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OFFICE OF CURRICULUM, INSTRUCTION AND PROFESSIONAL DEVELOPMENT HIGH SCHOOL COURSE OUTLINE

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OFFICE OF CURRICULUM, INSTRUCTION AND PROFESSIONAL DEVELOPMENT HIGH SCHOOL COURSE OUTLINE Course Code 1831 Course Title Spanish 1-2 Department Foreign Language Short Title Span 1-2 Course Length 1 year
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OFFICE OF CURRICULUM, INSTRUCTION AND PROFESSIONAL DEVELOPMENT HIGH SCHOOL COURSE OUTLINE Course Code 1831 Course Title Spanish 1-2 Department Foreign Language Short Title Span 1-2 Course Length 1 year Grade 9-12 Credits/Semester 5 Required for Graduation Meets H.S. Grad Requirement Yes Elective Credit X Meets UC a-g Requirement Yes (e) Meets NCAA Requirement Yes Prerequisites None COURSE DESCRIPTION: Spanish 1-2 is an intensive introduction to Spanish emphasizing communicative-based listening, speaking, reading, and writing in Spanish and the rudiments of the cultures of the Spanish-speaking world. Students will, at an accelerated pace, learn to use Spanish to deal with discrete linguistic elements of daily life in predictable common settings. The course goals and objectives are based on the Stage I of the Language Learning Continuum (LLC) proficiency guidelines in the Foreign Language Framework for California Public Schools, Any one year of foreign language taken in high school will satisfy the high school graduation visual/performing arts requirement. However, foreign language will not satisfy the college visual/performing arts requirement. A minimum of two years of a g approved foreign language credit in the same language is required for admission to most four-year colleges. GOALS: Based on the National Standards for Foreign Language Learning in the 21 st Century The Five Cs By successful completion of high school Spanish 1 2, students will begin to: Communication: Communicate in Languages Other Than English - engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions. - understand and interpret written and spoken language on a variety of topics. - present information, concepts, and ideas to an audience of listeners or readers on a variety of topics. Culture: Gain Knowledge and Understanding of Other Cultures - demonstrate an understanding of the relationship between the practices and perspectives of the culture studied. - demonstrate an understanding of the relationship between the products and perspectives of the culture studied. Connections: Connect with Other Disciplines and Acquire information - reinforce and further their knowledge of other disciplines through the foreign language. - acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures. Comparisons: Through Comparisons Develop Insight into the Nature of Language and Culture - demonstrate understanding of the nature of language through comparisons of the language studied and their own. - demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own. Community: Participate in Multilingual Communities at Home and Around the World - use the language both within and beyond the school setting. Page 2 - show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment. CONTENT STANDARDS: Currently there are no California Foreign Language Standards. However, there are the following languagegeneric benchmarks that represent the first stage of the Language Learning Continuum proficiency guidelines in the Foreign Language Framework for California Public Schools, These indicate the beginning progress indicators on the linguistic pathway towards proficiency in a foreign language. The stage numbers are independent of the year of study or a particular text level. It usually takes more than one year of study to reach mastery on each indicator on a continuum stage. The following are approximate guidelines: Stage I Stage II Stage III Stage IV Stage V Spanish 1, 2, 1-2 Spanish 3-4 Spanish 5-6 Spanish 7-8 AP Spanish Lit. Spanish 3-4 Spanish 5-6 Spanish 7-8 AP Spanish Lang. STAGE I California Foreign Language Learning Continuum: Levels 1, 2, 1-2, 3, 3-4 FUNCTION Students will develop the ability to: 1.1 greet and respond to greetings 1.2 introduce and respond to introductions 1.3 engage in conversations 1.4 express likes and dislikes 1.5 make requests 1.6 obtain information 1.7 understand some ideas and familiar details 1.8 begin to provide information CONTEXT Students will perform these functions when: 1.9 speaking in face-to-face social interaction 1.10 listening during social interaction and while using audio or video texts 1.11 reading authentic materials, such as menus, photos, posters, schedules, charts, signs and short narratives 1.12 writing notes, lists, poems, postcards, and short letters TEXT TYPE Students will: 1.13 use short sentences, learned words and phrases, and simple questions and commands when speaking or writing 1.14 understand some ideas and familiar details presented in clear, uncomplicated speech 1.15 understand short texts enhanced by visual clues when reading CONTENTS Students will: 1.16 begin to understand and convey information about the self (family, home, rooms, health, school, schedules, leisure activities, campus life, likes and dislikes, shopping, clothes, prices, size and quantity, and pets and animals) 1.17 begin to understand and convey information on topics beyond self (geography, topography, directions, building and monuments, weather and seasons, symbols, cultural and historical figures, place and events, colors, numbers, days, dates, months, time, food and customs, transportation, travel, professions and work) ACCURACY Students will: 1.18 communicate effectively with some hesitation and errors which do not hinder comprehension when performing stage I functions 1.19 demonstrate culturally acceptable behavior for Stage I functions 1.20 understand most important information Page 3 Alignment of California Language Learning Continuum, Stage I with Realidades Book 1 CA Framework Language Learning Continuum STAGE I Text FUNCTION Students will: Introduced In Book 1 Practiced In Book 1 Mastered In Book greet and respond to greetings. pp. 2, 4 p. 5 #5 pp. 23 #1; 141; introduce and respond to introductions. p. 2 p. 3 #2, 3 pp. 5 #6; 67; engage in conversations. pp ; ; 347 pp.31 #8; 57 #11; 79 #6; 153 #6; 237 # express likes and dislikes. pp ; pp. 30 #5-6; 31 #8; 33 # make requests. 1.6 obtain information. 1.7 understand some ideas and familiar details. pp ; ; 305 pp ; ; 184 pp #1 & #2; #1; #3 1.8 begin to provide information. pp ; CONTEXT Students will: 1.9 converse in face-to-face social interaction. pp ; 149; listen during social interaction and listen to audio or video texts use authentic materials, such as menus, photos, posters, schedules, charts, signs and short narratives, when reading write notes, lists, poems, postcards, and short letters. TEXT TYPE Students will: 1.13 use short sentences, learned words and phrases, and simple questions and commands when speaking or writing understand some ideas and familiar details presented in clear, uncomplicated speech when listening understand short texts enhanced by visual clues when reading. CONTENT Students will: 1.16 understand and convey information about self (family, home, rooms, health, school, schedules, leisure, activities, campus life, likes and dislikes, shopping, clothes, prices, size and quantity, and pets and animals) understand and convey information beyond self (geography, topography, directions, buildings and monuments, weather and seasons, symbols, cultural and historical figures, places and events, colors, numbers, days, dates, months, time, food and customs, transportation, travel, professions and work) Audio: pp. 75 #1 & #2; 125 #1 & #2 Video: pp ; pp. 75; 198 p. 53 #3 pp. 5 #5; 26-27; 50-51; 74-75; pp. 75 #1 & #2; 195 #1; 149 #1 & #2; 223 #1 & #2 pp ; 50-51; ; pp ; 50-51; 74-75; ; ; ; ; 278; ; ; 372; pp. 7; 18; 28-29; ; ; 323; 375 pp. 254 #8 & #9; 305 #12; 306 #13 & #14; 309 #18-19 pp. 178 #8; 186 #17 & #18; 202 #5; 203 #8 pp. 78 #4; 90-91; 128 #5; 137 #20 pp. 56 #10; 59 #15; 78 #5; 211 #22 pp. 57 #11; 153 #6 & #7; 177 #6 & #7;207#17; 351 #7 pp. 86 #16; 177 #6; 186 #18; (video) pp. 78 #4; 131 #10; 137 #20; 155; 161 #19; 185 #16 pp. 30 #6; 56 #10; 59 #15; 134 #15 & #16; 229 #10, #11 pp. 80 #9; 88 #20; 131 #11; 186 #17; 261 #20 & #21 pp. 108 #11; 235 #24; 278 #10; 455 #5; 245; 445 #5 pp. 35 #14; 185 #16; 307 #15; 381 #9 pp. 30 #5; 55 #7; 79 #6 & #7; 106 #8; 153 #6 & #7; 226 #% & #5; 277 # 6 & #7; 303 #6 & #7; 326 #4; 327 #6; 328 #10; 334 #20 pp. 7; 19 #1-#3; 20 #4; 44-45; 58; 177 #7; 187 #19; 211; #21; 230 #14; 231 #`6; 259 #17; 282 # 18; 283 # 21; 327 #7; ; 379 # 7; 381 #9; 382 #11; 388 #21; 407 #8 pp. 191; 339; 363 #24; 371 #2 pp #3; 43; 47 #2 & #4 pp. 261 #21; 319 #2 pp. 191; 207 #15 & #17 pp. 97 #1 & #3; 145 #1 & #3; 397 #1 & #3 pp. 47 #2 & #4; 67; 93; 215; 241; 291; 419 pp. 145 #2; 191; 339; 397 #2 pp. 97 #1; 141; 145; 339 pp. 64; ; 238; 263; ; pp. 47 #4; 117; 145 #4; 165; 195 #4; 215; 319 #4; 419 pp. 93; 97 #2 & #4; 141; 241; 393 pp. 71 #1; 121 #1; 195 #1; 254 #1 pp ; ; ; 312 pp. 43; 47 #1-#4; 57 #12; 93; 121 #1-#4; 165; 241; 269 #2; 295 #1-4; 315; 339; 343 #1-4; 397 #4 pp. 23 #3; 90-91; ; ; 283 #19 & #20; ; ; 397 #3 ACCURACY Students will: 1.18 communicate effectively with some hesitation and errors, which do not hinder comprehension demonstrate culturally acceptable behavior for Stage I functions 1.20 understand most important information Spanish 1-2 Page 4 Throughout the course Examples include: pp. 43; 59 #15; 80 #9; 117; 165; 237 #25 & #26; 241; 265; 367; 447 #2 & #4; Throughout the course Examples include: pp. 5 #6; 23 #1; 67; 141; 163 #5; 219 #4; 328 #9; 367 Throughout the course Examples include: pp: 90-91; ; 121 #1-#3; ; 195 #1 & #3; ; ; LANGUAGE-SPECIFIC OBJECTIVES for Spanish 1-2 or Spanish 1 and Spanish 2 revised 08/06 Using the Language Learning Continuum Stage I language-generic indicators, District teachers have identified the following language-specific skills and level of competency by successful completion of Spanish 1-2 or Spanish 1 and Spanish 2: Language-Specific Skill based on LLC Stage I *Text Reference Introduce Practice Master Greetings PE** X Numbers PE X Alphabet PE X Months/days of week PE X Date including year PE X Formal/informal speech concept PE X Weather PE X Body parts (pursuant to Realidades) PE X Adjectives PE/1A/1B/2A/3B X School/classes (prepositions) PE/1A/2A/2B X Telling time PE/4B X Follow common commands PE/6B X Make/understand negative statements 1A X Me encanta, me gusta, te encanta, te gusta 1A/1B/3A X Gender/#agreement 1A/2B X Sports/past times/activities 1A/4A/4B X Personality/physical traits 1A/4B X Definite/indefinite articles 1B X Subject pronouns 2A X Infinitive 2A X Describe origin 2A X Ser v. estar 2A/2B/3B X Irregular verbs ir/ser/estar (conjugate) 2A/2B/3B X Present-tense, regular verbs (conjugation of) 2A/3A X Possessive adjectives / Position with de 2B/5A X Expressions of frequency 3A X Food/beverages/restaurant 3A X Stem-changing verbs 1 2 3B/7A X Interrogatives 4A X go verbs 4A X Ir & a & infinitive /place 4B X Tocar v. jugar 4B X Tener 5A X Family/celebrations 5A X Colors 6A X Comparisons (mas/menos/tan/como) 6A X Present progressive 6B X Tener/hay & que & infinitive 6B/8B X Clothing 7 X Direct object pronouns 7B X Preterite of ar verbs 7B X Personal a 8A X Conocer v. saber 9B X Idiomatic expressions throughout Vosotros from teacher X * Text Reference indicates the core text for this course, Realidades 1, Prentice Hall Publishers ** PE = Para Empezar which is the first section of the text Page 5 PERFORMANCE STANDARDS: The objective of Long Beach Unified School District is to have all students who successfully complete Spanish 1 2: achieve at or above the Proficient Level of Spanish 1-2 common assessments and assignments receive a C or better in the courses based on the evaluation criteria, grading policy, and grading scale at the end of this document Assessments based on designated competencies from the CA Foreign Language Framework LLC, Stage 1: Not Proficient 1 Partially Proficient 2 Proficient 3 Advanced Proficient* 4 Graded Classwork/Quizzes Below 60% 60% - 69% 70% - 89% 90% - 100% Notes/Projects Below 60% 60% - 69% 70% - 89% 90% - 100% Oral Participation/Homework (10%) Below 60% 60% - 69% 70% - 89% 90% - 100% Chapter Tests Below 60% 60% - 69% 70% - 89% 90% - 100% Cumulative Test/End-of-Course Exam Below 60% 60% - 69% 70% - 89% 90% - 100% *Advanced Proficient on designated competencies for this course taken from the CA Foreign Language LLC, Stage 1. TYPICAL OPTIONS FOR COLLEGE PREP STUDENTS Studying Spanish * indicates meets a-g college requirement Grade Strongest Very Strong Strong Average Minimal 6 th Span. FLEX th Span th Span. 2* Span. 1-2* - Span. 1-2* th Span. 3-4* Span. 3-4* Span. 1-2* Span. 3-4* - Span th Span. 5-6* Span. 5-6* Span. 3-4* Span. 5-6* Span. 1-2* Span. 2* - 11 th AP Lang.* AP Lang.* Span. 5-6* Span. 7-8* Span. 3-4* Span. 3 Span. 1-2* 12 th AP Lit.* AP Lit.* AP Lang.* AP Lang.* Span. 5-6* Span. 4* Span. 3-4* Spanish 1 (1828) Spanish 2* (1830) C or higher in Spanish 1 Meets a-g only if completed in 8 th grade or higher Spanish 1-2* (1831) Meets a-g only if completed in 8 th grade or higher Spanish 3-4* (1832) C or higher in Spanish 1-2 Or Spanish 2 Spanish 3 (1851) C or higher in Spanish 2 Spanish 5-6* (1833) C or higher in Spanish 3-4 or Spanish 4 Spanish 4* (1853) C or higher in Spanish 3 Spanish 7-8* (1834) C or higher in Spanish 5-6 Spanish AP Lang.* (1847) A in Spanish 5-6 Spanish AP Lit. *(1848) A or B in Spanish AP Lang. OUTLINE OF CONTENT AND TIME ALLOTMENT: PACING OVERVIEW: SPANISH 1-2 September 6 23 (3 weeks) September 26 October 18 October 19 October 31 November 1 November 21 Para empezar, p Capítulo 1A, p. 24a 47 Capítulo 1B, p. 48a 71 Capítulo 2A, p. 72a 97 All of the following are to be introduced only at this time, not mastered: Spanish alphabet; greetings; classroom objects & commands, numbers; time; date; weather; seasons; body parts Lexical use of estar, ser, hacer, & plural commands; nouns; singular definite articles; use of hay and cuántos, -as? Behavior for greeting people; the Aztecs; the Mayan glyphs; holidays; reversed seasons in the Northern and Southern Hemispheres (may be given as quizzes, extended practice, pre-tests, graded classwork, group work, etc.): Prueba PE-1; Prueba PE-2; Prueba PE-3 Examen del capítulo: PE 1.1, 1.2, 1.9, 1.13, 1.16 Likes/dislikes (w/activities) Gustar, Infinitives, negatives To express agreement/disagreement Picasso/ Plaza de Madrid, Music, dances Jaime Antonio Gonzalez (May be given as quizzes, extended, practice, pre-test, grade classwork, group work) Prueba 1A-1. Prueba 1A-2 Infinitive 1A-3. Prueba 1A-4 Examen del capitulo P.E 1.1, 1.2, 1.9 Adjectives, ask/answer, What someone is like Adjectives Definitive/Indefinitive Articles Kaholo Bolivar Huipil Good friend/friendship Facts about Caribbean Prueba 1B-1 1B-2 1B-3 1B-4 1B-5 Examen del capitulo 1A Class subjects Ordinal Numbers School Activities Adjectives to describe classes Things you need for school. Subject pronouns. Present tense ar Fdo. Botero Romans in Spain Latin influence on Spanish El recreo The Maya Courses Students take in Spanish speaking countries 24-hour clock Costa Rica Soccer Prueba 2A-1 2A-2 2A-3 2A-4 Examen del capitulo 2A From 6-12 Foreign Language Teachers Summer 2006 Page 7 PACING OVERVIEW: SPANISH 1-2 November 22 December 9 December 12 December 23 January 9 January 20 January 23 February 16 Capítulo 2B, p. 98a 121 Capítulo 3A, p. 122a 145 Capítulo 3B, p. 146a 169 Capítulo 4A, p. 170a 195 Begin showing the video Class items, furniture & parts Prepositions Verb Estar Plural Nouns/articles So Juana Ines School Uniforms Currency Exchange rates PE class in another countries Cultural perspectives on school Central America Prueba 2B-1 2B-2 2B-3 2B-4 Examen del capitulo 2B Food beverages Breakfast and lunch Verbs to talk about eating and drinking Adverbs Present tense er Me gusta (n), me encanta (n) Present tense ir Murillo Breakfast in other countries Fruits/vegetables from America Fruits from Chile Popular snack in other countries Prueba 3A-1 3A-2 3A-3 3A-4 Examen del capitulo 3A Food, Beverages. Health, exercise vocabulary Hunger, thirst, preference Agreement, disagreement Plural adjectives Verb ser El tianguis El mate (?) La Tomatina (?) Los Mercados Soccer & World Cup Herbal Remedies Prueba 3B-1, 3B, 2 3B, 3 3B, 4 Examen del capitulo 3B Leisure activities Places Where you go, & with whom Things are done Where someone is from Verb ir Interrogative words de Goya la plaza sport club and gyms tradition of going to the movies. Andean music Chants and songs Games from other countries Prueba 4A-1, 4A-2 4A-3 4A-4 Examen del capitulo 4a From 6-12 Foreign Language Teachers Summer 2006 Page 8 PACING OVERVIEW: SPANISH 1-2 February 17 - March 8 March 9 March 24 March 27 April 14 April 24 May 16 Capítulo 4B, p. 196a 219 Leisure activities Adjectives how someone feels Expressions to extend, accept or decline invitations Expressions for what time something happens Ir + a + infinitive The verb jugar Paralympics Fiestas Rebecca Lubo Leisure activities Prueba 4B-1 4B-2 4B-3 Examen del capitulo 4B Capítulo 5A, p. 220a 245 Family members Parties Verb tener Possessive adjectives Family celebrations Carmen Losa Garcia Paper picado Spanish royal family Fco-Goya. Diego Rivera Spanish birth day card. Quinceañera Last names in other countries Papel picado Prueba 5A-1, 5A-2 5A-3, 5A-4 Examen del capitulo 5A Capítulo 5B, p. 246a 269 People Adjectives for people-things Expressions for feelings and needs Restaurants Table settings Verb venir, ser, estar Extended families Getting a servers attention Arroz con leche Menu del dia Fandango Santa Fe Cultural perspectives on meal times. Prueba 5B-1, 5B-2, 5B-3 5B-4 Examen del capitulo 5B Capítulo 6A, p. 270a 295 NOTE: Delete many of the Cultural Concepts and extra activities in Capítulo 6 to leave time to INTRODUCE the PRETERITE tense of ar verbs found in Capítulo 7B Bedroom items Electronic equipment Colors Adjectives to describe things Comparatives/superlatives Stem-Changing verbs poder & dormir Salvador Dali Latin Grammy Awards Flags of the Spanish speaking world Mexican flag La siesta Luminaries Prueba 6A-1, 6A-2, 6A-3, 6A-4 Examen del capitulo 6A From 6-12 Foreign Language Teachers Summer 2006 Page 9 PACING OVERVIEW: SPANISH 1-2 May 17 - June 1 June Other TEACHER RECOMMENDATIONS Capítulo 6B, p. 296a 319 NOTE: Delete many of the Cultural Concepts and extra activities in Capítulo 6 to leave time to INTRODUCE the PRETERITE tense of ar verbs found in Capítulo 7B Rooms in a house Affirmative tu commands The present possessive tense INTRODUCE the PRETERITE tense of ar verbs found in Capítulo 7B Due to the volume of material in Realidades 1, most teachers will only be able to cover through Capítulo 6B. The Spanish 3-4 book, Realidades 2, begins with a bridge unit that reviews the first year material and makes a smooth transition into second year. However, the author HIGHLY RECOMMENDS that students be introduced to the preterite of ar verbs in Capítulo 7B at the end of Spanish 1-2 or Spanish 2, even if it means deleting many of the cultural activities in Capítulo 6. Arpilleras El patio Percentage of people living in houses and apartments in Caracas Venezuela Cinderella Cultural perspectives on architectural features Prueba 6B-1, 6B-2, 6B-3, 6B-4 Examen del Capitulo 6B For increased time, LBUSD teachers also recommend minimizing or deleting many of the activities in the Adelante! Section at the end of each capítulo. Videomisterio: teachers recommend: Begin showing segments even before the text indicates. View segments after taking tests or on minimum days. Use segments as motivational tools. Students should be held accountable for at least one of the points in the segment. From 6-12 Foreign Language Textbook Training Summer 2005 Page 10 METHODS: A variety of instructional strategies will be utilized to accommodate all learning styles to reinforce reading, writing, listening and speaking skills such as: Communicative-bas
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