Pottsgrove School District Unit Planning Organizer World Language Level 1 Unit 5



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Pottsgrove School District

Unit Planning Organizer - World Language Level 1 Unit 5

Subject(s)

WORLD LANGUAGE LEVEL 1




Grade/Course

8-12/LEVEL 1 WORLD LANGUAGE




Unit of Study

OUTSIDE OF SCHOOL




Dominant Focus

house rooms; food; emotions; places (town); frequency words; stem change verbs






Unit Type(s)

Topical X Skills-based X Thematic




Pacing

Weeks: 9

Dates: April 2, 2012 - June 1, 2012



Current Priority State Standards
Supporting Standards

List the priority standards (written out in bold) and the supporting standards (written out in non-bold) that will be taught during this unit of study. CAPITALIZE the SKILLS and underline the important concepts for all priority standards addressed in this unit.

12.1.1.S2B - SPEAK and WRITE expanded vocabulary phrases and structures in dialogs or short essays.

12.1.1.S2C - COMPREHEND simple spoken and written sentences using an expanded vocabulary in dialogs and short essays.

12.1.1.S2D - USE simple sentence and question structures to communicate about daily activities, social amenities and personal information.



Priority Standard(s)

Unwrapped” Concepts

(Students need to know)

Unwrapped” Skills

(Students need to be able to do)

Bloom’s Taxonomy Levels

List the identified priority

standards from above.



Unwrap the priority standard by listing the concepts and skills.




Identify the appropriate level(s) of Bloom.

12.1.1.S2B

12.1.1.S2C


12.1.1.S2D





Expanded vocabulary phrases and structures (dialogues or short stories)


Simple spoken and written sentences using an expanded vocabulary (dialogs and short essays)

Simple sentence and question structures to communicate
- daily activities
- social amenities
- personal information


SPEAK (expanded vocabulary phrases and structures in dialogs or short essays)

WRITE (expanded vocabulary phrases and structures in dialogs or short essays)


COMPREHEND (simple spoken and written sentences using an expanded vocabulary in dialogs and short essays)


USE (simple sentence and question structures to communicate)




6 - Creating

2 - Understanding


3- Applying






Essential Questions

Corresponding Big Ideas

Essential Questions are engaging, open-ended questions that educators use to spark initial student interest in learning the content of the unit about to commence.

Identify the Essential Questions that will be used throughout this unit to focus your instruction and assessment. For consideration, ask yourself the following about each essential question:





Big ideas are what you want your students to discover on their own as a result of instruction and learning activities.

Identify the Big Ideas for each corresponding essential question.

The goal is for students to effectively be able to respond to the teacher’s essential questions with the big ideas, stated in their own words, by the end of the unit.


1. What is another type of conjugation in the present tense used in the target language that does not follow the regular conjugation pattern? Where do the irregularities occur?
2. What vocabulary is necessary when discussing the house, food and town? How do I use this vocabulary to add more details when communicating?

FRENCH

1. Stem change verbs and irregular verbs in the present tense in French do not follow the regular conjugation patterns.


Stem changes occur in the singular forms and third person plural (in the shape of a “boot”). The “we” (nous) and “you” formal/plural (vous) do not experience the stem change. Some stem changes will include the addition of a letter; some stem changes will include the addition of an accent; some stem changes will include the change in accent.

Some irregular verbs are irregular in all six forms and follow no logical pattern


Some irregular verbs are only irregular in the singular forms
Some irregular verbs are only irregular in the plural forms

GERMAN


1. Stem-changing Verbs do not follow all the regular rules of conjugation. Stem-changing Verbs undergo a vowel change in the “du” and “er/sie/es” conjugated forms (2nd person singular and 3rd person singular). All other conjugated forms (ich, wir, ihr, sie/Sie) are regular and follow the rule: Stem + Ending.

Separable Verbs are verbs which have a “separable prefix”. Examples of separable prefixes are: an, mit, ein, aus, and zu. The prefix is separated from the main verb in the conjugated forms, and placed at the end of the sentence.


2. SPANISH

1. Stem-changing verbs and irregular verbs are types of conjugations in Spanish in the present tense that do not follow the regular conjugation patterns. Stem-change verbs occur in the singular forms and third person plural (in the shape of a “boot”). The we (nosotros/nosotras) and you plural familiar (vosotros/vosotras) forms do not change. The last vowel of the stem changes in stem change verbs.

Some irregular verbs are irregular in the yo form and end in “go.”
Some irregular verbs change the c to zc in the yo form.
Some irregular verbs ends in “oy” in the yo form.
Some irregular verbs are irregular in all forms.
Some verbs take orthographic changes to maintain pronunciation patterns of the infinitive.

2. I can use vocabulary about the house, chores, the town, and leisure activities to discuss things that are or happen outside of school







Common Assessments

Note to Curriculum Designers:


  1. Review grade-or course-specific state standardized assessments for the types of questions directly related to the “unwrapped” Priority Standards' concepts and skills in focus for this unit of study.



  2. Identify the vocabulary used and frequency of these questions.



  3. Compare/contrast this information with the “unwrapped” concepts and skills listed above to determine how closely the two are aligned.



  4. Create the Post Assessment using the Common Formative Assessment Template (Appendix A).



  5. Create the Pre Assessment. Decide whether the pre-assessment will be aligned (directly matched to post-assessment but with fewer questions) or mirrored (exact number and type of questions as post-assessment.



  6. Create Informal Progress Monitoring Checks. Create short, ungraded “checks for student understanding” for the educator to administer throughout the unit of study that are directly aligned to the post-assessment questions (selected-, short-, extended-response, and/or performance-based) and that coincide with learning progressions—the “building block chunks” of instruction.

Post Assessment:

Pre Assessment:


Informal Progress Monitoring Checks:




s

Plan for Instruction




Make connections between learning experiences and teaching strategies




Engaging Learning Experiences

(Authentic Performance Tasks)

Research-based Effective Teaching Strategies








































Unit Vocabulary







German

French

Spanish

Places Around Town:

das Geschäft / der Laden

der Supermarkt

das Museum

das Kino

das Theater

der Park

die Bank

das Fitnessstudio

das Café

die Bibliothek

die Schule

die Post

die Stadtmitte

die Kirche

das Einkaufszentrum

der Gasthof

das Krankenhaus

das Restaurant

die Disko

der Arzt

die Polizei

das Heim
Possseion:

meiner

deiner

seiner

ihrer

unser

eucher

ihrer
Modals:

müssen

können

sollen

wollen

dürfen

mögen (möchten)
Emotions:

glücklich

krank

traurig


böse

begeistert

beschäftig

nervos


Hunger haben

durstig
Other Verbs:

trinken

ankommen


züruckkommen

wissen vs. kennen

lieben

gern, lieber, am liebsten


Foods:

das Essen

Obst

Gemüse


Saft

Milch


Kaffee

Tee


Wasser

Eis


Kuchen

Kekse


Orange

Apfel


Traube

Pizza


Salad

Suppe


beleteges Brot

Pommes Frites

Fleisch
Places in the home:

Badezimmer

Wohnzimmer

Schlafzimmer

Küche

Keller


Dachboden

Esszimmer


Frequency Words:

oft


selten

nie


immer

manchmal





Places

1. La comunidad-community

2. El pueblo- town

3. la ciudad-city

4. la tienda-store

5. El supermercado-supermarket

6. El museo- museum

7.El cine- movie theater

8. El teatro- theater

9. El parque- park

10. El café- café/coffee shop

11. El restaurante- restaurant

12. El correo- post office

13. El banco- bank

14. La plaza- plaza

15.La iglesia- church

16. La sinagoga- sinagogue

17. La mezquita- mosque

18. El hotel- hotel

19.El hospital- hospital

20-30. forms of estar- to be, temporary conditions

Possessive Adjectives- see notes for use

31. mi= my (S)

32. mis= my (PL.)

33. tu= your (S)

34. tus= your (PL.)

35. su= his, her (S)

36. sus= his, her (PL.)

37. su= your (formal, S)

38. sus= your (form. PL.)

39. nuestro, nuestra= our (S)

40. nuestros, nuestras= our (PL)

41. vuestro,vuestra= your (PL. Spain, S noun)

42. vuestros,vuestras (PL.Spain, PL. noun)

43. su= their (S)

44. sus= their (PL.)

45. su= your (belonging to uds., S noun)

46. sus= your (belonging to uds., PL. noun)

Emotions

1. alegre, feliz- happy

2. contento- content

3. triste-sad

4. deprimido- depressed

5. enojado- angry

6. emocionado- excited

7. enfermo- sick

8. nervioso- nervous

9. ocupado- busy

10. preocupado- worried

11. tranquilo- calm

12. Tener hambre- to be hungry

13. Tener sed- to be thirsty



Frequency

14. mucho- a lot, often

15. siempre- always

16. Rara vez- rarely

17. A veces- sometimes

18. De vez en cuando-once in awhile

19. Una vez- once

20. poco- seldom

21. Un poco- a little

22. nunca- never



Verbs

23. Alquilar un video- to rent a video

24. cenar- to eat dinner

desayunar- to eat breakfast

25. descansar- to rest

26 mandar una carta- to send a letter

27. tomar- to take, eat, drink

28. llegar- to arrive

29. entrar- to enter

30. ver*- to see (yo veo)

31. regresar- to return
la comida- food

las bebidas- drinks

el/la agua- water

el refresco- soda, refreshment

el jugo- juice

la leche- milk

la limonada- lemonade

el té- tea

el chocolate caliente- hot chocolate

la fruta- fruit

el legumbre- vegetable

la carne-meat

el helado- ice cream

el pastel/la torta- cake,pie

la hamburguesa- hamburger

la salchicha-hot dog, sausage

la naranja- orange

la manzana- apple

la uva- grape

la pizza- pizza

la ensalada- salad

la sopa- soup

el sandwich- sandwich

las papas fritas- french fries

querer (E-IE)- to love/want

preferir (E-IE) to prefer

merendar (E_IE) con- to snack

servir (E-I) to serve

poder (O-UE) to be able

almorzar- (O-UE) to eat lunch

dormir (O-UE) to sleep

jugar (U-UE) to play

pedir (E-I) to order

La casa- the house

el apartamento- apartment

el cuarto- the room

la habitación- bedroom

el baño- bathroom

el comedor- dining room

la cocina- kitchen

el patio- yard

el garaje- garage

la sala- living room
fhkds














Instructional Resources and Materials







Program/Text

Technology

Teacher Created












PGSD Unit Planning Template 4.29.11 Page




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