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

Transcription

1 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 Insana, Supervisor of Special Areas

2 Monroe Township Public Schools Williamstown, New Jersey Philosophy of Education The administration, faculty, and staff of Monroe Township Public Schools, in cooperation with parent and the community, and with active participation of the students, are committed to viewing each other as individuals, respecting each person s uniqueness, and setting high expectations for all students. The school system will assist each student to become a contributing member of our society by providing a learning environment that is responsive to the needs of the individual student, community, and changing society by providing a learning environment that nurtures values and morals. This environment will be conducive to acquisition of knowledge, as well as to the development of problem solving, critical thinking, and organizational skills. We will provide a learning environment that is responsive to the needs of the individual student, community, and changing society. We will aid our students in developing responsible behavior, a positive attitude toward themselves and others, the necessary life skills to become productive citizens and lifetime learners. We accept the challenge and responsibility of accomplishing these goals. Revised: August,

3 Williamstown Middle School Williamstown, New Jersey Mission Statement Williamstown Middle School provides an atmosphere where our students become responsible, productive citizens, and life-long learners. The administration, faculty, and staff of Williamstown Middle School, in cooperation with parents and the community, and with the active participation of the students, are committed to viewing each other as individuals, respecting each person s uniqueness, and setting high expectations for all students. Through an interdisciplinary approach we will aid our students in developing responsible behavior, a positive attitude toward themselves and others, and the necessary life skills to become productive citizens in our changing society. We accept the challenge and responsibility of accomplishing these goals. Williamstown Middle School Education Life s Preparation 3

4 Williamstown Middle School Williamstown, New Jersey The World Language Department Philosophy We believe that the knowledge of another language fosters greater awareness of cultural diversity among the peoples of the world. The World Language Department is dedicated to enabling all students to learn a foreign language, which, therefore, brings each student an appreciation of other s values and ways of life. The World Language Department is committed to providing students with the opportunity to develop proficiency in each of the four skill areas of listening, speaking, reading and writing which are useable in real life situations. Students will be able to acquire communication skills which facilitate the exchange of ideas and information and enhance problem-solving skills in accordance with the New Jersey Core Curriculum Content Standards. In addition, the World Language Department will promote cultural awareness by viewing diversity as interesting and desirable. Our students will be able to discover the richness of other cultures which are as varied as our own. Revised: June 26,

5 Purpose Statement Students taking this class will be exposed to the Spanish language and culture through various project based learning activities, which will include geography, history, and the sociology of the culture. Students will also become familiar with phrases and vocabulary used in creating fundamental conversation at the Novice level in accordance to the 2006 NJCCCS Horizontal Matrix for World Languages. By the end of Grade 5, students: 1. Demonstrate an awareness of culture. 2. Demonstrate knowledge of the cultures of speakers of the language studied. 3. Recognize interrelationships between the language and the culture of a given group of people (Mexico). 4. Recognize and explore the process of stereotyping. Standard 7.2 All students will be able to demonstrate an understanding of the interrelationship between language and culture for at least one language other than English. Descriptive Statement The acquisition of another language focuses attention on how language and culture interacts. This interaction helps students reflect on cultural patterns and thus gain insight into their own language and culture. Exploration of a new culture helps students to frame issues about their own world view while investigating another. Comparing and contrasting languages and cultures promotes cross-cultural discourse and understanding, which are at the heart of the humanities. By the end of Grade 5, students: 1. Respond to and initiate simple statements and commands such as greetings, introductions, and leave-taking. 2. Express attitudes, reactions, and courtesy using short phrases and simple sentences. 3. Express likes, dislikes, and preferences. 4. Describe people, places, things, and events using short phrases and simple sentences. 5. Provide and obtain information on familiar topics. 6. Express basic personal needs. 7. Identify some common and distinct features, such as parts of speech and vocabulary, among languages. 5

6 Williamstown Middle School World Language Program Scope and Sequence 5 TH GRADE 6 TH GRADE 7 TH GRADE 8 TH EXIT TEST FOR GRADE CREDIT Greetings & Salutations R Preferences Likes / dislikes R GRADE- 80% Personal Data: (ie name/age ) R R R Colors R R R # s (1-200) R R R Months / days R R R Seasons R R R Date R R R Time (on hour/dia,noche/manana/madrugada tomorrow, early morning, evening R R / intro ¼ hr & ½ hr R Weather (tener frio/hacer frio etc ) Hot, cold, rainy, snowy, etc. R R R General expressions with Estar =feeling/emotion R / Intro City /town R / intro R (estoy triste / cansado alegre.. happy, sad) locations with Estar. ser vs estar Family immediate & grandparents R R R Basic body parts (12) R R R Basic clothing (Jeans, dresses, shoes, shirts, sneakers ) R R R Food groups (food pyramid) R R R Animals (domestic ) R R / Intro Zoo animals R Interrogatives (como, donde, que quien, por que who, what, where, how, & why R / Intro Yes / No questions At what time, when? R / Intro A que hora / cuando R Basic Verbs To talk, to sing, to dance, to smile, to write, to run, etc. Obligations I have to work, study, sleep, etc. Intro basic AR verbs hablar usar, bailar Intro to have to (tener que..) R Irregular Verbs/ er & ir verbs R 6

7 Williamstown Middle School World Language Program Scope and Sequence 5 TH GRADE 6 TH GRADE 7 TH GRADE 8 TH GRADE I am going to the store tomorrow, tonight (near future) Immediate future (ir a ) R EXIT TEST FOR CREDIT Cognates Examples: regular, color/colour, dialog R Intro - venir Jugar, hacer, poder, querer, Basic directions stand, close, open Personal A Culture focus* Mexico Conversation / TPRS for introduction & reinforcement Cultural focus* Central Am. & Caribbean Reinforcement w/conversation & dialogs Cultural focus* South America Reinforcement w/conversation & dialogs Cultural focus* Spain Reinforcement w/conversation & dialogs 7

8 Monroe Township Public Schools Curriculum Guide Overview Essential Questions COURSE NAME: World Languages Spanish Program Grade 5 New Jersey CCCS 7.1.NM.A NM.B NM.C NM.A NM.B NM.A NM.A NM.A.5 Teacher Reflection Questions: Corresponding Essential Question(s): 1. Why is Mexico an important part of American culture? 2. What geographical similarities do we have with Mexico? 3. What economic interests are they with Mexico? 4. What political conflicts are there with Mexico? 5. How has Mexico s culture influenced American culture? 6. Why do people migrate from one place to another? 1. How does learning a second (foreign) language enhance and / or improve one s education? 2. What kind of careers may be specifically in need of a professional who is bilingual? 3. What type of situations will a second language be useful? Why? 1. Do you know how learning a second language can help you improve in your own first language? 2. How can learning a second language help with your reading, writing and listening skills in your first language? 3. How important is speaking a second language in the U.S., and why? 4. Will your education be enhanced by learning to communicate in a second language? 1. How well can you understand another culture through learning its language? 2. As technology advances, the world changes why might it increase the necessity of learning a second language? 3. What are the benefits of learning a second language? 1. How extensive and applicable is their vocabulary? 2. Will students comprehend and produce vocabulary that is related to everyday objects and familiar topics? 3. Should and can students rely on words and phrases that are from the first / native language to communicate beyond the word and gesture level? 4. How well are they understood? Will they rely on memorized phrases and expressions on familiar topics? Is the comprehensibility genuine? 1. How is their cultural understanding reflected in their communication? 2. Will the students imitate culturally appropriate vocabulary and idiomatic expression? 8

9 MTPS World Language th Grade - Curriculum Map 1 st Quarter Themes & Essential Questions Mexico: Our Closest Neighbor 1. How are the countries of U.S and Mexico similar and different? 2. Why is Mexico an important part of the American Culture? 3. How has Mexico s culture influenced American culture? Standards-based Essential Skills/Concepts to be Targeted & Instructional Strategies Technology Oral (Speaking) Research Observation Writing 2 nd language acquisition Social Sciences Global awareness Formative/Summative Assessments (Writing Assignments, Projects, Performances) Mock migration: letters written to Mexico and throughout the U.S. Oral and written researched projects Assignments on a Mexican state Perform oral report Multi-genre Thematic Texts (Novels, drama, short fiction, poetry, nonfiction) Poetry 2 nd Quarter The Fundamentals Basic greetings and farewells Introducing yourself and others Basic vocabulary: things in the classroom Numbers, dates, telling time, color, and basic information. Grammar Context and Content in World Language Oral acquisition Pronunciation Cultural awareness Perform conversations in target language Ask basic questions in target language Greet and farewell in target language Give personal information in target language TPR (Total Physical Response) in commands TPR with classroom objects and descriptions 9

10 MTPS World Language th Grade - Curriculum Map 3 rd Quarter Themes & Essential Questions All About Me Acquiring new Spanish skills in various areas: Body parts Clothing Family Food School and community Acquiring information Informing someone in Spanish Conversations in all above areas and topics Standards-based Essential Skills/Concepts to be Targeted & Instructional Strategies New language acquisition Vocabulary Social awareness Differences and similarities in primary and secondary languages Differences and similarities in primary and secondary cultures. Formative/Summative Assessments (Writing Assignments, Projects, Performances) Perform conversations in target language Ask basic questions in target language Greet and farewell in target language Give personal information in target language Multi-genre Thematic Texts (Novels, drama, short fiction, poetry, nonfiction) Drama: Pobre Ana (Elementary version; revised by teacher.) Picture Prompts: La Familia Gomez Fernando e Isabel Oscar El Conejo En el Hospital 4 th Quarter Assessment: Reviewing 3 rd quarter s topics through oral assessment Reinforcing 3 rd quarter s topics through TPR (Total Physical Response) Completion of: The Monarch Unit World Languages Online Learning Scenario Project wl/frameworks/wlo/ Review language acquisition Review vocabulary Review social awareness Review the differences and similarities in languages and cultures Perform demonstrations in target language Expand on vocabulary based upon assessment Give oral assessment Give written assessment Movies and documentaries based upon the Mexican and Mexican-American experience. 10

11 World Language Thematic Unit Curriculum Map Theme, Enduring Understandings, & Essential Questions for This Unit Theme: Mexico: Our Closest Neighbor? Enduring Understandings: Students will understand the geographical proximity between Mexico and the U.S., as well, as their common geographical traits. Students will also study the shared history within the last few hundred years and the current political strife that affects both economies. Students will become with familiar with the cultural differences between countries. Students will learn about the beneficial contributions that both countries have made to each other. Through creative and cooperative research projects, 5 th grade students will discover and complete investigative research. How Students will Demonstrate Their Understanding Summative Assessment (at the end of the unit): Mexico: Our Closest Neighbor? Students will present written and oral summaries Students will recreate an informal and oral assessment to the teacher. 2 written exams geography of the country. cultural and linguistic aspects of the country. Oral Presentations will be given in teams of 2 on a specific Mexican state and its unique qualities. Standards-based Essential Skills & Concepts to be Targeted Throughout the Unit Strategies / Best Practices Used to Explicitly Teach the Skills & Concepts Resources for this Multi-Genre Unit Reading: Total Physical Response Anchor Text(s): Within the content area: Target language: Cultural content: Mexico, Mexican-American and Spanish speaking communities in America. Writing: Through letters and project assigned. Speaking & Listening: Short and cooperative sessions in which students will listen and speak of their findings in both Mexico and the Monarch Butterfly. Picture prompts with cultural content Poetry: Short Stories: La mariposa bailariana WL Online Learning Scenario Project Drama: Nonfiction: 11

12 World Language Thematic Unit Curriculum Map Essential Questions: How are the U.S. and Mexico similar and different in the following areas? List similarities Cultural Language: Religion Education List differences Lifestyle Family Social Make-up Food: Total Physical Response Anchor Text(s): Poetry: Short Stories: La mariposa bailariana WL Online Learning Scenario Project Drama: Nonfiction: 12

13 Theme: Monarch Butterfly Migration Unit How Global are We? Global Issue: Population/Migration and Changing Needs Essential Question: How will knowledge of other languages and other cultures help us collaborate in investigating solutions to global issues? Target Question: What is our role in animal migration? Formative Assessments (throughout the unit): Through the Monarch Butterflies in the Classroom unit (sponsored by EIRC), the students will be assessed on their knowledge of the Monarch butterfly and the preservation of the forests in Michoacan, Mexico. There will be a migration of the butterflies that will be raised in the Spanish classroom. The Monarch Unit The primary linguistic outcome is that students will be able to demonstrate what they can with the language using meaningful and relevant topics derived from the study of this world issue. Picture prompts with cultural content The Monarch Unit WL Online Learning Scenario Project: See all attached documents l/frameworks/wlo/ Students will participate in a mock migration which will allow students to communicate with other students from Michoacan, Mexico and other American students. Some of these students may have participated in the same program, titled, Monarch Butterflies in the Classroom. 13

14 Monroe Township Public School Thematic Units for the teaching of World Languages Language: Spanish Introductory Level 1 Overall Theme: Mexico and its Language Instructional Plan Procedure Introductory Level 1 Functional Language Greetings and Salutations Simple phrases Personal data Polite Conversation Inquiring about health and feelings Introductions Counting Vocabulary Classroom items colors shapes clothing body parts family food pyramid animals domestic dates Interrogatives Forming simple questions Subject Content Culture Vocabulary Math: Reinforcing math concepts Aztec calendar Social Studies: Country: Mexico Capital States Geography Flag Food Science: Migration and the Monarch Butterfly Technology: Spanish related websites: Research on Mexico (Spanish) Songs/music Food Folk Tales Flags Holidays The Arts Spanish style calendar: Monday is the first day of the week. Hello, How are you? Thank you, you re welcome, please, goodbye. What is your name? My name is Recognizing Numbers Colors red, blue, yellow, orange, green, purple, brown, black, white, gray. Shapes circle, triangle, square, rectangle. Days of the week Months Command Structure Verbs sit, stand, come, go, open, close. Grammatical Structures Verbs: Present Tense Tener Estar Nouns Objects items colors shapes clothing body parts family food pyramid animals dates Adjectives bonito guapo listo colors tall, short etc Materials Flags, color picture cards Say Hola in Spanish workbooks 5 th grade: Que tal? Que tal books: Supplemental books. Various music sources Media Resources Technology Videos Lesson Topic/Major Activities Unit Project: Compare/Contrast Mexico/United States Ongoing: Students will roleplay conversations using basic expressions (social and personal vocabulary). Students will participate in Total Physical Response activities responding to verbal commands. Students will label classroom objects in the target language. Unit Project: Monarch Butterfly Migration Unit 14

15 APPENDIX 15

16 Activities and Alternative Assessments: Greetings, Introductions, expressing feelings, saying goodbye - Students create conversations in small groups which they present to the class. Each group member will greet one other, introduce one group member to another, ask how everyone in the group is doing, and say goodbye. - Students create comic strips using an already-known cartoon character or one that they create. They are to include as much of the greetings vocabulary as possible. Alphabet and spelling - Students participate as a class in a hangman style game. - Students create their own eye charts composed of randomly placed letters then have a classmate read the letters aloud. Numbers - Students play an around the world style game, counting by 1s, even numbers, odd numbers, etc. For example, if counting by even numbers, the first student would say two the next student four and so on. If a student misses a number or says the wrong number, the game begins again with the first student. - Bingo - Completing simple math problems, number patterns, number games, flash card practice. Days, months, seasons, dates, weather - Students create a yearly calendar, labeling the days, months, start of the seasons, and typical weather for each season. - Students present a weather report for a chosen target-language country. Colors - Students create color by number pictures, indicating the colors in the target language. Then students exchange their pictures with a classmate and color them according to the key. Classroom objects and commands - Students participate in a Simon says style game, where they follow basic commands in the target language. - Students can give commands to classmates (e.g. open the door, close the book, etc.) 16

17 Sports and activities / Likes and dislikes - Students survey their classmates on the activities that they like and dislike, then write a short summary of their results. - Students participate in a charades style game to practice sports and activities vocabulary Family members and relationships - Students create a family tree or family album, incorporating family member vocabulary and possessive adjectives (e.g. This is my father. His name is John. ) - Students participate in a scavenger hunt in which they have to find the members of their family. They are presented with an index card which gives them some information about their family (e.g. Your name is Mary Smith. You have one brother and one sister. ) They must ask questions of other classmates in order to find the rest of their family. Foods and drinks / Buying and asking about price - Students create a menu for their own restaurant or café, listing foods and drinks, and including prices in the currency of the target language. - Students work in groups to create dialogs which take place at a restaurant or café. Students play the roles of customers and servers, order food, ask about price, etc. Expressing needs, wants, obligations, and invitations - Students work in groups to create dialogs in which they invite their group members to do something, accept or deny the invitation, etc. Parts of the body - Students participate in a Simon says style game to practice vocabulary. - Students cut out pictures of various body parts from a magazine, then label and reassemble them to create their own person or creature. Clothing - Students create their own fashion magazine or clothing catalog. - Students work in groups to present a fashion show. Nationalities and Countries - Students create a travel brochure or trip itinerary using countries vocabulary. Daily routines and schedules - Students create a weekly schedule, incorporating days of the week, times, verbs, activities vocabulary, etc. 17

18 Asking and responding to questions - Students work in partners to interview each other using questions and answers. - Students work in groups to create their own jeopardy style game - Students create survey questions, poll their classmates for answers, then create a summary of the responses Talking about events in the past - Students create a storybook telling about their last vacation, what they did over the summer, or some other past event. Suggested activities for reading and writing - Create role-plays, poems, puppet shows, songs using familiar vocabulary - Tell or retell stories using familiar vocabulary - Write a news story on a current event or issue - Design an advertisement - Write a review of a book or movie - Write correspondence (letters, invitations, postcards, etc.) - Students complete journal entries on a regular basis - KWL Students write down what they know, what they want to know, and what they learned on a particular topic - Students find a recipe or directions on how to make a culturally-authentic craft, then follow the directions to reinforce reading skills - Students create their own or complete: crossword puzzles, word searches, word scrambles, graphic organizers (word webs) Suggested activities incorporating technology - Typed report or assignment using word processing software - Statistical information (population, climate, etc.) presented in a spreadsheet format - Power point presentation on a cultural topic - Research current events, famous people, etc. using the internet - pal in the target language - WebQuest assignment e.g. virtual trip to Paris, Madrid, Berlin, etc. in which students are required to research accommodations and tourist information, create a travel itinerary, etc. 18

19 Resources - New Jersey Department of Education website: In the bottom left corner under Resources, click NJCCCS CD ROM, then World Language. Select a grade level then scroll down to the progress indicators in blue. Clicking on a progress indicator will bring up a list of suggested activities for each. - This site provides lesson plans for French / Spanish / German as well as rubrics and worksheets: - Discovery school site which helps to create crossword puzzles, as well as other word and math puzzles: - World Language lesson plans, activities and resources: - Information on lesson planning for World Language teachers, plus links to language-specific resources: 19

20 Monroe Township Public Schools New Jersey World Languages Online Learning Scenarios Project Scope and Sequence Grade Level Monarch Unit Animal Migration Grade 5 Phase I Phase II Grade 6 Phase III Grade 7 Elephants, Whales and Hummingbirds Grade 8 Stork and Salmon Migration Summary 20