Teacher - Unit Organizer



|Teacher |Woosley |

|Overview |This unit will serve as a basic introduction to Spanish I. Students will memorize and demonstrate classroom procedures, expectations and Spanish study skills through a variety |

| |of classroom activities. After classroom procedures are mastered and students understand what is expected of them, students will be introduced to the Spanish language, culture |

| |and geography through a variety of reading, writing and speaking activities utilizing the target language for numbers, the Spanish alphabet, and geography study of the |

| |Spanish-speaking countries. |

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| |Communication |

|Common Core |1.1 Interpersonal |

|Standard(s) |- Provide others with the correct numbers of or for things |

| |- Discuss the Spanish-speaking countries and cultures |

| |- Pronounce the letters of the Spanish alphabet |

| |1.2 Interpretive |

| |- Read and listen to information about numbers |

| |- Read and listen to information about the alphabet |

| |- Read and listen to information about the Spanish-speaking countries |

| |1.3  Presentatonal |

| |- Write the correct number of or for things |

| |- Present information about the Spanish-speaking countries and their cultures |

| |- Present information about the Spanish alphabet |

| |Culture |

| |2.1 Practices and Perspectives |

| |- talk about various cultural aspects of the Spanish-speaking countries |

| |Connections |

| |3.1 Cross-Curricular |

| |- Discuss geography and climatology in the southern hemisphere |

|Essential | |

|Question(s) |What are the fundamentals of the Spanish language, culture and geography and how do I learn to read, write and communicate these concepts? |

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| | | |To recite the alphabet: |

| |Memorize & demonstrate classroom rules, expectations and procedures. | |A: a (ah) |

|Learning Targets |Identify, locate, label and spell the Spanish-speaking countries. |Unit |B: be (bay)
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| |Identify, write, and recite numbers and letters in Spanish. |Vocabulary |C: ce (say) |

| | | |CH: che (chay) |

| | | |D: de (day) |

| | | |E: e (eh!)
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| | | |F: efe (ehfeh) |

| | | |G: ge (hey) |

| | | |H: hache (ah-chay) |

| | | |I: i (ee)
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| | | |J: jota (hoe-tah) |

| | | |K: ka (cah) |

| | | |L: ele (el-lay) |

| | | |LL: elle (eh-yeh) |

| | | |M: eme (eh may)
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| | | |N: ene (in-nay)
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| | | |Ñ (in-yay) |

| | | |O: o (oh! really short sound) |

| | | |P: pe (pay)
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| | | |Q: cu (koo - rhymes with moon) |

| | | |R: ere (eh-day) |

| | | |RR: erre (er~~eh ñ roll the ìrî) |

| | | |S: ese (eh say) |

| | | |T: te (tay) |

| | | |U: u (oo - like in moon) |

| | | |V: ve (bay) |

| | | |W: doble u (doh blay oo) |

| | | |X: equis (eh-keys) |

| | | |Y: i griega (ee - gree- eh- gah)
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| | | |Z: zeta (say- tah) |

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| | | |To count: |

| | | |0 - cero |

| | | |1 - uno  |

| | | |2 - dos |

| | | |3 - tres |

| | | |4 - cuatro |

| | | |5 - cinco |

| | | |6 - seis |

| | | |7 - siete |

| | | |8 - ocho |

| | | |9 - nueve |

| | | |10 - diez |

| | | |11 - once |

| | | |12 - doce |

| | | |13 - trece |

| | | |14 - catorce |

| | | |15 - quince |

| | | |16 - dieciséis |

| | | |17 - diecisiete |

| | | |18 - dieciocho |

| | | |19 - diecinueve |

| | | |20 – veinte |

| | | |30 – treinta |

| | | |40 – cuarenta |

| | | |50 – cincuenta |

| | | |60 sesenta |

| | | |70 – setenta |

| | | |80 – ochenta |

| | | |90 – noventa |

| | | |100- cien |

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| | | |Other helpful vocabulary: |

| | | |¿Cuántos(as)? - How many? |

| | | |en - in |

| | | |hay - there are / there is |

| | | |por favor - please |

| | | |¿Cómo se dice...? - How do you say...? |

| | | |Se dice... - You say... |

| | | |¿Cómo se escribe...? - How do you spell...? |

| | | |Se escribe... - It's spelled... |

| | | |¿Qué quiere decir...? - What does...mean? |

| | | |Quiere decir... - It means |

Allen County Scottsville High School

Learning Experiences Organizer

*See unit online

|Teacher: Woosley Subject: Spanish I |Dates: August 7 - |

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| |Word Wall, Vocabulary Notebook |Vocabulary Notebook, Group & Label, 3 |Vocabulary Notebook, Team Talk |Vocabulary Notebook. Which one doesn’t|

| | |way tie, categories | |fit |

|Hook: |How will you introduce the unit to generate curiosity & excitement and connect to prior knowledge? |

|Students will be asked to discuss, describe and explain their preconceptions about the Spanish language, culture and geography. As a class, we will discuss these preconceptions, dispel any |

|myths/fears the students may have about learning a second language, while providing the students with a general outline for the course. |

|Formative Assessments |Week 1 | | | |

|Day 1 |Target # 1 |Day 2 |Target # 1 |Day 3 |

|Formative Assessments |Week 2 | | | |

|Day 6 |Target # 2 & # 3 |Day 7 |Target # 2 & # 3 |Day 8 |

|Formative Assessments |Week 3 | | | |

|Day 11 |Target # 3 |Day 12 |Target # 3 |Day 13 |

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