Essential Outcomes Chart: What is it we expect …



|Essential Outcomes Chart: What is it we expect students to learn? |

|Grade: | 9-12 |Subject: | Spanish level 3 honors/fluent |Semester | 1-2 |

|What is the essential standard to be |What does proficient student work look |What prior knowledge, skills, and/or |What assessment(s) will be used to |When will this standard |What will we do when students |

|learned? Describe in |like? Provide an example and/or |vocabulary is/are needed for a student to |measure student mastery? |be taught? |have learned the essential |

|student-friendly vocabulary. |description. |master this standard? | | |standard(s)? |

|Pronunciation & Conversation: |A proficient student will use correct |• Cornell notes |• Cornell notes |Strategy implemented throughout |Proficient students will use |

|Students will demonstrate |spelling and pronunciation of |• Basic phonological |• Basic phonological |the year |vocabulary, spelling, and |

|understanding of correct |vocabulary, sentences, and accurate |Knowledge of sounds/syllables |knowledge | |pronunciation in sentences and |

|pronunciation of the Spanish |text reading during peer collaboration |• Morphological skills |• Morphological skills | |short writings. They will also |

|language, spelling of words, |in both conversation and writing |• Orthographical skills |• Orthographical skills | |critically read culture related |

|principles governing word stress and |activities. |• Collaborative skills |• Collaborative skills | |articles. They will extend and |

|use of written accents. | | | | |further apply their knowledge |

| | | | | |through research based |

|Communication 1.1; 1.2 | | | | |presentations and everyday |

|Comparisons 4.1 | | | | |language use in the classroom. |

|Present Tense, Ser and Estar and the |A proficient student will use the | | | |Students who have a greater |

|Progressive Form: |present progressive form in writing |Basic vocabulary (personality, emotions, |White boards-informal quiz | |understanding of verb |

| |activities and in conversation while |relationships and feelings) |Bell work | |conjugations / it’s construction |

|-Students will demonstrate how to |collaborating with peers. |Present tense of regular –ar/-er/-ir |Class presentations | |in the present tense will extend |

|conjugate regular verbs using the | |progressive form verbs |Ticket out the door |8/9/16-8/30/16 |their knowledge by using |

|progressive form in the Present | |Ser & estar verbs |Formal test formative/summative | |conjugated verbs in paragraph |

|tense. | |Noun gender |Online quizzes-informal test | |writing throughout the year. |

| | |Adjective-noun |Chapter exam | | |

|-Students compare and contrast the | |Agreement | | | |

|correct Placement of the participles | |Cornell Notes | | | |

|when using the progressive form and | |Collaborative skills | | | |

|the usage of the verb Estar. | | | | | |

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|Communications 1.1 | | | | | |

|Comparisons 4.1 | | | | | |

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|Reflexive Verbs | |• Cornell notes | |9/01/16- 9/23/16 |Proficient students will extend |

|Students will demonstrate how to use |A proficient student will conjugate and|• Verb stems | | |their knowledge of the topic by |

|the reflexive verbs and indicate |compare different uses of the |• Comparing/contrasting | | |using the subjunctive in |

|which reflexive subject pronouns to |subjunctive through oral and written |different uses of the |• White boards-practice and | |sentences and in writing pieces. |

|use with the appropriate object |activities in collaboration with peers |subjunctive/ reflexive verbs |informal testing | |They will also use this knowledge|

|pronouns. Students will understand |and be able to use the reflexive verbs |• Collaborative skills- pair shares, gallery|• Bell work-writing activities | |to critically read short passages|

|that reflexive verbs reflect the |4-5 page writing narrative describing |walks, and in writing activities |• Class presentations | |or stories that use the |

|action of the verb back to the |what they do in a typical school day. | |• Online quiz-informal test | |subjunctive throughout the year. |

|subject. | | |• Chapter exam-summative/formative | | |

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|Communication 1.1 | | | | | |

|Comparisons 4.1 | | | | | |

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|Preterit & Imperfect Tenses |A proficient student will conjugate and| | |9/26/16 - 10/31/16 |Students who have a greater |

|Students will demonstrate how to |compare verbs in the preterit and |• Cornell notes |• White boards | |understanding of verb |

|conjugate regular and irregular verbs|imperfect tenses in writing activities |• Verb stems |• Bell work | |conjugations in the preterit and |

|in the preterit and imperfect tenses.|and conversation with teacher and |• Comparing/contrasting |• Class presentations | |imperfect tenses will extend |

| |peers. |Preterit & imperfect |• Online quiz | |their knowledge by using these |

|Communications 1.1-1.3 | |• Collaborative skills |• Chapter exam | |conjugated verbs in sentences |

|Comparisons 4.1 – 4.3 | | | | |throughout the year. |

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|Commands | |Cornell notes | | |Students who excel at this |

|Students will synthesis, compare and | |Graphic organizers comparing and contrasting |• White boards-informal testing and | |standard will progress to utilize|

|contrast the proper subjunctive | |the usage of por and para |checking for understanding. |11/1/16 – 12/16/16 |and apply this knowledge in the |

|tense by using clauses, commands, |Proficient students is able to compare |Collaborative skills in groups |• Bell work | |writing process in Spanish. |

|and the proper use of por and para |and contrast the proper usage of por |Gallery walks |• Class presentations | | |

|in grammatical structures. |and para and be able to use both with | |• Supersite Online quiz | | |

| |the subjunctive tense. Proficient | |• Formative Chapter exam | | |

| |students will be able to compare the | |Kahoot games before quizzes | | |

| |use of por and para to the English | | | | |

| |usage of For. | | | | |

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|Communications 1.1-1.3 | | | | | |

|Comparisons 4.1 – 4.3 | | | | | |

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|Students will demonstrate their |Proficient students will express in a |Cornell notes |• White boards-informal testing and |1/31/17 - 2/19/17 |Students who excel at this |

|ability to use the comparatives and |2-3 page writing comparatives and |Verb stems |checking for understanding. | |standard will progress to utilize|

|superlatives in proper formal |superlatives expressions using the |Comparing/contrasting |• Bell work | |and apply this knowledge in their|

|structured Spanish writing, along |subjunctive tense and proper adjective |Preterit & imperfect in a 1 pager |• Class presentations | |writing process in Spanish. |

|with negatives, affirmatives, and |clauses. | |• Supersite Online quiz | | |

|indefinite expressions by using the | | |• Formative Chapter exam | | |

|subjunctive in adjective clause’s. | | | | | |

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|Communications 1.1-1.3 | | | | | |

|Comparisons 4.1 – 4.3 | | | | | |

|Students will demonstrate their |A proficient student will conjugate |Cornell notes |• White boards-informal testing and |3/27/17 – 4/21/17 |Proficient students will extend |

|ability to use the present perfect, |regular and irregular verbs in the |Present perfect tense conjugations |checking for understanding. | |their knowledge by critically |

|past perfect and diminutives and |present perfect and past perfect tenses|Past perfect tense conjugations |• Bell work | |reading short articles and novel |

|augmentatives by showing their |during peer collaboration in both |Comparing/contrasting present perfect, past |• Class presentations | |excerpts throughout the year and |

|grammar construction. |conversation and short-piece writing |perfect |• Supersite Online quiz | |writing a rhetorical précis. |

| |activities. | |• Formative Chapter exam | | |

|Communications 1.1, 1.2, 1.3 | | | | | |

|Comparisons 4.1, 4.2 | | | | | |

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|Future & the Conditional |A proficient student is able to |• Cornell notes |• White boards |2/21/17 – 3/17/17 |Students who excel at this |

|Students will know how to compare and|conjugate regular and irregular verbs |• Verb stems |• Bell work | |standard will progress to utilize|

|contrast conjugated regular and |in the future and conditional tenses |• Comparing/contrasting |• Class presentations- | |and apply this knowledge in the |

|irregular verbs in the future tense |during peer collaboration in both |future and conditional |4 corners, reciprocal teaching | |writing process in Spanish. |

|as a means of expressing conjecture |conversation and short-piece writing |• Collaborative skills |• Online quiz | | |

|or probability. They will also |activities. But a student who has |• Peer editing |• Chapter exam | | |

|demonstrate their ability to use the |mastered both conjugation should be | | | | |

|prepositions a, hacia, and con. |able to write a short story written in | | | | |

| |this tense. | | | | |

|Communications 1.1-1.3 | | | | | |

|Comparisons 4.1 – 4.3 | | | | | |

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|Writing Process |A proficient student will learn to use |A proficient student will learn to use | | | |

|Students will demonstrate their |writing strategies, integrate |writing strategies, integrate vocabulary, |• Bell work (writing) | |Proficient students will extend |

|knowledge of the basic writing |vocabulary, and sentence structure |and sentence structure principles to write a |• Informal observations | |their writing skills by |

|structure of a composition in Spanish|principles to write a composition in |composition in sentences, transitional |• Short essay questions | |critically reading articles and |

|in which they will be using |Spanish by using evidence from the |words, body, conclusion |• Peer analysis |Throughout the year |stories in Spanish by using |

|contextual evidence from the given |text. |• Self-evaluating |• Final draft | |contextual clues from the text |

|text. | |• Revising | | |and explore different writing |

| | |• Peer-editing | | |styles and purposes of writing. |

|Students will be able read critically| |Rhetorical précis | | | |

|by marking and charting within the | |• Philosophical chairs | | | |

|text to be able to demonstrate and | |• Socratic seminar | | | |

|write a formal composition in Spanish| | | | | |

|by explaining their opinion and using| | | | | |

|contextual clues from the text. | | | | | |

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|Communication 1.3, 1.4 | | | | | |

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|Literature-VHL suggestions |A proficient student will demonstrate |• Marking and charting |Informal observations | |Proficient students will extend |

|And others |understanding of different aspects of |• Making Inferences |End of the year project | |their knowledge by critically |

|Students will mark and chart the text|Spanish literature through readings and|And analyzing the text |Rhetorical précis |Throughout the year |reading short articles and novel |

|as they analyze a particular point of|discussions while collaborating with |• Graphic organizers |Class presentations | |excerpts throughout the year and |

|view or cultural experience reflected|peers. |• Comparing & contrasting |Final exam | |writing a rhetorical précis. |

|in a work of Spanish literature. | |different cultural aspects in | | | |

| | |Spanish speaking literature. | | | |

|Mujeres de ojos grandes- Angeles | |Socratic Seminars | | | |

|Mastretta | |Philosophical chairs | | | |

| | |4 corners | | | |

|La luz es como el agua de Gabriel | | | | | |

|Garcia Marquez | | | | | |

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|Autorretrato de Rosario castellanos | | | | | |

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|Poema 20-Pablo Neruda | | | | | |

|Me gustas cuando callas- Pablo Neruda| | | | | |

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|La abeja hiragana de Horacio Quiroga | | | | | |

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|A Julia de Burgos-Julia De Burgos | | | | | |

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|Continuidad de los parques –Julio | | | | | |

|Cortazar | | | | | |

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|Communication 1.3 | | | | | |

|Cultures 2.1, 2.2 | | | | | |

|Connections 3.1, 3.2 | | | | | |

|Comparisons 4.2 | | | | | |

|Literacy RL 9-10.6 | | | | | |

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|En Detalle and Cinematografia-VHL |A proficient student will demonstrate |• Marking and charting |• Informal observations |Throughout the year: |Proficient students will extend |

|Communication 1.3 |understanding of different aspects of |• Making Inferences |• End of the year project | |their knowledge by critically |

|Cultures 2.1, 2.2 |Spanish speaking countries’ culture |• Graphic organizers |• Class presentations | |reading short articles and novel |

|Connections 3.1, 3.2 |through readings and discussions while |• Comparing & contrasting |• Final exam | |excerpts throughout the year. |

|Comparisons 4.2 |collaborating with peers. |different cultural aspects in | | | |

|Students will read about the | |Spanish speaking countries | | | |

|geography, history, and culture of | |and the U.S. | | | |

|Spanish speaking countries around the| | | | | |

|world. | | | | | |

|Culture (Flash Cultura)-VHL | | | | | |

|Students will mark and chart read |A proficient student will demonstrate |• Marking and charting |Informal observations | |Proficient students will extend |

|about the geography, history, and |understanding of different aspects of |• Making Inferences |End of the year project | |their knowledge by critically |

|culture of Spanish speaking countries|Spanish speaking countries’ culture |• Graphic organizers |Rhetorical précis | |reading short articles and novel |

|around the world. |through readings and discussions while |• Comparing & contrasting |Class presentations |Throughout the year |excerpts throughout the year and |

|Analyze a particular point of view or|collaborating with peers (using |different cultural aspects in |Final exam |Aug-May |writing a rhetorical précis. |

|cultural experience reflected in a |sentence frames-academic vocab) |Spanish speaking countries | |Countries of focus | |

|work of Spanish literature. |. |and the U.S. | |Panama | |

|Communication 1.3 | | | |Colombia | |

|Cultures 2.1, 2.2 | | | |Venezuela | |

|Connections 3.1, 3.2 | | | |Bolivia | |

|Comparisons 4.2 |Literacy RL 9-10.6 | | |Nicaragua | |

| | | | |Rep. Dominicana | |

| | | | |El Salvador | |

| | | | |Guatemala | |

| | | | |Paraguay | |

| | | | |Uruguay | |

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