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Scope and Sequence for Secondary Spanish

Scope and Sequence for Secondary Spanish

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Published by Kelsey Staub

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Categories:Types, School Work
Published by: Kelsey Staub on Dec 16, 2011
Copyright:Attribution Non-commercial


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Kelsey StaubEDCI 302Scope and Sequence AssignmentFall 2010
Grade Level:
Spanish Level 1
Course Description:
The purpose of this beginning level course is to build a strong foundation in the Spanishlanguage so that the students will have the skills to move on to more advanced levels of study if they chose to do so. Over the period of 18 weeks, the student will develop skills in all areas of the Spanish language, including reading, writing, speaking, and listening. The student will learnpronunciation, basic vocabulary, and basic sentence structure. Upon completion of this course,the student will not only be able to read and write in Spanish, but also participate in basicconversations.
Time Unit Topic Standards Learning Objectives Curricular Goal Learning Activities
Weeks1-2Reading 7-12 WL Associate thewritten text withspoken formsThe student willlearn thealphabet,including properpronunciation of letters and words.1a. First lesson will bean interactive lecture. Iwill present each letter,how to pronounce it,and what sounds itmakes (with examples).
 7-12 WL WL writtentext, diacriticalmarks, and symbolicsystemsRecognize writtenforms of basicvocabularyThe student willbe able torecognize andpronounce lettersand words withaccents (diacriticalmarks)The student willbe introducedbasic Spanishwords andphrases.Students will recite eachletter after me.1b. Students will beasked to design analphabet chart that theywill laminate and keepin their binder. Eachletter must have apicture of a vocabularyword that2a. I will have a list of examples of words withdiacritical marks, and Iwill have them listen tohow the words soundwith and without theaccents. For example, I
will say the word “pi
versus how it would sound
without the “ñ”.
I will have thestudents practicepronunciation, such asrolling their Rs andannunciating accentedletters.
3a.Students will begiven a list of Spanishvocabulary words. Classtime will be spentdiscussingmeanings/pronunciationof these words.3b. Students will beresponsible for definingall words on thevocabulary list ashomework.Week 3 Reading 7-12 WL Recognize writtenforms of basicvocabularyThe student willcontinue to learnbasic words andphrases from thevocabulary list.1a. As a classroomactivity, each studentwill be assigned onevocabulary word. Thestudent will draw a
 7-12 WL Recognize cognatesand borrowedwordsThe student willbe able torecognize Spanishwords that arecognates of English words, aswell as learnwhich words arefalse cognates.picture for the word ona flashcard. I will collectall the cards and presentthem to the class.1b. The students willrecite the appropriatevocabulary word foreach picture.2a. As homework,students will be askedto come up with a list of 15 words that they thinkare cognates of Englishwords.2b. In small groups,students will brainstorma list of words that theythink are cognates of English words. Then, asa class, we will sort outwhich words are truecognates, and whichones are false cognates.Week 4 Analysis of LanguageElementsand Products7-12 WL WL linguisticelements amonglanguagesDerive meaningfrom word order.The student willbe able tocompare thesentencestructure andgrammar of English andSpanish.The student willbe able toconstructsentences inlogical order withproper adjectiveplacement.1a. The students willreceive a worksheetwith 20 Spanishsentences. They will beasked to identify thedifferent parts of speech, like circling thenoun and underliningthe verb.1b. As a class we willdiscuss the differencebetween Spanishgrammar and Englishgrammar, as well as thesimilarities.2a. I will write on theboard several differentdescriptive sentences inEnglish. Then, as a class,we will translate themto Spanish, paying close

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