9 Spanish 1
Weekly outline
-
Bienvenidos a la nueva clase 2022!!! This is going to be an exciting year full of fun, challenges, and lots of good times!
As Y9SPA1 class I have new expectations for you and for our class, in order to have a successful year in this class, we need to work together.
Please do not hesitate to contact me at mmartin@mhjc.school.nz if you have any questions or concerns about our planned activities or assessments. You chose to continue Spanish as an optional subject. This means your commitment to the language is really strong. We are going to learn Spanish twice a week, you will have two assessments per year. All of you have previous Spanish skills, we have the opportunity to work consistently to improve your Spanish knowledge this year.
-
-
Hola chicos y chicas!
We are going to start our Spanish context "All about you".
Learning Intention:
We are learning to ask and respond to personal information
Success Criteria:
Identify vocabulary for countries, at least 12 countries
I can say where I am from and give my nationality and where I live I can ask someone else where they are from and their nationality and where they live Apply the rules for verb ser. Activities:
- Wally
- ¿De dónde eres?
- ¿Cuál es tu nacionalidad?
- ¿Dónde está Wally?
- Personal card
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING greet others in Spanish.
- We are EXPLORING introduce myself.
- WE ARE EXPLORING asking and indicating where someone or something is.
- We are EXPLORING. Recognize members of your family in Spanish
- We are EXPLORING how to say how many brothers/sisters you have
-
Big Idea:
We are going to start our Spanish context "All about you".
Learning Intentions: We are learning to (WALT)...
- We are learning to ask and respond to personal information
Achievement Objectives:
Understand and produce information and ideas.
Recognise and describe ways in which the target language is organised.
Learning Intention:
We are learning to be able to give and understand information about my home.
Success Criteria:
recognise 6 different types of housing
recognise 9 different locations for housing
give information about the type of house they live in & say where it is understand Level 3 reading texts in Spanish. produce a Level 3 piece of writing in Spanish. En la clase del Lunes, vamos a escribir un poema por San Valentin
Hola, Buenos Dias. This week we move from "All about you" to our new chapter called: Where I live- Donde vivo.
Activities:
- Nationalities worksheet in Google Classroom
- Slide show in Google classroom
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING greet others in Spanish.
- We are EXPLORING introduce myself.
- WE ARE EXPLORING asking and indicating where someone or something is.
- We are EXPLORING. Recognize members of your family in Spanish
- We are EXPLORING how to say how many brothers/sisters you have
- Introduce your family in Spanish
-
Hola esta semana vamos a hablar de la familia.
OBJECTIVES
Students will be able to...
1. Hear and recognize Spanish family vocabulary word
2. Speak Spanish family vocabulary words
3. understand and comprehend basic Spanish vocabulary and sentence structure about family
4. Use the sentence "Este es mi..." "Esta es mi..."
5. Understand and pick up the correct word for their family.
6. To be able to give a short description of my family using ‘en mi familia, hay… ‘
7. Use the target language to talk about their family.
Actividades1. Match the right terms ppt Familia (Google classroom)\
2. Worksheet Familia 1 (Google classroom)
3. Worksheet Familia 2 (Google classroom)
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING. Recognise members of your family in Spanish
- We are EXPLORING how to say how many brothers/sisters you have
- Introduce your family in Spanish
-
In this week's class we will rock some points for Spanish
Let's try our best to come first in New Zealand
-
Spanish Assessment
UNA CARTA PARA UN NUEVO AMIGO/AMIGA
You are going to write a letter to another Spanish student from another school. This will be the first contact and after they will reply to you
A letter to your new friend to tell them about yourself and to ask about their family, including:
1. A greeting and Farewell
2. Personal details:
A) Where you are from
B) What’s your name and last name
C) How many languages do you speak
D) How old you are
E) When your birthday is
F) Where you live
3. Family details:
A) Who is in your family
B) if you have pets at home
4. Description of yourself
5. Ask questions at the end of your letter to find out information about your new friend.
IMPORTANT POINTS
You will be assessed on how well you:
Communicate opinions and/or information and/or ideas that are relevant to the tasks
Convincingly and successfully select and use a range of written language and features that connect information and/or ideas and are fit for the purpose and audience
Use language without including inconsistencies that interfere with communication
You include all the information required
Make an effort for your letter to look attractive to the readers.
CONDITIONS
You will have two periods to prepare this written piece.
First-class: you will write a draft on paper
Second class: you will put it nicely on the paper
You won't be allowed the use of the internet
You are allowed to use all the resources on MHOL ONLY
-
UNA CARTA PARA UN NUEVO AMIGO/AMIGA
You are going to write a letter to another Spanish student from another school. This will be the first contact and after they will reply to you
A letter to your new friend to tell them about yourself and to ask about their family, including:
1. A greeting and Farewell
2. Personal details:
A) Where you are from
B) What’s your name and last name
C) How many languages do you speak
D) How old you are
E) When your birthday is
F) Where you live
3. Family details:
A) Who is in your family
B) if you have pets at home
4. Description of yourself
5. Ask questions at the end of your letter to find out information about your new friend.
IMPORTANT POINTS
You will be assessed on how well you:
Communicate opinions and/or information and/or ideas that are relevant to the tasks
Convincingly and successfully select and use a range of written language and features that connect information and/or ideas and are fit for the purpose and audience
Use language without including inconsistencies that interfere with communication
You include all the information required
Make an effort for your letter to look attractive to the readers.
CONDITIONS
You will have two periods to prepare this written piece.
First class: you will write a draft on paper
Second class: you will put in nicely on the paper
You won't be allow the use of internet
You are allow to use all the resources on MHOL ONLY
Students will demonstrate their ability to write a letter in Spanish and to ask questions about a familiar context
TOWARDS
AT
ABOVE
BEYOND
Language features
You have yet to investigate and describe the internal processes that shape and change the surface features of New Zealand
You have investigated and described the internal processes that shape and change the surface features of New Zealand
You have investigated and described the internal processes that shape and change the surface features of New Zealand using various examples
You have investigated and explained in some detail, the internal processes that shape and change the surface features of New Zealand using various examples
Covered information
You have attempted to write the letter
You have covered some of the information required
You have used a range of relevant scientific terms, symbols, simple representations, and simple models to communicate effectively
You have used a range of relevant scientific terms, symbols, representations, and models to communicate effectively
Time management
You have yet to complete and submit your assessment
You have submitted your assessment late
You have submitted your assessment by the date 28th March
You have submitted your assessment by the date 28th March
Overall grade
Working TOWARDS the Expected Curriculum Level
Working AT the Expected Curriculum Level
Working ABOVE the Expected Curriculum Level
Working BEYOND the Expected Curriculum Level
-
Talking about Food!
The first part of the week is for you to do the EDUCATION PERFECT TASK
SECOND PART
LOS DEPORTES- SPORTS
Learning objectives:
To be able to talk about likes and dislikes.
I can talk about what I like and what I don’t like.
I can ask my partner what he/she likes and doesn’t like.
I can talk about my likes and dislikes.
I can translate a Spanish sentence into English.
I can recognise some Spanish words.
I can make a sentence in Spanish in the correct order.
1. Hobbies- Google classroom
2. Hobbie 2- Google classroom
3. Worksheet- Google classroom
4. Los deportes
-
This week we will be looking at the weather forecast!
Activities:
All resources are in google classroom
1. Vocabulario:
1. Dias de la semana2. los meses del año
3. Las estaciones
2. Building sentences
¿Qué tiempo hace?
3. Mapa del teimpo (forecast map)
4. BlooketEXPLORE / TŪHURA learning intentions:
- We are EXPLORING The weather expressions in Spanish
- We are EXPLORING to Say what the weather is like in different parts of a country and what you do depending on the weather.
- We are EXPLORING Your interests and activities
- We are EXPLORING The sports you do
- We are EXPLORING Combine activities with weather
- We are EXPLORING Talk about TV and films
- We are EXPLORING Invite someone to a social event
-
Activity
1. Match the beginning with the end of each sentence.
2. Vocabulary-Sports
3. Qué haces en tu tiempo libre? What do you do in your spare time?
En mi tiempo libre… In my spare time…
4. Finish the sentences
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING The weather expressions in Spanish
- We are EXPLORING to Say what the weather is like in different parts of a country and what you do depending on the weather.
- We are EXPLORING Your interests and activities
- We are EXPLORING The sports you do
- We are EXPLORING Combine activities with weather
- We are EXPLORING Talk about TV and films
- We are EXPLORING Invite someone to a social event
-
These two weeks we are learning to combine Sports, Weather, and time in our conversation
Telling the time in Spanish
Speaking – using short phrases
Listening – identify and note main points
Reading – understanding short texts
Writing – write a few sentences on a familiar topic
By the end of these weeks you will be able to give and understand information regarding:
Your interests and activities
The sports you do
Combine activities with weather
Talk about TV and films
-
These weeks we will be looking at the school life:
- Subjects
- Timetable
- Giving opinions about the subjects
-
You have a letter!
Each of you has received a letter from another student from Pakuranga college. In your response you will write about:
-
Let's travel to a Spanish-speaking country-Assessment 2
You are working as a travel agent and have been asked by a local college to produce a booklet and full itinerary for a proposed trip to a Spanish-speaking country.
You can choose the country and tailor make the trips to attract the students as you want them to travel with you.
What you need to know
You have a budget of $NZ 10000 plus an air ticket.
You will complete as a group and your aim is to attract school to choose your trip
Your itinerary has to be created for an age group of 12 to 15 years
Your trip can only be for a maximum of 3 weeks (21 days) this includes the flying time from and to Auckland, You need to provide flights details.
Your itinerary needs to be attractive to look at (eye capturing) as well as informative
Your itinerary will be assessed by your peers and they will choose their favourite trip to go on
The top 3 students from each will receive a prize for their work and awarded an Above or Beyond grade for capturing the imagination of their peers.
You will have resources available in the Internet, brochures, Travel Agencies, Magazines, etc.
-
Hola, continuad trabajando en el assessment-Let's travel
Students ability to produce a booklet and full itinerary for a proposed trip to a Spanish speaking country..
Criteria
Working Towards
At
Above
Beyond
Information
You have included information that is mostly irrelevant or not in your own words
You have included some information that is relevant to your chosen Spanish speaking country
You have included information, with some supporting examples, that is relevant to your chosen Spanish speaking country
You have included detailed information, with supporting examples, that is all relevant to your chosen Spanish speaking country
Visuals
You have made limited use of visuals to communicate your understanding of your chosen Spanish speaking country
You have used some visuals to communicate your understanding of your chosen Spanish speaking country
You have used visuals to communicate your understanding of your chosen Spanish speaking country
You have effectively used visuals to communicate your understanding of your chosen Spanish speaking country
Communication
You have yet to attempt to communicate in Spanish
You have communicated, in Spanish, and the general message is understandable
You have overall communicated effectively, in Spanish, and the overall message is understandable
You have successfully communicated effectively and confidently, in Spanish, and message is clear
Time Management
You have not submitted evidence of your assessment by the due date:
You have not submitted evidence of your assessment by the due date:
You submitted evidence of your assessment by the due date:
You submitted evidence of your assessment by the due date:
Overall
WORKING TOWARDS Curriculum expectation
Working AT curriculum expectation
Working ABOVE curriculum expectation
Working BEYOND curriculum expectation
-
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING different aspects of Spanish daily life.
- We are EXPLORING Spanish custom of bullfighting festivals.
- We are EXPLORING representation of bullfighting in art, dance and music.
Introduction to Spain
To introduce Spanish cultureActivities
Introduction to bullfighting, watch a video and discuss. (link to literacy)
As a class, re-enact a bullfight.
Find out about the festival of San – Fermin in Pamplona
-
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING a debate of key aspect of Spanish culture, exploring both sides of the argument. so we can understand the reasons why Barcelona has banned bullfighting.
Activites
Cbbc news round website
Bull run video
Bullfight video
Bull taunting video
-
I will be able to say where I go on holiday.
I will be able to use opinions and justifications to describe where I go on holiday.
I will be able to write a paragraph about where I go on holiday, how I get there and who with.
-
Activities
Google Classroom
-
This week we will build our understanding about the celebration El dia de los muertos, and we will focus to distinguish, compare and contrast between Día de los Muertos and Halloween.
Learning Intention:
We are learning to understand of the Mexican celebration of Día de los Muertos.
Success Criteria:
develop an overall understanding of the Mexican holiday, Día de los Muertos, including the history, origins, and significance of this celebration to people of Mexican origin recognize common traditions and activities associated with Día de los Muertos develop an open-mind and respectful attitude towards diverse ethnic groups learn about cultural diversity and multiculturalism in a positive way Activities:
- Comparison with Halloween
- Caption for the images
-
Success Criteria:
You will know different film types in Spanish.
You will be able to say what kinds of films you like and dislike.
You will be able to say why you like certain kinds of films.
1. In your groups try to identify the following
“tipos de peliculas”
2. Likes and Dislikes
3. Guess the movie
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
