MIDDLE SCHOOL CURRICULUM CONTENT: STANDARDS & BENCHMARKS FOREIGN LANGUAGE

Transcription

1 MIDDLE SCHOOL CURRICULUM CONTENT: STANDARDS & BENCHMARKS FOREIGN LANGUAGE

2 GRADE 6 - LATIN Students are exposed to the basic skills of Latin grammar in an effort to be comfortable translating more complex material later in the year and in upper levels. Basic skills are reinforced so that students may have success at upper levels in reading original texts. Imperfect/Future Tenses of Irregular Verbs (Sum and Possum) Adverbs to express time More work with 3rd declension nouns Roman Names Roman/Greek Mythology Video Project on Hercules labors Imperfect/Future Tense Roman dress Cities of the ancient world Students learn how to translate the applicable content into both English and into Latin. Knowledge of English gained through a close examination of Latin. Broadened knowledge of Roman life, culture, and religion. Benchmarks Students are expected to earn passing grades (60% or higher). Students are expected to participate in class as they begin to master course content. Assessments: Short quizzes a few times per month Graded homework assignments GRADE 6 - SPANISH Spanish 6 is a continuation of the Lower School Spanish program and the first of a two-year sequence of courses designed to prepare students for Upper School Spanish 1 in Grade 8. The text used, Avancemos 1A, celebrates the cultural diversity of the Spanish speaking world while providing students with a strong base in beginning Spanish. The information presented spirals throughout the year, providing manageable blocks of material with frequent reviews and self-checks. Lessons are brought alive through videos and animated grammar that connect the students to authentic locations in the Spanish-speaking world, allowing them to recognize and reinforce the connections between concepts. The ideas and concepts from Total Physical Response Story by Blaine Ray are incorporated into every skill taught in the above text. The design of this course is grounded in the Spanish Language Practices of the Common Core State Standards. It is important for the Spanish curricula to spiral, constantly accessing previously taught concepts and reapplying them as new concepts are introduced, thus building and reinforcing a strong foundation of understanding. The 6th Grade Spanish curriculum does just that in preparation for the study of 7th Grade Spanish and beyond. Initially the review of the Spanish alphabet in conjunction with learning common expressions prepares students for reading and writing these expressions. Students build on those skills when learning present-tense verbs, enabling them to construct correctly formed sentences. Numbers are taught and initially used to learn how to tell time. Subsequent lessons introduce quantity, leading to singular/plural article noun verb agreement. Spanish Language Listening and understanding Speaking Writing Conjugating Reading Study skills CURRICULUM CONTENT: STANDARDS & BENCHMARKS 12

3 Taking and Using notes Time management Quiz and test preparation Using online sources as a resource for study Communication Oral Written Assessment Understanding and mastery of the concepts are assessed with the following tools: Nightly homework assignments, corrected in class as a group or by the teacher Chapter tests and section quizzes Conjugation of verbs in their verb books Classwork and student discussion Regular Habla Libre or coffee chats to assess knowledge and fluency Online tests and games from Classzone.com Preguntas y Respuestas. Question and answer sheets used for peer assessment Grading Period: Trimester Vocabulary Introductions Saying where you are from Numbers 1-10 Exchanging phone numbers Days of the week The weather Common phrases Grammar The Spanish Alphabet The first part of Trimester 1 focuses on learning expressions for greetings and goodbyes, as well as some expressions of politeness. A strong emphasis is placed on both oral and written expressions. Correct pronunciation is encouraged through drills using the Spanish alphabet. Students learn numbers and common objects in the classroom, and practice the days of the week, months, weather, and classroom phrases. Students write and perform group dialogues focusing on the topics that are studied. These dialogues are filmed and assigned periodically so students can hear their fluency progress over time. They also learn how to describe themselves and others using all forms of the verb ser (to be) together with high frequency descriptive adjectives. Students use the verb gustar (to like to) to describe what they and others like to do. The trimester s cultural focus is learning about Spanish-speaking people in the United States. In addition, each student presents his or her research on a particular aspect of the country of Spain Grading Period: Trimester Vocabulary After school activities Snacks, food and beverages Describing yourself and others Grammar Subject pronouns The verb ser (to be) The verb gustar (to be pleasing to) with an infinitive verb. Definite and indefinite articles Noun-adjective agreement In Trimester 2 of Spanish 6 students learn several new descriptive words to use in conjunction with the verb ser (to be) in order to describe themselves, friends and family. An emphasis is placed on the agreement of definite and indefinite articles with their respective nouns and adjectives. Students continue to practice using the verb gustar (to be pleasing to) when describing what people like to do. Additional vocabulary is introduced to use with this verb. The students have regular opportunities to practice new material by preparing and engaging in informal coffee chats called Habla Libres. Throughout the trimester the students follow an ongoing story of Hispanic students their own age attempting to get a famous soccer player s autograph on a t-shirt for a good friend in Miami. In the story the t-shirt gets mailed to many places, and the students are able to hear and see via video various Hispanic pronunciations CURRICULUM CONTENT: STANDARDS & BENCHMARKS 13

4 and cultures. Each student researches a country in Central America and presents a report to the class. They also create a very entertaining Total Physical Response Story with a story line that lends itself to the vocabulary and grammar they had been working on. Once the students create it as a class, they are required to retell the story both verbally and in writing, entirely in Spanish Grading Period: Trimester Vocabulary Daily schedules Telling time Numbers from 11 to 100 Describing classes Describing location Expressing feelings Grammar The verb tener (to have) and tener que (to have to) The present tense of ar verbs The verb estar (to be) The verb ir ( to go) Trimester 3 of Spanish 6 focuses on using the present tense of ar verbs to describe school subjects and classroom activities. Students use the verb ser to discuss school life and telling time. Several irregular verbs are also introduced. Students learn to use the verb estar to indicate location and how people feel, as well as the verb ir to talk about where someone is going. Reading and writing in Spanish becomes more of a focus in class along with one-on-one dialogues with the teacher. The students have the opportunity to practice using tener que (to have to) through song. Culturally, each student researches and presents a project on a South American country. Textbook for Spanish 6 Avancemos 1A: McDougal Little GRADE 7 - LATIN Benchmarks Students are expected to earn passing grades (60% or higher). Students are expected to participate in class as they begin to master course content. Rationale: Basic skills are reinforced so that students may have success at upper levels in reading original texts. Assessments Short quizzes a few times per month Graded homework assignments Rationale Measure progress Reinforce grammatical concepts for students Engender a sense of responsibility and ownership of material for students Students learn how to translate the applicable content into both English and into Latin. Knowledge of English gained through a close examination of Latin Grading Period: Trimester rd/4th conjugation verbs Myth of Founding of Rome The Neuter Gender Roman Numerals Grading Period: Trimester CURRICULUM CONTENT: STANDARDS & BENCHMARKS 14

5 Irregular Verbs (Nolo, Volo, Eo) Third Declension Adjectives Noun/Adjective agreement with across declensions Heroes of Roman Republic Video Project of Roman Republican Heroes (Cincinnatus, Scaevola, Horatius, Cloelia) GRADE 7 - SPANISH Spanish 7 is a continuation of the two-year sequence of courses designed to prepare students for High School Spanish 1 in 8th Grade. The text used, Avancemos 1A, celebrates the cultural diversity of the Spanish speaking world while providing students with a strong base in beginning Spanish. The information presented spirals throughout the year, providing manageable blocks of material with frequent reviews and self-checks. Lessons are brought alive through videos and animated grammar that connect the students to authentic locations in the Spanish-speaking world, allowing them to recognize and reinforce the connections between concepts. The ideas and concepts from Total Physical Response Story by Blaine Ray are incorporated into every skill taught in the above text. The design of this course is grounded in the Spanish Language Practices of the Common Core State Standards. It is important for the Spanish curricula to spiral, constantly accessing previously taught concepts and reapplying them as new concepts are introduced, thus building and reinforcing a strong foundation of understanding. The 7th Grade Spanish curriculum does just that in preparation for the study of High School Spanish 1 and beyond. The Spanish alphabet, common expressions, numbers, colors, and singular/plural article noun verb agreement skills from Spanish 6 are reviewed and reinforced. Students build on those skills when learning additional present-tense verbs, stem changing verbs, possessive adjectives, comparatives, and direct object pronouns. Spanish Language Listening and understanding Speaking Writing Conjugating Reading Study skills Taking and using notes Time management Quiz and test preparation Using online sources as a resource for study Communication Oral Written Assessment Understanding and mastery of the concepts are assessed with the following tools: Nightly homework assignments, corrected in class as a group or by the teacher Chapter tests and section quizzes Conjugation of verbs in their verb books Classwork and student discussion Regular Habla Libre or coffee chats to assess knowledge and fluency Online tests and games from Classzone.com Preguntas y Respuestas. Question and answer sheets used for peer assessment Grading Period: Trimester Vocabulary (Review of Spanish 6) Introductions Saying where you are from Numbers 1-10 Exchanging phone numbers CURRICULUM CONTENT: STANDARDS & BENCHMARKS 15

6 Days of the week The weather Common phrases After school activities Snacks, food and beverages Describing yourself and others Daily schedules Telling time Numbers from 11 to 100 Describing classes Describing location Expressing feelings Grammar (Review of Spanish 6) The Spanish Alphabet Subject pronouns The verb Ser (to be) The verb Gustar (to be pleasing to) with an infinitive verb. Definate and indefinite articles Noun-adjective agreement The verb Tener ( to have) and Tener que ( to have to) The present tense of ar verbs The verb estar (to be) The verb ir ( to go) Trimester 1 focuses on reviewing the material and skills introduced in Spanish 6. A strong emphasis continues to be placed on both oral and written expressions. Correct pronunciation is encouraged through drills using the Spanish alphabet. Students write and perform group dialogues focusing on the topics that are studied. These dialogues are filmed and assigned periodically so students can hear their fluency progress over time. The trimester s cultural focus is learning about indigenous peoples of Spanish-speaking countries, and students present reports on their research of a particular indigenous group. Textbook for Spanish 7 Avancemos 1A: McDougal Little Grading Period: Trimester Vocabulary Meals and food Asking questions Family Giving dates Numbers from 200 to 1,000,000 Grammar Gustar with nouns Present tense of er verbs Present tense of ir verbs Possessive adjectives Comparatives In Trimester 2 of Spanish 7 students learn vocabulary for food and beverages. They create food paper plates to generate discussions about food. Students continue to practice using the verb gustar (to be pleasing to) in conjunction with nouns. Students are introduced to er and ir verbs. The students have regular opportunities to practice new material by preparing and engaging in Habla Libres (informal coffee chats). Throughout the trimester the students follow an ongoing video story of Puerto Rican students their own age having conversations using the vocabulary and grammar introduced in class. Each student researches an aspect of Puerto Rico and presents a report to the class Grading Period: Trimester Vocabulary Clothing Shopping Places and events Getting around town CURRICULUM CONTENT: STANDARDS & BENCHMARKS 16

7 In a restaurant Grammar Stem changing verbs: e ie Direct object pronouns Stem changing verbs: ue Stem changing verbs: e i The verb hacer (to do) Trimester 3 of Spanish 7 begins with learning the vocabulary for clothing and shopping. Students go on a shopping spree and compete to see which store makes the most money and who can buy the most clothing. Students learn the rules for some difficult stem-changing verbs, allowing them to better express themselves. Students learn the vocabulary for places and events in town and how to get around town. Reading and writing in Spanish becomes even more of a focus in class along with one-on-one dialogues with the teacher. Culturally, each student researches and presents a project on different aspects of life in Spain. GRADE 8 - LATIN 1 Students learn how to translate the applicable content into both English and into Latin. Knowledge of English gained through a close examination of Latin. Description Writing original epigrammatic sentences Nightly homework assignments Rationale: Basic skills are reinforced so that students may have success at upper levels in reading original texts. Benchmarks Students are expected to earn passing grades (60% or higher). Students are expected to participate in class as they begin to master course content. Assessments Given on an ongoing basis. Short vocabulary quizzes (2-3 per week) Longer chapter quizzes (1 per week) Unit tests (1 per quarter) Mid-Year Exam Final Exam Rationale Measure progress Reinforce grammatical concepts for students Engender a sense of responsibility and ownership of material for students Frequent testing is a means of ensuring that students are devoting a higher level of attention beyond the homework exercises, which they complete for homework Grading Period: Quarter st and 2nd declension nouns neuter gender present active tense of first conjugation verbs, irregular verb SUM, ESSE, prepositional phrases Description: Students are exposed to the basics of Latin grammar in an effort to be comfortable translating more complex material later in the year and in upper levels. Rationale: Basic skills are reinforced so that students may have success at upper levels in reading original texts. CURRICULUM CONTENT: STANDARDS & BENCHMARKS 17

8 Grading Period: Quarter Imperfect/Future tense of 1st and 2nd conjugation verbs Imperative mood/vocative case Perfect, Pluperfect, Future Perfect Tenses of 1st and 2nd conjugation Verbs 3rd declension nouns Principal parts of verbs Grading Period: Quarter Passive Voice in all tenses 3rd conjugation verbs 3rd declension adjectives Roman history Grading Period: Quarter : Personal pronouns Demonstrative pronouns/adjectives Relative pronouns Continued work with passive voice GRADE 8 - FRENCH 1 Students are being introduced to the fundamentals of the French grammar. This content allows them to establish similarities and differences between English and French. These basic skills are reinforced throughout the quarter so that students can understand sentence s composition in French. This content also helps the students get a good sense of the foundations of the French language. Benchmarks Students are expected to earn passing grades (60% or higher). Students are expected to participate in class and play an effective role in the various activities. Students should be able to recall some of the important grammatical and vocabulary concepts previously acquired. Students should comfortably write small paragraphs and verbally express themselves. Rationale: Basic skills are reinforced so that students may have success at upper levels in reading original texts. Assessments Given on an ongoing basis. Short vocabulary quizzes (Weekly) Longer chapter quizzes (1 per week) Unit tests (1 per quarter) Rationale Measure progress and mastery of materials covered in class Reinforce grammatical and vocabulary concepts for students Frequent testing is a means of ensuring that students are dedicating a higher level of attention to the materials covered in class Grading Period: Quarter Greetings in French Subject pronouns and er verbs School subjects and school supplies Times of the day Numbers CURRICULUM CONTENT: STANDARDS & BENCHMARKS 18

9 Verbs (etre, avoir) Indefinite articles (un, une, des) Demonstrative adjectives (ce, cet, cette, ces) Descriptive adjectives and colors Students learn how to write, speak and read text in French. Ability to introduce themselves orally and through writing. Writing small autobiographical paragraphs Reading and translation of small texts Understanding of basic greetings expressions Grading Period: Quarter : Expressions with faire et jouer The prepositions (de, de la, du, des) Adverbs of frequency Foods and beverages Definite articles (le, la, l, les) The prepositions (a, a la, au, aux) Verbs (vouloir et aller) The imperative Weather expressions Seasons Description: Through this content, students learn new grammatical and vocabulary concepts related to the weather, sports and foods in French. Rationale: The concepts are designed to help the students understand the cultural relevance of food in francophone countries. While food remains the focus, the students also learn the different sports and activities that are important in maintaining a healthy lifestyle. Students learn how to express likes and dislikes Ability to identify most common food elements such as vegetables, fruits, meat, dairy products in French. Ordering food and beverages in French. Ability to make suggestions and recommendations. Description Through autobiographical paragraphs, students express their likes and dislikes in sports, food, weather and daily activities. They also have the opportunity to test their ability to comfortably order food in French through situational scenes, acts and role-playing in class. Rationale: The goal of this section is to reinforce the grammar and vocabulary previously learned while adding new materials related to food, sports and the various expressions of weather in French. With the acquisition of these skills, students would better the French cuisine, and also how to comfortably order a meal in French Grading Period: Quarter : The family members Possessive adjectives The partitive articles The passé compose with etre and avoir Adjective agreement The re verbs Object pronouns (le, la, les, lui, leur) The verb pouvoir Expression of need The metric system CURRICULUM CONTENT: STANDARDS & BENCHMARKS 19

10 Mealtimes in francophone countries Description: Through this content, students learn how to ask and give people s name. They learn how to introduce their family members in French. These introductions are supported by the lessons on descriptive adjectives. As a follow up to the lessons on food and beverages, the lessons on mealtimes expose the cultural differences that exist between the US and most francophone countries. Rationale: The above content reinforces the cultural parallels existing between the US and French speaking countries. While learning the family members in French, the students are also being introduced to the reasons behind the mealtimes in francophone countries. This unit s goal is to further solidify the students ability to communicate in French orally and by writing. Describing and characterizing people Asking for permission Expressing need Telling someone what to do Inquiring and relating past events Description: By designing their family tree in French, on posters, students will have the opportunity to present the members of their family to their peers. Rationale: The goal of this section is to reinforce the grammar and vocabulary previously learned while adding new materials related to the family, metric system and the role and placement of adjectives in a sentence. It also helps the students understand the grammatical significance of the gender in French (masculine et feminine adjective agreement) Grading Period: Quarter Articles of clothing Verbs mettre and porter Regular ir verbs The prepositions a and en Buildings Locations Means of transportation The pronouns y C est versus il/elle est Adjectives used as nouns The parts of the body Description: With this content, students learn the vocabulary associated with fashion and clothing articles. They also learn expressions of locations, parts of the house and means of transportation. At the end of the term, the emphasis is also placed on the parts of the body and the vocabulary deriving from them. Rationale: The above content solidifies and reinforces the cultural importance of fashion. It is an opportunity for the students to compare their fashion trend with those existing in francophone countries. In relation to the clothing articles, they also learn the different parts of the body in French. Through the introduction of the mode of transportations, the concepts of locations, buildings and parts of the house are also reinforced. Identifying clothing articles in French Expressing pain from any body part Ability to identify different parts of the house in French Mastery of expressions of directions and locations Description Students acquire the tools necessary to give a tour of the school in French Similarly, they gain the ability to present their own house in French With the help of regional maps, the students should be able to locate and give the proper directions to the major sites on any map. CURRICULUM CONTENT: STANDARDS & BENCHMARKS 20

11 With the help of interactive webpage such as ( students become confident with identifying all the body parts in French. Rationale: The goal of this section is to reinforce the grammar and vocabulary previously learned while adding new materials related to fashion, body parts, locations and the parts of the house. These skills mentioned above, allow the students to understand the cultural and historical architecture of many places like Paris, Quebec, etc. GRADE 8 - SPANISH 1 Benchmarks: Students are expected to earn passing grades (60% or higher). Students are expected to participate in class as they begin to master course content. Description: See previous Rationale: Basic skills are reinforced so that students may have success at upper levels. Assessments: Given on an ongoing basis. Description: Short vocabulary and grammar quizzes (1-2 per week) Longer chapter tests (at the end of each chapter) Rationale: Measure progress Reinforce grammatical concepts for students Engender a sense of responsibility and ownership of material for students Frequent testing is a means of ensuring that students are devoting a higher level of attention beyond the homework exercises, which they complete for homework. : Speaking : the student will be able to speak with accurate pronunciation at an advanced level (speaking will be evaluated through writing dialogues performed in front of the class, short question and answer discussions, and other oral assessments.) Listening: students will be able to comprehend Spanish at the advance level. Writing: students will be able to write Spanish at an advanced level with grammatical accuracy (writing will be formally evaluated though such means as short compositions and test essays). Reading: student will be able to read Spanish at advance level with comprehension. Culture: student will be able to become aware of the politics, current events, history and culture of the Spanish-speaking countries through supplementary videos, readings, and projects Grading Period: Quarter This course is designed for students with no previous or limited experience with Spanish. This is the foundation course in Spanish, stressing both the oral and grammatical functions of the language. The language in the classroom is Spanish; English is used only to help in the explanation of grammar. Emphasis is placed upon comprehension, pronunciation, and self-expression. Materials include text, workbook, and some audio programs, which follow the text. Review summer reading, verb chart capitals and countries Formal and informal greetings Number 1-10 Weather and conversation in the classroom Subject pronouns Definite and indefinite articles CURRICULUM CONTENT: STANDARDS & BENCHMARKS 21

12 Adjective noun agreement Verb Ser(tobe) Gustar (to like) Tener (to have) How to tell time Estar (to be) Vocabulary Description Students will get introduced to the geography and history of Spain and South America. They will learn vocabulary and grammar so that at the end of the quarter the students should be able to describe themselves, to talk about what they like and don t like, to describe their school classes and schedules, and talk about food Grading Period: Quarter Present tense ar- ir-er verbs Possessive adjectives The verb ir ( to go) Comparatives Steam changing verbs e-ie Steam changing verbs 0-ue Steam changing verb e-i New vocabulary Description: Students will learn vocabulary and grammar so that at the end of the quarter the students should be able to talk about shopping, how to get around town, describe their clothes and colors, and be able to order food at a restaurant Grading Period: Quarter Ser v/s estar Verb hacer ( to do or make) Ordinal numbers Irregular verbs with change on the yo Affirmative tú commands The verb jugar (to play), saber (to know) and conocer( to know) The personal a Preterit (past tense) ar ir-er New vocabulary Description: Students will learn vocabulary and grammar so that at the end of the quarter the students should be able to describe their ideal house and furniture, talk about party celebration and chores, and talk about sports, staying healthy, and part of the body Grading Period: Quarter Preterit of car, gar and zar on ar verbs Affirmative and negative words Preterit of ir-ser and hacer Pronouns after prepositions Reflexives verbs Present progressive Direct and indirect object pronouns Demonstratives adjectives Description: Students will learn vocabulary and grammar so that at the end of the quarter the students should be able to talk about technology. Make phone calls, invite friends to places of interest. Talk about daily routines. Discuss vacations and leisure activities. CURRICULUM CONTENT: STANDARDS & BENCHMARKS 22