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Description of UnitIn this unit, Preterite vs. Imperfect students will explore the topic
and eventually be able to answer the question, “Is the study of grammar
important?” The first part of the
unit will contain Focus Activities, in which the students will learn skills and
concepts. These consist of:
a guided practice through PowerPoint, learning unit vocabulary and
grammar, and a focus PowerPoint game to grab their attention on the subject
matter. The second part of the unit
contains Inquiry Activities, a section of activities designed for the students
to work together processing concepts learned in the unit.
These consist of: a practice
essay, group worksheets, and a speaking proficiency activity.
The third part of the unit contains Application Activities, in which
students will work on their own and will eventually build and present a project. These consist of: online
grammar quizzes, online grammar exercises, a multi-picture story, and finally a
final project. Final Project
Subject and Grade Levels
|
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Computers with Internet access |
| PowerPoint software |
| Projection device |
| Teacher made materials (included in this unit). |
| Text Book “Paso a Paso 2” © Scott Foresman and Co. |
Oklahoma
State PASS Objectives - Foreign Languages
Novice Level Range
I.
Students will engage in conversations, provide and obtain information,
express feelings and emotions, and exchange opinions (Interpersonal Mode of
Communication).
When
speaking and writing in direct communication, students in the novice level range
typically:
A.
Interact with others on very familiar limited topics.
B.
Use memorized phrases and short sentences when communicating.
C.
Comprehend and produce vocabulary that is related to everyday objects and
actions on a limited number of topics. (For
example, students will be able to give simple descriptions of things and people,
ask and respond to simple questions, and write simple messages.)
D.
Rely on visual aids, gestures, and repetitions to enhance communication.
E.
Are understood primarily by those very accustomed to interacting with
language learners.
F.
Communicate with prolonged and unexpectedly placed pauses, false
starts, and recourse to their native language.
G.
Exhibit less
accuracy when attempting to create with the language.
II.
Students will understand and interpret written and spoken language on a
variety of topics (Interpretive Mode of Communication).
When
listening, reading, and viewing, students in the novice level range typically:
A.
Understand developmentally appropriate material within highly
predictable and familiar contexts. (For
example, students will be able to read simple signs, interpret simple stories
and informational texts.)
B.
Understand short, learned statements, questions, commands, and courtesies
necessary for functioning in everyday situations.
C.
Identify main ideas and key words in oral and written material based on
familiar themes.
D.
Comprehend written and spoken language better when content has been
previously presented in an oral and/or visual context.
E.
Rely on personal background experience to assist in comprehension.
F.
Identify common gestures and intonation used in the target culture.
III.
Students will present information, concepts, and ideas to an audience of
listeners or readers on a variety of topics (Presentational Mode of
Communication).
When
presenting information by speaking or writing for one-way communication with an
individual or group, students in the novice level range typically:
A. Use short, memorized, limited phrases and sentences in oral
and written presentations based on familiar material. (For example, students will be able to describe people and
objects in the students’ everyday environment, provide autobiographical
information, or create simple lists).
B.
Are understood primarily by those very accustomed to interacting with
language learners.
C.
Rely heavily on repetition, nonverbal expression (gestures, facial
expressions) and visuals to communicate their message.
D.
Communicate with prolonged and unexpectedly placed pauses, false starts,
and recourse to their native language.
E. Show less accuracy when attempting to communicate
information which goes beyond
the memorized material.
National Educational
Technology Standards (NETS)
| Basic operations and concepts Students demonstrate a sound understanding of the nature and operation of technology systems. Students are proficient in the use of technology. |
| Social, ethical, and human issues Students understand the ethical, cultural, and societal issues related to technology. Students practice responsible use of technology systems, information, and software. Students develop positive attitudes toward technology uses that support lifelong learning, collaboration, personal pursuits, and productivity. |
| Technology productivity tools Students use technology tools to enhance learning, increase productivity, and promote creativity. Students use productivity tools to collaborate in constructing technology enhanced models, prepare publications, and produce other creative works. |
| Technology research tools Students use technology to locate, evaluate, and collect information from a variety of sources. Students use technology tools to process data and report results. |
Information Literacy Standards
| Standard 1: The student who is information
literate accesses information efficiently and effectively. |
| Standard 2: The student who is information
literate evaluates information critically and competently. Standard 3: The student who is information literate uses information accurately and creatively. |
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©Unit of Practice Created by: Suzanne
M. Shirley |