Kelsey Staub EDCI 302 Scope and Sequence Assignment Fall 2010

Grade Level: 7-12 Subject: Spanish Level 1 Course Description:

The purpose of this beginning level course is to build a strong foundation in the Spanish language so that the students will have the skills to move on to more advanced levels of study if they chose to do so. Over the period of 18 weeks, the student will develop skills in all areas of the Spanish language, including reading, writing, speaking, and listening. The student will learn pronunciation, basic vocabulary, and basic sentence structure. Upon completion of this course, the student will not only be able to read and write in Spanish, but also participate in basic conversations.

Time Weeks 1-2

Unit Topic Reading

Standards 7-12 WL 1.1.3.3

Learning Objectives Associate the written text with spoken forms

Curricular Goal The student will learn the alphabet, including proper pronunciation of letters and words.

Learning Activities 1a. First lesson will be an interactive lecture. I will present each letter, how to pronounce it, and what sounds it makes (with examples).

Students will recite each letter after me. 1b. Students will be Decode written The student will asked to design an text, diacritical be able to alphabet chart that they marks, and symbolic recognize and will laminate and keep systems pronounce letters in their binder. Each and words with letter must have a accents (diacritical picture of a vocabulary marks) word that 2a. I will have a list of examples of words with diacritical marks, and I will have them listen to how the words sound with and without the accents. For example, I Recognize written The student will will say the word pia versus how it would sound forms of basic be introduced without the . vocabulary basic Spanish 2b. I will have the words and students practice phrases. pronunciation, such as rolling their Rs and annunciating accented letters. 3a.Students will be given a list of Spanish vocabulary words. Class time will be spent discussing meanings/pronunciation of these words. 3b. Students will be responsible for defining all words on the vocabulary list as homework. Recognize written The student will 1a. As a classroom forms of basic continue to learn activity, each student vocabulary basic words and will be assigned one phrases from the vocabulary word. The vocabulary list. student will draw a

7-12 WL 1.1.3.1

7-12 WL 1.1.3.2

Week 3

Reading

7-12 WL 1.1.3.2

7-12 WL 1.1.3.4

Recognize cognates and borrowed words

The student will be able to recognize Spanish words that are cognates of English words, as well as learn which words are false cognates.

Week 4

Analysis of 7-12 WL 1.2.1.4 Language Elements and Products

Compare linguistic elements among languages

The student will be able to compare the sentence structure and grammar of English and Spanish.

7-12 WL 1.2.1.2

Derive meaning from word order.

The student will be able to construct sentences in logical order with proper adjective placement.

picture for the word on a flashcard. I will collect all the cards and present them to the class. 1b. The students will recite the appropriate vocabulary word for each picture. 2a. As homework, students will be asked to come up with a list of 15 words that they think are cognates of English words. 2b. In small groups, students will brainstorm a list of words that they think are cognates of English words. Then, as a class, we will sort out which words are true cognates, and which ones are false cognates. 1a. The students will receive a worksheet with 20 Spanish sentences. They will be asked to identify the different parts of speech, like circling the noun and underlining the verb. 1b. As a class we will discuss the difference between Spanish grammar and English grammar, as well as the similarities. 2a. I will write on the board several different descriptive sentences in English. Then, as a class, we will translate them to Spanish, paying close

Weeks 5-6

Analysis of 7-12 WL 1.2.1.3 Language Elements and Products

Recognize appropriate verb endings in the present tense.

The student will be able to conjugate verbs in the present ar, er, and ir tenses.

Weeks 7-8 Writing

7-12 WL 1.1.4.4

Construct simple sentences using familiar vocabulary and phrases. Write basic vocabulary and short sentences (e.g., from diction, picture cues, cloze activities, word banks).

7-12 WL 1.1.4.1

The student will be able to write sentences using learned vocabulary and with properly conjugated verbs.

attention to the adjective placement. 2b. As a class, the students will compile a list of descriptive sentences. For homework, they will be asked to write a paragraph describing each member of their family, as well as their pets. 1a. As a class, we will sort verbs from vocabulary lists into three categories on the whiteboard; -ar verbs, er verbs, and ir verbs. Then for each category, I will show the conjugations for the present tense. 1b. As homework, students will be given a list of 30 verbs and will be asked to complete Tcharts for each one. 1c. In class we will practice writing sentences using present tense verbs. 1a. Students will be asked to write 15 sentences, using vocabulary from their list. 1b. In pairs, students will be asked to write two paragraphs; one about themselves, and one about their partners. 2a. As homework, the students will be given a

worksheet with ten pictures of different vocabulary words. They will be asked to write a short sentence describing each vocabulary word. 1a. As a class we will review everything that has been taught in the past 9 weeks, and will discuss any areas that need reviewing. 1b. At the end of the ninth week, students will be tested over comprehension of vocabulary, verb conjugation, and sentence structure. The student will 1a. I will sort the class be able to listen into two groups; los and differentiate chicos and las chicas. I between will pull one female masculine and student out (la chica) feminine words, and one male student as well as plural or out (el chico). I will say singular words. things like Las chicas tienen quince lapices, and then pull one girl out of the group and have the students say the same sentence, only singular. The student will 1a. I will bring a be able to change backpack to class full of a singular miscellaneous school sentence to a supplies. I will present plural sentence, all the items in my and a masculine backpack to the class, word into a and then give them a list feminine word. of everything I had (in English). Some items I

Week 9

Test Week

Week 10 Listening

7-12 WL 1.1.1.5

Recognize number and gender signals

Week 11 Writing

7-12 WL 1.1.4.3

Rewrite sentences, using substitutions.

Weeks 12-13

Listening

7-12 WL 1.1.1.4

Comprehend question words (e.g who, what, where, when, why)

The student will be able to comprehend question words from listening, as well as use them in conversation. The student will be able to understand questions and respond in a logical manner.

Writing

7-12 WL 1.1.4.2

Write a logical response to a familiar question or comment

will have only one of, but others I will have multiples of. After I am done, I will then have them write a paragraph in Spanish about the contents of my backpack. 1b. Students will be given a worksheet with 25 sentences that are either in singular, plural, masculine, or feminine form, which they will have to rewrite into the opposite form. 1a. Students will watch a video of someone being interviewed. They will be asked to write down question words as they hear them being said in the video. After, the class will compile a list of the question words that they heard, and we will discuss their meanings. 1b. As homework, the students will be asked to create a list of 10 original questions that they would like to know about another person? 2a. I will shuffle up the homework assignment (with the original questions) and hand them out to students, making sure they do not get their own. The students will be asked to answer the questions with information about

themselves. 2b. I will pair the students up and they will take turns asking and answering a couple of their questions in front of the class. 1a. The students will each be given an interesting advertisement picture from a Spanish language magazine or newspaper. There will be a simple description that accompanies each picture. The students will be asked to create a list of questions that they have regarding the picture based off what they see and what they read from the description. 2a. The students will be assigned to read a chapter in the textbook and complete the afterreading activity. The activity will have the students place punctuation where they see appropriate, and turn statements into commands or questions. 1a. I will play an audio clip of people asking questions, as well as using positive and negative commands. The students will have an accompanying worksheet and decide

Week 14 Analysis of Language 7-12 WL 1.2.1.1 Elements and Products

Manipulate components of simple statements, questions, and commands (e.g., parts of speech, punctuation, and word order).

The student will be able to turn simple sentences into questions or commands by applying knowledge of question words, punctuation, and word order.

Week 15 Listening

7-12 WL 1.1.1.3

Recognize basic sentence types (e.g., questions, sentences, commands, negative and positive)

The student will be able to differentiate between the different types of sentences.

Speaking

7-12 WL 1.1.2.2

Express preferences, desires, opinions, and feelings.

Week 16-17

Listening

7-12 WL 1.1.1.2

Speaking

7-12 WL 1.1.2.1

Speaking

7-12 WL 1.1.2.3

which type of sentence each one is as they hear it. 1b/2a. Students will be put into pairs and given a list of question/command sentences. The partners will switch off between asking the question/command and responding to it. For example, one might say Ven aqui and the other will respond No puedo porque estoy ocupada ahora. Capture essential The student will For this two week information from be able to listen to period, the students will everyday a basic work on a presentation conversations and conversation and project. For the first short passages (e.g., be able to week, they will get in cognates, context understand the groups in 3 or 4 and clues) message that is spent the class time being conveyed. creating a 10 minute dialogue using Use basic The student will vocabulary words and vocabulary to be able to apply present tense verbs. In respond to familiar vocabulary to their skit, they will act prompts spoken out a scene from daily conversations. life, such as going to a coffee shop or ordering Use appropriate The student will food at a restaurant. level of politeness in be able to politely Each member must simulated social converse in participate in the skit, exchanges Spanish in mock and no scripts may be social situations. used when presenting it in front of the class. The second week of class will be used for the presentations. When the students are not presenting, they will be asked to take notes on

The student will be able to respond to questions while expressing their own preferences, desires, opinions, and feelings.

Week 18 Test Week

what the other groups are talking about. 1a. As a class we will review everything that has been taught in the final 9 weeks, and will discuss any areas that need reviewing. 1b. At the end of the eighteenth week, the students will be tested on their ability to make words singular/plural and masculine/feminime, their understanding of question words and ability to turn sentences into questions/commands, and their general reading and writing comprehension (there will be a written portion). Also, there will be a listening section, where I will say a sentence, and they must write down their response.