotakeamorecreativeapproachbyvaryingsentencestructuresandwordchoices.Additionally,studentsmaychoosetoorallypresentinfrontoftheentireclassorinasmallgroupsetting(withmultiplepresentationsoccurringsimultaneously).TECHNOLOGYStudentswillusetheiriPadstocreatekeynotes(orothercomparablemulti‐mediapresentations)completewithphotosandgraphics.SUGGESTEDPERFORMANCEASSESSMENT#2:Studentswillengageinthefollowingperformancetask:Tocreatebothpositiveandnegativerulesfora“Sitiosecreto”(SecretSite)project.Otherstudentswilltrytologicallyinferthecorrectplacebeingdescribed.OVERVIEWOncefamiliarwithformulatingclassroomrules,eachstudentgroupwillchooseadifferentcommunityplace(i.e.elcine‐movietheater).Whilekeepingtheirsitesecret,studentswillcreatebothpositiveandnegativerulestobeusedascluesindeterminingtheirpredeterminedlocation(i.e.Seprohíbeponerlospiesenlosasientos.Youshouldn’tputyourfeetontheseats.‐isanexampleofamovietheaterrule.)Studentswillberequiredtousethehayquevs.seprohíbeformataswellasaspecificnumberofstem‐changingverbs.Additionally,eachlocationcomeswith“taboo”wordswhichstudentsarenotallowedtouse.(i.e.Theword“pelicula”(movie)wouldbe“taboo”intheaboveexample.)Duringeachpresentation,studentaudiencemembersmaywritetheirpredictionastothecorrectsitealongwiththekeywordsandphraseswhichhelpedthemreachtheirconclusion.
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DIFFERENTIATION Studentsmayworkindividuallyorinteacher‐determinedgroupsinordertomaximizestudentoutput.Additionallythemorechallengingcommunitylocations(vocabulary‐wise)maybeassignedtogroupswhichwouldbestmeetthechallenge.TECHNOLOGYStudentswillusetheiriPadstocreateandpresenttheirSecretSiterulestotherestoftheclass.Itisimportantthattheirclassmatesbothseeandheartherulesinordertohelpthemdeterminethecorrectlocation.Thepresenterswillshowphotosoftheirsiteonceithasbeencorrectlyidentified.
SUGGESTEDMONITORINGSCALE:Usethefollowingorsimilarscaletomonitororevaluateastudent’sdailylearningandunderstandingofkeyconcepts:
GeneralFormativeAssessment:4=Applicationinothercontextsand/oratadeeperlevel3=Candemonstrateandapplytheknowledgeand/orskill2=Abletoperformatabasiclevel;possessesrelevantknowledge/skill1=PartialsuccessatLevel2withassistanceFormativeAssessmentforPresentTenseVerbs:4=Applicationofcorrectlyconjugatedregularandirregularpresenttenseverbsinothercontextsand/oratadeeperlevel3=Candemonstrateandapplycorrectlyconjugatedregularandirregularpresenttenseverbs2=Abletocorrectlyconjugateregularandirregularpresenttenseverbsatabasiclevel;possessesrelevantconjugationskills1=PartialsuccessatLevel2withassistance
OTHERSUGGESTEDPERFORMANCETASKS: ¿Quiénsoyyo?(WhoAmI?):Studentscreateandsharekeynoteparagraphswhichdescribea
famouscelebrityusingadjectivesofpersonaldescriptionandpresenttenseverbs. Entrevistas(Interviews):Studentsintervieweachotherutilizingpracticalstudent‐created
questionsforeachquestionword. Lasreglasdelaclasedeespañol(SpanishClassRules):Studentswritehayquevs.seprohíbe
rulesutilizingclassroomactivitiesvocabulary.Classresultsmaybecompiledingraphform. ¿Quétipodeestudiantesoyyo?(WhatkindofstudentamI?):Studentswriteandpresent
paragraphswhichutilizeclassroomvocabularyandconjugatedregularandirregularverbs. Lasexpresionesdetener(TenerExpressions):Creativesentencewritingactivityinwhich
studentgroupspassphotocardswhichcorrespondtoeachofthetargetedtenerexpressions.Eachgroupmustreadthesentenceswrittenbypreviousgroupsbeforecomposinganewsentence,utilizingdifferentvocabulary.Oncecompleted,studentsmaychoosetheirfavoriteexamplestomaketheirownkeynoteflashcardswithphotosanddescriptivesentences.
Megustan/Nomegustanrestaurantreviews:StudentschooserestaurantsthattheylikeandwriteareviewusinggustarandencantaralongwithSpanishIfoodvocabulary.Studentsaddfoodpicturestotheirparagraphandcirculatearoundtheclassroom,readingreviewsandorallyindicatingwhetherornottheyareinagreement.
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StageThree:LearningPlanSummaryofKeyLearningEventsandInstruction
SUGGESTEDLEARNINGEVENTS: Matamoscas(Flyswatter)game:Pairsofstudentsviewpicturesoffamouspeopleandcompetetofindthecorrespondingwordcloudadjective. Rondarápida(RapidRound)groupgametopracticequestionformationinwrittencontext:Studentgroupspassfill‐in‐the‐blankdialoguecards
quicklyaroundtheroomastheydiscusswhichofthe10Spanishquestionwordsbestcompleteeachquestion. Concentración(Concentration)memorygame:Studentshave30secondstomemorizeagroupofclassroomobjects.Oncetheobjectsarecovered,
studentstrytolistalloftheobjectstheyremember. Batalladelosbarcos(BattleshipGame):Studentpairscompetetosinkopponents’battleshipsastheysayandwriteSpanishverbconjugations.
Studentspracticeconjugatingregularpresentactionverbsanddemonstrateverbmeaningthroughsimplesentences. Conjuguemos.comandStudySpanish.com:onlineconjugationpractice/self‐assessmentactivitiesforregularandirregularpresenttenseverbs 360grados(360degree)writtenconjugationpractice:Studentsstandagainstthewallsoftheroom,holdingiPads(withteacherinthecenter).
Whenorallygivenasubjectpronounandinfinitivestem‐changingverb,allstudentstypeconjugationsandtoshowformstotheteacher. LluviaCae(RainFalls)EnriqueIglesiasSong:Studentshighlightpresenttenseverbs(toreinforceverbformsinmeaningfulcontext). Tresenraya(TicTacToe)gametointegratestem‐changingverbsandclassroomvocabulary(Realidades2Teacher'sResourceBook,pp.32‐33) Eljuegodelosdados(TheDiceGame):Studentpairsrolldicetodeterminesubjectpronounsandwritecreativesentenceswithchosenpronoun
andconjugatedstem‐changingverb. Ser o Estar: Es la pregunta (Ser or Estar: That is the Question) whole class game: Class is divided into two groups (a ser group vs. an estar group).
Students quickly choose fill-in-the-blank sentences that use their group’s verb and place each magnetized sentence on their group’s side of the front whiteboard while writing the corresponding present tense form of ser or estar.
Servs.Estarbingogamewithsentenceshighlightingdifferentsituationsforusage(Ser=DOCTORvs.Estar=PLACE). Laspelotasdeestrés(StressBalls)activityinwhichstudentsrespondtotheteacher'soralandwrittenpromptsbywritingaffirmativeandnegative
sentences(includingdoublenegatives)aboutcoloredstressballs(i.e.¿Hayalgunaspelotasrojas?Arethereanyredballs?No,nohayningunapelotaroja.No,therearen’tanyredballs.–Spanishdoublenegative=“Thereisn’tnoredball.”)
Kahootinteractivemultiple‐choicegames(withpictureprompts)onpresenttenseverbsand/oraffirmativeandnegativewords:Teacherutilizestheopportunityaftereachquestiontodefineandclarifyusage.
TECHNOLOGY: StudentiPadAppsforvocabularyacquisition,grammarpractice,project‐basedlearning,etc.:Spanish/EnglishDictionary,Flashcardlet,Quizlet,
Socrative,Evernote,GoogleDocs/Forms/Slides,Keynote,iMovie,GarageBand,Camera,Pages,DocScan,ImageSpinner,YouTube,etc. SpanishWebsitesforadditionalstudentpractice:Conjuguemos,StudySpanish,Realidades2onlinematerials,Kahoot,PrácticaEspañol,etc.
SUGGESTEDMETHODSOFDIFFERENTIATION:(methodcategoriestakenfromhttp://www.bbcactive.com/BBCActiveIdeasandResources/MethodsofDifferentiationintheClassroom.aspx)
TASK:Activitiesmaybestructuredwithregardtocomplexityoftask:fromlesscomplextaskstoestablishaframeworkforcomprehensionand/orskillattainmenttomorecomplextaskswhichchallengestudentsastheyprogress.
GROUPING:Havingstudentswithsimilarlevelsandabilitiesworktogethercanprovideavaluableopportunitytoaddressspecificneeds.
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RESOURCES:Technologicalresourcescanbeaneffectivesourceofdifferentiationinordertomotivateandreachstudentsofvaryingabilities. PACE:Studentswhoprogressatafasterratemaybegivenmorechallengingtaskstoexpandtheirunderstandingandmaximizeclasstime. DIALOGUEANDSUPPORT:Theclassroomteacherdifferentiatesher/hisspeechpatternsandsupportsstudentsbaseduponperceivedneeds. ASSESSMENT:Studentsshouldbeassessedonacontinualbasissothatteachingmethodscanbeadjustedtoeffectivelymeetstudentneeds.
UNIT2– Lavidacontemporánea
StageOne:DesiredResultsESTABLISHEDGOALSNJCoreCurriculumContentStandardsforWorldLanguagesInterpretiveMode7.1.NH.A.1Recognizefamiliarwordsandphrases,understandthemainidea,andinferthemeaningofsomehighlycontextualized,unfamiliarspokenorwrittenwordsinculturallyauthenticmaterialsusingelectronicinformationandothersourcesrelatedtotargetedthemes.7.1.NH.A.2Demonstratecomprehensionofaseriesoforalandwrittendirections,commands,andrequeststhroughappropriatephysicalresponse.7.1.NH.A.3Recognizesomecommongesturesandculturalpracticesassociatedwithtargetculture(s).7.1.NH.A.4Identifypeople,places,objects,andactivitiesindailylifebasedonoralorwrittendescriptions.7.1.NH.A.5Demonstratecomprehensionofshortconversationsandbriefwrittenmessagesonfamiliartopics.7.1.NH.A.7Occasionallyinferthemeaningofafewunfamiliarwordsinhighlycontextualizedsituations.
TransferStudentswillbeabletoindependentlyusetheirlearningto…
Talkaboutathleticandrecreationalactivities. Discussmusic,dramaandthearts. Utilizeinternetandtechnologyexpressions.
Meaning
UNDERSTANDINGSStudentswillunderstandthat…
Athleticcompetitionsareuniversalandbringdifferentculturestogether.
Recreationalactivitiesserveimportantrolesinanation’sculturalidentity.
Theartsareanimportantpartofawell‐roundededucation.
Internetandtechnologyexpressionsaregoodexamplesofhowlanguagesevolveovertheyears.
Theverbssaberandconocer,whichcanbothbetranslatedas“toknow,”havespecificrulesforusageandcannotbeusedinterchangeably.
Comparisonsofequality(i.e.similes,etc.)aresimpleyeteffectivewaystoenhancecreativewriting.
TotellhowlongsomethinghasbeengoingonemploysadifferentwordorderthanitsEnglishequivalent.
ESSENTIALQUESTIONS Whyaresportssuchanintegralpartofany
culture? Whataresomespecifichealthandsocial
benefitsassociatedwithrecreationalactivities?
Howdoesaneducationrichintheartsbenefitstudentachievement?
Whattechnologyexpressionsaremostusefulforstudentstoday?
Whataretheimportantdifferencesinusagebetweensaberandconocer?
HowcanstudentsbecomemorecreativewritersinSpanish?
Whataredifferentwaystoexpresstime? Howcanstudentsbestutilizetechnologyin
ordertoproduceclearandcoherentnarratives?
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7.1.NH.A.8IdentifysomeuniquelinguisticelementsinEnglishandthetargetlanguage.InterpersonalMode7.1.NH.B.1Usedigitaltoolstoexchangebasicinformationbyrecombiningmemorizedwords,phrases,andsentencesontopicsrelatedtoselfandtargetedthemes.7.1.NH.B.2Giveandfollowaseriesoforalandwrittendirections,commands,andrequestsforparticipatinginage‐andlevel‐appropriateclassroomandculturalactivities.7.1.NH.B.3Imitateappropriategestures,intonation,andcommonidiomaticexpressionsofthetargetculture(s)/languageduringdailyinteractions.7.1.NH.B.4Askandrespondtoquestions,makerequests,andexpresspreferencesinvarioussocialsituations.7.1.NH.B.5Converseonavarietyoffamiliartopicsand/ortopicsstudiedinothercontentareas.PresentationalMode7.1.NH.C.1Recombinebasicinformationatthewordandsentencelevelrelatedtoselfandtargetedthemestocreateamultimedia‐richpresentationtobesharedvirtuallywithatargetlanguageaudience.7.1.NH.C.2Createandpresentbriefmessages,poems,rhymes,songs,shortplays,orrole‐playsusingfamiliarvocabularyorallyorinwriting.
AcquisitionStudentswillknow…
Familiarwordsandphrasesspecifictothetargetedthemesofathleticandrecreationalactivitiesandthearts.
Commonexpressionsandculturalpracticesrelatedtotheinternetandtechnology.
Distinguishingcharacteristicsfortheverbssaberandconocerasevidencedinculturallyauthenticmaterials.
Grammaticalpatternsforformingcomparisonofequalityinordertoenhancecreativewritingskills.
Grammaticalpatternsforforminghace+timeexpressionsusedtoaskandrespondtoquestionsinvarioussocialsituations.
.
Studentswillbeskilledat… Usingdigitaltoolstoexchangebasic
informationaboutathleticactivitiesbyrecombiningmemorizedwords,phrases,andsentences.
Writingnarrativestodeveloprealorimaginedeventsequencesrevolvingaroundsportingcompetitions.
Expressingpersonalpreferences,bothorallyandinwriting,inregardtorecreationalactivities.
Inferringthemeaningsofunfamiliarinternetandtechnologyexpressionsgivenhighlycontextualizedwritteninformation.
Usingtechnologytoproduce,publish,andupdateindividualwritingproductsregardingpersonalleisureactivities.
Demonstratingcomprehensionofsabervs.conocerinshortconversationsandbriefwrittenpassagesonfamiliartopics.
Recombiningbasicinformationatthewordandsentenceleveltoformcreativecomparisonsofequality.
Retellingstoriesorallyandinwritingwhichutilizehace+timeexpressions.
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7.1.NH.C.3Describeinwritingpeopleandthingsfromthehomeandschoolenvironment.7.1.NH.C.4Tellorretellstoriesfromage‐andlevel‐appropriate,culturallyauthenticmaterialsorallyorinwriting.7.1.NH.C.5Tellorwriteaboutculturalproductsassociatedwiththetargetculture(s)andidentifyhowtheproductsandpracticesarederivedfromtheculturalperspectives. CommonCoreStandardsCCSS.ELA‐Literacy.W.9‐10.2Writeinformative/explanatorytextstoexamineandconveycomplexideas,concepts,andinformationclearlyandaccuratelythroughtheeffectiveselection,organization,andanalysisofcontent.CCSS.ELA‐Literacy.W.9‐10.3Writenarrativestodeveloprealorimaginedexperiencesoreventsusingeffectivetechnique,well‐chosendetails,andwell‐structuredeventsequences.CCSS.ELA‐Literacy.W.9‐10.4Produceclearandcoherentwritinginwhichthedevelopment,organization,andstyleareappropriatetotask,purpose,andaudience.CCSS.ELA‐Literacy.W.9‐10.5Developandstrengthenwritingasneededbyplanning,revising,editing,rewriting,ortryinganewapproach,focusingonaddressingwhatismostsignificantforaspecificpurposeandaudience.CCSS.ELA‐Literacy.W.9‐10.6Usetechnology,includingtheInternet,toproduce,publish,andupdateindividualorsharedwritingproducts,takingadvantageof
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technology'scapacitytolinktootherinformationandtodisplayinformationflexiblyanddynamically.
StageTwo:EvidenceEvaluativeCriteria AssessmentEvidenceSUGGESTEDPERFORMANCERUBRIC:FairfaxCountyPALSAssessments:PerformanceAssessmentforLanguageStudentsLevel2WritingTaskAnalyticRubrichttp://www.fcps.edu/is/worldlanguages/pals/documents/Level2AnalyticWriting.pdfLevel2WritingTaskHolisticRubrichttp://www.fcps.edu/is/worldlanguages/pals/documents/Level2HolisticWriting.pdfLevel2SpeakingTaskAnalyticRubrichttp://www.fcps.edu/is/worldlanguages/pals/documents/Level2AnalyticSpeaking.pdfLevel2SpeakingTaskHolisticRubrichttp://www.fcps.edu/is/worldlanguages/pals/documents/Level2HolisticSpeaking.pdfTeacher‐createdrubrictoassess“ClubRush”brochureandpresentations:
Requiredcontentvocabularyspecifictothechosenclubsaberandconocersentencescomparisonofequalityw/adjectivecomparisonofequalityw/nounhace+timeexpression
Brochurelength:4–6pagetemplate Grammaticalaccuracy Creativeuseoftechnology Fluidityofpresentation
SUGGESTEDPERFORMANCEASSESSMENT:Studentswillengageinthefollowingperformancetasks:Toparticipateina“ClubRush”activityinwhichstudentindividualsorpairswriteabrochuretopromoteaspecificafter‐schoolclub.Studentswillorallypresentinformationabouttheirclubtotheirclassmatesinanattempttorecruitadditionalmembers.OVERVIEW:Theprojectrubricwillguidestudentsastheydraftabrochurefortheirafter‐schoolclub.Tablesmaybesetuparoundtheclassroomwherestudentshandouttheirbrochuresandorallygiveinformationandanswerquestionsregardingtheirclub’sactivities.Theclasscouldbesplitinhalf:withsomestudentssittingattablespromotingtheirclubswhileotherswalkaroundtheclassroom,listeningtopresentationsandaskingquestionsinordertodeterminewhichclub/stheywanttojoin.Aclosureactivitycouldincludeagraphoftheamountofmembersrecruitedforeachclubalongwitheachstudent’sreasonsfortheirchoice/s.DIFFERENTIATION:Studentsmaybepairedbysimilarabilitylevelinordertobetteraddressandmeettheirspecificneeds.Additionally,ifschedulespermit,studentsandtheirteacherfromanotherSpanish2classcouldbeinvitedto“ClubRush.”Inthisway,afriendlycompetitioncouldensuetoseewhichclubcouldgarnerthemost“members”fromthevisitingclass.Ideally,theotherclasswouldparticipateinthesameactivitysothattherolesbetweenclassescouldbereversed.TECHNOLOGY:School‐issuediPadsenablestudentstocreatetheirbrochuresinclass,addingphotosandgraphicstomakeavisually‐appealingproduct.Copiesofthebrochureswillallow“prospectiveclubmembers”toreadandreinforcenewSpanishinformationasitispresented.
SUGGESTEDMONITORINGSCALE:Usethefollowingorsimilarscaletomonitororevaluateastudent’sdailylearningandunderstandingofkeyconcepts:
OTHERSUGGESTEDPERFORMANCETASKS: Sabervs.ConoceriPadActivity:Studentscreatefourkeynoteslides,(twoforsaberandtwofor
conocer)inwhichtheyillustrateinbothwordsandpictureswhentouseeachverb.Studentvolunteerssharetheirkeynoteswiththerestoftheclass.
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GeneralFormativeAssessment:4=Applicationinothercontextsand/oratadeeperlevel3=Candemonstrateandapplytheknowledgeand/orskill2=Abletoperformatabasiclevel;possessesrelevantknowledge/skill1=PartialsuccessatLevel2withassistance
Comparisonsofequality(usingadjectives)creativewritingactivity:Studentsgeneratelistsofadjectives toputbetween thewords tan andcomo and fill in theblankswithadjectives forteacher‐created similes. i.e.Despuésdehacerejercicio,yosoytan __________ comountomate.(rojo) Afterexercise, Iamas__________asatomato.(red) Studentsusetheabovegrammarconstructiontowriteandsharecreativecomparisonswithadjectives.
Class examples of comparisons (using nouns) between tanto/a/os/as and como. Studentssupply nouns for teacher’s comparisons. i.e. Yoquierotenertanto __________ comoBillGates.(dinero) I want to have asmuch __________ as Bill Gates. (money) Students use the abovegrammarconstructiontowriteandsharecreativecomparisonsusingnouns.
Hace + Time Expressions iPad Activity: Students individually research how many yearssomethinghasbeen inexistence(i.e.Nike,Hershey’sKisses, theUSSpaceProgram)andusethe hace + time expression grammatical construction to write both a question and theirresearchedanswer.Studentsprojecttheirresearchquestionsinfrontoftheclassandsolicitstudentguessesastohowlongtheirproducthasexisted.
StageThree:LearningPlanSummaryofKeyLearningEventsandInstruction
SUGGESTEDLEARNINGEVENTS: Matamoscas(Flyswatter)comprehensionactivityinwhichstudentschoosecorrectextracurricularactivitybasedonoralorpictureprompts. Eljuegodelosdados(TheDiceGame)partneractivityinwhichstudentsworktogethertowritecreativesentencesassociatedwiththeInternet. Carreras(Races)blackboardnumberrecognitionactivityasaquickreviewofSpanishnumbersupto1.000ascardinalnumberswillbeutilizedto
talkabouthowmanyyearsthingshavebeeninexistence(hace+timeexpressions). Unaentrevista(AnInterview)speakingandwritingactivityinwhichstudentsarepairedupandmustworkwiththeirpartnertoaskandanswer
thefollowingquestions:¿Enquéactividadparticipas?(Inwhatactivitydoyouparticipate?)aswellas¿Cuántotiempohaceque...?(Howlonghasitbeen...?).Studentswillwriteandorallypresenttheirpartner'sresponsestotheclass.(i.e.Johnlegustaesquiarenelinvierno.Johnlikestoskiinthewinter.Hacediezañosqueelesquia.Hehasbeenskiingfortenyears.)
Conjuguemos.comandStudySpanish.comforadditionalindividualpracticeofsabervs.conocer,comparisonsofequality,andtimeexpressions. Mispasatiemposfavoritos(MyFavoritePastimes)creativeessay:Studentsfollowtheprojectrubicinordertodraftanessayoftheirfavorite
thingstodo.StudentsshouldusetheiriPadstotypetheirreports,addingphotosandgraphics.Copiesofthecompleted,typedessayscanbepassedaroundtheroom(withoutthewriters’names)inorderforclassmatestopredicttheauthor,basedsolelyuponcontent.
TECHNOLOGY:
StudentiPadAppsforvocabularyacquisition,grammarpractice,project‐basedlearning,etc.:Spanish/EnglishDictionary,Flashcardlet,Quizlet,Socrative,Evernote,GoogleDocs/Forms/Slides,Keynote,iMovie,GarageBand,Camera,Pages,DocScan,ImageSpinner,YouTube,etc.
SpanishWebsitesforadditionalstudentpractice:Conjuguemos,StudySpanish,Realidades2onlinematerials,Kahoot,PrácticaEspañol,etc.
SUGGESTEDMETHODSOFDIFFERENTIATION:(methodcategoriestakenfromhttp://www.bbcactive.com/BBCActiveIdeasandResources/MethodsofDifferentiationintheClassroom.aspx)
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TASK:Activitiesmaybestructuredwithregardtocomplexityoftask:fromlesscomplextaskstoestablishaframeworkforcomprehensionand/orskillattainmenttomorecomplextaskswhichchallengestudentsastheyprogress.
GROUPING:Havingstudentswithsimilarlevelsandabilitiesworktogethercanprovideavaluableopportunitytoaddressspecificneeds. RESOURCES:Technologicalresourcescanbeaneffectivesourceofdifferentiationinordertomotivateandreachstudentsofvaryingabilities. PACE:Studentswhoprogressatafasterratemaybegivenmorechallengingtaskstoexpandtheirunderstandingandmaximizeclasstime. DIALOGUEANDSUPPORT:Theclassroomteacherdifferentiatesher/hisspeechpatternsandsupportsstudentsbaseduponperceivedneeds. ASSESSMENT:Studentsshouldbeassessedonacontinualbasissothatteachingmethodscanbeadjustedtoeffectivelymeetstudentneeds.
UNIT3 – Labellezaylaestética
StageOne:DesiredResultsESTABLISHEDGOALSNJCoreCurriculumContentStandardsforWorldLanguagesInterpretiveMode7.1.NH.A.1Recognizefamiliarwordsandphrases,understandthemainidea,andinferthemeaningofsomehighlycontextualized,unfamiliarspokenorwrittenwordsinculturallyauthenticmaterialsusingelectronicinformationandothersourcesrelatedtotargetedthemes.7.1.NH.A.2Demonstratecomprehensionofaseriesoforalandwrittendirections,commands,andrequeststhroughappropriatephysicalresponse.7.1.NH.A.3Recognizesomecommongesturesandculturalpracticesassociatedwithtargetculture(s).7.1.NH.A.4Identifypeople,places,objects,andactivitiesindailylifebasedonoralorwrittendescriptions.7.1.NH.A.5Demonstratecomprehensionofshortconversationsandbriefwrittenmessagesonfamiliartopics.
TransferStudentswillbeabletoindependentlyusetheirlearningto…
Discussdailyroutinesandobjectswhichfacilitatetheseroutines. Talkaboutpreparationsforspecialevents. Describeclothesshoppingandclothingpurchases.
Meaning
UNDERSTANDINGSStudentswillunderstandthat…
Dailycustomsandroutinesreflectthecultureofasociety.
Celebratingspecialeventsisauniversalphenomenonandpeopleworldwidesharecommonemotions.
Reflexiveverbsrequireareflexivepronounwhichmatchesthesubject.
Certainverbscanbeusedbothinareflexiveaswellasanon‐reflexiveform.
Possessiveadjectivescanbeexpressedinbothshort(mi,tu,su,nuestro,su)andlongforms(mío,tuyo,suyo,nuestro,suyo).Endingsmustbemodifiedbynumberandgendertomatchthenounstheydescribe.
Cultureinfluencesshoppingexperiencesandfashionchoices.
ESSENTIALQUESTIONS Whyisitimportanttounderstanddaily
customsandroutinesofothercountrieswhentraveling?
WhatspecialeventsareroutinelycelebratedinSpanish‐speakingcountries?Howaretheycelebrated?
Whyisitessentialtoincludethecorrectreflexivepronounwhenconjugatingreflexiveverbs?
Whenwouldyouusetheshortvs.thelongformsofpossessiveadjectives?
Howdoculturesdifferinregardtoshoppingexperiences?(i.e.sizes,prices,customs,etc.)
Howdoesclothingreflectone’scultureandpersonality?
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7.1.NH.A.7Occasionallyinferthemeaningofafewunfamiliarwordsinhighlycontextualizedsituations. 7.1.NH.A.8IdentifysomeuniquelinguisticelementsinEnglishandthetargetlanguage.InterpersonalMode7.1.NH.B.1Usedigitaltoolstoexchangebasicinformationbyrecombiningmemorizedwords,phrases,andsentencesontopicsrelatedtoselfandtargetedthemes.7.1.NH.B.2Giveandfollowaseriesoforalandwrittendirections,commands,andrequestsforparticipatinginage‐andlevel‐appropriateclassroomandculturalactivities.7.1.NH.B.3Imitateappropriategestures,intonation,andcommonidiomaticexpressionsofthetargetculture(s)/languageduringdailyinteractions.7.1.NH.B.4Askandrespondtoquestions,makerequests,andexpresspreferencesinvarioussocialsituations.7.1.NH.B.5Converseonavarietyoffamiliartopicsand/ortopicsstudiedinothercontentareas.PresentationalMode7.1.NH.C.1Recombinebasicinformationatthewordandsentencelevelrelatedtoselfandtargetedthemestocreateamultimedia‐richpresentationtobesharedvirtuallywithatargetlanguageaudience.
Thepreteritepasttensehasspecificrulesforusagewhichcontrastwiththoseoftheimperfectpasttense.
Demonstrativeadjectivesareusedtoindicateproximityofanobjecttothespeaker.
WhatquestionsandphraseswouldbemostusefulwhenshoppinginaSpanish‐speakingcountry?
Whatarespecificrulesforusingthepreteritepasttense?
Whataresomecommoncontextualwordsorphraseswhichindicatethepreteritetense?
Whenisitpreferabletousedemonstrativeadjectivesinplaceofdefiniteorindefinitearticles?
AcquisitionStudentswillknow…
Familiarwordsandphrasesfordailycustomsandroutines.
CulturalpracticessurroundingspecificspecialeventsascelebratedinNorthAmericaandvariousHispaniccountries.
Uniquelinguisticelementsassociatedwithreflexiveverbconjugations.
Grammaticalpatternsforpossessiveadjectivesusedtoaskandrespondtoquestionsinvarioussocialsituations.
Commonshoppingandclothingwordsandexpressionsinordertotellorwriterealorimaginedexperiences.
Conjugationsforregularpreteriteverbsneededtoconverseandwriteinthepasttenseonavarietyoffamiliartopics.
Grammaticalpatternsfordemonstrativeadjectiveswhichareoftenexpressedinoralandwrittendirections,commands,andrequests.
Studentswillbeskilledat… Describingdailyroutineswithwell‐chosen
detailsandwell‐structuredeventsequences.
Usingdigitaltoolstoexchangebasicinformationregardingspecialevents.
Recombiningbasicinformationatthewordandsentencelevelwithcorrectconjugationsofreflexiveverbs.
Demonstratingcomprehensionofpossessiveadjectivesasfoundinshortconversationsandbriefwrittenpassagesonfamiliartopics.
Writingnarrativestodeveloprealorimaginedeventsequencesrevolvingaroundshoppingexperiences.
Usingtechnologytoproduce,publish,andupdateindividualwritingproductshighlightingregularpreteriteverbs.
Usingdemonstrativeadjectivestoexpresspersonalpreferences,bothorallyandinwriting.
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7.1.NH.C.2Createandpresentbriefmessages,poems,rhymes,songs,shortplays,orrole‐playsusingfamiliarvocabularyorallyorinwriting. 7.1.NH.C.3Describeinwritingpeopleandthingsfromthehomeandschoolenvironment.7.1.NH.C.4Tellorretellstoriesfromage‐andlevel‐appropriate,culturallyauthenticmaterialsorallyorinwriting.7.1.NH.C.5Tellorwriteaboutculturalproductsassociatedwiththetargetculture(s)andidentifyhowtheproductsandpracticesarederivedfromtheculturalperspectives.CommonCoreStandardsCCSS.ELA‐Literacy.W.9‐10.2Writeinformative/explanatorytextstoexamineandconveycomplexideas,concepts,andinformationclearlyandaccuratelythroughtheeffectiveselection,organization,andanalysisofcontent.CCSS.ELA‐Literacy.W.9‐10.3Writenarrativestodeveloprealorimaginedexperiencesoreventsusingeffectivetechnique,well‐chosendetails,andwell‐structuredeventsequences.CCSS.ELA‐Literacy.W.9‐10.4Produceclearandcoherentwritinginwhichthedevelopment,organization,andstyleareappropriatetotask,purpose,andaudience.CCSS.ELA‐Literacy.W.9‐10.5Developandstrengthenwritingasneededbyplanning,revising,editing,rewriting,ortryinganewapproach,focusingonaddressingwhatismostsignificantforaspecificpurposeandaudience.
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CCSS.ELA‐Literacy.W.9‐10.6Usetechnology,includingtheInternet,toproduce,publish,andupdateindividualorsharedwritingproducts,takingadvantageoftechnology'scapacitytolinktootherinformationandtodisplayinformationflexiblyanddynamically.
StageTwo:Evidence
EvaluativeCriteria AssessmentEvidenceSUGGESTEDPERFORMANCERUBRIC:Usethefollowingorsimilarrubrictoevaluateastudent’sperformanceonperformancetasks.SUGGESTEDPERFORMANCERUBRIC:FairfaxCountyPALSAssessments:PerformanceAssessmentforLanguageStudentsLevel2WritingTaskAnalyticRubrichttp://www.fcps.edu/is/worldlanguages/pals/documents/Level2AnalyticWriting.pdfLevel2WritingTaskHolisticRubrichttp://www.fcps.edu/is/worldlanguages/pals/documents/Level2HolisticWriting.pdfLevel2SpeakingTaskAnalyticRubrichttp://www.fcps.edu/is/worldlanguages/pals/documents/Level2AnalyticSpeaking.pdfLevel2SpeakingTaskHolisticRubrichttp://www.fcps.edu/is/worldlanguages/pals/documents/Level2HolisticSpeaking.pdfTeacher‐createdrubrictoassess“Midíaperfecto”story:
Requiredcontentreflexiveverbsemotions+estarobjectsassociatedwithreflexiveverbspossessiveadjectives
SUGGESTEDPERFORMANCEASSESSMENT#1: Studentswillengageinthefollowingperformancetask:TowriteanddigitallypresentacreativeessayentitledMidíaperfecto(MyPerfectDay).OVERVIEW:Studentschoosereflexiveverbsandotheritemsthattheywillusetodescribehowtheirdailyroutinewoulddifferontheir"perfectday."(i.e.Enmidíaperfecto,melevantoalas10:00delamanaña,nomeducho,ymepongolaropacómoda.Onmyperfectday,Igetupat10:00,Idon'tshower,andIputoncomfortableclothes.)Studentswillincorporatereflexiveverbsaswellastheotherrubricrequirementsintoanimaginarystory.DIFFERENTIATION:Theteachershouldalwayssupportstudentwritingaccordingtoperceivedneeds.Studentswhoprogressatafasterratewillbeencouragedtoexpandupontheirwritingbyincorporatingadditionalgrammarstructuresandmorecreativevocabularyusage.TECHNOLOGY:StudentswillusetheiriPadstowriteandedittheirstories,addingphotosandgraphicsasneeded.Studentstoriesmaybecompiledintoadigitalbooktosharewiththeentireclass.
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Essaylength:1‐11/2pages Grammaticalaccuracy Creativeuseoftechnology Fluidityofpresentation
Teacher‐createdrubrictoassess“Lamodade(unapersonafamosa)”iMovie:
Requiredcontentregularpreteriteverbsclothingvocabularydemonstrativeadjectives
iMovielength:approximately2minutes Grammaticalaccuracy Creativeuseoftechnology Fluidityofpresentation
SUGGESTEDPERFORMANCEASSESSMENT#2: Studentswillengageinthefollowingperformancetask:TocreateaniMovieentitled“Lamodade(unapersonafamosa)”(“AFamousCelebrity’s”Style)OVERVIEW:TeacherpresentsaniMovieexample(i.e.LamodadeJohnnyDepp‐JohnnyDepp'sStyle)tovisuallydemonstrateprojectrequirements.StudentschooseafavoritecelebrityandcreateaniMovie,utilizingregularpreteritetenseverbsandasmuchshoppingvocabularyaspossible.Studentsarealsorequiredtoincludeexamplesofdemonstrativeadjectivesinmeaningfulcontext.Oncecompleted,studentsmaytradeiPadswithotherstosharetheiriMoviewithatleastfiveclassmates.DIFFERENTIATION:Whilespecificcontentshouldfollowtheprojectrubric,studentiMoviesmaycontaindifferentelements(graphics,voiceovers,videoclips,etc.)dependentuponeachstudent’stechnologicalabilitiesandinterests.TECHNOLOGY:Students will need their iPads to create their iMovies, accessing the internet in order to producephotos,graphics,andorvideosoftheirchosencelebrity’sfashionstyle.
SUGGESTEDMONITORINGSCALE:Usethefollowingorsimilarscaletomonitororevaluateastudent’sdailylearningandunderstandingofkeyconcepts:
GeneralFormativeAssessment:4=Applicationinothercontextsand/oratadeeperlevel3=Candemonstrateandapplytheknowledgeand/orskill2=Abletoperformatabasiclevel;possessesrelevantknowledge/skill1=PartialsuccessatLevel2withassistanceFormativeAssessmentforReflexiveVerbs:4=Applicationofcorrectlyconjugatedpresenttensereflexiveverbsinothercontextsand/oratadeeperlevel
OTHERSUGGESTEDPERFORMANCETASKS: Elsalóndebelleza(TheBeautySalon)activityinwhichstudentgroupspassphotocardsof
procedureswhichtakeplaceinabeautysalon.Eachgroupwillwriteasentenceforeachphotowhichdescribestheactionbeingperformed.(StudentsshouldNOTbetoldaheadoftimethateachactivitypicturedisanon‐reflexiveverbactionsincetheactionsarebeingperformedbyothers.i.e.Ellacepillaelpelodelaniña.‐Shebrushesthegirl'shair.)Studentvolunteersdiscussanswers,makecorrectionsasneeded(i.e.crossoffreflexivepronouns),andpresentbothreflexiveandnon‐reflexiveformstotheclass.
Entrevistas(Interviews):Studentpairsaskandanswerquestionsusingreflexiveverbsinthecontextofdailyroutines.(i.e.¿Aquéhoratelevantasporlamañana?Whattimedoyougetupinthemorning?Lossábadosmelevantoalas11:00.OnSaturdaysIgetupat11:00).
Loseventosespeciales(SpecialEvents):Studentteamscandevelopandresearchquestionsre:preparationsforspecialevents(i.e.HowdoNorthAmericanstudentsprepareforhomecomingorprom?HowdoHispanicsprepareforspecialeventslikeaquinceañera?HowdoMexicansprepareforDíadelosmuertos?HowdodailyroutinesforstudentsintheU.S.comparetothoseofstudentsinSpainorMexico?)Studentsmaytakepartinajigsawwherebyeachteammemberisputintoanewgroupinordertoteachabouttheirtopic.Studentstakenotesaboutthevariouswaysinwhichcountriesprepareforspecialevents.
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3=Candemonstrateandapplycorrectlyconjugatedpresenttensereflexiveverbs2=Abletocorrectlyconjugatepresenttensereflexiveverbsatabasiclevel;possessesrelevantconjugationskills1=PartialsuccessatLevel2withassistanceFormativeAssessmentforPreteriteVerbs:4=Applicationofcorrectlyconjugatedregularpreteriteverbsinothercontextsand/oratadeeperlevel3=Candemonstrateandapplycorrectlyconjugatedregularpreteriteverbs2=Abletocorrectlyconjugateregularpreteriteverbsatabasiclevel;possessesrelevantconjugationskills1=PartialsuccessatLevel2withassistance
¿Quéquierestú?(Whatdoyouwant?)smallgroupdialoguesutilizingdemonstrativeadjectivesalongwithobjectphotocards.:Student“shoppers”orallystatewhichobject/stheywouldliketobuy,utilizinganindicateddemonstrativeadjective.(i.e.Quierocompraraquelloszapatos.Iwanttobuythoseshoes.)Student“sellers”mustuseanappropriatedemonstrativeadjectiveintheirresponse.(i.e.Estoszapatoscuestanciendolares.Theseshoescostonehundreddollars.)
StageThree:LearningPlanSummaryofKeyLearningEventsandInstruction
SUGGESTEDLEARNINGEVENTS:
¿Quéesunverboreflexivo?(Whatisareflexiveverb?):Giventheexampleofanactualmirror,studentswritetheirEnglishresponsestothequestion“Whatisa"reflection"?Next,studentslookattheEnglishtranslationsforalistofreflexiveverbsanddeterminewhyalloftheseverbsaregroupedtogether.Lastly,studentsareaskedtowritehowtheycantelljustbylookingattheSpanishverbthataverbisreflexive.Theteachermaycollectpapersandreadrandomresponsesaloudasstudentscometoanoralconsensusastothedefinitionofreflexiveverbs.
¿Porlamañanaoporlanoche?(IntheMorningoratNight?)Venndiagramlabelingactivityinwhichstudentscategorizereflexiveverbsbasedupontheirdailypersonalroutines.
Losverbosreflexivos(ReflexiveVerbs):StudentsuseiPadstomakepictureflashcardswhichcorrespondtoeachofthereflexiveverbsstudiedinclassandwritesentenceswiththeconjugatedverbs.Studentsuseflashcardstotestthemselvesandothersonvocabularyrecognition.
¿Paraquéusoeso?(ForwhatdoIusethis?)memoryactivityinwhichstudentsareshownitemsusedtogetoneselfready(i.e.eljabón,elchampú,latoalla,elsecador‐soap,shampoo,towel,hairdryer).Studentsareaskedtowritethereflexiveverbwhichcorrespondswiththeobjectbyusingthefollowingformat:Voya+reflexivepronounattachedtotheinfinitive(i.e.elchampú=Voyalavarmeelpeloconelchampú.‐Iamgoingtowashmyhairwithshampoo.)
Conjuguemos.comandRealidades2gramactivaDVDtoreinforcereflexiveverbsmeaningsandconjugations.
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Possessiveadjectivesreviewutilizingobjectsfromthereflexiveverbsunit(elchampú,elpeine,elcepillodedientes,eldesodorante,latoalla,lasjoyas,etc.‐shampoo,comb,toothbrush,deodorant,towel,jewelry,etc.).Studentsareshownphotosofobjectsandaregiventhesubjectpronounforthepersonwhoownsthatobject.Studentsmustorallysupplythecorrectpossessiveadjective.
Eljuegodelosdados(TheDiceGame)pairworkactivityinwhichstudentscombineconjugatedreflexiveverbswithpossessiveadjectivesinordertocreatemeaningfulsentences.(i.e.Melavoelpeloconelespecialchampúmío.‐Iwashmyhairwithmyspecialshampoo.)
Carreras(Races)blackboardwritingactivityforauditoryrecognitionofspokennumbersandreviewof10s,100s,and1.000splacenumbers.Practiceinusing“decimalpoints”inplaceof“commas”forSpanishnumbers.
CincoSpanishBingogameinsmallgroupstoreinforceoralpronunciationandreadingcomprehensionskillsusingconjugatedpreteriteverbs. Escaleras(Ladders)whiteboardrowgame(divideclassintorowsof4‐5students)topracticepreteritetenseverbconjugations. Conjuguemos.comforindividualstudentpracticewithregularpreteritetenseverbsaswellasshoppingvocabulary. Batalladelosbarcos(Battleship)gameinwhichstudentsworkinpairstobothsayandwriteSpanishsentences.Studentspracticeconjugating
regularpreteritetenseverbsaswellasdemonstratingshoppingvocabularyverbmeaning.i.e.YocomprélospantalonesoscurosdemarcaJuicyCouture.Iboughtthedark‐coloredJuicyCouturepants.)Studentsareencouragedtowritesentenceswhichshowavarietyofshoppingandclothingvocabulary.
LahistoriadeJuan(TheStoryofJuan):StudentsreadaSpanishparagraphdescribingtheplightofstreetkidsworldwideandanswerdiscussionquestions.StudentsfillintheblanksofthelyricstothissongbyColombianartistJuaneswithconjugatedpreteriteverbforms.Lastly,studentslistentoLahistoriadeJuanandfollowalongontheircompletedclozeactivitylyricssheet.(TheteachermayshowJuanes’YouTubevideoforLahistoriadeJuanasasubsequentclassreviewactivity.)
Matamoscas(Flyswatter)gameinwhichstudentpairscompetetobethefirstonetoindicatethecorrectshoppingvocabularywordorphrase.Studentpairscomeupatthefrontboard,usingactualflyswattersonagameboardprojectedontothewhiteboard.
¿Dóndeestáeldulceazul?‐Whereisthebluecandy?(avariationoftheold"ThreeCups"magictrick)topracticedemonstrativeadjectivesincontext.Studentswatchastheteacherputsthreedifferentcoloredcandiesintothreeidenticalplasticcups.Studentskeeptheireyesonthecupsastheteachershufflesthem(rightsideup)beforeplacingthecupsinthreedistinctpartsoftheroomstatingthefollowingdemonstrativepronounsinSpanish:estevaso,esevaso,andaquelvaso(thisglass,thatglass,andthatglassoverthere).StudentswritetheirguessesinSpanishontheiriPads.Thegamecanberepeatedafewmoretimes,withstudentscorrectingtheiranswers,beforetheword"taza"(cup)issubstitutedtopracticefeminineendings(estataza,esataza,andaquellataza.)Thememorygameiscontinuedwithmultiplevasosandtazastopracticepluralformsoftheindicateddemonstrativeadjectives(withrandomlychosenstudent“winners”receivingthecandyasaprize).
TECHNOLOGY:
StudentiPadAppsforvocabularyacquisition,grammarpractice,project‐basedlearning,etc.:Spanish/EnglishDictionary,Flashcardlet,Quizlet,Socrative,Evernote,GoogleDocs/Forms/Slides,Keynote,iMovie,GarageBand,Camera,Pages,DocScan,ImageSpinner,YouTube,etc.
SpanishWebsitesforadditionalstudentpractice:Conjuguemos,StudySpanish,Realidades2onlinematerials,Kahoot,PrácticaEspañol,etc.SUGGESTEDMETHODSOFDIFFERENTIATION:(methodcategoriestakenfromhttp://www.bbcactive.com/BBCActiveIdeasandResources/MethodsofDifferentiationintheClassroom.aspx)
TASK:Activitiesmaybestructuredwithregardtocomplexityoftask:fromlesscomplextaskstoestablishaframeworkforcomprehensionand/orskillattainmenttomorecomplextaskswhichchallengestudentsastheyprogress.
GROUPING:Havingstudentswithsimilarlevelsandabilitiesworktogethercanprovideavaluableopportunitytoaddressspecificneeds.
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RESOURCES:Technologicalresourcescanbeaneffectivesourceofdifferentiationinordertomotivateandreachstudentsofvaryingabilities. PACE:Studentswhoprogressatafasterratemaybegivenmorechallengingtaskstoexpandtheirunderstandingandmaximizeclasstime. DIALOGUEANDSUPPORT:Theclassroomteacherdifferentiatesher/hisspeechpatternsandsupportsstudentsbaseduponperceivedneeds. ASSESSMENT:Studentsshouldbeassessedonacontinualbasissothatteachingmethodscanbeadjustedtoeffectivelymeetstudentneeds.
UNIT4 – Lasfamiliasylascomunidades
StageOne:DesiredResultsESTABLISHEDGOALSNJCoreCurriculumContentStandardsforWorldLanguagesInterpretiveMode7.1.NH.A.1Recognizefamiliarwordsandphrases,understandthemainidea,andinferthemeaningofsomehighlycontextualized,unfamiliarspokenorwrittenwordsinculturallyauthenticmaterialsusingelectronicinformationandothersourcesrelatedtotargetedthemes.7.1.NH.A.2Demonstratecomprehensionofaseriesoforalandwrittendirections,commands,andrequeststhroughappropriatephysicalresponse.7.1.NH.A.3Recognizesomecommongesturesandculturalpracticesassociatedwithtargetculture(s).7.1.NH.A.4Identifypeople,places,objects,andactivitiesindailylifebasedonoralorwrittendescriptions.7.1.NH.A.5Demonstratecomprehensionofshortconversationsandbriefwrittenmessagesonfamiliartopics.
TransferStudentswillbeabletoindependentlyusetheirlearningto…
Discusscommunityplacesandassociatedobjects. Talkaboutchildhoodtoysandactivities. Describechildhoodbehaviors.
Meaning
UNDERSTANDINGSStudentswillunderstandthat…
Manycommunityproductsandpracticesaresharedacrosscultures.
Exploringthedifferencesamongcommunitiescanleadtoabetterunderstandingofone’sowncommunity.
Verbsneedtobeconjugatedwithregardtosubjectandtenseinordertofacilitateeffectivecommunication.
Irregularpreteriteverbs,whiledeviatingfromregularconstructions,haveconjugationpatternsoftheirown.
DirectObjectPronounsarecommonlyusedtoavoidrepetitionofpreviouslyindicatedobjectsorpeople.
Activitiesthat“usedto”occurareexpressedintheimperfecttense.
ESSENTIALQUESTIONS Whatcommunityplaceswouldbemost
usefultoknowwhentravelinginaHispaniccountry?
Inwhatwaysdoirregularpreteriteverbsascribetoregularpatterns?
Whyisitimportanttoutilizedirectandindirectobjectpronounsineverydayconversations?
HowdoSpanish‐speakerstalkaboutpastevents?
Howaredirectandindirectobjectpronounsusedtogether?
Howdoyouknowwhentousethepreteritevs.theimperfectpasttense?
Whattypesofwordsandphraseshelpdeterminepreteritevs.imperfectusage?
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7.1.NH.A.7Occasionallyinferthemeaningofafewunfamiliarwordsinhighlycontextualizedsituations. 7.1.NH.A.8IdentifysomeuniquelinguisticelementsinEnglishandthetargetlanguage.InterpersonalMode7.1.NH.B.1Usedigitaltoolstoexchangebasicinformationbyrecombiningmemorizedwords,phrases,andsentencesontopicsrelatedtoselfandtargetedthemes.7.1.NH.B.2Giveandfollowaseriesoforalandwrittendirections,commands,andrequestsforparticipatinginage‐andlevel‐appropriateclassroomandculturalactivities.7.1.NH.B.3Imitateappropriategestures,intonation,andcommonidiomaticexpressionsofthetargetculture(s)/languageduringdailyinteractions.7.1.NH.B.4Askandrespondtoquestions,makerequests,andexpresspreferencesinvarioussocialsituations.7.1.NH.B.5Converseonavarietyoffamiliartopicsand/ortopicsstudiedinothercontentareas.PresentationalMode7.1.NH.C.1Recombinebasicinformationatthewordandsentencelevelrelatedtoselfandtargetedthemestocreateamultimedia‐richpresentationtobesharedvirtuallywithatargetlanguageaudience.
Descriptivephraseswhich“setthescene”forapastevent(time,weather,agewithtener,physicaldescriptions,etc.)usetheimperfecttense.
IndirectObjectPronounsalwaysrefertopeopleandareusedtoindicatetherecipientofanobject.
Thepreteriteandimperfecttenseshavespecificrulesforusageandcannotbeusedinterchangeably.
Keyphraseswhichindicatespecificmomentsintime(preterite)vs.habitualactions(imperfect)arecommonexampleswhichhelpdeterminewhichpasttenseisneeded.
.Acquisition
Studentswillknow… Familiarwordsandphrasesfor
communityplacesandrunningerrandsaroundtown.
Conjugationsforregularandirregularpreteriteandimperfectverbsneededtoconverseandwriteonavarietyoffamiliartopics.
Keywordsandphraseswhichsignifypreteritevs.imperfectusageasfoundinculturallyauthenticmaterials.
Grammaticalpatternsfortheusageofdirectandindirectobjectpronounsasevidencedinvarioussocialsituations.
Studentswillbeskilledat… Recognizingcommonculturalpractices
associatedwithcommunityplaces. Recombiningbasicinformationattheword
andsentencelevelwithcorrectconjugationsofcommonregularandirregularpreteriteandimperfectverbs.
Recognizingkeywordsandphrasesinordertodistinguishbetweenpreteritevs.imperfectverbusage.
Demonstratingcomprehensionofdirectandindirectobjectpronounsasfoundinshortconversationsandbriefwrittenpassagesonfamiliartopics.
Usingdigitaltoolstoexchangebasicinformationregardingpastevents.
Usingtechnologytoproduce,publish,andupdateindividualwritingproductswhichhighlightpreteritevs.imperfectverbusage.
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7.1.NH.C.2Createandpresentbriefmessages,poems,rhymes,songs,shortplays,orrole‐playsusingfamiliarvocabularyorallyorinwriting. 7.1.NH.C.3Describeinwritingpeopleandthingsfromthehomeandschoolenvironment.7.1.NH.C.4Tellorretellstoriesfromage‐andlevel‐appropriate,culturallyauthenticmaterialsorallyorinwriting.7.1.NH.C.5Tellorwriteaboutculturalproductsassociatedwiththetargetculture(s)andidentifyhowtheproductsandpracticesarederivedfromtheculturalperspectives.CommonCoreStandardsCCSS.ELA‐Literacy.W.9‐10.2Writeinformative/explanatorytextstoexamineandconveycomplexideas,concepts,andinformationclearlyandaccuratelythroughtheeffectiveselection,organization,andanalysisofcontent.CCSS.ELA‐Literacy.W.9‐10.3Writenarrativestodeveloprealorimaginedexperiencesoreventsusingeffectivetechnique,well‐chosendetails,andwell‐structuredeventsequences.CCSS.ELA‐Literacy.W.9‐10.4Produceclearandcoherentwritinginwhichthedevelopment,organization,andstyleareappropriatetotask,purpose,andaudience.CCSS.ELA‐Literacy.W.9‐10.5Developandstrengthenwritingasneededbyplanning,revising,editing,rewriting,ortryinganewapproach,focusingonaddressingwhatismostsignificantforaspecificpurposeandaudience.
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CCSS.ELA‐Literacy.W.9‐10.6Usetechnology,includingtheInternet,toproduce,publish,andupdateindividualorsharedwritingproducts,takingadvantageoftechnology'scapacitytolinktootherinformationandtodisplayinformationflexiblyanddynamically.
StageTwo:EvidenceEvaluativeCriteria AssessmentEvidenceSUGGESTEDPERFORMANCERUBRIC:Usethefollowingorsimilarrubrictoevaluateastudent’sperformanceonperformancetasks.FairfaxCountyPALSAssessments:PerformanceAssessmentforLanguageStudentsLevel2WritingTaskAnalyticRubrichttp://www.fcps.edu/is/worldlanguages/pals/documents/Level2AnalyticWriting.pdfLevel2WritingTaskHolisticRubrichttp://www.fcps.edu/is/worldlanguages/pals/documents/Level2HolisticWriting.pdfLevel2SpeakingTaskAnalyticRubrichttp://www.fcps.edu/is/worldlanguages/pals/documents/Level2AnalyticSpeaking.pdfLevel2SpeakingTaskHolisticRubrichttp://www.fcps.edu/is/worldlanguages/pals/documents/Level2HolisticSpeaking.pdfTeacher‐createdrubrictoassess“Mivida”timeline:
Requiredcontentregular/irregularpreteriteverbsregular/irregularimperfectverbsphrasestoindicatepreterite/imperfect
timelinelength:atleast10events Grammaticalaccuracy Creativeuseoftechnology Fluidityofpresentation
SUGGESTEDPERFORMANCEASSESSMENT:Studentswillengageinthefollowingperformancetask:TodesignaMivida(MyLife)timelinethathighlightsbothpreteriteandimperfecttenseverbs.OVERVIEW:Studentswilluploadpersonalphotosof10differentlifeevents(i.e.birth,firstdayofschool,winninganaward,goingonaspecialvacation,etc.).Foreachevent,studentsshouldwriteatleasttwosentencesusingpreteriteandimperfectpasttenseverbs.Remindstudentstousepreteriteverbstodescribecompletedactionswhileusingimperfectverbstogivebackgrounddescriptionsoremotions.(Miequipodefútbolganóelcampeonatodelestado.Mysoccerteamwonthestatechampionship.Todosnosotrosestábamosmuyentusiasmados.Wewereallveryenthusiastic.)Studentsmaypresenttheirdigitaltimelinesinsmallgroupswherebyeachlistenermustcomeupwithonequestionforthereader.DIFFERENTIATION:Theteacherneedstobesensitivetoanystudentwhomaynothaveaccesstopersonalphotosormayprefernottosharethem.Alternativescanincludeusinginternet‐generatedphotosorgraphicsorevenpersonalillustrationstocompletetheirtimeline.TECHNOLOGY:Studentsmayselecttheformat(keynote,iMovie,prezi,etc.)whichtheythinkwouldbestsuitthepresentationoftheirindividualtimeline.
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SUGGESTEDMONITORINGSCALE:Usethefollowingorsimilarscaletomonitororevaluateastudent’sdailylearningandunderstandingofkeyconcepts:
GeneralFormativeAssessment:4=Applicationinothercontextsand/oratadeeperlevel3=Candemonstrateandapplytheknowledgeand/orskill2=Abletoperformatabasiclevel;possessesrelevantknowledge/skill1=PartialsuccessatLevel2withassistanceFormativeAssessmentforPreteritevsImperfect:4=Applicationofcorrectlyconjugatedpreteriteandimperfectverbsinothercontextsand/oratadeeperlevel3=Candemonstrateandapplycorrectlyconjugatedpreteriteandimperfectverbs2=Abletocorrectlyconjugatepreteriteandimperfectverbsatabasiclevel;possessesrelevantconjugationskills1=PartialsuccessatLevel2withassistance
OTHERSUGGESTEDPERFORMANCETASKS: Cuándoeraniño(WhenIWasaChild)writingprompttopracticechildhoodvocabularyand
imperfecttenseverbsinmeaningfulwrittencontext.Studentsmayusevocabularylistsandconjugationchartstoassistwiththeirindividualwriting.Oncecompleted,studentswillrandomlychooseaclassmate’sessayandreaditaloudtotheclass.Studentswillthenhavetheopportunitytoguesswhichoftheirclassmateswroteeachpersonaldescription.
Unaexperienciadeirdecomprasinolvidable(AnUnforgettableShoppingExperience):Studentpairsrole‐playasceneinwhichtwofriendseachreceivedagiftcard.Studentsdiscussclothingitemsthattheybought,usingpreteriteandimperfectpasttenseverbsandclothesshoppingvocabulary(color,brand,sizestyle,etc.).
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StageThree:LearningPlanSummaryofKeyLearningEventsandInstruction
SUGGESTEDLEARNINGEVENTS: Verbosirregularesdelpretérito(IrregularPreteriteVerbs):Studentscreatetheirownkeynotesof30commonirregularpreteriteverbswith
definitions,conjugations,andcreativesentencesutilizingirregularverbsinmeaningfulcontext.(Irregularpreterites:ser/ir,dar,ver,tener,estar,andar,hacer,venir,poder,poner,querer,saber,decir,traer,oír,leer,creer,destruir,preferir,mentir,divertirse,sentirse,pedir,repetir,servir,seguir,vestirse,dormir,andmorir).Keynotesserveasvaluableresourcesduringwritingactivitiesaswellasformemorizationdrillsinpreparationforconjugationassessments.StudentswhowillbeprogressingtoSpanish3areencouragedtosavetheirkeynotesforfuturereference.
Matamoscas(Flyswatter)activityinwhichstudentpairscompetetobethefirstonetoindicatethecorrectcommunityplacesvocabularywordorphraseonaWordlewordcloudinfrontofthem.
Frasesmezclados(Mixed‐upSentences)groupactivity:Groupsof3‐4studentsaregivenanenvelopeofcutoutwordswhichtheyusetoformlogicalsentences.Allsentencesutilizetargetcommunityplacesvocabularyaswellaspreteriteverbforms.Uponcompletion,studentscopythecorrectedsentences,tobeusedinasubsequentclassactivitywhichintroducesdirectobjectpronouns.
Lugaresdelacomunidad(CommunityPlaces)groupwritingactivity:Storieswillfocusonutilizationofregularandirregularpreteritepasttenseverbs.Theclassisdividedintogroupsof3–4studentsandeachgroupisgivenaphotoofacommunityplace.Studentswillcollaboratetowriteasentence(withatleastonepreteritepasttenseverb)tobeginastorywhichtakesplaceattheirpicturedsite.Onceallgroupshavewrittentheirinitialsentence(i.e.Ayerporlatarde,PedroyLuisafueronalbanco.YesterdayafternoonPedroandLuisawenttothebank.),studentspasstheirpictureandwritingtothenextgroup.Afterreadingwhatwaspreviouslywritten,eachnewgroupwilladdanotherpreteritetensesentence.(Asthestoriesarepassedaroundtheclass,adifferentstudentpergroupshouldberesponsibleforphysicallywritingeachsentence.Allstudents,however,shouldbeactivelyinvolvedinthecreativewritingprocess.)Studentsshouldberemindedthatthepreteritetensesignifiescompletedactions(i.e.arobberyatelbanco)andthatthestoriesshouldhaveabeginning,middle,andanend.Thisactivityiscompletedwheneachgrouphaswrittenasentenceforeachpictureprompt.Oncereturnedtotheiroriginalgroup,eachstorycanberealaloudbyastudentvolunteer.
Lospronombresdeobjetosdirectos(DirectObjectPronouns):Studentsaregivenanexampleofhowoneoftheobjectwordsfromtheirfrasesmezcladossentences(fromthepreviousclassactivity)canbereplacedbyitscorrespondingdirectobjectpronoun.(i.e.Luiscomprólapastadentalenlafarmacia.Luisboughtthetoothpasteatthepharmacy.Luislacompróenlafarmacia.Luisboughtitatthepharmacy.)Studentsrewritetheirsentences,substitutingthecorrectdirectobjectpronouns.
Rondarápida(RapidRound)groupgametoreinforcethedirectobjectpronounslo,la,los,andlasalongwithcommunityplacesvocabulary.StudentswillanswertheSpanishflashcardquestionsbyreplacingtheobjectwithitscorrespondingDOPandconjugatingthepreteritetenseverb.(i.e.¿Cobrasteelchequeayer?Didyoucashthecheckyesterday?Sí,locobréayer.Yes,Icashedityesterday.)
Lospronombresdeobjetosdirectosquerefierenapersonas(DirectObjectPronounsthatRefertoPeople):me,te,lo/la,nos,los/las.StudentgroupsarechallengedtocomeupwithandshareverbsinEnglishwhichutilizepeopleasdirectobjects(i.e.tophone/text,towaitfor,tofind,towatch,tosee,toleave,toquestion,toanswer,etc.)
Lospronombresdeobjetosdirectoseindirectos(DirectandIndirectObjectPronouns)picturepromptsentencewritingactivity:Studentschoosephotosofobjects(i.e.elteléfono,lacomputadora,lahamburguesa,elbaloncesto–phone,computer,hamburger,basketball)inordertowritecreativesentencesutilizingbothdirectandindirectobjectpronouns.Studentscansharetheirsentencebywritingitonthefrontwhiteboardunderthecorrespondingphoto.(i.e.elteléfono–Mispadresmeloregalaroncuandotenía14años.Myparentsgaveit(thephone)tomeasagiftwhenIwas14yearsold.)Sincedirectandindirectobjectpronounsaresuchachallengingconceptforstudents,teachersmayrequirestudentstotranslatetheirSpanishsentencesintoEnglishtoreinforceproperwordplacementandmeaning.
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Kahootinteractivemultiple‐choicegames(withpictureprompts)ondirectandindirectobjectpronouns:Teacherutilizestheopportunityaftereachquestiontodefineandclarifyusage.
Fotografía(Photograph)songbyJuanesfeaturingNellyFurtadotocontrastpossessiveadjectivesvs.directobjectpronouns(i.e.tivs.te)inmeaningfulcontext:Studentsfillintheblanksforpossessiveadjectivesordirectobjectpronounsonaclozeactivitylyricssheet.
Cinco(Bingo)gametointroduceinfinitiveverbsassociatedwithchildhoodbehavioraswellaspersonalcharacteristics.StudentscopySpanishchildhoodactivities,toys,andbehaviorsontoaBingogameboard.Whenshownapictureprompt,studentspredictnewSpanishvocabulary.
¡Ay,Caramba!ImperfectTensePartnerGame:Studentstaketurnsdrawingcardsandeithertranslatingphrasesorconjugatingimperfecttenseverbs.Partnerscheckanswerswiththeincludedanswerkeysothestudentscanplaythisgamewithoutdirectteacherassistance.Studentskeepthecardsthattheyanswercorrectly(tobecountedattheend)andputbackthecardstheyanswerincorrectly.IfastudentdrawsanAy,Carambacard,heorshewillloseaturn.Thegameiscompletedwhenallofthecardshavebeendrawnorwhentimeiscalled.
Conjuguemos.comforindividualstudentpracticewithregularandirregularimperfecttenseverbs. Casasdelosverbos(VerbHouses)forside‐by‐sideconjugationcomparisonsbetweenregularpreteriteandimperfecttenseverbs. Palabrasclaves(KeyWords)whichsignifywhentousethepreteritevs.theimperfecttenses.(i.e.ayer‐yesterday=preteritevs.siempre‐always
=imperfect).Studentsplacewordsandphrasesunderappropriatecategory,copyingthemontoareferencechart. TerobastemiCorazón(YouStoleMyHeart)songandlyricsbyAfro‐ArgentinianreggaemusicianFidelNadaltoreinforcepreteritevs.imperfect
verbsinmeaningfulcontext:Studentsfillintheblanksforpasttenseverbsonaclozeactivitylyricssheet. CaperucitaRoja(LittleRedRidingHood)YouTubevideoclipfromanoldILoveLucyepisodeinwhichRickyRicardorecitesaSpanishbedtime
story(toreinforcepreteriteandimperfectpasttenseusage). Ricitosdeoroylostresosos(GoldilocksandtheThreeBears)andSuperhombre(Superman)onlineconjugationactivitiestopracticepreteritevs.
imperfectconjugationsinfamiliarcontexts.TECHNOLOGY:
StudentiPadAppsforvocabularyacquisition,grammarpractice,project‐basedlearning,etc.:Spanish/EnglishDictionary,Flashcardlet,Quizlet,Socrative,Evernote,GoogleDocs/Forms/Slides,Keynote,iMovie,GarageBand,Camera,Pages,DocScan,ImageSpinner,YouTube,etc.
SpanishWebsitesforadditionalstudentpractice:Conjuguemos,StudySpanish,Realidades2onlinematerials,Kahoot,PrácticaEspañol,etc.SUGGESTEDMETHODSOFDIFFERENTIATION:(methodcategoriestakenfromhttp://www.bbcactive.com/BBCActiveIdeasandResources/MethodsofDifferentiationintheClassroom.aspx)
TASK:Activitiesmaybestructuredwithregardtocomplexityoftask:fromlesscomplextaskstoestablishaframeworkforcomprehensionand/orskillattainmenttomorecomplextaskswhichchallengestudentsastheyprogress.
GROUPING:Havingstudentswithsimilarlevelsandabilitiesworktogethercanprovideavaluableopportunitytoaddressspecificneeds. RESOURCES:Technologicalresourcescanbeaneffectivesourceofdifferentiationinordertomotivateandreachstudentsofvaryingabilities. PACE:Studentswhoprogressatafasterratemaybegivenmorechallengingtaskstoexpandtheirunderstandingandmaximizeclasstime. DIALOGUEANDSUPPORT:Theclassroomteacherdifferentiatesher/hisspeechpatternsandsupportsstudentsbaseduponperceivedneeds. ASSESSMENT:Studentsshouldbeassessedonacontinualbasissothatteachingmethodscanbeadjustedtoeffectivelymeetstudentneeds.
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SuggestedLearningResourcesfortheSpanish2Classroom:
Realidades2StudentTextbook/Workbook,andTeacherResourcesRealidades2OnlineMaterialshttp://www.phschool.com/webcodes10/index.cfm?wcprefix=jdk&wcsuffix=0001&area=viewStudentiPadAppsforvocabularyacquisition,grammarpractice,project‐basedlearning:Spanish/EnglishDictionary,Flashcardlet,Quizlet,Socrative,Evernote,GoogleDocs/Forms/Slides,Keynote,iMovie,GarageBand,Camera,Pages,DocScan,ImageSpinner,YouTubeEdModo,Schoology,etc.(onlineportalsforstudent/teacherexchangeofacademiccontent)https://www.edmodo.com/https://www.schoology.com/home.phpTeachersPayTeachers(teacher‐createdresourcesforaminimalfee,somearefree)https://www.teacherspayteachers.com/Conjuguemos(verbconjugations,grammarandvocabularyself‐assessmentactivities)https://conjuguemos.com/StudySpanish(grammartutorialsandself‐assessmentactivities)http://studyspanish.com/SpanishLanguage&Culture(grammarandcultureexercises)http://personal.colby.edu/~bknelson/SLC/Kahoot(game‐baseddigitallearningusingstudentiPads)https://getkahoot.com/SpanishDict(vocabularyandconjugationresource)http://www.spanishdict.com/WordReference(vocabularyresource)http://www.wordreference.com/Today’sMeet(quickassessments,closureactivities)https://todaysmeet.com/PollEverywhere(studentsurveys)https://www.polleverywhere.com/?ref=OBKeQDCgBBCMundo(authentictextandculture)https://plus.google.com/+BBCMundo/postsPracticaEspañol(authentictextandculture)http://www.practicaespanol.com/en/RTVE(RadioTelevisiónEspañola–livetelevisionfeedsfromSpain)http://www.rtve.es/ZacharyJones–Zambomazo(musicandculture,grammar‐basedclozeactivitieswithpopularsongs)http://zachary‐jones.com/VideoELE(videostoteachbasicSpanish)http://www.videoele.com/menu_contenidos_A1.htmlMaryGlasgowMagazines(ScholasticmagazineforSpanishstudentsatdifferentlevels)http://es.maryglasgowplus.com/ACTFLWebWatchhttp://www.actfl.org/publications/all/the‐language‐educator/web‐watch‐online/web‐watch‐online‐archiveSpanish4Teachers(freeteachingresources,organizedbyunits)http://www.spanish4teachers.org/SpanishTeacherBlogs(teacherexperiences,lessonplans,materials)http://www.fluentu.com/spanish/blog/spanish‐teacher‐blogs/GraphicOrganizers(teacherresources,labeledinSpanish)http://www.eduplace.com/graphicorganizer/spanish/
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Benchmark Assessment: QuarterOne (Lavidadelestudiante)
1. Studentswillbeabletodescribethemselvesandothersusingcorrectagreementforadjectivesofpersonaldescription.2. Studentswillbeabletodemonstratecomprehensionofbasicinterrogativewordsbyaskingandrespondingtoquestions.3. Studentswillbeabletousetenertoexpressavarietyofstatesofbeing(i,e.#ofyears,hungry,thirsty,hot,cold,tired,lucky,fearful,etc.)4. Studentswillbeabletousepresenttenseverbstoread,speak,andwriteaboutschoolactivitiesandclassroommaterials.(NoviceHigh
Level:verbsincluderegular–AR,–ER,and–IRconjugations,presentprogressiveforms,servs.estar,“yogo”verbs,stem‐changingverbs,andverbslikegustar.)
5. Studentswillbeabletocreateaffirmativeandnegativeclassroomrules(utilizingthephraseshayquevs.seprohíbe).6. Studentswillbeabletouseaffirmativeandnegativewordstofacilitateauthenticcommunicationinthetargetlanguage.
BenchmarkAssessment:QuarterTwo (Lasactividadesextracurriculares/Larutinadiaria)
1. Studentswillbeabletoread,speak,andwriteaboutathleticandrecreationalactivitiesandtheimportanceofmusic,drama,andthearts.2. Studentswillbeabletodemonstratecomprehensionofexpressionsrelatedtotheinternetandtechnology.3. Studentswillbeabletodistinguishbetweenwhentousesabervs.conoceranduseeachverbinappropriatecontexts.4. Studentswillbeabletocreatecomparisonsofequalitywithadjectiveandnounclauses.5. Studentswillbeabletoexpresshowlonganactivityhasbeengoingonthroughhace+timeexpressions.6. Studentswillbeabletousereflexiveverbstoread,speak,andwriteaboutdailyroutines.(NoviceHighLevel)7. StudentswillbeabletodiscussspecialeventswhichareroutinelycelebratedinSpanish‐speakingcountries.8. Studentswillbeabletodifferentiateandutilizeboththeshortandlongformsofpossessiveadjectives.
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BenchmarkAssessment:QuarterThree(Irdecompras/Lugaresdelacomunidad)
1. Studentswillbeabletousepreteritetenseverbstoread,speak,andwriteaboutclothesshoppingandpurchases.(NoviceHighLevel:
verbsincluderegular–AR,–ER/–IRconjugationsand–CAR,–GAR,–ZARspellingchangeverbs).2. Studentswillbeabletoindicatetherationalebehindpreteriteverbusage.3. Studentswillbeabletoemploydemonstrativeadjectivesinspokenandwrittencontexts.4. Studentswillbeabletouseregularandirregularpreteritetenseverbstoread,speak,andwriteaboutcommunityplacesandrunning
errandsaroundtown.(NoviceHighLevel:verbsincludeirregularstems,iyverbs,andeiandou–IRstem‐changingverbs.)5. Studentswillbeabletousedirectobjectpronounstofacilitateauthenticcommunicationinthetargetlanguage.
BenchmarkAssessment: QuarterFour (Cuandoeraniño /Eventosdelpasado)
1. Studentswillbeabletouseregularandirregularimperfecttenseverbstoread,speak,andwriteaboutchildhoodtoys,activities,and
behaviors.(NoviceHighLevel)2. Studentswillbeabletoindicatetherationalebehindimperfectverbusage.3. Studentswillbeabletousebothdirectandindirectobjectpronouns(includingdoubleobjectpronounsandsingle/doubleverb
constructions)tofacilitateauthenticcommunicationinthetargetlanguage.4. Studentswillbeabletodemonstratecomprehensionofonlinestorieswhichcompareandcontrastpreteritevs.imperfectusage.5. Studentswillbeabletorecognizeandutilizekeyphraseswhichdistinguishpreteritevs.imperfectusage.6. Studentswillbeabletowritecreativeessaysusingavarietyofverbtenses(i.e.present,presentprogressive,preterite,andimperfect).