1 Folder with Brads and Pockets(I would prefer the plastic kind versus the traditional kind–Found several at Target)
1 Drawing Pad(Best value on these is Office Depot)
1 Pkg Broad Line Markers
Notebook Paper
Pencil
Please bring your Chromebook to class each day fully charged. Also, please have a pair of earbuds with you each day in class. You do not need to buy an extra pair for my class as long as you have a pair that you keep with you at school.
The title question is a very weighty one, especially for me as the instructor who has the great responsibility for the education of the students in my charge this year. The simple answer: as much as the students want to accomplish. The complicated answer: as much as we can.
This year, we will begin with discovering each student’s proficiency level in the areas of reading, writing, speaking and listening. Of course, every student wants to be able to leave Spanish class with speaking skills. We will work diligently to develop those skills this year. My hope is that students will leave Spanish 4 with a desire to learn more and practice their skills. To meet these lofty goals, we will be working with the accepted guidelines from the ACTFL, which is a national organization for teachers and students of foreign language. Through research based methods, this organization has developed proficiency levels for foreign language learners. We will focus heavily on moving toward the next higher proficiency level for students and for marking their progress with the Can Do Statements as developed by this governing body. There is a great deal of material in the document, but you may browse pages 6-39, to find can do statements for each level and communication area. We are looking to get to the Intermediate Mid level by the end of this year. Also, you can go to my Proficiency Page to look at our chart of goals.
Objective: Students will be able to use the target language to communicate about the story in the novel Vida y Muerte en la Mara Salvatrucha.
Monday: Verbal practice with photo prompts from the story as a group
Tuesday: Written response to writing prompt
Wednesday: Teacher/Student mini-conference on how to strengthen written response
Thursday: Draft 2 of written response
Friday: Assessment of chapters 1-5
Materials: book/paper/pen/chromebooks
Evaluation: Formative: Class discussion and drafts #1 & #2 Summative: Written assessment on Friday
TEKS: b01.A.01, 01.A.02, 03; 01.A.04,05
Objective: Students will be able to discuss their circle of influence in Spanish.
Can Do Statements: (1) I can identify people who I consider influential in my life. (2) I can discuss how each of these people contribute to my life in the target language. (3) I can consistently use words and expressions to communicate ideas on a wide range of topics and use expanded vocabulary within a topic.
Monday: Read chapter 2 again to become very familiar with details
Tuesday: Begin “Mi círculo de influencia” project–photo collage
Wednesday: Complete photo collage for project
Thursday: Compose draft of blog post explaining the student’s circle of influence; peer edit
Friday: Correct draft and complete blog post by embedding photo collage into a blog post; type up explanation and publish. Each student will read classmates’ posts and comment.
Materials: Vida y Muerte book; chrome books; paper/pencil; photo collage site or app; blogs
Evaluation:
Formative Assessment: Draft of blog post
Summative Assessment: Final post
TEKS: b01.A.01, 01.A.02, 03; 01.A.04,05
Objective: Students will be able to discuss the events and characters in the novel Vida y Muerte en la Mara Salvatrucha. Students will make connections to the culture of El Salvador.
Can Do Statements: (1) I can read and understand a story in the past tense. (2) I can discuss the events and characters of the story in the target language. (3) I can use new vocabulary in context to discuss or write about the story. (4) I can my family and my “circle of influence.”
Monday: Introduce vocabulary for Chapter 2; Work as a group to answer pre-reading discussion questions
Tuesday: Complete vocabulary warm-up; Discuss answers to pre-reading questions; Begin reading Chapter 2
Wednesday: Complete vocab warm-up; Complete reading; Answer post-reading discussion questions
Thursday: Complete vocab warmp-up Check post-reading discussion questions; Begin blog post using Photogrid to create a display of those people inside each student’s circle of influence
Friday: Complete Photogrid assignment and embed in blog post with a write up in the target language. Vocab quiz
Materials: book/paper/pencil/Chromebook/Google Classroom/Photogrid/Ipad/Phone/Blogs
Formative Assessment: Warm-ups and discussion
Summative Assessment: Blog post and verbal presentation next Tuesday.
TEKS: b01.A.01, 01.A.02, 03; 01.A.04,05
Objective: Students will communicate in the target language to discuss the Prologue of Vida y Muerte en la Mara Salvatrucha.
Monday-Thursday: Read and summarize the prologue
Friday: Begin Chapter 1 of the book
***This book is advanced; therefore, students may need an extended amount of time to read, understand, discuss and analyze the story
Materials: Book/Word Reference/Verb Charts/Paper/Pencil
Evaluation: Summaries of the Prologue
TEKS: b01.A.01, 01.A.02, 03; 01.A.04,05
Objective: Students will read the book Vida y Muerte en la Mara Salvatrucha. Students will conduct research to gain knowledge necessary to understand the context of the story.
Can Do Statements: (1) I can read and understand a story in the target language. (2) I can make connections to prior knowledge of gang activity (concept from the book) (3) I can talk about the characters: how they feel, and why they make certain decisions. (4) I can discuss the events of the book in the target language. (5) I can compare my life to those of gang members.
Monday: Choose novel; groups will look at a group of novels and discuss what they would like to read; Turn in novel choice
Tuesday: Discuss the novel they chose; Begin discussing research for the book
Wednesday: Begin research project on MS-13 in preparation for reading Vida y Muerte en la Mara Salvatrucha
Thursday: Continue research project on MS-13 in preparation for reading Vida y Muerte en la Mara Salvatrucha
Friday: Continue research on MS-13 in preparation for reading Vida y Muerte en la Mara Salvatrucha
Materials: Book/Chromebook/YouTube/Blogs/Paper/Pencil/Google Slides
Evaluation: class discussion
TEKS: b01.A.01, 01.A.02, 03; 01.A.04,05
Objective: Students will be able to discuss the origins of MS-13, and how the Salvadoran civil war relates to the story in Vida y Muerte en la Mara Salvatrucha
Can Do Statements: (1) I can read and discuss non-fiction information about MS-13 (2) I can discuss how the Civil War in El Salvador was a precursor for MS-13 (3) I can make connections from the author’s suggested reading on MS-13 to the movie Voces Inocentes
Monday: Begin the movie Voces Inocentes
Tuesday: Complete the movie
Wednesday: Discuss the movie and answer questions
Thursday: Complete suggested reading on MS-13 from the author of the book
Friday: Answer questions on connections from the civil war to the birth of MS-13
Materials: book/Youtube/Google Classroom/Chromebooks
Evaluation: Class discuss and forum on Google Classroom
TEKS: b01.A.01, 01.A.02, 03; 01.A.04,05
Objective: Students will explain the meaning and significance of items placed on the Ofrendas during Day of the Dead Celebrations
Can Do Statements: (1) I can identify the significance of Day of the Dead; (2) I can discuss the celebrations with depth; (3) I can identify and describe the 4 elements of an Ofrenda; (4) I can make an ofrenda
Monday: Prepare for presentation on Ofrenda
Tuesday: Construct and present Ofrenda
Wednesday: Include photo of Ofrenda on blog and write a post about the holiday
Thursday: View Infographics and answer questions on Day of the Dead
Friday: Create an infographic comparing Halloween and Day of the Dead
Materials: Chromebooks/Blogs/Materials for Ofrenda
Evaluation: Project presentation and blog post
TEKS: b01.A.01, 01.A.02, 03; 01.A.04,05
Objective: I can discuss Day of the Dead and the traditions that go with the holiday in Mexico.
Can Do Statements:
–I can identify and discuss traditions that go with Day of the Dead
–I can compare my culture to that of a Spanish speaking country
–I can compare/contrast family traditions of a Spanish speaking country with those of my own culture
Monday-Friday: Students will be making crafts associated with the celebration of Day of the Dead in Mexico. They will also do a research project on Day of the Dead to present to the Spanish 3 classes with a finished product for a visual.
TEKS: b01.A.01, 01.A.02, 03; 01.A.04,05
Objective: Students will compare and contrast Hispanic culture and American culture. Students will communicate with other in the target language over a chosen topic to honor Hispanic Heritage Month.
Monday-Tuesday: Students will review and polish their presentations
Wednesday-Thursday: Students will present their projects to the Spanish 3 classes
Friday: Students will record a reflective video and write a reflection on the process and what they learned in their feedback folders
Materials: Chromebooks, Apps or Sites for creating a media presentation, Recap App, Google Drive Feedback Folders
Evaluation: Finished project/reflections
TEKS: b01.A.01, 01.A.02, 03; 01.A.04,05
Objective: Students will be able to use the target language to discuss a chosen area of Hispanic culture for Hispanic Heritage Month. Students will compare and contrast their topic to their own culture.
Monday-Friday: Students will be working on and polishing their presentations for next week
Materials: Chromebooks/media sites/research tools
Evaluation: Class check-ins on progress
TEKS: b01.A.01, 01.A.02, 03; 01.A.04,05
