WASHINGTON TOWNSHIP SCHOOLS Washington Township, New Jersey 07853

Transcription

1 WASHINGTON TOWNSHIP SCHOOLS Washington Township, New Jersey WORLD LANGUAGES (SPANISH) CURRICULUM Developed by Ria Carraro Under the supervision of Leslie A. Schwartz, Assistant Superintendent July, 2002 Gerald J. Vernotica, Ed.D. Superintendent of Schools Approved by Board: September 10, 2002 ReAdopted April 28, 2009 Curriculum Writing/Spanish-Gr. 4 1 July, 2002

2 TABLE OF CONTENTS 1. Philosophy... Page 3 2. Curriculum Units: Bienvenidas (Greetings)... Page 4 El Tiempo y el Caldendario (Weather and Calendar)... Page 5 Dónde Está? (Where is it?)... Page 6 El Diccionario (Dictionary)... Page 7 La Familia y la Casa (Family & Home)... Page 8 Las Comidas (Meals)... Page 9 La Ropa (Clothing)... Page 10 La Cultura (Culture)... Page 11 Curriculum Writing/Spanish-Gr. 4 2 July, 2002

3 WASHINGTON TOWNSHIP WORLD LANGUAGES SPANISH Philosophy The sum of wisdom is not contained in any one language, and no single one can express all the forms and degrees of human experience. Ezra Pound The ABC s of Writing, 1934 The Washington Township School district believes that all students should be given the opportunity to study a language other than English. Students of language gain greater understanding and respect for the richness of other cultures, as well as their place in a greater global community. Becoming multilingual, aids learners in understanding the parts and processes of their mother tongue, facilitates their acquisition of subsequent languages, and makes them more valuable and competitive resources in an increasingly international workforce. To these ends, the Washington Township world languages program focuses on the acquisition of language for meaningful, communicative purposes. A spiraling and recursive process, the program offers repeated exposure, reinforcement, and application of language skills accurately and appropriately in real-life situations. Additionally, as culture is an entity inseparable from language, connections are created between the languages themselves and the character and accomplishments of the peoples from whom we acquired them. Supporting a learner-centered approach, the program views the teacher as a facilitator, the learners as initiators, performers and speakers. It is attuned to the needs of the community, the requirements of the New Jersey State Core Curriculum Standards, and our district s goals for a thorough and enriching foreign language experience for every student. Curriculum Writing/Spanish-Gr. 4 3 July, 2002

4 WORLD LANGUAGE SPANISH Unit: Bienvenidas (Greetings) NJCCCS 7.1-1, 2; weeks A. Students will demonstrate a comprehension of greetings, courtesy expressions and names needed for daily-life situations. 1. greet others 2. respond in conversation 3. use and understand the appropriate responses 4. use expressions of courtesy consistently 5. use tú and usted appropriately. 6. understand and respond to the following: Cómo estás? How are you? Cómo te llamas? What is your name? Cuántos años tienes? How old are you? 7. appropriate use of the following responses: Estoy bien, mal o así, así. I am well, not well, or so-so. Me llamo. My name is. Tengo años. I am years old. Teacher observation of individual and small group dialogue. Completion of a worksheet on basic expressions Appendix A Quién es? Worksheet (tú & usted) Appendix D Appendices A-E Teach Them Spanish 2&3 Curriculum Writing/Spanish-Gr. 4 4 July, 2002

5 Unit: El Tiempo y el Calendario (Weather & Calendar) NJCCCS B. Students will demonstrate a comprehension of statements about the weather and calendar , 2, 4; weeks 1. complete a calendar with days of the week, the month and the season. (los días, el mes, y la estación) 2. understand questions about the date (la fecha), the weather (el tiempo) Teacher observation of responses to: Qué tiempo hace hoy? Qué es la fecha? Appendices F-I Viva el Español! Language Kit: Flashcards (41-47) Curriculum Writing/Spanish-Gr. 4 5 July, 2002

6 Unit: Dónde está? (Where is it?) NJCCCS C. Students will demonstrate a comprehension of the use of prepositional phrases , weeks 1. recognize and use prepositional pharases: a la derecha to the right a la izguierda to the left sobre above debajo de under encima de above enfrente de in front of cerca de close, near lejos de far from delante de in front of detras de - behind Teacher observation. Viva el Español! Puppet Curriculum Writing/Spanish-Gr. 4 6 July, 2002

7 Unit: El Diccionario (Dictionary) NJCCCS D. Students will demonstrate the ability to research words in both their native and target languages weeks 1. look up Spanish words in a Spanish/English dictionary. 2. record the meanings of high-lighted words in certain literature books. 3. understand the difference of a Spanish listing (i.e. words with CH and LL) Teacher observation Variety of children s literature both in Spanish, English and bi-lingual. Spanish/English dictionaries Curriculum Writing/Spanish-Gr. 4 7 July, 2002

8 Unit: La Familia y la Casa (Family and Home) NJCCCS E. Students will demonstrate a comprehension of words and statements for family members and the home , weeks 1. recognize and use the words for family members. 2. identify the rooms in a house using the appropriate words. 3. recognize and say the correct words for certain objects found in each room (i.e. cama-bed, horno-oven) Teacher observation Creation of one room with items labeled. Appendices M-O Viva el Español! Teach Them Spanish 2 and 3 La Familia Perez video and book Curriculum Writing/Spanish-Gr. 4 8 July, 2002

9 Unit: Las Comidas (Meals) NJCCCS 7.1-1, 2; weeks F. The students will demonstrate a comprehension of words and statements used for the three major meals of the day. 1. recognize words for the 3 main meals. desayuno breakfast almuerzo lunch cena dinner 2. recognize names of foods typical of each meal. 3. recognize words for a table setting. 4. understand about meals and times eaten in the Hispanic culture. 5. recognize very comer to eat. Teacher observation Teach Them Spanish Curriculum Writing/Spanish-Gr. 4 9 July, 2002

10 Unit: La Ropa (Clothing) NJCCCS G. The students will demonstrate a comprehension of words for articles of clothing , weeks 1. name articles of clothing. 2. respond to simple commands and questions relating to clothing. el sombrero la falda los pantalones el pijama la camisa el troje de báño los calcetines la blusa el suéter el vestido los zapatos la chaqueta Qué llevas puesto? Llevo 3. recognize traditional clothing of Mexico. 4. recognize verb vestir to dress. Teacher Observation Appendices T & U Viva el Español! Un Poco de Todo = Required Activity / Assessment / Resourc Curriculum Writing/Spanish-Gr July, 2002

11 Unit: La Cultura (The Culture) NJCCCS G. Students will develop an awareness of the richness of the Spanish language and its influence on culture, geography and literature identify flags of Mexico and Spain. 2. recognize the 20 Spanish speaking countries of the world on a map. 3. understand some Hispanic customs and celebrations: Quinceañera Día de los muertos Cinco de Mayo 4. understand about the Aztecs and Mayans in México. 5. recognize the meaning of tapas. Teacher Observation Videos Maps Flags Viva el Español! Curriculum Writing/Spanish-Gr July, 2002