Essential Outcomes Chart: What is it we expect students to ...
|Essential Outcomes Chart: What is it we expect students to learn? |
|Grade: | 9-12 |Subject: |Spanish 1 |Semester | 1-2 |
|What is the essential standard to |What does proficient student work |What prior knowledge, skills, and/or |What assessment(s) will be used to measure |When will this standard |What will we do when students |
|be learn need? Describe in |look like? Provide an example |vocabulary is/are needed for a student to |student mastery? |be taught? |have learned the essential |
|student-friendly vocabulary. |and/or description. |master this standard? | | |standard(s)? |
|Greetings and goodbyes, identifying|A proficient student will use |Basic vocabulary (greetings, goodbyes, | | |Proficient students will use |
|yourself to others, courtesy |verbs, articles, adjectives, and |descriptive adjectives) |White boards | |vocabulary, spelling, and |
|expressions and the Spanish |nouns in everyday writing |Present tense of irregular verbs |Bell work | |pronunciation in sentences and|
|alphabet pronunciation |activities and in conversation |Ser & estar, tener, ir, gustar & encantar |Class presentations | |short writings. They will also|
|-Students will know the way to |while collaborating with peers. |Noun & gender agreement |Informal assessments |August and continues throughout |mark and chart the text when |
|correct formal and informal greet | |Adjective-noun |Tickets out the door |the year |students critically read |
|and say goodbye to people while | |Agreement |Online quiz(es) | |culture related articles. |
|using the appropriate articles, | |Definite and |Formative/summative exam | | |
|nouns and adjectives. | |indefinite articles | | |Students who have a greater |
| | |Collaborative skills | | |understanding of verb |
|Nouns and articles, numbers 0-2000,|A proficient student will identify,|• Basic numbers | | |conjugations in the present |
|telling time and present tense of |pronounce, and spell numbers 0-2000|(0-2000) | | |tense will extend their |
|ser, estar, tener, venir,ir, |and be able to tell time |• Cornell notes | | |knowledge by using conjugated |
|gustar, conocerntar and saber. | |• Verb stems | | |verbs in sentences throughout |
|-Students will learn and be able to| |• Comparing/contrasting | | |the year. |
|identify numbers and tell time | |Present | | | |
|using the appropriate form of the | | | | | |
|present tense verb Ser. | | | | | |
| | | | | |Students who have a greater |
| | | | | |understanding of verb |
|Comunication 1.1, 1.2, 1.3, 1.4 | | | | |conjugations in the present |
|Comparisons 4.1, 4.2 | |Cornell Notes | | |tenses will extend their |
| |A proficient student will conjugate|Present tense of irregular verb conjugations| | |knowledge by using these |
|Present Tenses regular –ar, |and verbs in use complete sentences|Noun & gender agreement |• White boards-informal testing | |conjugated verbs in sentences |
|verb conjugations and forming |in writing activities and |Adjective-noun |• Bell work | |throughout the year. |
|questions & sentences in Spanish. |conversation with teacher and peers|Agreement |• Class presentations | | |
| |as they collaborate together. |Definite and |• Online quiz (formal and informal) |September and continuing | |
|-Students will know how to | |indefinite articles |Ticket out the door |throughout the year. | |
|conjugate regular –ar verbs in the | |Collaborative skills |• Formatives | | |
|present tenses and be able to use | | |Class dialogues | | |
|verbs in sentence structures. | | | | | |
| | | | | | |
|Communications 1.1, 1.2, | | | | | |
|Comparisons 4.1 | | | | | |
|Descriptive adjectives, Possessive |Proficient students will be able to| |Verb drills |October and continuing |Students who have a greater |
|adjectives, Present tense of –er |differentiate between Tener and | |Sentences starters with appropriate verb |throughout the year. |understanding of verb |
|and –ir verbs, along with using the|Venir properly in their writing as |Cornell notes |Informal and formal quizzes and test | |conjugations in the preterite |
|correct from of Tener and Venir. |the use descriptive adjectives and |Verb conjugation charts |Ticket out the door | |tense will extend their |
| |conjugate correctly any other |Comparing/contrasting the verbs Tener and |Class dialogues | |knowledge by using these |
|Writing Process and structure |regular verbs in the present tense.|Venir | | |conjugated verbs in sentences |
|Communications 1.1, 1.2, 1.3 | |Work in collaborative groups or pairs | | |throughout the year. |
|Comparisons 4.1, 4.2 | |Dialogue writing and Supersite activities | | | |
| | | | | | |
|Present tense of the verb ir, |Proficient students will be able to|Cornell notes |Verb drills |October and November |Students who have a greater |
|stem-changing verbs |differentiate between irregular and|Verb conjugation charts |Sentences starters with appropriate verb |Strategies will be applied |understanding of all irregular|
|e:ie, o:ue, e:I, the the irregular|regular verb conjugations by paying|Comparing/contrasting the irregular and |Informal and formal quizzes and test |throughout the year |verb conjugations in the YO |
|YO form verbs (-go verbs) and all |attention properly to the ending of|regular verbs |Ticket out the door | |form of the preterite tense |
|irregular preterite tense verbs. |the infinitive verb. |Work in collaborative groups or pairs |Class dialogues | |will extend their knowledge by|
| | |Dialogue writing and Supersite activities | | |using these conjugated verbs |
|Communications 1.1, 1.2, 1.3 | | | | |in sentences throughout the |
|Comparisons 4.1, 4.2 | | | | |year. |
|The verb Estar with conditions and |A proficient student will be able |Basic vocabulary (greetings, goodbyes, |Verb drills |November and December will |Students who have a greater |
|emotions, the present progressive, |differentiate the meanings of |descriptive adjectives, family, food, school |Sentences starters with appropriate verb |continue through the reminder of|understanding of Ser and Estar|
|revisit Ser and Estar with direct |poder/querer and saber/conocer when|activities) |Informal and formal quizzes and test |year |verb conjugations in the |
|and indirect nouns & pronouns |they are used in affirmative or |• Cornell notes |Ticket out the door | |preterite tense will extend |
| |negative sentences |Present tense of irregular verbs |Class dialogues | |their knowledge by using these|
| | |Ser & estar, tener, ir, gustar & encantar | | |conjugated verbs in sentences |
| | |Noun, adjectives & gender agreement | | |throughout the year. |
| | |Definite and | | | |
| | |indefinite articles | | | |
| | |Collaborative skills | | | |
| | |• Verb stems | | | |
| | |• Comparing/contrasting | | | |
| | |Present | | | |
| | | | | | |
|Communications 1.1, 1.2, | | | | | |
|Comparisons 4.1 | | | | | |
| | | | | | |
| | | | | | |
| |A proficient student will be able |• Cornell notes |Verb drills |January/February extended |Students who have a greater |
|Preterit tense of regular verbs, |differentiate the meanings of |Collaborative skills in small groups |Sentences starters with appropriate verb |through the year |understanding of verb |
|demonstrative adjectives and |poder/querer and saber/conocer when|Present tense verb conjugations |Informal and formal quizzes and test | |conjugations in the preterite |
|pronouns, Saber & Conocer and poder|they are used in affirmative or |Compare/contrast usage of verbs |Ticket out the door | |tenses will extend their |
|& conocer verb conjugation and |negative sentences | |Class dialogues | |knowledge by using these |
|usage. | | | | |conjugated verbs in sentences |
| | | | | |throughout the year. |
|Communications 1.1, 1.2, | | | | | |
|Comparisons 4.1 | | | | | |
| | | | | | |
|Preterite tense of verbs, double |A proficient student will conjugate|• Cornell notes |• White boards |February/March extended through |Proficient students will |
|object pronouns, comparisons and |and compare different uses of the |Collaborative skills in small groups |• Bell work |the year |extend their knowledge of the |
|superlatives |subjunctive through oral and |Present tense verb conjugations |Supersite activities | |topic by using the preterite |
| |written activities in collaboration|Graphic organizers |• Class presentations | |in sentences and in writing |
|Communications 1.1, 1.2, |with peers by using double object | |• Online quiz | |pieces. They will also use |
|Comparisons 4.1 |pronouns. | |• Chapter exam | |this knowledge to critically |
| | | | | |read short passages or stories|
| | | | | |that use the preterite |
| | | | | |throughout the year. |
| |A proficient student will |• Marking and charting |• Informal observations/ticket out the door| |Proficient students will |
|Panorama & Flash Cultura: |demonstrate understanding of |• Making Inferences and analyzing |• End of the year project |Throughout the year- each |extend their knowledge by |
|Students will critically read about|marking and charting different |• Graphic organizers |• Class presentations |essential has a Spanish Speaking|critically reading short |
|the geography, the history, and the|aspects of Spanish speaking |• Comparing & contrasting |• Final exam |country to focus on: |articles and novel excerpts |
|particular culture of Spanish |countries’ culture through readings|different cultural aspects in | | |throughout the year. |
|speaking countries around the |and the class discussions while |Spanish speaking countries | |USA and Canada | |
|world. |collaborating with peers. |and the U.S. in their Focus notes | |Chile | |
| | | | |Perú | |
|Students will Analyze a particular | | | |Puerto Rico | |
|point of view or cultural | | | |Cuba | |
|experience reflected in a work of | | | |Spain | |
|Spanish literature. | | | |Ecuador | |
| | | | |Guatemala | |
|Communication 1.1, 1.2, 1.3 | | | | | |
|Cultures 2.1, 2.2, 2.3 | | | | | |
|Connections 3.1, 3.2 | | | | | |
|Comparisons 4.1, 4.2 | | | | | |
|Literacy RL 9-10.6 | | | | | |
| | | | | | |
| | | | | | |
| | | | | | |
|Writing Process | | | | | |
|Communication 1.3 |A proficient student will learn to |A proficient student will learn to use |• Bell work (writing) | | |
|Students will learn the basic |use writing strategies, integrate|writing strategies, integrate vocabulary, |• Informal observations |Throughout the year |Proficient students will |
|structure of a composition in |vocabulary, and sentence structure |and sentence structure principles to write a |• Short essay questions | |extend their writing skills by|
|Spanish |principles to write a composition |composition in sentences, transitional |• Peer analysis | |critically reading articles |
| |in Spanish. |words, body, conclusion |• Final draft | |and stories in Spanish and |
| | |3 key star outline | | |exploring different writing |
| | |• Self-evaluating | | |styles and purposes of |
| | |• Revising | | |writing. |
| | |• Peer-editing | | | |
| | |• Philosophical chairs | | | |
| | |• Socratic seminar | | | |
| | | | | | |
| | | | | | |
| | | | | | |
| | | | | | |
| | | | | | |
| | | | | | |
| | | | | | |
| | | | | | |
| | | | | | |
| | | | | | |
| | | | | | |
| | | | | | |
| | | | | | |
| | | | | | |
| | | | | | |
| | | | | | |
| | | | | | |
................
................
In order to avoid copyright disputes, this page is only a partial summary.
To fulfill the demand for quickly locating and searching documents.
It is intelligent file search solution for home and business.
Related searches
- what is it like being a lawyer
- it is what is meaning
- what is it works
- what is essential to life
- what is it like being a teacher
- what is it service management
- what is essential oil
- what is it like living in china
- national what is it day
- amoxicillin what is it prescribed for
- what is the bond s yield to maturity
- what is it like being a nurse