Scope&Sequence

Notes as understood by Lisa Alanis, Theodore Roosevelt High School ** *Fall Chapters/Topics ** - Para **Empezar through 2B** **Para Empezar:** Review of Subject Pronouns, Adjective Agreement, Ser to describe with characteristics and with nationalities/countries, (Colors ), Interrogative Words, Present Tense Regular Conjugation. **Chapter 1A:** Classroom Objects, Rules and Activity Vocabulary, “Irregular Yo Form” present tense verbs (poner, traer, salir, hacer), Stem Changing verbs (o-ue, i-ie, e-i), including tener, jugar and poder. Affirmative and Negative words. **Chapter 1B:** Extra Curricular Vocabulary, Ir + a+ place ,de+el = del, Ir+a+Infinitive, Making Comparisons (p. 53), Hace+time expressions ,Saber/Conocer **Chapter 2A:** Daily Routine, Special Events Vocabulary , Auxillary verbs + infinitive expressions, Ser vs. Estar, Possessive Adjectives. **Chapter 2B**: Clothing /Shopping Vocabulary, Preterite of Regular Verbs, Demonstrative Adjectives. **Chapter 3A:** Telling Time, Chores, Places in City Vocab, (Direct Object Pronouns) ( introduce all persons), Preterite of Ir and Ser, Irregular Preterites of tener, estar, poder, also introduce oír, destruir, creer (from 5A). **Chapter 3B:** Directions, Means of Transportation Vocabulary, Regular and Irregular Tú form commands, (Negative commands), Present Progressive, (regular) and irregular present participles. **Chapter 4A:**, Toys and Animal Vocabulary, , Preterite versus Imperfect, Indirect Object Pronouns , Imperfect Regular and Ir, Jugar, Ser and Tener **Chapter 4B:** Party, Manners and Customs, Special Events and Holiday Vocabulary, Tener Expressions, Further use of Imperfect (reciprocal action) **Chapter 5A:** Emergency/Natural Disasters Vocabulary, Weather and (Room Vocabulary), tener expressions, Physical, Mental, Emotional Uses of the Imperfect, Había versus Hubo, Preterite Review ***Breakdown of Questions**: Listening, Reading, Writing, Vocabulary, Culture, Grammar **Type of** **Questions**: Short Answer, Short essay, Test bank questions, Multiple Choice. Leave it up to Common Assessment Committee. * **Issues:** *How do we assess Level I topics in Spanish II or do we? *Also when students are sent to Alternative Schools, students are not kept up with FL class and when they come back to class, they are too behind to catch up. We need a procedure. * How do we stay in alignment due to new Teach/Reteach guideline for 50 percent failure of mastery? * Using target language in the classroom needs to be stressed from Spanish I up. *Native speakers in novice classes interfere and cause disruptions. We need placement tests in place. *More training on how to incorporate technology into FL classroom. __First Semester__- As outlined for each Chapter in the text book __Second Semester__-As outlined for each Chapter in the textbook ***How to improve FL program?** More curriculum/scope and sequence work possibly on Super Saturdays throughout the school year and more time for sharing of ideas, with FL teachers at the beginning of the year session. Also it would be beneficial to include speakers and fieldtrips. ***What do I want to see happen for Spanish, at my campus and for district program**? *We want to see our students at Alternative School keep up with their Spanish classes so that they don’t fail returning to school. *More local culture awareness. *Teachers travelling together to Spanish speaking countries. *Students become more fluent in what they know. *Increase numbers in upper level classes. *Create more exciting program to attract more students. *Spanish Clubs/Honor Society, We need assistance! (Super Saturday idea?) *Students being able to communicate in Spanish through instant messaging *District support (Super Saturdays, etc.) *Organize trips *Procedure for Alternative School communication in place *Diverse classroom activities to make lessons more exciting *Collaboration of Ideas among Spanish teachers (Award teacher choice hours for t his!) *More FL specific technology training
 * Spanish II Break Out Session, August 20, 2009 **
 *  1.  **  ** Discuss Common Assessment (Ch. Para Empezar-5A) **
 * Spring Chapters- Chapters 3A through 5A **
 * __ ***NOTE!!! Any concept in parenthesis should not appear on Semester Exams. These are Level I concepts. __**
 *  2.  **  ** Determine Semester Objectives- **
 *  3.  **  ** Discuss District (Future) Goals- **
 * *How can we reach, move towards these goals? **