Spanish I Big Idea/Suppor - Duval County Public Schools

Duval County Public Schools
District Curriculum Guide
Grades 9-12
Course: Spanish I
Big Idea/Supporting Idea: My Lifestyle
Pacing
Days
7 Days
52 — 58
Topic VIII: Staying Healthy (Integrated Culture: Mealtimes and Siesta)
Standards
Objectives
Essential Content
NGSSS:
Students will be able to:
Students will know:
INTERPRETIVE LISTENING:
WL.K12.NM.1.1
Demonstrate understanding of basic words, phrases, and
questions about self, and personal experiences, through
gestures, drawings, pictures, and actions.
- Recognize vocabulary related to dinner foods.
- Produce vocabulary related to dinner foods to express their
preferences.
- Form and use in context plural adjectives.
- Identify masculine and feminine and singular and plural nouns
and adjectives in order to use gender and number agreement.
- Conjugate the verb "ser" in the present tense in order to describe
people and things.
- Recognize and produce vocabulary related to healthy living and
exercise.
- Use forms of the verb "deber" to give advice.
- Agree and disagree with statements and use appropriate nonverbal communication to enhance their message.
- Vocabulary related to dinner foods.
- 1st and 2nd person singular forms of the verb "preferir".
- Adjectives used to describe foods.
- Rules for making adjectives plural.
- Rules for noun-adjective agreement.
- Forms of the verb "ser".
- Forms of the verb "deber".
- Vocabulary related to healthy living and exercise.
- Expressions used to agree and disagree.
- Practices and perspectives related to mealtimes and siesta.
WL.K12.NM.1.4
Demonstrate understanding of simple information
supported by visuals through a variety of media.
WL.K12.NM.1.5
Demonstrate understanding of simple rhymes, songs,
poems, and read aloud stories.
WL.K12.NH.1.1
Demonstrate understanding of familiar topics, and
frequently used expressions supported by a variety of
actions.
WL.K12.NH.1.2
Demonstrate understanding of short conversations in
familiar contexts.
WL.K12.NH.1.3
Demonstrate understanding of short, simple messages and
announcements on familiar topics.
WL.K12.NH.1.4
Demonstrate understanding of key points on familiar
topics presented through a variety of media.
INTERPRETIVE READING:
WL.K12.NM.2.1
Demonstrate understanding of written familiar words,
phrases, and simple sentences supported by visuals.
WL.K12.NM.2.2
Demonstrate understanding of short, simple literary
stories.
WL.K12.NM.2.3
Demonstrate understanding of simple written
announcements with prompting and support.
WL.K12.NM.2.4
Recognize words and phrases when used in context on
familiar topics.
WL.K12.NH.2.1
Determine main idea from simple texts that contain
familiar vocabulary used in context.
INTERPERSONAL COMMUNICATION:
WL.K12.NH.3.2
Exchange information about familiar tasks, topics and
activities, including personal information.
WL.K12.NH.3.3
Exchange information using simple language about
personal preferences, needs, and feelings.
WL.K12.NH.3.4
Ask and answer a variety of questions about personal
information.
WL.K12.NH.3.6
Use basic language skills supported by body language and
gestures to express agreement and disagreement.
PRESENTATIONAL SPEAKING:
WL.K12.NH.4.1
Provide basic information on familiar topics using phrases
and simple sentences.
WL.K12.NH.4.4
Present personal information about one’s self and others.
PRESENTATIONAL WRITING:
WL.K12.NM.5.1
Provide basic information in writing using familiar topics,
often using previously learned expressions and phrases.
Evidence of Learning (Progression of Standards)
DEVELOPING:
- Recognize vocabulary related to dinner foods.
- Express likes and dislikes related to foods and drinks.
- Conjugate the verb "ser" according to given subject pronouns.
- Recognize vocabulary related to healthy living and exercise.
ACHIEVING:
- Produce vocabulary related to dinner foods.
- Ask about other's likes and dislikes related to foods and drinks.
- Produce detailed sentences containing conjugations of the verb
"ser".
- Produce vocabulary related to healthy living and exercise.
DEVELOPING:
- Ask and respond to questions about dinner foods.
- Ask and respond to questions about foods and drinks they like,
dislike or love.
- Ask and respond to questions containing conjugations of the
verb "ser".
- Ask and respond to question about healthy living and exercise.
WL.K12.NM.5.3
Write simple sentences about self and/or others.
WL.K12.NH.5.1
Write descriptions and short messages to request or
provide information on familiar topics using phrases and
simple sentences.
WL.K12.NH.5.2
Write simple statements to describe aspects of daily life.
WL.K12.NH.5.3
Write a description of a familiar experience or event.
WL.K12.NH.5.4
Write short personal notes using a variety of media.
WL.K12.NH.5.5
Request information in writing to obtain something
needed.
WL.K12.NH.5.6
Prepare a draft of an itinerary for a personal experience or
event (such as for a trip to a country where the target
language is spoken).
CULTURE:
WL.K12.NM.6.1
Recognize basic practices and perspectives of cultures
where the target language is spoken (such as greetings,
holiday celebrations, etc.)
WL.K12.NM.6.2
Recognize common patterns of behavior (such as body
language, gestures) and cultural practices and/or traditions
associated with the target culture(s).
WL.K12.NM.6.4
Recognize products of culture (e.g., food, shelter, clothing,
transportation, toys).
WL.K12.NH.6.1
Use information acquired through the study of the
practices and perspectives of the target culture(s) to
identify some of their characteristics and compare them to
own culture.
CONNECTIONS:
WL.K12.NM.7.2
Identify (within a familiar context and supported by
visuals), basic information common to the world language
classroom and other disciplines.
WL.K12.NH.7.1
Use vocabulary acquired in the target language to access
new knowledge from other disciplines.
WL.K12.NH.7.2
Use maps, graphs, and other graphic organizers to
facilitate comprehension and expression of key vocabulary
in the target language to reinforce existing content area
knowledge.
COMPARISONS:
WL.K12.NM.8.2
Recognize true and false cognates in the target language
and compare them to own language.
WL.K12.NH.8.2
Compare basic sound patterns and grammatical structures
between the target language and own language.
Duval County Public Schools
District Curriculum Lesson Guide
Grades 9-12
Course: Spanish I
Topic VIII: Staying Healthy (Integrated Culture: Mealtimes and Siesta)
Suggested
Days
52
Objectives
Students will be able to
recognize vocabulary
related to dinner foods.
Essential Questions
¿Qué comes para la cena?
¿Qué bebes para la cena?
Resources & Activities
COMMON
Realidades 1 Texbook:
- Vocabulary list, p. 168
- A primera vista, pp. 148-149 (NM.1.4/NM.2.1)
- Listening Act. 1, p. 149 (NM.1.1)
- Reading/Writing Act. 4, p. 152 (NM.2.4/NM.5.1)
- Exploracion del lenguaje-Where did it come from?, p. 160
(NH.7.1)
Realidades 1 Practice Workbook:
- 3B-1, p. 58 (NM.5.1)
Higher Order Questions
Which vocabulary words do you
anticipate having trouble
remembering? Is there a way that you
can connect them to something that
you already know?
Pacing
Days
90 minute blocks
52 — 58
Vocabulary & Structures
ESOL/ESE
Accommodations
THEMATIC VOCABULARY:
- Dinner foods
Provide students a
vocabulary list in Spanish
and English.
STRUCTURES:
- Present tense conjugations of
regular verbs
LINGUISTIC TERMINOLOGY:
N/A
ONLINE
Textbook Companion Website (phschool.com)
- Capítulo 3B: Practice Activities-Vocabulary practice 1
(NM.2.4)
Wordplay:
- Temas 3-6 through 3-9 (NM.2.4)
ADDITIONAL
- Have students make flashcards, putting pictures or drawings
of the foods/drinks on one side and the Spanish word on the
other side. (NM.5.1)
INTEGRATED CULTURE
Article-Spanish Eating customs:
http://www.donquijote.org/culture/spain/society/customs/ea
ting-customs.asp (NM.6.2)
53
Students will be able to
¿Qué prefieres comer?
produce vocabulary
related to dinner foods to ¿Qué prefieres beber?
express their preferences.
COMMON
Realidades 1 Texbook:
- Writing Act. 5, p. 152 (NM.5.1)
- Speaking Act. 6, p. 153 (NH.3.3)
- Reading/Writing Act. 9, p. 154 (NM.2.3/NM.5.1)
- Writing/Speaking Act. 14, p. 157, Part 1, (NH.3.3); Part 2,
(NH.7.2)
Realidades 1 Practice Workbook:
- 3B-3, p. 60 (NH.5.1)
- 3B-4, p. 61 (NH.3.3/NH.5.1)
- 3B-8, p. 65 (NM.5.1)
ONLINE
Textbook Companion Website (phschool.com)
- Capítulo 3B: Practice Activities-Vocabulary practice 2
(NM.5.1)
Centro Virtual Cervantes: Los Alimentos
- http://cvc.cervantes.es/aula/matdid/vocabulario/alimentos/
(NH.5.4)
- Alimentos (Activities 1-4)
- Activity 1: ¿Qué hay para comer?
- Activity 2: ¿Qué falta?
- Activity 3: ¡Qué lío!
- Activity 4: ¿Masculino o femenino?
ADDITIONAL
- Have students categorize their vocabulary flashcards into
foods they like and dislike. (NM.2.1)
- Students write a shopping list for their parents of the foods
they need from the grocery store to prepare their favorite
meal. (NH.5.5)
INTEGRATED CULTURE
Realidades 1 Textbook:
- Fondo cultural-La siesta, p. 286 (NM.6.1)
Article-La siesta in Spain:
http://www.donquijote.org/culture/spain/society/customs/si
esta.asp (NM.6.2)
What other expression do you know
THEMATIC VOCABULARY:
that can be used to state a preference? - Dinner foods
How does it differ from "prefiero"?
STRUCTURES:
- Tener idioms (tengo)
- Preferir (prefiero, prefieres)
LINGUISTIC TERMINOLOGY:
- Idiom/Idiomatic expression
Ask either/or questions
instead of open-ended.
54
Students will be able to
form and use in context
plural adjectives.
¿Cómo es ...?
¿Cómo son ...?
Students will be able to
identify masculine and
feminine and singular and
plural nouns and
adjectives in order to use
gender and number
agreement.
COMMON
Realidades 1 Textbook:
- Gramática-The plurals of adjectives, p. 156 (NH.8.2)
- Viewing Act. 12, p. 156 (NH.8.2)
- Writing/Speaking Act. 13, p. 157, Part 1 (NM.5.3)
- Speaking Act. 18, p. 159 (NH.3.3)
Realidades 1 Practice Workbook:
- 3B-5, p. 62, Part A (NH.8.2); Part B (NM.2.3)
- WAVA Listening Act. 7, p. 64 (NH.1.3/NH.8.2)
- WAVA Listening Act. 8, p. 65 (NH.1.3)
- WAVA Writing Act. 11, p 67 (NH.5.2/NH.8.2)
Guided Practice Workbook:
- 3B-1, p. 109 (NH.8.2)
- 3B-2, p. 110 (NH.8.2)
Realidades 1 DVD Program:
- GramActiva Video-The plural of adjectives (NH.8.2)
Given a list of singular and plural
THEMATIC VOCABULARY:
adjectives in Spanish, generate the rules - Adjectives
for pluralization.
STRUCTURES:
- Ser
LINGUISTIC TERMINOLOGY:
- Adjective
- Number (singular, plural)
- Gender (masculine, feminine)
- Agreement
Have students highlight
singular nouns and
articles green and
feminine nouns and
articles orange in written
assignments.
ONLINE
Textbook Companion Website (phschool.com)
- Capítulo 3B: Practice Activities-Practice with plurals of
adjectives (NH.8.2)
ADDITIONAL
- Using their flashcards, students ask classmates if they like
each food (e.g., ¿Te gustan las zanahorias?). Classmates
respond, saying that they like, dislike or love the food item
and give a reason why (e.g., Sí, me gustan las zanahorias
porque son sabrosas.) (NH.3.3)
INTEGRATED CULTURE
YouTube Video-Campaña "Desayunos Saludables":
- http://www.youtube.com/watch?v=zwri0KTjH7A
(NH.1.1/NH.7.1)
55
Students will be able to
¿Cómo eres ...?
conjugate the verb "ser" in
the present tense in order ¿Cómo es ...?
to describe people and
things.
¿Cómo son ...?
COMMON
Realidades 1 Textbook:
- Gramática, p. 158 (NH.8.2)
- Reading/Writing Act. 15, p. 158 (NH.8.2)
- Speaking Act. 17, p. 159 (NH.4.4)
Realidades 1 Practice Workbook:
- 3B-6, p. 63 (NM.5.1)
- WAVA Writing Act. 12, p. 68 (NH.5.1)
Guided Practice Workbook:
- 3B-3, p. 111 (NH.8.2)
- 3B-4, p. 112 (NH.8.2)
Realidades 1 DVD Program:
- GramActiva Video-The verb ser (NH.8.2)
Compare the conjugations of the verb
"ser" with the English verb "to be".
THEMATIC VOCABULARY:
- Dinner foods
- Adjectives
STRUCTURES:
- Ser
Have students make a
foldable for the verb
"ser" and encourage
them to use it during
classwork and homework
activities.
LINGUISTIC TERMINOLOGY:
- Irregular verb
- Conjugation
ONLINE
Textbook Companion Website (phschool.com)
- Capítulo 3B: Practice Activities-Practice with ser (NH.8.2)
- Canciones de Hip Hop-¿Sabroso o malo? (NM.1.5)
Aventa Learning:
http://aventalearning.com/content168staging/foreignlanguag
e/spanish1b/lacomida/section1.htm
ADDITIONAL
- Prepare various sets of index cards with the six forms of the
verb "ser". Write the subject pronouns on a (magnetic) white
board. Have students compete to match the forms of "ser" to
the corresponding subject pronouns with magnets. (NH.8.2)
INTEGRATED CULTURE
Realidades 1 Textbook:
- Perspectiva del mundo hispano-A la hora de comer, p. 264
(NH.6.1)
56
Students will be able to
recognize and produce
vocabulary related to
healthy living and
exercise.
Students will be able to
use forms of the verb
"deber" to give advice.
Students will be able to
agree and disagree with
statements and use
appropriate non-verbal
communication to
enhance their message.
¿Qué haces para mantener COMMON
la salud?
Realidades 1 Textbook:
- Listening Act. 2, p. 149 (NM.1.1)
¿Qué debes hacer para
- Speaking Act. 7, p. 153 (NH.3.2/NH.3.6)
mantener la salud?
- Speaking Act. 8, p. 154 (NH.3.2)
- Speaking Act. 10, p. 154 (NH.3.2/NH.3.6)
- Reading/Writing/Speaking Act. 11, p. 155, Part 1 (NH.3.4);
Part 2 (NH.3.4); Part 3 (NH.5.2)
Realidades 1 Practice Workbook:
- 3B-2, p. 59 Part A (NM.5.1); Part B (NH.3.2); Part C (NH.5.2)
- 3B-7, p. 60 (NM.5.1)
- WAVA Listening Act. 5, p. 63 (NH.1.2)
- WAVA Listening Act. 6, p. 64 (NH.1.3)
- WAVA Writing Act. 13, p. 69 (NH.5.3)
ONLINE
Article: Diez consejos para conseguir una buena salud
- http://www.1001experiencias.com/experiencias-porvivir/diez-consejos-para-conseguir-una-buena-salud/
What do you notice about the first and
second verb in the question, "¿Qué
debes hacer para mantener la salud?"
Why do you think it is written this way?
THEMATIC VOCABULARY:
- Breakfast, lunch and dinner foods
and drinks
- Activities and exercises
STRUCTURES:
- Ser
- Deber
- Infinitives
LINGUISTIC TERMINOLOGY:
- Conjugated verb
- Infinitive
Have students mark their
vocabulary lists with a +
sign for activities and
foods that are good for
your health and a — sign
for activities and foods
that are bad for your
health.
ADDITIONAL
- Students create an itinerary for the international "Día de la
Salud" which includes activities they are planning to do during
the day, menu options and advice for staying healthy.
(NH.5.6)
INTEGRATED CULTURE
Realidades 1 Textbook:
- Fondo cultural-Menú del día, p. 260 (NH.6.1)
Plato del Día:
- http://platodeldia.tumblr.com/archive (NM.2.4/NM.6.4)
Have students read some of the menus and identify the menú
or plato del día.
57
REVIEW AND
ENRICHMENT
COMMON
Realidades 1 Texbook:
- Videohistoria, pp. 150-151 (NM.2.1/NH.1.2/NH.1.4)
- Pronunciación, p. 155 (NH.8.2)
- Listening/Writing Act. 16, p. 158 (NH.1.3)
- Reading/Writing Act. 19, p. 161 (NM.2.3/NM.8.2/NH.5.1)
- Writing/Speaking Act. 20, p. 161 (NH.3.3)
- ¡Adelante!, pp. 162-163 (NM.2.1)
Realidades 1 Practice Workbook:
- 3B-9, p. 66, Part I (NM.5.1); Part II (NH.8.2)
FCAT Support and Test Practice:
- Interpreting Diagrams, Graphs, and Statistical Illustrations, p.
34 (NH.7.2)
- Determining the Main Idea and Identifying Relevant Details,
p. 35 (NH.2.1)
- Pizza, ensaladas y ... helado de fresas, pp. 36-38 (NM.2.2)
ONLINE
Textbook Companion Website (www.phschool.com):
- Capítulo 3B: Test Preparation
Destinos:
http://www.learner.org/series/destinos/argentina/index.html
(NH.7.1)
- Vocabulary 1: La cara de verduras
- Vocabulary 2: La comida
THEMATIC VOCABULARY:
Provide an exam study
- Breakfast, lunch and dinner foods guide.
and drinks
- Adjectives
- Activities and exercises
STRUCTURES:
- Present tense conjugations of
regular verbs
- Tener idioms (tengo)
- Preferir (prefiero, prefieres)
- Ser
- Deber
- Infinitives
LINGUISTIC TERMINOLOGY:
- Idiom/ Idiomatic expression
- Adjective
- Number (singular, plural)
- Gender (masculine, feminine)
- Agreement
- Irregular verb
- Conjugation
- Conjugated verb
- Infinitive
ADDITIONAL
- Play Human Bingo with plastic foods and/or pictures of
foods. (SEE ADDENDUM) (NH.1.1)
INTEGRATED CULTURE
Gobierno de Canarias: Pirámide Alimenticia (interactive food
pyramid):
http://www.gobiernodecanarias.org/educacion/4/Medusa/GC
MWEB/Docsup/Recursos/34945833R/Piramide.swf
(NM.2.1/NH.7.1)
58
ASSESSMENT
ASSESSMENT OPTIONS
- Create an exam for Capítulo 3B.
- Have students complete Project 3B-El Cartel: Consejos para
mantener la salud (SEE ADDENDUM)
(NH.4.1/NM.5.3/NM.7.2)
Allow extended time on
exam or project.
Provide a word bank on
exam.