Last Updated on Saturday, August 02, 2008 at 10:03 PM
Newport Independent Schools shared this High School Spanish I Curriculum Map.
Newport High School
High School Spanish I
Throughout the 1990s, the Kentucky Department of Education produced excellent documents that told us what our students should know and be able to do. In the late 1990s, Newport teachers began working with consultants from Oldham County to clarify the specific knowledge that students should have as a result of progressing though our program - from preschool through 12th grade.
We called the product of the series of summer workshops Newport's Sequences of Learning (S of L). The document provided us with awareness of the responsibility of each grade level to build upon the work of the previous grades and listed the specific demonstrators and power verbs assigned by our teachers to specific grade levels. The document was over 1,000 pages in length.
In 2002, in order to make the S of L document more user friendly, grade level Sequences of Learning Checklists were developed. Checklists are correlated to the S of L through a numbering system. Next, we realized that unless we had commitment as to "when" the content was covered within each grade, we really didn't have commitment.
In 2002, three teacher representatives were selected by each school to work with their school faculties to map the "when." These representatives came together in the summer of 2003 to develop the first rough draft of Newport's Curriculum Map. The maps have now been used by teachers for a complete school year and have gone through a committee review process in January 2004 and May 2004.
Mapping work has provided our teachers with insights into other curriculum issues such as:
"I haven't been covering this at all." (gaps); "I am going to have to shorten this unit so that is focuses on the essential learning." (Focus on the heart of learning, not the periphery); "I didn't know that you also taught that." (spiraling and overlaps); "I didn't remember that we assigned this content to this grade level."; "How will I cover all of this material." (abandon the fluff), etc., etc.
Newport Independent Schools' Comprehensive Improvement Plan - Academic Performance component identifies next step objectives. In activity A1.a.1: in January and May of 2005 the curriculum committee will review and refine "maps" to establish better vertical and horizontal alignment, and activity A2.a states that by December 2004, a district wide committee will develop a rubric to help ensure consistent, quality standards-based curriculum planning throughout the district.
For more information about this map, please contact Jennie Enix at Newport Independent Schools.
Newport Independent Schools
Curriculum Map – BLOCK SCHEDULE
Newport High School
Grade 10-12 Subject Spanish I Teacher Adriana Melnyk Date August 2004
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Time line |
Content |
Standards and Demonstrators |
Assessment |
Materials/
Resources |
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Aug.– Sept. |
Introduction to Spanish:
-Numbers (to 1,000)
-Name expressions
-Greetings
-Alphabet
-Colors
Introduction to concept of gender importance in the Spanish language (masculine/ feminine)
Cognates and importance in Spanish study
Spanish pronouns and differences between formal and informal "you"
Notion of affection and personal space in Latin American and Spanish culture
Expressing likes and dislikes
Vocabulary: basic foods and sports |
SS1-Hb Analyze causes and consequences of various political revolutions and rebellions.
SS1-Hd Analyze conflicts between and among different forms of government and examine the impact these conflicts on historical events and changes.
SS2-H Students observe, analyze and interpret human behaviors, social groupings, and institutions to better understand people and the relationships among individuals and groups; students interact with many diverse ethnic and cultural groups representative of our nation and world.
SS2-Ha Discuss how philosophy, religion, values, knowledge, technology, and behavior patterns help define culture and help to explain historical perspectives and events.
SS2-Hc Analyze how all cultures develop institutions, customs, beliefs, and holidays reflecting their unique histories, situations, and perspectives.
SS2-Hg Analyze how regions and places can have distinct cultural characteristics.
AH-VA3b-Hb Analyze, compare, interpret and critique works of art, architecture and design from a variety of historical periods and/or cultural origins.
W3-Hb.1 LITERARY WRITING Demonstrate ability to create a variety of effective real-world forms across the curriculum such as a variety of transactive pieces. |
Guided practice incorporating various texts
Oral examination: recitation of Spanish alphabet
Partner dialogues: introductory expressions
Project: likes and dislikes poster and presentation
Complete in-class objective/sentence translation test
Identification/open-response test: Spanish history and culture
Webquest: Bullfighting
Portfolio piece: letter-to-editor defending position on bullfighting in Spain. |
Textbook: ¡Ven Conmigo!
¡Ven Conmigo! listening CDs and video set
Television set
CD player
CD: "Alphabet March"
Overhead projector
Video: Bullfighting for Beginners
Video: Beyond Borders: Spain
Video: Soul of Spain
Internet and teacher-generated Webquest
Poster: Guernica
PONGA cards
Worksheet packets from various workbooks |
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History and culture of Spain:
-Antonio Gaudí
-Pablo Picasso and Guernica
-bullfighting and significance in Spanish culture
-influence of Catholic church in Spain: Crusades, Inquisition, and colonization
-Political ideologies: fascism
-Francisco Franco
-Spanish Civil War
Vocabulary: basic foods and sports vocabulary
Expressing likes and dislikes |
AH-VA3b-Hb Analyze, compare, interpret and critique works of art, architecture and design from a variety of historical periods and/or cultural origins.
W3-Hb.1 LITERARY WRITING Demonstrate ability to create a variety of effective real-world forms across the curriculum such as a variety of transactive pieces.
W2-Hb Uses info gathered from research to develop ideas.
W3-Ha.1 Demonstrate knowledge and use of writing process strategies across the curriculum using prewriting with a variety of strategies.
W3-Ha.4 Demonstrate knowledge and use of writing process strategies across the curriculum using the editing process.
WL-H-1.1.B1 Express simple courtesies, basic needs, states of being, and likes and dislikes.
WL-H-1.1.B2 Respond to simple one-on-one interactions, simple questions and simple requests.
WL-H-1.1.B8 Qualify likes and dislikes.
WL-H-2.1 Students demonstrate an understanding of the relationship between the practices and perspectives of the culture(s) studied.
WL-H-2.1.B2 Recognize language and behaviors (e.g. signs of greetings, body language) appropriate to target culture(s).
WL-H-2.1.B4 Identify some commonly held generalizations about target culture(s).
WL-H-2.1.B5 Identify some social, geographic, and political factors that impact cultural practice. |
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WL-H-2.1.D2 Describe some social and geographic (e.g. climate) factors that impact social practices.
WL-H-2.1.D3 Begin to identify the relationship between some common practices and the perspectives of the target culture(s).
WL-H-2.2.B2 Identify some expressive forms (e.g., dance, artwork, songs) and contributions of target culture(s).
WL-H-2.2.D3 Describe some expressive forms of culture (e.g., art, literature, music, drama, dance).
WL-H-3.1 Students reinforce and further their knowledge of other disciplines through the target language.
WL-H-3.1.B1 Identify some information and skills from other disciplines and apply them in language classrooms to reinforce and further their knowledge.
WL-H-4.1 Students demonstrate understanding of the nature of language through comparisons of the language studied and their own.
WL-H-4.1.B1 Identify some sound patterns of target language and compare them to students' own language.
WL-H-4.1.B2 Identify some structural patterns of target language and compare them to students' own languages.
WL-H-4.1.B5 Apply, within limited contexts, sound patterns of target language.
WL-H-4.1.B6 Apply, within limited contexts, structural patterns of target language. |
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Sept. |
Spanish-speaking countries and capitals
Indefinite articles
Expressing needs, wants, and haves
Vocabulary: classroom
Vocabulary: bedroom
Educational systems in Latin America
Hispanic Heritage Month
Mexican Independence Day |
SS2-H
SS2-Ha
SS2-Hc
SS2-Hd Explain how people and cultures of many countries, races, and religious traditions have contributed to the American experience.
W2-H Students will use writing to demonstrate learning across the curriculum through academic writing.
WL-H-1.1.B1
WL-H-1.1.B2
WL-H-1.1.B9 Elaborate on needs.
WL-H-2.1
WL-H-2.1.B1
WL-H-2.1.D1 Describe some cultural characteristics and behaviors among same-language cultures.
WL-H-2.1.D3
WL-H-4.2 Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.
WL-H-4.2.B2 Identify some behavioral patterns in target culture(s) and compare them to students' own culture. |
Objective test: countries and capitals, and locating on map
Guided practice incorporating various texts
Vocabulary quizzes (2)
Open response question/discussion: uniforms in schools
Written test over grammar material
Internet research on famous Hispanic-Americans: Webquest |
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Sept. –
Oct. |
Sequencing events and telling time
Ordinal numbers
"Hora Latina"
Days of Week
Months
Seasons
Birthday expressions
Weather |
WL-H-4.2.D1 Identify and begin to explain some differences between target culture(s) and students' own culture.
WL-H-1.1.B6 Create simple descriptions within familiar contexts.
WL-H-1.2 Students will be able to understand and interpret written and spoken language on a variety of topics.
WL-H-1.1.B2 Make identifications based on simple oral descriptions.
WL-H-1.1.B3 Understand words and sentences about familiar subjects.
WL-H-1.2.D4 Identify basic topic and some details from oral information (conversation, short recorded passages, commercials, TV program segments, etc.)
WL-H-1.3 Students present information, concepts, and ideas to an audience of listeners and readers on a variety of topics.
WL-H-1.3.B2 Present short, simple, oral descriptions of familiar people, places, and things.
WL-H-2.1.B1
WL-H-2.1.B4
WL-H-4.1
WL-H-4.1.B2
WL-H-4.1.B6 Apply, within limited contexts, structural patterns of target language.
WL-H-4.2.B2 |
Guided practice incorporating various texts
Project: calendars
Oral activity: class birthdays
Written test over unit material
Presentations: describing
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Oct.-Nov. |
History of Mexico
Implications of immigration
Hispanic culture in the United States |
WL-H-2.1
WL-H-2.1.B4
WL-H-2.1.B5
WL-H-2.1.D2
WL-H-2.1.D3
WL-H-2.2 Students demonstrate an understanding of the relationships between products and perspectives of the culture(s) studied.
WL-H-2.2.B1 Identify some common products (e.g. coins, costumes) of target culture(s).
WL-H-2.2.B3 Identify some objects, images, and symbols of target culture(s) (e.g. Aztec calendar).
WL-H-2.2.B4 Identify some contributions and beliefs of target culture(s) as reflected in its products and contributions.
WL-H-2.2.D1 Explain familiar objects, images, and symbols of target culture(s) (e.g. the Mexican flag).
WL-H-2.2.D4 Begin to identify the relationship between some common products and the perspectives of the target culture(s).
WL-H-4.2
WL-H-4.2.B1
WL-H-4.2.B2 |
Open-response questions: cultural stereotypes
Class presentations based on Patrick Oster's The Mexicans
Discussion of immigration issues in the United States
Objective/open response exam over Mexican history
Open response: Latino vs. U.S. self-perception |
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WL-H-4.2.B3 Identify some signs and symbols from target culture(s) and compare them to students' own culture.
WL-H-4.2.D1
SS1-Hb
SS1-Hd
SS2-H
SS2-Hc
SS2-Hd
SS2-Hg
SS2-Hl Analyze the role of cross-cultural understanding in working toward world stability.
SS2-Hm Discuss how governments and their societies work together to establish social institutions to address the needs of people.
SS2-Hr Describe how conflict and competition may occur as cultures emerge, develop, and interact.
SS2-Hu Analyze the origins and consequences of stereotyping, prejudice, and discrimination.
SS3-Hf Describe how economic systems are created by individuals and societies to achieve broad goals.
SS4-Hk Discuss why people develop stereotypes about places and regions.
SS5-Hc Analyze cause and effect relationships by looking at multiple causation. |
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Nov. |
Day of the Dead
Ser vs Estar
Ir
Basic future (ir + a + infinitive)
Possessive adjectives
Vocabulary:
-locations
-descriptive adjectives
-emotions
Salsa and Merengue demonstration |
SS5-Hg Explain how attempts to acquire territory and resources have resulted in national and international conflicts.
SS5-Hbb Analyze the impact of significant individuals and groups.
SS5-Hee Explain how new ideas and technologies led to an Age of Exploration by Europeans that brought great wealth to the absolute monarchies and significant changes to the rest of the world.
W2-H Students will use writing to demonstrate learning across the curriculum through academic writing.
WL-H-1.1 Students will be able to engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.
WL-H-1.1.B1
WL-H-1.1.B2
WL-H-1.1.B3 Ask simple questions and make simple requests.
WL-H-1.1.B4 Give and follow directions in familiar contexts.
WL-H-1.1.D4 Create oral descriptions with some detail within familiar contexts.
WL-H-1.2
WL-H-1.2.B1 Follow familiar oral directions and commands. |
Discussion of similarities/differences between Day of the Dead and Halloween
Open response/creative writing: personal reflection on symbolism in the celebration of Day of the Dead
Guided practice incorporating various texts
Project: maps
Essay: "En el futuro, …"
Vocabulary quizzes (2)
Dance demonstration |
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WL-H-1.2.B5 Follow simple oral and written instructions.
WL-H-1.2.D4
WL-H-1.3
WL-H-1.3.B1
WL-H-1.3.B2
WL-H-1.3.B5 Write short descriptions of familiar people, places, and things.
WL-H-1.3.B9 Narrate events using some temporal expressions (e.g. tell what they are going to do for their birthdays).
WL-H-1.3.D5 Narrate simple present, past and future events (e.g. recount weekend activities).
WL-H-2.1
WL-H-2.1.B1
WL-H-2.1.B7 Produce some language and behaviors appropriate to target culture(s).
WL-H-3.1.B1
WL-H-3.1.D2 Transfer and apply, within limited contexts, some information and skills common to world language classrooms and other disciplines.
WL-H-4.2
WL-H-4.2.B4 Identify some contributions from target culture(s) and their impact on students' own cultures. |
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Dec. |
Regular –ar ending infinitives
Negation
Forming questions
Regular –er and –ir ending infinitives
Las Posadas
Review for final |
SS2-Hc
AH-Da1a-He Perform from memory a short dance that incorporates at least 2 different rhythmic patterns that can be reproduced.
AH-Da2-Ha Identify the theme of a dance performance.
AH-VA3b-Hb Analyze, compare, interpret and critique works of art, architecture and design from a variety of historical periods and/or cultural origins.
AH-Da2-Hi Describe and compare the following social dance forms in terms to their relationship to music, characteristic dance steps, movement and style and how they reflect cultures and time periods: Cha-cha.
AH-Da3b-Ha Analyze historical and cultural influences on dance and how dance reflects various time periods, cultures and styles.
WL-H-1.1
WL-H-1.1.B2
WL-H-1.1.B3
WL-H-1.1.D4
WL-H-1.3
WL-H-2.1
WL-H-2.1.B1
WL-H-2.1.B6 Identify some differences and similarities in cultural practices among same-language cultures. |
Guided practice incorporating various texts
Vocabulary quizzes (2)
Objective/translation test over grammar material
Project: Posada caroling
Quiz: history and significance of Las Posadas
Oral quiz: questions and negation. |
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WL-H-2.1.D1
WL-H-2.1.D3
WL-H-2.2.B1
WL-H-2.2.D4
WL-H-4.2
WL-H-4.2.B3
WL-H-4.2.B4 |
Objective comprehensive final exam |
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Note: If you'd like to use this map or amend it to suit your needs, please check below for a handy Microsoft Word version. Just click on the Word icon to open it on your computer, then choose Word's Save As command to save it locally.
