Spanish

Description:

COURSE/SUBJECT TITLE: Spanish I

GRADE LEVEL: 8th

LENGTH OF TIME: Full Year (60/65 minutes ever other day, approximately 85 classes)

COURSE DESCRIPTION: Spanish I is for students who have successfully met the standards of the CRMS Seventh Grade Spanish course.  Combined, Seventh Grade Spanish and Spanish I comprise a National Standards-based high school-equivalent Spanish I course.  

The course is proficiency-oriented and students will extend basic Spanish skills focusing on the four key language areas of speaking, writing, listening, and reading.

Students meeting the standards of the course will be able to demonstrate a proficiency level of at least Novice High in all four language skill areas as defined by the American Council on the Teaching of Foreign Languages or ACTFL  (see Appendix A for definition of proficiency targets).  Target thematic vocabulary and grammar content is based on Level One Specifications as defined by the American Association of Teachers of Spanish and Portuguese or AATSP.

The delivery of target skills and content is through a Total Physical Response/Storytelling (TPR/TPRS) curriculum using "The New ¡Cuéntame Más!" (CMM) as a content resource.  The TPR/TPRS instructional method is based on the philosophy of providing students with lots of comprehensible input in the target language using easy to understand stories, actions, and visual aids.

Students will also review and learn basic Spanish grammar in the target language. Instruction and classroom communication will be 90% to 100% in Spanish.  Students will put their developing Spanish language skills into context through the study of Hispanic culture.  Students will also practice and extend target skills at their own pace through the use of Rosetta Stone software and other web-based applications and resources.

It is expected that all students successfully meeting the standards of Spanish I will posses basic present tense Spanish comprehension and output skills and a basic understanding of the past and future tenses and will be adequately prepared for the National Standards-based Spanish II course offered at CHRHS.

UNIT TITLE: Trimester 1 - ¿Quién soy yo? (Who am I?).  CMM Chapters five and six El hipo de la llama and El monstruo en el refrigerador.   Review of basic grammar and systematic study of regular present tense verb forms and ser vs. estar.  Students will read mini-novel Berto y sus buenas ideas and respond in writing and orally to questions in Spanish related to the story.  Students will be able to discuss and write about themselves and their families in significant detail.  Hispanic Heritage month celebration.

UNIT TITLE: Trimester 2 - Mi rutina cotidiana (My daily routine).  Lilliana y la rata from the "old" Cuéntame más book.  Irregular and reflexive verbs.   Students will read mini-novel Patricia va a California and respond in writing and orally to questions in Spanish related to the story.  Students will be able to discuss and write about their daily routines using target grammar and vocabulary.  Geography of Spanish Speaking world.

UNIT TITLE: Trimester 3 - El pasado, el presente y el futuro (The past, present, and future). Discussing time: present, past, future.  Introduction to past tense (preterit and imperfect).  CMM seven Qué será será.   Students will read mini-novel Casi se muere. Level One National Spanish Exam (early April).  Movie El norte - Guatemala and Mexico and the issue of illegal immigration by Latin Americans in the United States.

ESSENTIAL OUTCOMES:

REPORTING STANDARD: Speaking

  1. Students can understand and exchange basic greetings and personal information in Spanish and will be able to describe and discuss their immediate and extended families (T1).  Students will also be able to discuss and describe their daily routines (T2).

  2. Students will be able to tell stories using target vocabulary in basic Spanish accurately in the present tense.

  3. Students will be able to communicate orally in the past (T3) and immediate future (going to ____) tenses (T2) in response to basic daily conversational prompts.

REPORTING STANDARD: Writing

  1. Students will be able to produce comprehensible writing in all present tense verb forms using target vocabulary and grammar related to CMM chapter stories.

  2. Students will be able to provide detailed information in writing about themselves, their immediate family and friends, and extended family using target vocabulary and grammar correctly (T1).

  3. Students can provide basic information about their typical daily routine using target vocabulary and grammar including reflexive verbs (T2).

  4. Students can respond accurately to basic prompts in the past and future tenses in Spanish (T3).

REPORTING STANDARD: Listening

  1. Students will demonstrate a high level of comprehension of basic Spanish in all present tense verb forms.

  2. Students will demonstrate a basic level of comprehension of Spanish in the imperfect and preterit past tenses (T3) and immediate and simple future tenses (T2).

  3. Students will succeed in an immersion environment in the classroom where 90%-100% of all communication will be conducted in Spanish.

REPORTING STANDARD: Reading

  1. Students will be able to read and understand the short Spanish-language novels Berto y sus buenas ideas, Patricia va a California, and Casi se muere.

  2. Students will be able recognize and comprehend portions of text written in past tense and the difference between the imperfect and preterit tenses.

REPORTING STANDARD: Culture

  1. Students will demonstrate a basic knowledge of where and why people speak Spanish in the world.

  2. Through student projects and other activities, students will demonstrate a basic knowledge of Hispanic history and culture.

  3. Students will demonstrate an understanding of and think critically about issues facing Latino citizens and immigrants in the United States.

EVIDENCE/ASSESSMENTS:

Informal oral daily assessment by teacher Q&A in Spanish 
Formal speaking assessments 
Daily reading and response homework assignments in Spanish
Formal writing assessments
Formal oral and written comprehension checks
Level One National Spanish Exam
Rosetta Stone progress and accuracy
Assessed student cultural projects on target cultural themes
ACTFL OPIc assessment of oral proficiency level

TEXTS AND OTHER RESOURCES:

ACTFL Proficiency Guidelines 2012
AATSP Level 1 (T1 and T2) and Level 2 (T3) Specifications for Spanish Grammar and Vocabulary 2013-14
The New ¡Cuéntame más!  (Carol Gabb & Kristy Placidio, TPRS Publishing, 2009)
Look!  I Can Talk More! (Blaine Ray, Sky Oaks Productions, 1992, 2002)
Berto y sus buenas ideas (Blaine Ray, Command Performance Language Institute, 2012)
Pobre Ana (Blaine Ray, Command Performance Language Institute, 2000)
Patricia va a California (Blaine Ray, Command Performance Language Institute, 2000)
Casi se muere (Blaine Ray, Command Performance Language Institute, 1999)
El Norte (a film by Gregory Nava, 1983)
Rosetta Stone Latin American Spanish (Levels 1-5 available)
ACTFL OPIc (Oral Proficiency Interview - Computer)
Other teacher generated materials

 

 

COURSE/SUBJECT TITLE: Spanish II

GRADE LEVEL: 8th

LENGTH OF TIME: Full Year (60/65 minutes ever other day, approximately 85 classes)

COURSE DESCRIPTION: Spanish II is for students who solidly met or exceeded all standards of Seventh Grade Spanish which significantly mirrors the first half of the CHRHS (Camden Hills Regional High School) Spanish I curriculum in terms of essential outcomes. In Spanish II students will substantially develop proficiency with present tense Spanish skills focusing on the four key language skill areas of listening and understanding, speaking, reading, and writing.  Students will be challenged to draw on the vocabulary base and comprehension skills acquired in grades K-7 and increasingly incorporate those skills into authentic and meaningful oral and written communication.  The course follows AATSP Level 1 National Standards for Spanish during T1 and T2 and introduces some aspects of AATSP Level 2 standards in T3 including an introduction to the past tense.

The course is structured around a Total Physical Response/Storytelling (TPR/TPRS) curriculum using "The New ¡Cuéntame Más!"? (CMM) and Look! I Can Talk More! (LICTM).  This curriculum is based on the philosophy of providing students with comprehensible input using easy to understand stories, actions, and visual aids.  Students learn the language orally, kinesthetically, and visually.  Students will also review and learn basic grammar in Spanish.  Classes will be taught primarily in Spanish and students are expected to attempt to use Spanish at all times with the teacher and their peers during class.   Students will put their study of Spanish into context through the study of Hispanic culture.  Students will also practice and extend target skills at their own pace through the use of Rosetta Stone software.

It is expected that all students successfully meeting the standards for eighth grade Spanish II will possess basic present tense Spanish comprehension and output skills and will be adequately prepared for the Spanish III course offered at CHRHS.

UNIT TITLE: Trimester 1 - ¿Quién soy yo? (Who am I?).  CMM Chapters five and six El hipo de la llama and El monstruo en el refrigerador. Review of basic grammar and systematic study of regular present tense verb forms and ser vs. estar.  Students will read mini-novel Pobre Ana and respond in writing and orally to questions in Spanish related to the story.  Students will be able to discuss and write about themselves and their families in significant detail.  Rosetta Stone Unit 1 Level 2.  Hispanic Heritage month celebration.

UNIT TITLE: Trimester 2 - Mi rutina cotidiana (My daily routine).  Lilliana y la rata from "old"? Cuéntame más book.  Irregular and reflexive verbs.   Students will read mini-novels Patricia va a California and Casi se muere and respond in writing and orally to questions in Spanish related to the story.  Students will be able to discuss and write about their daily routines using target grammar and vocabulary. Rosetta Stone Units 2-3 Level 2.  Geography of Spanish Speaking world.

UNIT TITLE: Trimester 3 - El pasado, el presente y el futuro (The past, present, and future). Discussing time: present, past, future.  Introduction to past tense (preterit and imperfect).  CMM seven Qué será será and chapters one through two of LICTM (chapters three and four also if time permits).   Students will read mini-novel El viaje de su vida.  Rosetta Stone Unit 4 Level 2.  Level One National Spanish Exam (early April).  Movie El norte - Guatemala and Mexico and the issue of illegal immigration by Latin Americans in the United States.

ESSENTIAL OUTCOMES:

REPORTING STANDARD: Oral Communication

  1. Students can understand and exchange basic greetings and personal information in Spanish and will be able to describe and discuss their immediate and extended families (T1).  Students will also be able to discuss and describe their daily routines (T2).

  2. Students will be able to tell stories using target vocabulary in basic Spanish accurately in the present tense.

  3. Students will be able to communicate orally in the past (T3) and immediate future (going to ____) tenses (T2) in response to basic daily conversational prompts.

REPORTING STANDARD: Oral Comprehension

  1. Students will demonstrate a high level of comprehension of basic Spanish in all present tense verb forms.

  2. Students will demonstrate a basic level of comprehension of basic Spanish in the imperfect and preterit past tenses (T3) and simple future tense (T2).

  3. Students will succeed in an immersion environment in the classroom where 90%-100% of all communication will be conducted in Spanish.

REPORTING STANDARD: Vocabulary and Grammar

  1. Students can understand and use everyday vocabulary (numbers to 1 million, days, months, colors, animals, family, weather, personal info, classroom vocabulary, clothing etc.)

  2. Students will demonstrate a mastery of new "high-frequency"? vocabulary, particularly vocabulary relating to describing self, family, and friends (physical and personality descriptions, likes and dislikes, professions) and daily routine (time, school, home, town, pastimes).

  3. Students will show a solid understanding and facility with target grammar.

REPORTING STANDARD: Reading Comprehension

  1. Students will be able to read and understand the short Spanish-language novels Pobre Ana, Patricia va a California, Casi se muere, and El viaje de su vida.

  2. Students will be able recognize and comprehend portions of text written in past tense and the difference between the imperfect and preterit tenses.

REPORTING STANDARD: Culture

  1. Students will demonstrate a basic knowledge of where and why people speak Spanish in the world.

  2. Through student projects and other activities, students will demonstrate a basic knowledge of Hispanic history and culture.

  3. Students will demonstrate an understanding of and think critically about issues facing Latino citizens and immigrants in the United States.

REPORTING STANDARD: Writing

  1. Students will be able to produce comprehensible writing in most present tense verb forms using target vocabulary and grammar related to CMM and LICTM chapter stories.

  2. Students can provide detailed information in writing about themselves, their immediate family and friends, and extended family (T1).

  3. Students can provide basic information about their typical daily routine using target vocabulary and grammar including reflexive verbs (T2)

  4. Students can respond accurately to basic prompts in the past tense in Spanish (T3).

EVIDENCE/ASSESSMENTS:

Informal oral daily assessment by teacher Q&A in Spanish

Formal speaking assessments

Daily reading and response homework assignments in Spanish

Formal writing assessments

Formal assessments on target vocabulary and grammar

Formal oral and written comprehension checks

Level One National Spanish Exam

Rosetta Stone progress and accuracy

Assessed student cultural projects on target cultural themes

TEXTS AND OTHER RESOURCES:

AATSP Level 1 (T1 and T2) and Level 2 (T3) National Standards for Spanish

The New ¡Cuéntame más! (Carol Gabb & Kristy Placidio, TPRS Publishing, 2009)

Look! I Can Talk More! (Blaine Ray, Sky Oaks Productions, 1992, 2002)

Pobre Ana (Blaine Ray, Command Performance Language Institute, 2000)

Patricia va a California (Blaine Ray, Command Performance Language Institute, 2000)

Casi se muere (Blaine Ray, Command Performance Language Institute, 1999)

El viaje de su vida (Blaine Ray, Command Performance Language Institute, 2000)

El Norte (a film by Gregory Nava, 1983)

Rosetta Stone Latin American Spanish (Levels 1-5 available)

ACTFL OPIc (Oral Proficiency Interview - Computer)

Other teacher generated materials

 
 
Outcomes: