O Office of C Curriculum & I Instruction Bruce Preston

Save this PDF as:
 WORD  PNG  TXT  JPG

Size: px
Start display at page:

Download "O Office of C Curriculum & I Instruction Bruce Preston"

Transcription

1 Submitted As Part of A Regional Collaborative Design to Achieve the Educational Goals of the Communities served by the Oceanport, Monmouth Beach, West Long Branch and Shore Regional School Districts O Office of C Curriculum & I Instruction Bruce Preston Content Area Spanish COURSE TITLE Third Grade Curriculum Writing Committee Piedad Serrano -Cammarano Gayle Smith Denise Sullivan 1 BOARD OF EDUCATION INITIAL ADOPTION DATE:

2 2

3 Every individual develops intellectually... Garamond 12 & Justify Regional Collaborative Curriculum Units Template Course Philosophy Garamond 14 Bold, Underline & Center Course Description Garamond 14 Bold, Underline & Center Garamond 12 & Justify 3

4 (District Name) Curriculum Map (This is a worksheet intended to support the development of the overall document. It should be submitted to the supervisors if appropriate but it will not be included in the final board-approved document) Garamond 12 Bold Course Title Garamond 12 Bold Month Sept Content What topic or themes Standards (if known, current and familiar) Code only 7.1NM.A.1 7.1NM.A 2 7.1NM.B.1 Why is this important know? Authentic applications Essential Concepts (Enduring Understandings) Assessments and Skills: Specific skills and strategies for assessments Oct 7.1NM.A.1 7.1NM.A 2 7.1NM.B.1 Supplements and Resources: Assessment Strategies: 4

5 Nov Commands Essential Concepts: Skills: Implications, Perspectives: Connections to previous and future study: Supplements and Resources: Assessment Strategies: Dec Essential Concepts: Skills: Implications, Perspectives: Connections to previous and future study: Supplements and Resources: Assessment Strategies: Jan Essential Concepts: Skills: 5

6 Implications, Perspectives: Connections to previous and future study: Supplements and Resources: Assessment Strategies: Feb + Essential Concepts: Skills: Implications, Perspectives: Connections to previous and future study: Supplements and Resources: Assessment Strategies: March Essential Concepts: Skills: 6

7 Implications, Perspectives: Connections to previous and future study: Supplements and Resources: Assessment Strategies: April Essential Concepts: Skills: Implications, Perspectives: Connections to previous and future study: Supplements and Resources: Assessment Strategies: May/ June Essential Concepts: Skills: 7 Implications, Perspectives: Connections to previous and future study: Assessment Strategies:

8 Supplements and Resources: 8

9 (District Name) Scope, Sequence and, Assessment Garamond 12 Bold & Center Course Name Garamond 12 Bold & Center Unit Title Unit Understandings and Goals Recommended Duration Garamond 14 Bold & Center Repeat column headings Assessments Diagnostic (before) Formative (during) Summative (after) 9

10 Unit 1 Overview Content Area: Spanish Unit Title: Greetings & Goodbyes Target Course / Grade Level: Third Recommended Pacing: 4 weeks Unit Summary: Students will learn the basic dialogue in the target language. Primary Interdisciplinary Connections: Social Studies, Performing Arts, Visual Arts, Language Arts, Technology 21st Century Themes: Creativity, Critical thinking, Communication, Media literacy, and Collaboration Skills Unit Rationale: Learning Targets Standards: 7.1NM.A.1-5; 7.1NM.B.1-5; 7.NM.C.1-5 Content Statements: Standards 7.1NM.A.1-5 Standards Text Recognize familiar spoken or written words and phrases contained in culturally authentic materials using 10

11 7.1NM.B NM.C.1-5 electronic information sources related to targeted themes. Demonstrate comprehension of simple, oral, and written directions, commands, and requests through appropriate physical response. Recognize a few common gestures and cultural practices associated with the target cultures. Identify familiar people, places, and objects based on simple oral and/or written descriptions. Demonstrate comprehension of brief oral and written messages using age-appropriate, culturally authentic materials on familiar topics. Use digital tools to exchange basic information at the word and memorized-phrase level related to self and targeted themes. Ask and respond to simple questions, make requests, and express preferences using memorized words and phrases. Exchange information using words, phrases, and short sentences practiced in class on familiar topics or on topics studied in other content areas. Use basic information at the word and memorized-phrase level to create a multimedia-rich presentation on targeted themes to be shared virtually with a target language audience. Read and/or dramatize simple poetry, rhymes, songs, and skits. Copy/write words, phrases, or simple guided texts on familiar topics. Present information from age- and level-appropriate, culturally authentic materials orally or in writing. Name and label tangible cultural products and imitate cultural practices from target culture(s). Unit Essential Questions: What are the customs associated with dialogue and culture? How do I approach, address and greet my audience? Unit Enduring Understandings Learn another language to be able to communicate with someone from a Spanish-speaking country. 11

12 How does learning a new language help me to become an active global citizen? Unit Learning Targets Students will know My name is/ What is your name? Hello / Good bye Dialogue in the target language with a partner Unit Learning Targets Students will do Greetings/ goodbyes/ introductions in the target language to each other. Sing their greeting song and chants in the target language Summative Assessment Students will complete a skit in the target language with a rubric Evidence of Learning Equipment needed: Chromebooks, Onlinefreespanish.com, flashcards,worksheets, smartboard, and beanbag game. Teacher Resources: Worksheets, charts, and bilingual books Formative Assessments: Rubrics Informal assessment Teacher observation Student participation Assessment of student participation 12

13 Planning Matrix for how to differentiate in this unit: ENRICHMENT CONTENT PROCESS PRODUCT ADD TL SCAFFOLDS ON LEVEL NOT ON LEVEL YET ADDITIONAL LEVELS Lesson Plan Templates Lesson Lesson 1 Learning Objectives for Lesson 1 Lesson 2 Learning Objectives for Lesson 2 Lesson 3 Learning Objectives for Lesson 3 Timeframe Teacher Notes: Curriculum Development Resources Click the links below to access additional resources used to design this unit: 13

14 Resources Provided 14

15 Unit 2 Overview Content Area: Spanish Unit Title: Animals Target Course / Grade Level: Third Grade Recommended Pacing: 6 weeks Unit Summary: Primary Interdisciplinary Connections: Social Studies, Performing Arts, Visual Arts, Language Arts, Technology 21st Century Themes: Creativity, Critical thinking, Communication and Collaboration Skills Unit Rationale: Ability to identify Animals and their habitats Standards: 7.1NM.A.1 5; 7.1NM.B.1-5; 7.NM.C.1-5 Learning Targets Content Statements: 15

16 Standards 7.1NM.A NM.B NM.C.1-5 Standards Text Recognize familiar spoken or written words and phrases contained in culturally authentic materials using electronic information sources related to targeted themes. Demonstrate comprehension of simple, oral, and written directions, commands, and requests through appropriate physical response. Recognize a few common gestures and cultural practices associated with the target cultures. Identify familiar people, places, and objects based on simple oral and/or written descriptions. Demonstrate comprehension of brief oral and written messages using age-appropriate, culturally authentic materials on familiar topics. Use digital tools to exchange basic information at the word and memorized-phrase level related to self and targeted themes. Ask and respond to simple questions, make requests, and express preferences using memorized words and phrases. Exchange information using words, phrases, and short sentences practiced in class on familiar topics or on topics studied in other content areas. Use basic information at the word and memorized-phrase level to create a multimedia-rich presentation on targeted themes to be shared virtually with a target language audience. Read and/or dramatize simple poetry, rhymes, songs, and skits. Copy/write words, phrases, or simple guided texts on familiar topics. Present information from age- and level-appropriate, culturally authentic materials orally or in writing. Name and label tangible cultural products and imitate cultural practices from target culture(s). 16

17 Unit Essential Questions: How can I identify animals and where they live in the target language? How are the animals/habitats in Spanish-speaking countries the same as or different from my own? Unit Learning Targets Students will know animals in the target language habitats in which they live Unit Enduring Understandings Many Spanish animal names are cognates of English words. The types of animals found in any country/region will vary with the environment (e.g. climate, topography) Unit Learning Targets Students will do Identify animals in Spanish Write about and describe animals and their habitats Summative Assessment Students will write and describe orally their animal and their habitat 17 Evidence of Learning Equipment needed: Chromebook, flashcards, worksheets, Smartboard, books, animals, kooshball game Teacher Resources:Smartboard, Worksheets, books, and teacher made worksheets Formative Assessments: Rubrics Informal assessment Teacher observation Informal assessment Student participation

18 Assessment of student participation Regional Collaborative Curriculum Units Template Planning Matrix for how to differentiate in this unit: ENRICHMENT CONTENT PROCESS PRODUCT ADD TL SCAFFOLDS ON LEVEL NOT ON LEVEL YET ADDITIONAL LEVELS Lesson Plan Templates Lesson Lesson 1 Learning Objectives for Lesson 1 Lesson 2 Learning Objectives for Lesson 2 Lesson 3 Learning Objectives for Lesson 3 Timeframe Teacher Notes: 18

19 Curriculum Development Resources Click the links below to access additional resources used to design this unit: Resources Provided 19

20 Unit 3 Overview Content Area: Spanish Unit Title: Holidays & Traditions Target Course / Grade Level: Third Grade Recommended Pacing: 6 weeks Unit Summary: Students will learn holidays and traditions of Spanish speaking countries. Primary Interdisciplinary Connections: Social Studies, Visual Arts, Technology, Language Arts 21st Century Themes: Creativity, Critical thinking, Communication and Collaboration Skills Unit Rationale: Understanding one s own culture and how it compares to the cultures of Spanish Speaking countries engenders mutual understanding and respect among people. Standards:7.1NM.A.1 5; 7.1NM.B.1-5 ;7.NM.C.1-5 Learning Targets Content Statements: 20

21 Standards 7.1NM.A NM.B NM.C.1-5 Standards Text Recognize familiar spoken or written words and phrases contained in culturally authentic materials using electronic information sources related to targeted themes. Demonstrate comprehension of simple, oral, and written directions, commands, and requests through appropriate physical response. Recognize a few common gestures and cultural practices associated with the target cultures. Identify familiar people, places, and objects based on simple oral and/or written descriptions. Demonstrate comprehension of brief oral and written messages using age-appropriate, culturally authentic materials on familiar topics. Use digital tools to exchange basic information at the word and memorized-phrase level related to self and targeted themes. Ask and respond to simple questions, make requests, and express preferences using memorized words and phrases. Exchange information using words, phrases, and short sentences practiced in class on familiar topics or on topics studied in other content areas. Use basic information at the word and memorized-phrase level to create a multimedia-rich presentation on targeted themes to be shared virtually with a target language audience. Read and/or dramatize simple poetry, rhymes, songs, and skits. Copy/write words, phrases, or simple guided texts on familiar topics. Present information from age- and level-appropriate, culturally authentic materials orally or in writing. Name and label tangible cultural products and imitate cultural practices from target culture(s). Unit Essential Questions: Unit Enduring Understandings 21

22 What traditions do I have in my family? How are traditions different in Hispanic culture and other Spanish speaking countries? Unit Learning Targets Students will know understand how traditions vary amongst different Spanish speaking countries The study of the traditions observed in Spanish speaking countries helps develop cultural awareness and sensitivity. One s personal identity is shaped by family and cultural traditions. Unit Learning Targets Students will do. discuss different traditions throughout the Spanish speaking world compare and contrast holidays and traditions to one s own. Evidence of Learning Summative Assessment Students will study their own culture and compare to those from various Spanish speaking countries (food, customs) Students will create a holiday menu representing a Spanish-speaking country. Equipment needed:smartboard, chromebooks, video, food from various Spanish speaking countries, authentic realia, posters, pictures, books Teacher Resources: Smartboard, CD listening materials, Spanish website, pictures and flash cards 22

23 Formative Assessments: Rubrics Informal assessment Teacher observation Student participation Assessment of student participation Oral questioning Regional Collaborative Curriculum Units Template Planning Matrix for how to differentiate in this unit: ENRICHMENT CONTENT PROCESS PRODUCT ADD TL SCAFFOLDS 23 ON LEVEL NOT ON LEVEL YET ADDITIONAL LEVELS Lesson Plan Templates Lesson Lesson 1 Learning Objectives for Lesson 1 Lesson 2 Learning Objectives for Lesson 2 Timeframe

24 Lesson 3 Learning Objectives for Lesson 3 Teacher Notes: Christmas traditions Curriculum Development Resources Click the links below to access additional resources used to design this unit: Resources Provided 24

25 Unit 4 Overview Content Area: Spanish Unit Title: Places in the community & transportation Target Course / Grade Level: Third Recommended Pacing: 6 weeks Unit Summary: Students will identify places in the community. Primary Interdisciplinary Connections: Social studies, Visual Arts, Language Arts, Language Arts, Technology 21st Century Themes: Creativity, Critical thinking, Communication and Collaboration Skills Unit Rationale: Understanding how to travel around town is a vital life skill. Standards: 7.1NM.A.1 5; 7.1NM.B.1-5; 7.NM.C.1-5 Learning Targets Content Statements: 25

26 Standards 7.1NM.A NM.B NM.C.1-5 Standards Text Recognize familiar spoken or written words and phrases contained in culturally authentic materials using electronic information sources related to targeted themes. Demonstrate comprehension of simple, oral, and written directions, commands, and requests through appropriate physical response. Recognize a few common gestures and cultural practices associated with the target cultures. Identify familiar people, places, and objects based on simple oral and/or written descriptions. Demonstrate comprehension of brief oral and written messages using age-appropriate, culturally authentic materials on familiar topics. Use digital tools to exchange basic information at the word and memorized-phrase level related to self and targeted themes. Ask and respond to simple questions, make requests, and express preferences using memorized words and phrases. Exchange information using words, phrases, and short sentences practiced in class on familiar topics or on topics studied in other content areas. Use basic information at the word and memorized-phrase level to create a multimedia-rich presentation on targeted themes to be shared virtually with a target language audience. Read and/or dramatize simple poetry, rhymes, songs, and skits. Copy/write words, phrases, or simple guided texts on familiar topics. Present information from age- and level-appropriate, culturally authentic materials orally or in writing. Name and label tangible cultural products and imitate cultural practices from target culture(s). 26

27 Unit Essential Questions: Why is it important to be able to identify places in the community while traveling? Which places in the communities are similar in both languages? How do we get to and from there? (transportation) Unit Learning Targets Students will know Places in the community in the target language. Transportation vocabulary in the target language. Unit Enduring Understandings Spanish is increasing in importance in American culture. Transportation methods vary from place to place depending upon topography, economics, etc. The ability to identify places in a community enables one to travel more easily. Many Spanish community place words are cognates of English words. Unit Learning Targets Students will do Construct a map of a fictitious town Describe how one travels to different places Summative Assessment Students will create a map of a fictitious town Evidence of Learning 27

28 Equipment needed: smartboard, chromebooks, flashcards,worksheets, kooshball game Teacher Resources: smartboard, books, handouts, pictures Formative Assessments: rubrics informal assessment teacher observation student participation writing projects Planning Matrix for how to differentiate in this unit: ENRICHMENT CONTENT PROCESS PRODUCT ADD TL SCAFFOLDS ON LEVEL NOT ON LEVEL YET ADDITIONAL LEVELS 28

29 Lesson Plan Templates Lesson Lesson 1 Learning Objectives for Lesson 1 Lesson 2 Learning Objectives for Lesson 2 Lesson 3 Learning Objectives for Lesson 3 Timeframe Teacher Notes: Writing project with places & transportation Curriculum Development Resources Click the links below to access additional resources used to design this unit: Resources Provided 29

30 Unit 5 Overview Content Area: Spanish Unit Title: Body parts & Clothing Target Course / Grade Level: Third grade Recommended Pacing: 6 weeks Unit Summary: Students will be able to identify body & clothing items in the target language. Primary Interdisciplinary Connections: Social studies, performing arts, visual arts, technology, language arts 21st Century Themes: Creativity, Critical thinking, Communication and Collaboration Skills Unit Rationale: Identifying body parts and clothing words helps fulfill one s basic needs while traveling in a foreign country. Standards:7.1NM.A.1 5; 7.1NM.B.1-5; 7.NM.C.1-5 Learning Targets Content Statements: 30

31 Standards 7.1NM.A NM.B NM.C.1-5 Standards Text Recognize familiar spoken or written words and phrases contained in culturally authentic materials using electronic information sources related to targeted themes. Demonstrate comprehension of simple, oral, and written directions, commands, and requests through appropriate physical response. Recognize a few common gestures and cultural practices associated with the target cultures. Identify familiar people, places, and objects based on simple oral and/or written descriptions. Demonstrate comprehension of brief oral and written messages using age-appropriate, culturally authentic materials on familiar topics. Use digital tools to exchange basic information at the word and memorized-phrase level related to self and targeted themes. Ask and respond to simple questions, make requests, and express preferences using memorized words and phrases. Exchange information using words, phrases, and short sentences practiced in class on familiar topics or on topics studied in other content areas. Use basic information at the word and memorized-phrase level to create a multimedia-rich presentation on targeted themes to be shared virtually with a target language audience. Read and/or dramatize simple poetry, rhymes, songs, and skits. Copy/write words, phrases, or simple guided texts on familiar topics. Present information from age- and level-appropriate, culturally authentic materials orally or in writing. Name and label tangible cultural products and imitate cultural practices from target culture(s). 31

32 Unit Essential Questions: What are the body parts in Spanish? What are the clothing words in Spanish? How does the clothing people wear vary from season to season? Unit Learning Targets Students will know body parts in the target language. clothing in the target language Unit Enduring Understandings Interpreting spoken and written language is essential to good communication and building rapport. Being able to identify body parts and clothing words helps fulfill one s basic needs. Clothing can vary from person to person, culture to culture, and season to season. Unit Learning Targets Students will do Simon says in target language Fashion show using the clothing words. Describe how to dress for different seasons, events Summative Assessment Students will draw and label a cartoon character Students will pack for a vacation and describe how to dress for the trip Evidence of Learning Equipment needed: smartboard, chromebooks, flashcards, worksheets 32

33 Teacher Resources: smartboard, rubrics, handouts, cds, videos, bilingual books Formative Assessments: Rubrics Informal assessment Teacher observation Student participation Assessment of student participation Skits Oral questioning Planning Matrix for how to differentiate in this unit: ENRICHMENT CONTENT PROCESS PRODUCT ADD TL SCAFFOLDS 33 ON LEVEL NOT ON LEVEL YET ADDITIONAL LEVELS Lesson Plan Templates Lesson Timeframe

34 Lesson 1 Learning Objectives for Lesson 1 Lesson 2 Learning Objectives for Lesson 2 Lesson 3 Learning Objectives for Lesson 3 Teacher Notes: Curriculum Development Resources Click the links below to access additional resources used to design this unit: Resources Provided 34

35 Unit 6 Overview Content Area: Spanish Unit Title: Family Target Course / Grade Level: Third Grade Recommended Pacing: 4 weeks Unit Summary: Students will identify & describe family members. Primary Interdisciplinary Connections: Social Studies, Performing Arts, Visual Arts, Language Arts, Technology 21st Century Themes: Creativity, Critical thinking, Communication and Collaboration Skill Unit Rationale: The ability to identify & describe family members to others helps engender mutual respect and understanding. Standards: Content Statements: Learning Targets 35

36 Standards 7.1NM.A NM.B NM.C.1-5 Standards Text Recognize familiar spoken or written words and phrases contained in culturally authentic materials using electronic information sources related to targeted themes. Demonstrate comprehension of simple, oral, and written directions, commands, and requests through appropriate physical response. Recognize a few common gestures and cultural practices associated with the target cultures. Identify familiar people, places, and objects based on simple oral and/or written descriptions. Demonstrate comprehension of brief oral and written messages using age-appropriate, culturally authentic materials on familiar topics. Use digital tools to exchange basic information at the word and memorized-phrase level related to self and targeted themes. Ask and respond to simple questions, make requests, and express preferences using memorized words and phrases. Exchange information using words, phrases, and short sentences practiced in class on familiar topics or on topics studied in other content areas. Use basic information at the word and memorized-phrase level to create a multimedia-rich presentation on targeted themes to be shared virtually with a target language audience. Read and/or dramatize simple poetry, rhymes, songs, and skits. Copy/write words, phrases, or simple guided texts on familiar topics. Present information from age- and level-appropriate, culturally authentic materials orally or in writing. Name and label tangible cultural products and imitate cultural practices from target culture(s). 36

37 Unit Essential Questions: Who are my family members? How can I describe them? Unit Learning Targets Students will know Family members in Spanish How to describe family members with the verb ser Simple adjectives (alto, bajo, bonito, feo, gordo, delgado) Unit Enduring Understandings One must be able to use adjectives correctly (masculine & feminine) to describe family members in Spanish. One must be able to distinguish between masculine and feminine nouns to describe family members accurately. The verb ser can be used with an adjective to describe someone in Spanish. (e.g. Mi abuelo es alto.) Unit Learning Targets Students will do create a family tree perform a skit Summative Assessment Students will construct a family tree and orally describe their family Students will perform a skit utilizing all family vocabulary Evidence of Learning Equipment needed: smartboard, books, chromebooks, flashcards, kooshball game 37

38 Teacher Resources: smartboard, worksheets, teacher made materials, flashcards, bilingual books Formative Assessments: rubrics skits informal assessments teacher observation student participation & observation Planning Matrix for how to differentiate in this unit: ENRICHMENT CONTENT PROCESS PRODUCT ADD TL SCAFFOLDS 38 ON LEVEL NOT ON LEVEL YET ADDITIONAL LEVELS Lesson Plan Templates Lesson Lesson 1 Timeframe

39 Learning Objectives for Lesson 1 Lesson 2 Learning Objectives for Lesson 2 Lesson 3 Learning Objectives for Lesson 3 Teacher Notes: Curriculum Development Resources Click the links below to access additional resources used to design this unit: Resources Provided 39

40 Unit 7 Overview Content Area: Unit Title: Target Course / Grade Level: Recommended Pacing: Unit Summary: Primary Interdisciplinary Connections: 21st Century Themes: Unit Rationale: Learning Targets Standards: Content Statements: CPI # Cumulative Progress Indicator (CPI) 40

41 Unit Essential Questions: Unit Learning Targets Students will know Unit Enduring Understandings Unit Learning Targets Students will do Summative Assessment (X days) Evidence of Learning 41

42 Equipment needed: Teacher Resources: Formative Assessments: Planning Matrix for how to differentiate in this unit: ENRICHMENT CONTENT PROCESS PRODUCT ADD TL SCAFFOLDS 42 ON LEVEL NOT ON LEVEL YET ADDITIONAL LEVELS Lesson Plan Templates Lesson Lesson 1 Timeframe

43 Learning Objectives for Lesson 1 Lesson 2 Learning Objectives for Lesson 2 Lesson 3 Learning Objectives for Lesson 3 Teacher Notes: Curriculum Development Resources Click the links below to access additional resources used to design this unit: Resources Provided 43

44 Unit 8 Overview Content Area: Unit Title: Target Course / Grade Level: Recommended Pacing: Unit Summary: Primary Interdisciplinary Connections: 21st Century Themes: Unit Rationale: Learning Targets Standards: Content Statements: CPI # Cumulative Progress Indicator (CPI) 44

45 Unit Essential Questions: Unit Learning Targets Students will know Unit Enduring Understandings Unit Learning Targets Students will do Summative Assessment (X days) Evidence of Learning 45

46 Equipment needed: Teacher Resources: Formative Assessments: Planning Matrix for how to differentiate in this unit: ENRICHMENT CONTENT PROCESS PRODUCT ADD TL SCAFFOLDS 46 ON LEVEL NOT ON LEVEL YET ADDITIONAL LEVELS Lesson Plan Templates Lesson Lesson 1 Timeframe

47 Learning Objectives for Lesson 1 Lesson 2 Learning Objectives for Lesson 2 Lesson 3 Learning Objectives for Lesson 3 Teacher Notes: Curriculum Development Resources Click the links below to access additional resources used to design this unit: Resources Provided 47

48 Unit 9 Overview Content Area: Unit Title: Target Course / Grade Level: Recommended Pacing: Unit Summary: Primary Interdisciplinary Connections: 21st Century Themes: Unit Rationale: Learning Targets Standards: Content Statements: CPI # Cumulative Progress Indicator (CPI) 48

49 Unit Essential Questions: Unit Learning Targets Students will know Unit Enduring Understandings Unit Learning Targets Students will do Summative Assessment (X days) Evidence of Learning 49

50 Equipment needed: Teacher Resources: Formative Assessments: Planning Matrix for how to differentiate in this unit: ENRICHMENT CONTENT PROCESS PRODUCT ADD TL SCAFFOLDS 50 ON LEVEL NOT ON LEVEL YET ADDITIONAL LEVELS Lesson Plan Templates Lesson Lesson 1 Timeframe

51 Learning Objectives for Lesson 1 Lesson 2 Learning Objectives for Lesson 2 Lesson 3 Learning Objectives for Lesson 3 Teacher Notes: Curriculum Development Resources Click the links below to access additional resources used to design this unit: Resources Provided 51

52 Unit 10 Overview Content Area: Unit Title: Target Course / Grade Level: Recommended Pacing: Unit Summary: Primary Interdisciplinary Connections: 21st Century Themes: Unit Rationale: Learning Targets Standards: Content Statements: CPI # Cumulative Progress Indicator (CPI) 52

53 Unit Essential Questions: Unit Learning Targets Students will know Unit Enduring Understandings Unit Learning Targets Students will do Summative Assessment (X days) Evidence of Learning 53

54 Equipment needed: Teacher Resources: Formative Assessments: Planning Matrix for how to differentiate in this unit: ENRICHMENT CONTENT PROCESS PRODUCT ADD TL SCAFFOLDS 54 ON LEVEL NOT ON LEVEL YET ADDITIONAL LEVELS Lesson Plan Templates Lesson Lesson 1 Timeframe

55 Learning Objectives for Lesson 1 Lesson 2 Learning Objectives for Lesson 2 Lesson 3 Learning Objectives for Lesson 3 Teacher Notes: Curriculum Development Resources Click the links below to access additional resources used to design this unit: Resources Provided 55

56 Unit 11 Overview Content Area: Unit Title: Target Course / Grade Level: Recommended Pacing: Unit Summary: Primary Interdisciplinary Connections: 21st Century Themes: Unit Rationale: Learning Targets Standards: Content Statements: CPI # Cumulative Progress Indicator (CPI) 56

57 Unit Essential Questions: Unit Learning Targets Students will know Unit Enduring Understandings Unit Learning Targets Students will do Summative Assessment (X days) Evidence of Learning 57

58 Equipment needed: Teacher Resources: Formative Assessments: Planning Matrix for how to differentiate in this unit: ENRICHMENT CONTENT PROCESS PRODUCT ADD TL SCAFFOLDS 58 ON LEVEL NOT ON LEVEL YET ADDITIONAL LEVELS Lesson Plan Templates Lesson Lesson 1 Timeframe

59 Learning Objectives for Lesson 1 Lesson 2 Learning Objectives for Lesson 2 Lesson 3 Learning Objectives for Lesson 3 Teacher Notes: Curriculum Development Resources Click the links below to access additional resources used to design this unit: Resources Provided 59

60 LESSON REFLECTION Reflect on the lesson you have developed and rate the degree to which the lesson Strongly, Moderately or Weakly meets the criteria below. Lesson Activities: Strongly Moderately Weakly Are challenging and require higher order thinking and problem solving skills Allow for student choice Provide scaffolding for acquiring targeted knowledge/skills Integrate global perspectives Integrate 21 st century skills Provide opportunities for interdisciplinary connection and transfer of knowledge and skills Foster student use of technology as a tool to develop critical thinking, creativity and innovation skills Are varied to address different student learning styles and preferences Are differentiated based on student needs Are student-centered with teacher acting as a facilitator and co-learner during the teaching and learning process Provide means for students to demonstrate knowledge and skills and progress in meeting learning goals and objectives Provide opportunities for student reflection and self-assessment Provide data to inform and adjust instruction to better meet the varying needs of learners 60

NJDOE MODEL CURRICULUM. New Jersey Core Curriculum Content Standards for World Languages

NJDOE MODEL CURRICULUM. New Jersey Core Curriculum Content Standards for World Languages # STUDENT LEARNING OBJECTIVES 1 Skim and scan culturally authentic audio, video or written text from electronic information sources and other sources to identify information about migratory animals, their

More information

Curriculum for Spanish in Grade 7

Curriculum for Spanish in Grade 7 Curriculum for Spanish in Grade 7 Mendham Township Middle School Preliminary Lesson-Avancemos! Summary: In this introductory lesson, students will review basic pronunciation techniques, the alphabet, greetings

More information

Materials: Children s literature written in Spanish, videos, games, and pictures comprise the list of materials.

Materials: Children s literature written in Spanish, videos, games, and pictures comprise the list of materials. Pre-Kindergarten The primary focus of the Spanish program in Pre-Kindergarten is the exposure to a foreign language. Since students are introduced to a language and culture that may not be familiar, an

More information

This curriculum is part of the Educational Program of Studies of the Rahway Public Schools. ACKNOWLEDGMENTS

This curriculum is part of the Educational Program of Studies of the Rahway Public Schools. ACKNOWLEDGMENTS CURRICULUM FOR WORLD LANGUAGE INTRODUCTION TO SPANISH GRADES 7-8 This curriculum is part of the Educational Program of Studies of the Rahway Public Schools. ACKNOWLEDGMENTS John Perillo, Supervisor of

More information

SPANISH B (for Survival) 2 nd YEAR SPANISH JULY 2003

SPANISH B (for Survival) 2 nd YEAR SPANISH JULY 2003 SPANISH B (for Survival) 2 nd YEAR SPANISH JULY 2003 COURSE DESCRIPTION The second year course is designed for students to acquire a novice-mid level of the language at the end of the year. Reading, Writing,

More information

Spanish I (Second Quarter)

Spanish I (Second Quarter) WORLD LANGUAGES CURRICULUM MAP Spanish I (Second Quarter) Course Number: 0708340 Course Number: 0708340 UNIT/ORGANIZING PRINCIPLE ESSENTIAL QUESTION(S): Spanish 1 Unit 2, Unit 3 Language Level: Novice

More information

Unit Overview Template. Learning Targets

Unit Overview Template. Learning Targets ENGAGING STUDENTS FOSTERING ACHIEVEMENT CULTIVATING 21 ST CENTURY GLOBAL SKILLS Content Area: Orchestra Unit Title: Music Literacy / History Comprehension Target Course/Grade Level: 3 & 4 Unit Overview

More information

6 th Grade Spanish Curriculum

6 th Grade Spanish Curriculum 6 th Grade Spanish Curriculum Mendham Township Middle School Unit 1 Bienvenidos al Español! Summary: In Unit 1 the students will review greetings and farewells, days of the week, months of the year, weather,

More information

Spanish I (First Quarter)

Spanish I (First Quarter) WORLD LANGUAGES CURRICULUM MAP Spanish I (First Quarter) Course Number: 0708340 1 Course Number: 0708340 Spanish 1 Language Level: Novice Low Novice High High School Spanish, Unit 1, Unit 2 PACING: 1 st

More information

GERMAN IA CCO I: Interpersonal Communication

GERMAN IA CCO I: Interpersonal Communication GERMAN IA 55 GERMAN IA CCO I: Interpersonal Communication Students will engage in conversations or correspondence in German to provide and obtain information, express feelings and emotions, and exchange

More information

«Le Jeu de Baseball à Phillies» (Karen LaFragola - Veterans Memorial Middle School - Brick, NJ - French Teacher)

«Le Jeu de Baseball à Phillies» (Karen LaFragola - Veterans Memorial Middle School - Brick, NJ - French Teacher) «Le Jeu de Baseball à Phillies» (Karen LaFragola - Veterans Memorial Middle School - Brick, NJ - French Teacher) Content Standard(s): 7.1.NM.A.1 7.1.NM.A.2 7.1.NM.B.2 7.1.NM.B.5 7.1.NM.C.3 Stage 1 Desired

More information

Spanish curriculum Overview Page 1 of 12

Spanish curriculum Overview Page 1 of 12 Spanish Curriculum Overview: Kindergarten Spanish curriculum Overview Page 1 of 12 Course Description: The purpose of this course is to introduce students to commonly used vocabulary words and expressions

More information

DC West Community Schools - Curriculum Mapping Course: Intro to Spanish Qtr : 9 week course Author: Denise Schultz Date: 11/02/09

DC West Community Schools - Curriculum Mapping Course: Intro to Spanish Qtr : 9 week course Author: Denise Schultz Date: 11/02/09 DC West Community Schools - Curriculum Mapping Course: Intro to Qtr : 9 week course Author: Denise Schultz Date: 11/02/09 2.2 Skills Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 -colors

More information

SPANISH II CURRICULUM

SPANISH II CURRICULUM SPANISH II 2010-2011 CURRICULUM COURSE DESCRIPTION Spanish 2 provides opportunities for students to discuss the many reasons for learning languages and enables them to develop an understanding of the people

More information

CORRELATION FLORIDA DEPARTMENT OF EDUCATION INSTRUCTIONAL MATERIALS CORRELATION COURSE STANDARDS/BENCHMARKS

CORRELATION FLORIDA DEPARTMENT OF EDUCATION INSTRUCTIONAL MATERIALS CORRELATION COURSE STANDARDS/BENCHMARKS SUBJECT: French GRADE LEVEL: 6-8 COURSE TITLE: M/J French, Beginning COURSE CODE: 701000 SUBMISSION TITLE: Bien Dit 2013, Level 1A BID ID: 2776 PUBLISHER: Houghton Mifflin Harcourt PUBLISHER ID: 04-1456030-01

More information

Paramount Unified School District Educational Services

Paramount Unified School District Educational Services Spanish Grades 7-8 Course Outline Course Description This course is designed as an introduction to Spanish, emphasizing basic language competencies and exposure to Spanish culture. The course goals and

More information

GERMAN ESSENTIAL CURRICULUM LEVEL II. Unit 1: My Favorite Things

GERMAN ESSENTIAL CURRICULUM LEVEL II. Unit 1: My Favorite Things GERMAN ESSENTIAL CURRICULUM LEVEL II Unit 1: My Favorite Things Unit Overview In this unit, students will review topics and grammar covered in Level I German. After reviewing Level I structures, students

More information

Acalanes Union High School District Adopted: 6/25/14 SUBJECT AREA WORLD LANGUAGE

Acalanes Union High School District Adopted: 6/25/14 SUBJECT AREA WORLD LANGUAGE Adopted: 6/25/14 SUBJECT AREA WORLD LANGUAGE COURSE TITLE: GRADE LEVEL: Grades 9-12 COURSE LENGTH: One Year PREREQUISITE: Spanish 1 or equivalent experience CREDIT: 10 units UC/CSU CREDIT: Receives UC/CSU

More information

7.1.IM.A.1. Compare and contrast. information (e.g. the main idea, theme, main characters, and setting) in texts from age- and level-appropriate,

7.1.IM.A.1. Compare and contrast. information (e.g. the main idea, theme, main characters, and setting) in texts from age- and level-appropriate, World Languages: All students will be able to use a world language in addition to English to engage in meaningful conversation, to understand and interpret spoken and written language, and to present information,

More information

STUDENT CURRICULUM TEMPLATE Adapted from STARTALK program template

STUDENT CURRICULUM TEMPLATE Adapted from STARTALK program template STUDENT CURRICULUM TEMPLATE Adapted from STARTALK program template Teacher Name: Hong Jiang Grade or Level: Grades 6-8 Language(s): Target Proficiency Level: Novice-Low Novice -Mid Number of Contact Hours:

More information

ST. PETER S CHURCH OF ENGLAND (VOLUNTARY AIDED) PRIMARY SCHOOL SOUTH WEALD. Modern Foreign Language Policy

ST. PETER S CHURCH OF ENGLAND (VOLUNTARY AIDED) PRIMARY SCHOOL SOUTH WEALD. Modern Foreign Language Policy ST. PETER S CHURCH OF ENGLAND (VOLUNTARY AIDED) PRIMARY SCHOOL SOUTH WEALD Modern Foreign Language Policy January 2013 ST PETER S MODERN FOREIGN LANGUAGE (MFL) POLICY RATIONALE In the knowledge society

More information

LOTE TEACHER COMPETENCIES FOR PROFESSIONAL DEVELOPMENT

LOTE TEACHER COMPETENCIES FOR PROFESSIONAL DEVELOPMENT LOTE TEACHER COMPETENCIES FOR PROFESSIONAL DEVELOPMENT Background In April of 1997, the Texas State Board of Education adopted content and performance standards that describe what students should know

More information

Acalanes Union High School District Adopted: 6/25/14 SUBJECT AREA WORLD LANGUAGE

Acalanes Union High School District Adopted: 6/25/14 SUBJECT AREA WORLD LANGUAGE Adopted: 6/25/14 SUBJECT AREA WORLD LANGUAGE COURSE TITLE: GRADE LEVEL: Grades 9-12 COURSE LENGTH: One Year PREREQUISITE: None CREDIT: 10 units UC/CSU CREDIT: Receives UC/CSU credit for World Language,

More information

Proficiency Level and Grade Level Performance Benchmark Novice-High

Proficiency Level and Grade Level Performance Benchmark Novice-High Content Area Strand Proficiency Level and Grade Level Performance Benchmark Novice-High Grades 5-6 for all students who continue to study the same language throughout elementary 8-9 for language in middle

More information

Pacing Guide. Content Area: Technology. Created by: Erin Gander

Pacing Guide. Content Area: Technology. Created by: Erin Gander Pacing Guide Content Area: Technology Course Title: ELA/TECHNOLOGY Grade Level: Grade K Unit 1: Computer Basics September- January Unit 2: Computer Applications February - June Created by: Erin Gander

More information

b a c a b c e a b

b a c a b c e a b LISTENING TLW understand French when spoken at normal tempo on a subject within the range of pupil experience. Understand oral classroom directions in French Comprehend oral questions and statements within

More information

Stamford Green Primary School Spanish Curriculum Map. September 2014

Stamford Green Primary School Spanish Curriculum Map. September 2014 Stamford Green Primary School Spanish Curriculum Map September 2014 Contents Page Essential characteristics of linguists Page 3 Aims of the National Curriculum Page 4 Early Years Page 5 Year 1 Expectation

More information

MFL skills map. Year 3 Year 4 Year 5 Year 6 Develop understanding of the sounds of Individual letters and groups of letters (phonics).

MFL skills map. Year 3 Year 4 Year 5 Year 6 Develop understanding of the sounds of Individual letters and groups of letters (phonics). listen attentively to spoken language and show understanding by joining in and responding explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of

More information

Squirrel Hayes First School. MFL Policy

Squirrel Hayes First School. MFL Policy Squirrel Hayes First School Policy Reviewed on Feb 2016 Policy Owner Signature Mrs A. Stockton Policy adopted by the Governing Body on Chair of Govs/Committee Signature Policy Reviewed Date March 2016

More information

West Windsor-Plainsboro Regional School District Spanish Beginning Grade 7-1

West Windsor-Plainsboro Regional School District Spanish Beginning Grade 7-1 West Windsor-Plainsboro Regional School District Spanish Beginning Grade 7-1 Unit 1 Content Area: World Language Course & Grade Level: Spanish Beginning (7 1), Grade 7 Summary and Rationale The theme of

More information

West Windsor-Plainsboro Regional School District Spanish Beginning Grade 8-1

West Windsor-Plainsboro Regional School District Spanish Beginning Grade 8-1 West Windsor-Plainsboro Regional School District Spanish Beginning Grade 8-1 Unit 1: AMIGOS POR LA RED Content Area: World Language Course & Grade Level: Spanish Beginning (8 1), Grade 8 Summary and Rationale

More information

PERFORMANCE OBJECTIVES ACTIVITIES RESOURCES EVALUATION

PERFORMANCE OBJECTIVES ACTIVITIES RESOURCES EVALUATION COURSE: Spanish I GRADE LEVEL: 9-12 TIME: 5 Weeks UNIT: 1 CONTENT GOALS: Initiate, carry on, and end a simple conversation. D1 A1 F1 F1 Memorize Spanish ABC 1. Illustrate difference between formal and

More information

Languages MFL) Policy

Languages MFL) Policy 1 January 2015 Modern Foreign Languages MFL) Policy BALLADEN CPS LINDEN LEA, RAWTENSTALL, ROSSENDALE, LANCASHIRE, BB4 6DX Contents... 0 Rationale for Teaching Languages at KS2... 2 As the UK is becoming

More information

Curriculum Map Spanish I

Curriculum Map Spanish I Curriculum Map Spanish I State Standards Standard I Communication: The student communicates competently in Spanish. Standard 2 Culture: The student gains knowledge and understanding of Spanish-speaking

More information

Bexley City School World Language Program Overview

Bexley City School World Language Program Overview Bexley City School World Language Program Overview Communication express needs, feelings, and opinions. provide and obtain information. understand spoken and written language. function in authentic situations.

More information

Unit 1, September TB Preliminary Lesson Unit 2, October TB Unit 1 Lesson 1

Unit 1, September TB Preliminary Lesson Unit 2, October TB Unit 1 Lesson 1 Unit 1, September TB Preliminary Lesson Unit 2, October TB Unit 1 Lesson 1 How do Spanish-speaking people living in New York City celebrate their Where do teenagers go during their free time in Florida?

More information

Languages-Arabic-Foundation to Year 10 Sequence-Scope and Sequence

Languages-Arabic-Foundation to Year 10 Sequence-Scope and Sequence Communicating Strand Sub strand Description Thread Foundation to Year 2 Years 3 and 4 Years 5 and 6 Years 7 and 8 Years 9 and 10 Socialising Interacting orally and in writing to exchange ideas, opinions,

More information

Unit 2 Title: Word Work Grade Level: Kindergarten Timeframe: 6 Weeks

Unit 2 Title: Word Work Grade Level: Kindergarten Timeframe: 6 Weeks Unit 2 Title: Grade Level: Kindergarten Timeframe: 6 Weeks Unit Overview: This unit of word work will focus on the student s ability to produce the primary letter sounds of consonants and some vowels;

More information

ELL Stage II: Grades 1 2

ELL Stage II: Grades 1 2 PROFICIENCY LEVEL DESCRIPTORS Pre-Emergent A student at this level has no ability or a very limited ability to communicate in English. Emergent A student at this level will formulate simple phrases and

More information

2015.16 Spanish I, Quarter 4

2015.16 Spanish I, Quarter 4 2015.16 Spanish I, Quarter 4 Big Ideas/Key Concepts: Students will discuss and write about what is going on right now. Students will continue to improve their reading, writing, listening and speaking abilities

More information

SPANISH Kindergarten

SPANISH Kindergarten SPANISH Kindergarten Use Junior SYMTALK workbook Recognize 80+ Vocabulary words Recognize basic greetings and courtesies. Identify colors and numbers 1-10 Develop reading skills using pictures to identify

More information

Subject: Spanish as a Foreign Language

Subject: Spanish as a Foreign Language Subject: Spanish as a Foreign Language Overview: The Spanish as a Foreign Language Program at BNS focuses on the development of communication skills. The kindergarten class is designed as an introductory

More information

St.Dennis CP School. Modern Foreign Languages (MFL) Policy February 2013

St.Dennis CP School. Modern Foreign Languages (MFL) Policy February 2013 St.Dennis CP School Modern Foreign Languages (MFL) Policy February 2013 Policy confirmed by the Governing Body of St Dennis CP School on: Date: Signature: To be reviewed on: 1 Rationale for Teaching Languages

More information

Senior Phase Grade 7 Today Planning Pack ENGLISH

Senior Phase Grade 7 Today Planning Pack ENGLISH M780636100077 Senior Phase Today Planning Pack ENGLISH Contents: Work Schedule: Page 2 Lesson Plans: 3 Rubrics: Rubric 1 11 Rubric 2 12 Rubric 3 13 1 Work schedule for Term Week LO and AS Chapter Assessment

More information

DIOCESE OF CHARLESTON

DIOCESE OF CHARLESTON DIOCESE OF CHARLESTON Spanish Curriculum Grades K 8 Introduction Research shows that learning a foreign language expands a student s educational development, communication skills and thinking abilities.

More information

Frog Street Pre-K Correlation to Florida Early Learning and Development Standards: 3 Year Olds

Frog Street Pre-K Correlation to Florida Early Learning and Development Standards: 3 Year Olds Frog Street Pre-K Correlation to Florida Early Learning and Development Standards: 3 Year Olds EXH1352 www.frogstreet.com Appendix E: (SR-CURR6 Submission Written Correlation) Office of Early Learning

More information

Grade 2 Reading and Literature Objectives

Grade 2 Reading and Literature Objectives Grade 2 Reading and Literature Objectives STATE GOAL 1: Reading with understanding and fluency. 1A. Apply word analysis and vocabulary skills to comprehend selections. 1.A.1a Apply word analysis skills

More information

HONORS BUSINESS COMPUTER SYSTEMS

HONORS BUSINESS COMPUTER SYSTEMS FREEHOLD REGIONAL HIGH SCHOOL DISTRICT OFFICE OF CURRICULUM AND INSTRUCTION BUSINESS ADMINISTRATION SPECIALIZED LEARNING CENTER HONORS BUSINESS COMPUTER SYSTEMS COURSE PHILOSOPHY Technology literacy is

More information

STUDENT CURRICULUM TEMPLATE Adapted from STARTALK program template

STUDENT CURRICULUM TEMPLATE Adapted from STARTALK program template STUDENT CURRICULUM TEMPLATE Adapted from STARTALK program template Teacher Name: Pei-Hwa Lin Grade or Level: 2 Language(s):Chinese Target Proficiency Level:Intermediate-Low Number of Contact Hours: 4 Age

More information

CORRELATION FLORIDA DEPARTMENT OF EDUCATION COURSE DESCRIPTION

CORRELATION FLORIDA DEPARTMENT OF EDUCATION COURSE DESCRIPTION CORRELATON FLORDA DEPARTENT OF EDUCATON COURSE DESCRPTON SUBJECT: World Languages COURSE NAE: Spanish, Beginning SUBSSON TTLE: Navegando 1A PUBLSHER: EC Corporation GRADE(S): 6-8 COURSE CODE NUBER: OUTCOE

More information

Tools to Use in Assessment

Tools to Use in Assessment Tools to Use in Assessment II. Observations and Checklists Teachers have always watched and observed students in the classroom and they have made instructional decisions based on these observations. Too

More information

Our Lady of Lourdes Catholic Nursery & Primary School. Modern Foreign Language Policy

Our Lady of Lourdes Catholic Nursery & Primary School. Modern Foreign Language Policy Our Lady of Lourdes Catholic Nursery & Primary School Modern Foreign Language Policy September 2014 Review Date: September 2016 INTRODUCTION This subject policy is one in a series that makes up the Whole

More information

PUBLIC SCHOOLS OF EDISON TOWNSHIP DIVISION OF CURRICULUM AND INSTRUCTION. Italian I. Eligibility: Grades Date Approved: 8/27/12

PUBLIC SCHOOLS OF EDISON TOWNSHIP DIVISION OF CURRICULUM AND INSTRUCTION. Italian I. Eligibility: Grades Date Approved: 8/27/12 PUBLIC SCHOOLS OF EDISON TOWNSHIP DIVISION OF CURRICULUM AND INSTRUCTION Italian I Length of Course: Elective/Required: Schools: Term Required High Schools Eligibility: Grades 9-12 Credit Value: 5 credits

More information

Modern Foreign Languages (MFL)

Modern Foreign Languages (MFL) Modern Foreign Languages (MFL) Fordcombe C.E. Primary School Reviewed & Approved by the Full Governing Body: Jan 2013 Next Review due Jan 2016 Signed:. Name (print) Mrs Sarah Finch Position: Chair of Governors

More information

Duval County Public Schools District Curriculum Guide. Grades 9-12

Duval County Public Schools District Curriculum Guide. Grades 9-12 Duval County Public Schools District Curriculum Guide Grades 912 Course: Spanish I Pacing Big Idea/Supporting Idea: My Social Life 9 73 81 Topic XI: Celebrating with Family (Integrated Culture: Quinceañera)

More information

Honors German 3/ German 3 Curriculum

Honors German 3/ German 3 Curriculum Honors German 3/ German 3 Curriculum Timeline Unit 1 Standards Objectives Content Additional Resources Performance Tasks Assessments 3 weeks Die ACTFL Students will be able Vocabulary: Handouts Students

More information

CURRICULUM MAPPING. Content/Essential Questions for all Units

CURRICULUM MAPPING. Content/Essential Questions for all Units CURRICULUM MAPPING Subject: Spanish C Grade: 2 nd, 3 rd, 4 th Content/Essential Questions for all Units Students will participate in general conversation in Spanish Language Students will demonstrate knowledge

More information

Mooresville High School Curriculum Pacing Guide: SPANISH I

Mooresville High School Curriculum Pacing Guide: SPANISH I For the study of Foreign Language, Mooresville High School has developed overarching core strands. These strands derived from the North Carolina Standard Course of Study for Foreign Language. Each strand

More information

PACING GUIDE SPANISH 1 (FOR HIGH SCHOOL CREDIT)

PACING GUIDE SPANISH 1 (FOR HIGH SCHOOL CREDIT) PACING GUIDE 2015-2016 SPANISH 1 (FOR HIGH SCHOOL CREDIT) MODULE 1 MODULE 2 Timeframe 1 st 6 Weeks 2 nd 6 weeks Unit Theme Para Empezar Mis Amigos y Yo Essential Questions Vocabulary Grammar Why should

More information

Spanish Level II Online Instructional Materials Correlation to the 2007 Spanish Level II Standards of Learning

Spanish Level II Online Instructional Materials Correlation to the 2007 Spanish Level II Standards of Learning Provider York County School Division Course Title Spanish II Last Updated 2010-11 Course Syllabus URL http://yorkcountyschools.org/virtuallearning/coursecatalog.aspx STANDARD Correlation: Content must

More information

Spanish I Unit 1 Getting Started in Spanish

Spanish I Unit 1 Getting Started in Spanish The following instructional plan is part of a GaDOE collection of Unit Frameworks, Performance Tasks, examples of Student Work, and Teacher Commentary. Many more GaDOE approved instructional plans are

More information

APS DISTRICT HIGH SCHOOL CURRICULUM FRAMEWORK

APS DISTRICT HIGH SCHOOL CURRICULUM FRAMEWORK APS DISTRICT HIGH SCHOOL CURRICULUM FRAMEWORK Course Title: American Sign Language Course Number: 61051 Department: Modern, Classical, and Native Languages ADS Number: 12814901 Prerequisites: Successful

More information

World Languages Standards and Benchmarks

World Languages Standards and Benchmarks World Languages Standards and s Course Title Spanish 2 Power Standard 1: Communication: Communicate in Spanish Power 1: 1.1 Students engage in conversations, provide and obtain information, express feeling

More information

SPANISH 1 Approved for Course(s): 5310 Curriculum Approved by Board of Trustees on: 07/2004

SPANISH 1 Approved for Course(s): 5310 Curriculum Approved by Board of Trustees on: 07/2004 Objectives Time Materials Validation Propositions Cues LISTENING TLW understand and respond to Spanish when spoken at normal tempo on a subject within the range of pupil experience. Understand oral classroom

More information

Pearson Interactive Science 2012

Pearson Interactive Science 2012 A Correlation of Pearson To the Grades K-5 Introduction This document demonstrates the close alignment between Pearson,, and the, Grades K-5. Correlation page references are Student Edition, Teacher s

More information

FRENCH YEAR: 1 (KS1) Curriculum overview

FRENCH YEAR: 1 (KS1) Curriculum overview FRENCH YEAR: 1 (KS1) Colours numbers 1-12 animals The 12 Days of Christmas in French! Learning a familiar story but with French words forest animals things to eat on a picnic parts of the body. Seasons

More information

SPANISH ESSENTIAL CURRICULUM

SPANISH ESSENTIAL CURRICULUM UNIT 1 UNIT OVERVIEW: Students will meet the curricular goals and objectives by: Responding to and initiating greetings and farewells Spelling and providing names Describing people and their personalities

More information

Objective: Learn about francophone world and countries bordering France TEKS: 1A, 3A, 3B, 4B, 5B

Objective: Learn about francophone world and countries bordering France TEKS: 1A, 3A, 3B, 4B, 5B French 1 Curriculum Carole Chambers and Joelle Ford 1 st 9-weeks Objective: Learn pronunciation and alphabet and cognates TEKS: 1A, 1B, 5B Activities: Pronouncing cognates with the help of a pronunciation

More information

Reading Competencies

Reading Competencies Reading Competencies The Third Grade Reading Guarantee legislation within Senate Bill 21 requires reading competencies to be adopted by the State Board no later than January 31, 2014. Reading competencies

More information

Gilbert Scott Primary School. Policy for the Teaching of Foreign Languages. Summer 2014

Gilbert Scott Primary School. Policy for the Teaching of Foreign Languages. Summer 2014 Gilbert Scott Primary School Policy for the Teaching of Foreign Languages Summer 2014 Reviewed Summer 2014 To be reviewed in Summer 2016 1 Purpose This policy document sets out the school's aims, principles

More information

Grade 1. Ontario Provincial Curriculum-based Expectations Guideline Walking with Miskwaadesi and Walking with A`nó:wara By Subject/Strand

Grade 1. Ontario Provincial Curriculum-based Expectations Guideline Walking with Miskwaadesi and Walking with A`nó:wara By Subject/Strand Grade 1 Ontario Provincial Curriculum-based Expectations Guideline Walking with Miskwaadesi and Walking with A`nó:wara By Subject/Strand Turtle Island Conservation Ontario Teacher Resource Bundle 1 The

More information

Parent Education Activities

Parent Education Activities PART III: PARENT EDUCATION Parent education sessions need to be planned and should follow a similar sequence each time. The suggested sequence is listed here and is explained later in this article. Also,

More information

COMMUNICATION COMMUNITIES CULTURES COMPARISONS CONNECTIONS. STANDARDS FOR FOREIGN LANGUAGE LEARNING Preparing for the 21st Century

COMMUNICATION COMMUNITIES CULTURES COMPARISONS CONNECTIONS. STANDARDS FOR FOREIGN LANGUAGE LEARNING Preparing for the 21st Century COMMUNICATION COMMUNITIES CULTURES COMPARISONS CONNECTIONS STANDARDS FOR FOREIGN LANGUAGE LEARNING Preparing for the 21st Century Language and communication are at the heart of the human experience. The

More information

Subject: Spanish as a Foreign Language, Middle School Program

Subject: Spanish as a Foreign Language, Middle School Program Subject: Spanish as a Foreign Language, Middle School Program Overview: The Spanish as a Foreign Language Program at BNS focuses on the development of communication and comprehension skills. The Middle

More information

MIDDLE SCHOOL LESSON PLAN IMPACT STUDY Level: Spanish I Authentic Text: La historia de Shakira Authentic Video: Waka Waka

MIDDLE SCHOOL LESSON PLAN IMPACT STUDY Level: Spanish I Authentic Text: La historia de Shakira Authentic Video: Waka Waka MIDDLE SCHOOL LESSON PLAN IMPACT STUDY Level: Spanish I Authentic Text: La historia de Shakira Authentic Video: Waka Waka STAGE 1: IDENTIFY DESIRED RESULTS: What will learners know and be able to do by

More information

World Languages Benchmark Level I PMS Foreign Languages Exploring Spanish 1

World Languages Benchmark Level I PMS Foreign Languages Exploring Spanish 1 Communication Standard 1: Students engage in conversation, provide and obtain information, express feelings and emotions, and exchange opinions. 1. Express feelings, likes and dislikes. Can answer the

More information

Dr. Jorge Alvarez High School Spanish I Syllabus I. Instructor Name: Rosa Candida Rodriguez Time Frame:

Dr. Jorge Alvarez High School Spanish I Syllabus I. Instructor Name: Rosa Candida Rodriguez Time Frame: Dr. Jorge Alvarez High School Spanish I Syllabus I Instructor Name: Rosa Candida Rodriguez Time Frame: 2011 2012 Email: candida.rodriguez@ppsd.org Course Description: Spanish 1 Students learn to understand,

More information

Unit I: All About Me

Unit I: All About Me GERMAN I Unit I: All About Me Overview. This quarter introduces students to the German language. They acquire vocabulary and structures to exchange basic information about themselves, relating to name,

More information

Unit 2 Title: Word Work Grade Level: 1 st Grade Timeframe: 6 Weeks

Unit 2 Title: Word Work Grade Level: 1 st Grade Timeframe: 6 Weeks Unit 2 Title: Grade Level: 1 st Grade Timeframe: 6 Weeks Unit Overview: This unit of word work will focus on the student s ability to identify and pronounce the initial, medial vowel, and final sounds.

More information

TOOL KIT for RESIDENT EDUCATOR and MENT OR MOVES

TOOL KIT for RESIDENT EDUCATOR and MENT OR MOVES Get to Know My RE Observe Collect Evidence Mentor Moments Reflect Review Respond Tailor Support Provide Provide specific feedback specific Feedback What does my RE need? Practice Habits Of Mind Share Data

More information

STUDENT CURRICULUM TEMPLATE Adapted from STARTALK program template

STUDENT CURRICULUM TEMPLATE Adapted from STARTALK program template STUDENT CURRICULUM TEMPLATE Adapted from STARTALK program template Teacher Name:!!"han Ju Steinmetz Grade or Level: 10 th -11 th Language(s): Chinese Mandarin Target Proficiency Level: Novice med. Age

More information

The skills-based curriculum for language learning

The skills-based curriculum for language learning 4 The National Strategies Primary The skills-based curriculum for language learning Summary: This section highlights the skills developed and consolidated in the process of learning a new language in speaking,

More information

MONROE TOWNSHIP PUBLIC SCHOOLS WILLIAMSTOWN, NEW JERSEY. World Language Spanish. Grade 5

MONROE TOWNSHIP PUBLIC SCHOOLS WILLIAMSTOWN, NEW JERSEY. World Language Spanish. Grade 5 MONROE TOWNSHIP PUBLIC SCHOOLS WILLIAMSTOWN, NEW JERSEY Williamstown Middle School World Language Spanish Grade 5 September 2013 Revised by: Michelle Natal Stan Krzyminski, Director of Curriculum Dean

More information

The. Languages Ladder. Steps to Success. The

The. Languages Ladder. Steps to Success. The The Languages Ladder Steps to Success The What is it? The development of a national recognition scheme for languages the Languages Ladder is one of three overarching aims of the National Languages Strategy.

More information

THE GALLOWAY SCHOOL YEAR-AT-A-GLANCE Where Magnificent Minds Thrive! SPANISH 1 ST QUARTER SING-N-SPEAK SPANISH - YEAR 4

THE GALLOWAY SCHOOL YEAR-AT-A-GLANCE Where Magnificent Minds Thrive! SPANISH 1 ST QUARTER SING-N-SPEAK SPANISH - YEAR 4 1 ST QUARTER STANDARDS: SING-N-SPEAK - YEAR 4 Standard 1: Students engage in conversations, provide and obtain information, express feelings and preferences, and exchange ideas and opinions. 1FL-R1 Greet

More information

Elementary English Pacing Guides for Henrico County Public Schools

Elementary English Pacing Guides for Henrico County Public Schools The revised Pacing Guide is the collaborative work of the 2013 Curriculum Committee, formed to critically consider the importance of the Curriculum as the foundation for all learning. With this in mind,

More information

Shutterfly Photo Story Lesson Plan

Shutterfly Photo Story Lesson Plan NAME: CAITLIN VALK STATE: SOUTH CAROLINA SUBJECT: ARTS: VISUAL AND PERFORMING ARTS: THEATRE ARTS GRADE LEVEL: 7TH Lesson Title: Tableaux and Voice-Overs Common Core/State Curriculum Standards: South Carolina

More information

KINDERGARTEN SPANISH. Listening, Speaking & Writing the student will do the following:

KINDERGARTEN SPANISH. Listening, Speaking & Writing the student will do the following: KINDERGARTEN SPANISH Listening, Speaking & Writing the student will do the following: a. Be introduced to phonics through pronunciation of the alphabet. b. Respond to commands, greetings, basic manners,

More information

Building Language for Literacy Aligns to Title I, Part A

Building Language for Literacy Aligns to Title I, Part A Building Language for Literacy Aligns to Title I, Part A The purpose of Title I, Part A Improving Basic Programs is to ensure that children in high-poverty schools meet challenging State academic content

More information

A Butterfly s Life 一 只 蝴 蝶 的 生 活 Integrated Performance Assessment Chinese, Grade 2, Hall Elementary School, Year End

A Butterfly s Life 一 只 蝴 蝶 的 生 活 Integrated Performance Assessment Chinese, Grade 2, Hall Elementary School, Year End IB Theme: Nature: Sharing Our Beautiful Earth Enduring Understanding: The practices, products and perspectives of a culture are related and reflect each other. Important Questions: How do we observe changes

More information

Secondary Spanish Curriculum Framework

Secondary Spanish Curriculum Framework Arlington Public Schools Secondary Spanish Curriculum Framework Arlington Public Schools Department of Instruction World Languages Office 2010 World Languages Office 1 TABLE OF CONTENTS Preface -----------------------------------------------------------------------------------------------3

More information

Available in English and Spanish

Available in English and Spanish Grades K 8+ Content Literacy Supports Common Core Available in English and Spanish Literacy Development and Grade-Level Content Language, Literacy, & Vocabulary builds a strong foundation for literacy

More information

Seneca High School Curriculum Guide: SPANISH II

Seneca High School Curriculum Guide: SPANISH II For the study of Foreign Language, Seneca High School has developed overarching core standards. These standards are derived from the ISBE Illinois State Standards and the Standards for Foreign Language

More information

French Policy. Rationale:

French Policy. Rationale: Rationale: As the UK is becoming an increasingly multicultural society, we have a duty to provide our children with an understanding of other cultures and languages. From September 2014 all KS2 children

More information

Modern Foreign Languages (MFL) Policy 2013

Modern Foreign Languages (MFL) Policy 2013 Modern Foreign Languages (MFL) Policy 2013 Revised by: Head, staff & governors: Date: Dec 2013 Next Review: December 2016 or sooner if regulations / circumstances change 1 Rationale for Teaching Languages

More information

Content Area: PFL Grade 1 to 5 Beginning Student to Exit Beginner Curso Serie Unidade

Content Area: PFL Grade 1 to 5 Beginning Student to Exit Beginner Curso Serie Unidade Content Area: PFL Grade 1 to 5 Beginning Student to Exit Beginner Objetivos de Aprendizado observation Alphabet Colors Foods Numbers Clothing Body parts classroom supplies Professions Family Parts of the

More information

Hola Welcome to Spanish Amigos

Hola Welcome to Spanish Amigos Languages Programme Study Key Stage 2 September 2014 1 Content Introduction. 3 Spanish as part of the curriculum.4 Transition from French to Spanish... 11 French as part of the curriculum... 12 Spanish

More information

Integrated Social Sciences, Humanities, and Arts

Integrated Social Sciences, Humanities, and Arts EEC3212 Integrated Social Sciences, Humanities, and Arts EEC3212 Integrated Social Sciences, Humanities, and Arts Course Description: The student will learn to plan, implement, and assess developmentally

More information

Narrative Writing. Nancy Fetzer s Literacy Connections

Narrative Writing. Nancy Fetzer s Literacy Connections Narrative Writing Nancy Fetzer s Literacy Connections 40500 Valle Vista Murrieta, CA 92562 Phone (951) 698-9556 FAX (951) 698-7616 www.nancyfetzer.com Daily Writing Activities Teacher Write (5-minutes):

More information

Ohio Early Learning and Development Standards Domain: Language and Literacy Development

Ohio Early Learning and Development Standards Domain: Language and Literacy Development Ohio Early Learning and Development Standards Domain: Language and Literacy Development Strand: Listening and Speaking Topic: Receptive Language and Comprehension Infants Young Toddlers (Birth - 8 months)

More information