Introductory SPANISH 11 + SPANISH 9
PLAN DE CLASE …BEGINNER SPANISH 11
¡BIENVENIDOS A LA CLASE DE ESPAÑOL!
QUERER ES PODER (Spanish proverb)
Subject: Beginner Spanish 11 Grade: 10, 11 + 12 Teacher: Señora Meera Sarin Year: 2018
BIG IDEAS:
*Listening and viewing with intent supports our acquisition and understanding of a new language.
*Stories help us to acquire language and understand the world around us.
*Expressing ourselves in a new language requires courage, risk taking, and perseverance.
*Exploring diverse forms of cultural expression allows us to experience and appreciate cultural diversity.
*Acquiring a new language provides a unique opportunity to access and interact with diverse communities.
LEARNING STANDARDS
Curricular Competencies Students are expected to be able to do the following:
THINKING AND COMMUNICATING
*Recognize the relationships between pronunciation, letters, punctuation, common intonation patterns, and meaning
*Comprehend key information in speech and other texts
*Use language-learning strategies to increase understanding
*Narrate stories, both orally and in writing
*Exchange ideas and information, both orally and in writing
*Seek clarification and verify meaning
*Share information using the presentation format best suited to their own and others’ diverse abilities
PERSONAL AND SOCIAL AWARENESS
*Engage in experiences with Hispanic people and communities
*Consider personal, shared, and others’ experiences, perspectives, and world views through a cultural lens
*Recognize First Peoples perspectives and knowledge, other ways of knowing; and local cultural knowledge
Content Students are expected to be able to do the following:
*Spanish letter patterns
*gender and number
*common, high-frequency vocabulary, sentence structures, and expressions, including:
— types of questions
— activities, situations, and events
— descriptions of people, objects, and locations
— comparisons
— personal interests, opinions, and beliefs
*First Peoples perspectives connecting language and culture, including oral histories, identity, and place
*Past, present, and future time frames
*idiomatic expressions from across the Hispanic world
*contributions of Hispanic Canadians to society
*cultural practices, traditions, and attitudes in various Hispanic regions
*Hispanic works of art
*ethics of cultural appropriation and plagiarism
Course Outline and development of Learning Standards:
PARA EMPEZAR
Introductory unit focusing on school, the classroom and weather
*Greetings
*Introduction to Conversation
*Numbers and Time
*Body Parts
*Classroom Vocabulary
*Dates
*Weather and Seasons
*Gender of Nouns
MIS AMIGOS Y YO (My friends and I) – CAPITULO1
*Talk about activities you like and don’t like to do
*Ask others what they like to do
*Understand cultural perspectives on favourite activities
*Talk about personality traits
*Ask and tell what people are like
*Use adjectives to describe people
*Understand cultural perspectives on friendship
*Grammar highlights: the verb gustar, infinitives of verbs, the use of adjectives, definite and indefinite articles
LA ESCUELA (The School) - CAPITULO 2
*Talk about school schedules and subjects
*Discuss what students do during the day
*Ask and tell who is doing an action
*Explore and learn about a school in a Spanish Speaking Country
*Describe a classroom,
*Indicate where things are located
*Talk about more than one object or person
*Understand cultural perspectives on school
*Grammar highlights: present tense -ar verbs, use of the verb tener, talk about the order of things, use of more adjectives (mucho), subject pronouns, the use of the verb ESTAR, the plural of nouns and adjectives, use of possession
LA COMIDA (Food) - CAPITULO 3
*Talk about foods and beverages for breakfast, lunch and dinner
*Talk about likes and dislikes with respect to food
*Express how often something is done
*Understand cultural perspectives on food
*Describe what people or things are like
*Discuss food, health, and exercise choices
*Understand cultural perspectives on diet and health
*Grammar highlights: present tense -er and -ir verbs, plural of adjectives, the irregular verb SER
TIEMPO LIBRE (Pastimes) - CAPITULO 4
*Talk about locations in your community
*Discuss leisure activities
*Talk about where you go and with whom
*Learn how to ask questions
*Understand cultural perspectives on leisure activities
*Talk about activities outside of school
*Extend, accept, and decline invitations
*Tell when an event happens
*Understand cultural perspectives on after-school activities
*Grammatical highlights: prepositions of place, expressions of time, the verbs: IR and JUGAR
FIESTA EN FAMILIA (family celebrations) - CAPITULO 5
*Describe families + friends
*Talk about celebrations + parties
*Ask + tell ages
*Express possession
*Order a meal in a restaurant
*Understand cultural perspectives on family + celebrations
*Grammatical highlights: the verbs: tener, venir, SER + ESTAR + possessive adjectives
*Every attempt will be made to cover all of the above material this semester. It may, however be decided to omit certain sections if necessary.
Please feel free to contact me by email: [email protected]
Assessment/Evaluation Scheme:
Assessments include competency in oral Spanish as well as reading, comprehension and writing in Spanish.
Formative: Class discussions, Warm-up activities, Rubrics (Performance descriptors), observation checklists, mini-projects, comprehension questions, writing assignments, etc.
Summative: Unit Tests and quizzes, Mini-Projects for each unit, Rubrics and attainment of communication functions for the unit.
Oral Competency & Cuaderno 20%
Projects & Written Assignments 40%
Quizzes & Tests 20%
Final Exam 20%
Total 100%
¡BIENVENIDOS A LA CLASE DE ESPAÑOL!
QUERER ES PODER (Spanish proverb)
Subject: Beginner Spanish 11 Grade: 10, 11 + 12 Teacher: Señora Meera Sarin Year: 2018
BIG IDEAS:
*Listening and viewing with intent supports our acquisition and understanding of a new language.
*Stories help us to acquire language and understand the world around us.
*Expressing ourselves in a new language requires courage, risk taking, and perseverance.
*Exploring diverse forms of cultural expression allows us to experience and appreciate cultural diversity.
*Acquiring a new language provides a unique opportunity to access and interact with diverse communities.
LEARNING STANDARDS
Curricular Competencies Students are expected to be able to do the following:
THINKING AND COMMUNICATING
*Recognize the relationships between pronunciation, letters, punctuation, common intonation patterns, and meaning
*Comprehend key information in speech and other texts
*Use language-learning strategies to increase understanding
*Narrate stories, both orally and in writing
*Exchange ideas and information, both orally and in writing
*Seek clarification and verify meaning
*Share information using the presentation format best suited to their own and others’ diverse abilities
PERSONAL AND SOCIAL AWARENESS
*Engage in experiences with Hispanic people and communities
*Consider personal, shared, and others’ experiences, perspectives, and world views through a cultural lens
*Recognize First Peoples perspectives and knowledge, other ways of knowing; and local cultural knowledge
Content Students are expected to be able to do the following:
*Spanish letter patterns
*gender and number
*common, high-frequency vocabulary, sentence structures, and expressions, including:
— types of questions
— activities, situations, and events
— descriptions of people, objects, and locations
— comparisons
— personal interests, opinions, and beliefs
*First Peoples perspectives connecting language and culture, including oral histories, identity, and place
*Past, present, and future time frames
*idiomatic expressions from across the Hispanic world
*contributions of Hispanic Canadians to society
*cultural practices, traditions, and attitudes in various Hispanic regions
*Hispanic works of art
*ethics of cultural appropriation and plagiarism
Course Outline and development of Learning Standards:
PARA EMPEZAR
Introductory unit focusing on school, the classroom and weather
*Greetings
*Introduction to Conversation
*Numbers and Time
*Body Parts
*Classroom Vocabulary
*Dates
*Weather and Seasons
*Gender of Nouns
MIS AMIGOS Y YO (My friends and I) – CAPITULO1
*Talk about activities you like and don’t like to do
*Ask others what they like to do
*Understand cultural perspectives on favourite activities
*Talk about personality traits
*Ask and tell what people are like
*Use adjectives to describe people
*Understand cultural perspectives on friendship
*Grammar highlights: the verb gustar, infinitives of verbs, the use of adjectives, definite and indefinite articles
LA ESCUELA (The School) - CAPITULO 2
*Talk about school schedules and subjects
*Discuss what students do during the day
*Ask and tell who is doing an action
*Explore and learn about a school in a Spanish Speaking Country
*Describe a classroom,
*Indicate where things are located
*Talk about more than one object or person
*Understand cultural perspectives on school
*Grammar highlights: present tense -ar verbs, use of the verb tener, talk about the order of things, use of more adjectives (mucho), subject pronouns, the use of the verb ESTAR, the plural of nouns and adjectives, use of possession
LA COMIDA (Food) - CAPITULO 3
*Talk about foods and beverages for breakfast, lunch and dinner
*Talk about likes and dislikes with respect to food
*Express how often something is done
*Understand cultural perspectives on food
*Describe what people or things are like
*Discuss food, health, and exercise choices
*Understand cultural perspectives on diet and health
*Grammar highlights: present tense -er and -ir verbs, plural of adjectives, the irregular verb SER
TIEMPO LIBRE (Pastimes) - CAPITULO 4
*Talk about locations in your community
*Discuss leisure activities
*Talk about where you go and with whom
*Learn how to ask questions
*Understand cultural perspectives on leisure activities
*Talk about activities outside of school
*Extend, accept, and decline invitations
*Tell when an event happens
*Understand cultural perspectives on after-school activities
*Grammatical highlights: prepositions of place, expressions of time, the verbs: IR and JUGAR
FIESTA EN FAMILIA (family celebrations) - CAPITULO 5
*Describe families + friends
*Talk about celebrations + parties
*Ask + tell ages
*Express possession
*Order a meal in a restaurant
*Understand cultural perspectives on family + celebrations
*Grammatical highlights: the verbs: tener, venir, SER + ESTAR + possessive adjectives
*Every attempt will be made to cover all of the above material this semester. It may, however be decided to omit certain sections if necessary.
Please feel free to contact me by email: [email protected]
Assessment/Evaluation Scheme:
Assessments include competency in oral Spanish as well as reading, comprehension and writing in Spanish.
Formative: Class discussions, Warm-up activities, Rubrics (Performance descriptors), observation checklists, mini-projects, comprehension questions, writing assignments, etc.
Summative: Unit Tests and quizzes, Mini-Projects for each unit, Rubrics and attainment of communication functions for the unit.
Oral Competency & Cuaderno 20%
Projects & Written Assignments 40%
Quizzes & Tests 20%
Final Exam 20%
Total 100%