| Collaborative Curriculum Map 2006-2007 | ||
|
The Dwight School |
| Period | Content | Purpose/ Objectives | Activities & Resources | Areas of Interaction | Assessments | |
| September | We The Children : | SEPTEMBER Review of basic vocabulary, expressions and grammar learned in Spanish I. |
To assess the students' language level and the ability to use their skills as Spanish language learners. |
Question and answer about yourself. Interviews in pairs using the appropiate question words and grammar reviewed. Verb drills. Fill in sentences. Index cards (verbs, vocabulary, and expressions.) Cultural readings and documentaries. (Chile) Games (Memory , hang-man, etc) Poems of Pablo Neruda and Gabriela Mistral (Chilean poets) |
How did Pablo Neruda and Gabriela Mistral's native country influence their work? (Homofaber) How can we relate the lessons' content to our daily life? (ATL) |
FOMATIVE: Homework, handouts. Classroom conversation, interviews, games, readings. SUMMATIVE: test, quizzes, oral presentation, composition. |
| October | We the Children : | OCTOBER Spanish Heritage Week (Discovery of America) Cultural Reading (Mexico, España, Chile y Panamá) Documentaries (Frida Khalo) Personal Identification Personal Feelings Cultural Traditions Idiomatic Expressions Grammar Immigration |
Students will be able to familiarized with different Hispaniic traditions. To enhance students's abilities to communcate orally about their own personal traits and feeling as well as that of others. To make students aware of the influence of Hispanic cultures in the United States. To develope students' awareness about others' needs To involve students as a group in helping needy students in a Hispanic country. (Hispanic Lunch Day) |
Students talk about themselves (Personal information and personal identification) Students talk about their families. Exercises using grammar. Students interview each other to talk about their background. Writing dialogues, post cards, letters. Acrostic creation. Personal newspaper add. Students participation in development of activities for the Spanish Week. Reading biographies. Interviews with Pablo Neruda and Frida khalo. MYP project '¿Quién eres?" (Who are you?) |
How can we apply the knowledge acquired in this unit to understand other ethnic groups? (ATL) How can I contribute with Latin american students in need to meet their essential needs for a good education? (Community and Sevice) |
FORMATIVE: Students practice for their personal presentations. They introduce themselves orally, and talk about their family, and friends. Homework assignments. Students write about their feelings. Reading Comprehension. Proper use of language creating questions for Neruda's y Khalo's interviews. SUMMATIVE: Oral evaluation: Students talk about their daily activities, feelings and family traditions. Grammar evaluations. Reading, writing and listening comprehension. |
| November | Our Personal World : | NOVEMBER-DECEMBER: Irregular verbs in present tense. Spelling and Stem Changing verbs. Weather Readings (Respect, Seasons in South America,Spanish Guitar, Family Decisions) Possessives. Direct and indirect Object Pronouns Vocabulary Interpersonal relations (family and social life) |
Students will be able to talk about family relations and conflicts, as well as, people in our community. To expand students' vocabulary related to family, friends and leisure-time. To develop students' reading skills through cultural readings. To foster students' listening skills by listening to television and radio weather forecast. To enhance writing skills by creating compositions. |
Reading comprehension exercises. Dialogue creation Radio weather forecast listening practice. Personal questions using direct and indirect objects. Personal preferences Memorization of short poems Students skits Games (memory games, and Spanish Jeopardy) Designing the weather forecast for a newspaper. |
How can family relations influence our behavior in the community? (Social education) How can we respect and appreciate rules dictated by different groups in society? (Family, school, and community) (Social education) How can we effectively develop strategies to record and retain the vocabulary and grammar learned in this unit? (ATL) |
FORMATIVE: Class presentations about their personal likes and dislikes. List of favorite activities and seasons. Class interviews about students' relations with families and friends. SUMMATIVE: Individual presentations (oral evaluations) Reading comprehension questions. Grammar tests and quizzes. |
| December | See November : | |
|
|
|
|
| January | Day After Day : | Reflexive verbs and reciprocal verbs. Irregular verbs. Vocabulary for personal care. Cultural readings (Argentina, marriage, bullfighting, and teachers) |
Students will be able to express their personal opinions (Thinking, liking, whishing to do various things) To talk about their daily routine getting up, washing, getting dress, etc.) To use the vocabulary learned in the unit to express their feelings and emotions in different forms of communication.(Oral and writing) |
MYP project "Los Galeones Fantasmas" (reading comprehension) Cultural activities Song interpretation Poetry reading (José Martî) |
What are the differences in attitude towards money, marriage, teachers and presents between the society that you live in and a typical Hispanic society?(Social Education) How can we relate Marti's poem to your own personal relationships? (Social, ATL) |
SUMMATIVE: Essay about their daily routine FORMATIVE Vocabulary quizzes Reading Comprehension (following MYP criteria) Tests Oral quizzes Listenning comprehension activities memorization and declamation of poems |
| February | What did you do yesterday? : | FEBRUARY- MARCH Grammar:Preterite tense Idiomatic expressions Indefinite articles Possesives |
Students will be able to use the target language to express past events. |
|
|
|
| March | MARCH-APRIL Reflexive verbs A mexican nobel prize writer: Octavio Paz Irregular verbs Use of comparative words:mas, que, tanto que, |
Reading comprehension Cultlural awearness Poetry introduction Reading poems |
Vocabulary introd. Exercises answering questions about the reading, the poet and one of his poems. |
Who is Octavio Paz? (Homo Faber) Dicussion about how Spanish is related to other ares. (ATL) Why is a Nobel Prize in Literature? How can this prize help the Spanish language? Why a poet and writer can also be a diplomat? |
Formative: Reading some poems Reading of Biography of the writer Questions and answers in response to his poems Review of the imperfect and the past tense. Summative: Quiz about vocabulary and the writer biography. |
|
| April | SEE MARCH-APRIL |
|
|
|
|
|
| May | MAY-JUNE Imperfect Irregular Verbs Course Review |
Grammar Review for final |
Dialogues in class Review of spanish tenses classroon practices Writing a composition aabout past events. |
Why writing about past events can connect us with past emotions? How our perspective of such events had changed? How our brain help us to reconstruct past memories? (Health) |
Formative: Review of the course content with intensive exercises in preparation to the final exam. Summative: Oral evaluation and group dialogues |
|
| June | SEE MAY-JUNE |
|
|
|
|
|
Updated: Thursday, July 27, 2006
|
|||
| «Previous Year |