KINARD SPANISH CURRICULUM MAP

KINARD SPANISH CURRICULUM MAP
SPANISH 1A
August
September
October
November
December
Functions
Lección 1
*Greetings and Leave Takings and Appropriate Titles (register)
*Vocabulary: classroom, days and months
*Grammar: articles (definite & indefinite)
*Basic questions: asking and answering
*Asking/Telling Time (Numbers 0-30)
Culture
* Understanding Greeting Customs (practices) in Other Countries
Big
Picture
*Making a positive first impression is very important and one needs to
be aware of cultural differences (verbal and non-verbal).
* How important are first impressions? How do you make a good first
impression?
January
February
March
April
May
Lección 2
* Describing school experience
* Talking about activities
* Describe the location of people and things
* Tell when classes are
*Grammar: Gustar/Encantar (Me/Te), Subject pronouns, regular –ar
verbs, the preposition con
* Comparison of school environments and resources
* Comparison of school environments and resources
* Schooling in Spain
* Students will develop a greater awareness of the importance of
education and the resources needed and an understanding of the
differences between schooling in various countries.
* How does my education shape who I am as a person and help
determine my future?
SPANISH 1B
August
Functions
Culture
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Picture
September
October
November
Lección preliminar-repaso
*Agreement
*Subject pronouns
*Regular –ar/-er/-ir verbs
*Basic questions & answers
*Question words
*Number 0-1000000
*Articles
*Gustar/ Encantar
*Time
*Possessive Adjective
* Ser, tener, venir, estar
Lección 3
* Explaining who is in your family
* Describing people
* Talking about where people are from
* Talking about some things that people do
* Grammar: Ser, tener, venir, regular –er/-ir verbs,
Gustar/Encantar (all forms), posessive adjectives,
tener expressions
* Comparing typical families
*Concept of extended family
* Ecuadorian vocalist Olimpo Cárdenas Moreira
* Learn more about Ecuador
* Students will develop a greater awareness of the
impact of heredity and family environment and an
understanding of how families are similar and
different within a culture and from place to place.
* How does my family shape who I am as a person
and what does it mean to be a member of a family?
December
January
February
Lección 4
* Talk about pastimes, weekend
activities and sports
* Make plans and invitations
* Grammar: the verb ir, simple future,
irregular present tense verbs
March
April
May
August
Lección 5
* Discuss and plan a vacation
* Describe a hotel
* Talk about how you feel
* Talk about the seasons and the weather
* Grammar: estar vs ser, direct object pronouns,
direct object nouns, present progressive, para +
infinitive, personal antes de/después de
Lección de repaso
End of year project/presentations
PSD District Summative Assessments
*Cultures have different sports and
leisure preferences that are influenced
by schedules, resources and
geographic location.
* Cultures have different sports and
leisure preferences that are influenced
by schedules, resources and
geographic location.
* How do American sports and popular
Colorado leisure activities compare to
and differ from those in Hispanic
countries?
*Holidays
*Incan Culture
*International clock
*Transportation options in the target culture
*Tourism in Puerto Rico
*Weather and seasons in Puerto Rico
*Hotel check-in in Spanish-speaking countries
*Social register
*Tourism/ecology in Puerto Rico
*Through travel and explorations of the world we
can expand our awareness of our own cultural
practices, geography, and history as well as open our
minds to the differences and similarities that
distinguish and connect us all.
* By spending time in a different area of the world,
what do we learn about the people, culture,
geography, and history of that region?
SPANISH 2
August
September
October
November
December
January
February
Functions Lección 6
* Talk about and describe
clothing
* Express preferences in a store
* Negotiate and pay for items
you buy
Lección 7
* Describe your daily routine
* Talk about personal hygiene
* reassure someone
Lección 8
* Order food in a restaurant
* Talk about and describe
food
Culture
* Open-air markets
* Cuba- Celia Cruz
* Carolina Herrera-Venezuelan
Fashion designer
* Perú
* Siesta
* Tapas
* Access to running water in
other countries
* What time school/work
ends and begins
* Fruits and vegetables
from the Americas
* Guatemala
* The Spanish chef Ferrán
Adriá
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Picture
* How does clothing express a
person’s identity?
* Students will develop a greater
understanding of where and how
people shop
* What is my daily routine
and how does it vary
depending upon time of day
or year?
* How does my routine
compare to other’s routine?
* How do I order food in a
Spanish speaking country?
* How do I describe what I
like to eat and drink?
* How is a country’s
culture reflected in the
food?
March
April
May
Lección 9
* Express
congratulations
* Express gratitude
* Ask for and pay
the bill at a
restaurant
* Semana Santa
celebrations
* The Viña del Mar
Festival
* Chile
Lección 1
* Describe how you feel
physically
* Talk about health and
medical conditions
* Parts of the body
*Health professions
* Health services in Spanish
speaking countries
* Healers and shamans
* Costa Rica
* Celebrations are
an important
element of social,
familial and
religious aspects of
Spanish speaking
societies
*How are religious
and social
celebrations in
Spanish-speaking
countries similar and
different from those
of your family and
culture?
*How do Spanish-speaking
healthcare systems differ
from our own?
*How do you seek medical
care in the case of health
issues while traveling in a
Spanish-speaking country?
*How do I stay healthy?
KINARD SCIENCE DEPARTMENT NORMS
Science Department Meeting Norms
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Start every meeting with identifying a focused goal and establishing roles for all attendees
Start and end meeting agenda on time (7:20-8:00)
When you are here, you are fully here and committed to what we are discussing
Equal talk, equal listen, equal contribution = safe learning and effective PLC teaming
Do what you say you will do
Establish SMART goals centered around student achievement/growth, instructional best practices, and
analyzing assessment data to provide focus
Use conflict as creative energy to innovate
Share something you learned from another at the end of the meeting
Make group synthesized agenda at the end of every meeting for the following meeting
Address team norms immediately and respectfully when they are not honored
WL SMART goal-
Team SMART Goal
Vertically align
essential skills that
need to be recycled
across levels; inform
decisions using
results of common
assessments from
first quarter.
Strategies and Action
Steps
Norm using common
rubrics
Responsibility
Timeline
Mary Beth and
Lindsey each bring a
level 2 summative
and rest of team
helps to establish
rubric and proficiency
All teachers bring
graded summative
assessments; rubrics
not necessarily
completed
All teachers
individually grade
summative
assessments
Sept 28 WL team
meeting
Bring graded
assessments to team
meetings along with
data (see above)
All teachers
individually grade
summative
assessments
Nov 3 WL team
meeting
Plan where and how
to recycle necessary
essential learnings- in
future units of same
level or in next level
(i.e. review of 1A
material in a 1B unit?)
Have YLP already
created (all) and bring
last year’s final
assessment data (all)
5th period Wed. Oct
26 (11:05-11:35 AM)
Norm on grading
practices- what is
proficient?
Pre-assess data for
areas needing
improvement (how
many students are
advanced, proficient,
unsatisfactory, etc.focus on areas of
lower proficiencies)
Nov 3 WL team
meeting
Nov 3 WL team
meeting
Evidence of
Effectiveness
Rubrics for one
Spanish 2 and one
French 2 summative
will be created
A revised YLP has
been developed
based on results
gathered from
common assessments
Spanish 1A
Quarter 2- Being Recycled
Numbers, basic conversational vocabulary will be reinforced in the next unit
through writing and speaking.
Definite and indefinite articles.
Study skills for studying a language: being more specific when assigning
“studying”. Students can make double column notes, flashcards, etc.
French 1A
Telling time in through writing.
Practice spelling in the target language.
Study skills for studying a language: being more specific when assigning
“studying”. Students can make double column notes, flashcards, etc.
Reinforce the connection between the work habits and their achievement
grade.
Spanish 1B
Possessive adjectives
Verbs: ser, tener, gustar /encantar(specifically the use of IOP and stress
pronouns-clarifiers), ir and estar
They use of the word “hay”
Concept of verb conjugations for the words “family”
Family vocabulary through writing and speaking.
Practice with adjective agreement and placement
Subject pronouns in dialogues
French 1B
Verbs: avoir, etre, faire, aller
Practice with adjective agreement and placement
Gender of nouns: masculine and feminine
Subject pronouns vs. stress pronouns
Spanish II
Practice with adjective agreement and placement
Verbs: ser vs estar, tener vs ser
Regular/ Irregular preterit
Using context clues to choose the correct verb/noun to complete a
questions/sentence
Use of direct objects (conjugating a verb as “it”)
Elaborating when speaking and writing. Creating strings of sentences rather
than one thought
Creating questions (more fluid)
Discussing context clues with specific vocabulary words
Speaking practice
French II
Expressions with avoir, etre, faire
Elaborating when speaking and writing. Creating strings of sentences rather
than one thought.
Creating questions (more fluid)
Discussing context clues with specific vocabulary words
Speaking practice
ALL CLASSES
Review the “re-take” policy to improve learning (grade)
Remind students to use wiki, post activity and answer keys to help reinforce
K I N A R D S C I E N C E C U R R I C U L U M M A P S C O P E & S E Q U E N C E SEMESTER 1 6th Grade 7th Grade 8th Grade September October November December HISTORY CURRICULUM HISTORY CURRICULUM HISTORY CURRICULUM HISTORY CURRICULUM HISTORY CURRICULUM Earth Systems Seasons Tilt Heat Density Weather • Heat & Density • Phase Changes Chemistry • Matter • Phase Change & States of Matter • Connections to Air Quality Weather • Pressure & Energy • Climate • Water Cycle Weather • Heat & Density • Pressure & Energy • Climate • Water Cycle Chemistry • Atomic Structure • Periodic Table Trends • Connections to Air Quality Chemistry • Chemical Compounds • Bonding • Conservation of Matter Scientific Methods & Process Skills • Safety, precise directions, equipment, metrics, graphing Scientific Methods & Process Skills • SCIENCE FAIR Scientific Methods & Process Skills • History of Science • Key Scientists & Contributions • Gravity Scientific Methods & Process Skills • Scientific Inquiry • Obs./Inference Earth Systems • Seasons Tilt Heat Density Chemistry • Air Quality Theme SEMESTER 2 January February March April May 6th Grade 7th Grade 8th Grade August Scientific Method & Process Skills • Measurement & Variables Plate Tectonics • Earthquakes • Volcanoes • Alfred Wegener • Rock Cycle Astronomy Genetics and Cells • Division & Reproduction • Mendelian Genetics Genetics and Cells • Mutations & Disorders • DNA Structure & Function Physics Physics •
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Relative Motion Forces Friction Vector Analysis •
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Newton’s Laws Speed Velocity Acceleration Oceans • Water-­‐Density and Salinity • Currents & Waves • Life Zones Human Body Systems • Circulatory Sys • Reproductive Sys • Human Growth & Development Changes Over Time • Natural Selection • Adaptations • Geologic Time Ecology • Water Quality Analysis • Invertebrates & Water Organisms Ecology • Ecosystem Dynamics • Photosynthesis & Respiration Physics Energy Energy •
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Solar System Position & Relationships (Sun Moon Earth) Work & Power Energy •
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Forms of Energy Mechanical Energy Energy Applications & Transformations Wave Properties • EM-­‐Spectrum • Sound & Light •
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Alternative Energy Electricity & Magnetism