| Curriculum Map 2006-2007 | |||
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The Dwight School |
| Period | Content | Purpose/ Objectives | Activities & Resources | Areas of Interaction | Assessments | |
| Hello, welcome! : | COMMUNICATIONS: Greet people, variations on good-bye, introduce yourself, numbers 1-20, days of the week GRAMMAR IS PRESENTED LEXICALLY: LLamarse, ser, gender, and articles (definite and indefinite). |
Students will be able to greet people, introduce themselves, say where they are from, exchange phone numbers, say which day of the week it is, and give the date. Students will be able to name all the Spanish-speaking countries. |
Role-playing presentations, memory games, videos, music, passport-making, stories, and readings. |
How do we introduce ourselves and greet others? (Health and Social Ed.) What Spanish culture is found in the USA? (Homo faber) |
FORMATIVE Writing role-playing scenarios Worksheets Reading comprehension Listening Culture awareness-questions about different themes related to the different hispanic cultures. SUMMATIVE Tests Vocabulary quizzes Project |
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| Welcome to Miami and San Antonio : | Introduce others Describe others Likes and Dislikes Clothing Grammar: gustar, gustar + infinitive, ser + de, definite and indefinite articles, noun-adjective agreement (gender and number), vocabulary of clothing and colors. Culture: Cultural readings about Miami and San Antonio. |
Oral and written communication: Students will be able to express likes and dislikes, describe clothing, telling what they are wearing. Students will be able to have more information about hispanic life in cities in the U.S., such as Miami and San Antonio. |
Clothing presentation (drawing or using magazine cutouts) Fashion Show Music recognition (La Bamba) Dialogues Video presentation of Miami and San Antonio |
How do you describe people to other people? (Health and Social Ed.) How do you express likes and dislikes? (ATL) How are the cities of San Antonio and Miami special? (Environment) |
Formative: Vocabulary quiz, Oral presentation, Clothing project Summative: Reading comprehension, Unit test |
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| Los Angeles: Let me introduce you to my family : | Describe family members Ask and tell ages, Talk about birthdays Give dates Express possession Grammar: verb "tener", possessive adjectives Culture: Reading, Los Angeles: una carta del pasado La quinceanera Art: Fernando Botero murals History: Spanish explorers |
Students will be able to describe family members, ask and tell ages, talk about birthdays, give dates, and express possession. |
Introducing photo album project Dialogues Video presentation of Los Angeles Vocabulary memory game Readings about "Los Angeles" |
Why are there so many Spanish speakers in Los Angeles? (ATL/Environment) What are some cultural differences with the fifteenth birthday?(Homo faber) |
Formative assessments: Dialogues, Photo album project, Family tree Summative: Vocabulary quiz, Unit test, reading comprehension. |
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| Mexico: School day : | Describe classes and classroom objects Discuss obligations "ar" verbs Expressions with "tengo que...," "hay que..." Adverbs of frequency (always, never, etc.) Articles with titles (el señor Gonzalez, la señora Martinez) |
Students will be able to describe classes, classroom objects, and their schedules. They will be able to say how often they do something. They will be able to discuss obligations. They will learn about Mexican culture and history, specifically, México D.F., el Zócalo, Aztec culture. |
Dialogues Conversations Create their own schedule in Spanish Memory games with cards Cultural readings, videos, and DVDs: Diego Rivera, El Palacie de Bellas Artes, Ballet Folklórico, el Metro, tortillas, y Lázaro Cárdenas. |
How are Mexican schools different than American schools? (Health and Social Education) How do Mexican students use "El Zócalo?" (ATL) |
Formative: Worksheets, Dialogues, Oral Questions, Listening questions. Summative: Vocabulary quiz, Grammar quiz, Unit test, Reading comprehension. |
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| A difficult schedule! : | "ir" conjugation Interrogative words, such as como, cuando, etc. Telling time "estar" plus location Food vocabulary Culture: Health and nutrition |
The students will be able to: Talk about their schedule, ask and tell time, ask questions using interrogative words and "ar" verbs, say where you are going, and request food. |
The students will make their own schedules in Spanish. The students will make their own menus in Spanish. In-class practice requesting food in a restaurant. Practice telling time. |
How can we compare food habits in the U.S. and Mexico? (Health and Social) How are school systems different in the U.S. and Mexico? (Community and Service) |
Formative: Worksheets, Dialogues, Oral Questions, Listening questions, menus, and schedules. Summative: Vocabulary quiz, Grammar quiz, Unit test, Reading comprehension. |
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| Activities : | "ir" a + infinitive "er" and "ir" verbs - present tense Irregular "yo" forms with hacer and conocer Personal "a" Verb oir Vocabulary about places and people you know |
Students will be able to discuss plans. Students will be able to sequence events. Students will be able to talk about places and people they know. |
Essay: Where are you going to go this weekend? Interview a classmate to talk about himself/herself. Talk about other people you know (what they do every day, where they go, what time do they do certain activities, etc.) Talk about food and drink. Cultural readings: La casa de los azulejos. Video: El Zocalo de la Ciudad de Mexico. Lear about el Museo Nacional de Antropologia y el Bosque de Chapultepec Talk about time and when certain activities take place. |
What are some differences and similarities between Mexico and the New York in terms of places to go? (Health and Social Ed.) |
Formative: Worksheets, Dialogues, Oral Questions, Listening questions, Essay writing. Summative: Vocabulary quiz, Grammar quiz, Unit test, Reading comprehension. |
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| Activities : | Same as February. |
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| My free time : | "Estar" + adjectives "Acabar de" + infinitive "Venir" "Gustar" + infinitive (nos, os, les) "conmigo" "contigo" Practice conjugations |
Students will be able to extend invitations, talk on the phone, express feelings, say where you are coming from, and say what just happened. |
Students will view different pictures showing faces that denote a certain emotion and will describe the emotion shown. Students will play charades describing emotions. Students will pretend to talk on the phone and extend an invitation to a special event. Students will learn the vocabulary used when answering and speaking to someone on the telephone. Vocabulary Bingo game. |
How can culture and global awareness help people understand each other? (Homo faber) How do legends define a culture? (Health and Social Education) |
Formative: Worksheets, Dialogues, Oral Questions, Listening questions, Essay writing. Summative: Vocabulary quiz, Grammar quiz, Unit test, Reading comprehension. |
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| My free time : | Same as April. Review for Final Exam. |
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| JUNE : | Talk about sports Comparisons Preferences |
Oral and written communication |
Conversations Dialogues Readings |
Why are sports so important? (Health and Social Ed.) |
Formative Worksheets Oral Exercises Dialogues on sports Summative Tests on verbs Sports quiz |
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