Elementary World Languages K-5...Greetings/Farewells : Hola,, Mucho gusto, Muchas gracias, Buenas tardes, Hasta la vista Visiting Spanish-Speaking Countries : Argentina, Belize, Bolivia,

ELEMENTARY WORLD LANGUAGES GRADES K-5

EWING TOWNSHIP PUBLIC SCHOOLS 1331 Lower Ferry Road

Ewing, NJ 08618

BOE Approval Date: February 28, 2011 Michael Nitti Written by: Brian Bittings, District Supervisor Superintendent In accordance with The Ewing Public Schools’ Policy 2230, Course Guides, this curriculum has been reviewed and found to be in compliance with all policies and all affirmative action criteria.

TABLE OF CONTENTS Page Preface 1

Philosophy 2

Program Goals 3

Suggested Pacing Chart 4

Unit 1: Numbers, Days, Months, Holidays 5

Unit 2: Family Members, Animals 8

Unit 3: Culture: Greetings, Farewells, Countries 10

Unit 4: Weather, Seasons 12

Unit 5: Time 14

Unit 6: Clothing, Body Parts, Colors 16

Unit 7: Foods 18

Unit 8: House 20

Unit 9: Classroom Objects 22

Unit 10: Occupations 24

Unit 11: Transportation 26

Unit 12: Likes, Dislikes 28

Unit 13: School Subjects 30

Unit 14: Sports, Pastimes 32

End of Year Assessment 34

Spanish Resources 35

Appendices: Teacher materials are provided for several of the units listed above.

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PREFACE The Elementary World Languages curriculum guide is designed to provide learning opportunities in the Spanish language and culture for elementary students in kindergarten through fifth grade. It aims to expose students to the sounds, vocabulary, and structures of a second language. The objectives and learning activities are aimed at having students function linguistically at a Novice-Mid to Novice-High level as defined by the American Council on the Teaching of Foreign Languages. Since Language and culture are independent, this curriculum also seeks to expose elementary students to aspects of Spanish culture through developmentally appropriate activities. Such exposure will encourage an understanding and appreciation for the cultural diversity present in our society. The purpose of this curriculum is to provide teachers with a common academic standard which targets specific goals in teaching the Spanish language to students in grades K-5. This curriculum is designed to address specific readiness skills to begin studying a language, foundational skills to continue language development and essential skills to master necessary competencies, giving students a well-rounded foundation and appreciation of the language for further study. This program meets the New Jersey Core Curriculum Content Standards for instruction.

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PHILOSOPHY A wide variety of cultures exist within our country and the world. A most important key to understanding different cultures is language. Every student can benefit by some contact with other cultures. The aim of the World Languages Department is to help students realize the value of broadening their knowledge, to develop a sense of tolerance and awareness in relation to people throughout the world, to equip students with skills to communicate effectively in a language other than their own, and to enhance their understanding and appreciation of their own language. The department also strives to make students aware that knowledge of one or more world languages can form the basis of an interesting career or greatly enhance possibilities for entering and advancing in a wide variety of occupations. These aims can best be achieved by students continuing the language program throughout their educational career.

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PROGRAM GOALS The students will: 1. Demonstrate comprehension of simple oral directions, commands, and requests

appropriate physical response. 2. Recognize common gestures, intonation, and other visual or auditory cues of the

target language. 3. Identify people, places, objects, and activities based on oral and/or simple written

descriptions. 4. Imitate appropriate gestures, intonation, and common idiomatic expressions of

the target culture during greetings, leave-takings, and daily interactions. 5. Ask and respond to simple questions, make requests, and express preferences

using learned words, phrases, and sentences. 6. Identify main characters, main idea, setting, and important events from age-

appropriate, culturally authentic selections. 7. Copy/write words and phrases on familiar topics. 8. Listen to simple passages from age-appropriate, culturally authentic selections

for enjoyment and information. 9. Imitate culturally appropriate etiquette in verbal and nonverbal communication

during greetings, leave-takings, and daily classroom activities. 10. Reproduce a variety of tangible products typical of the target culture. 11. Participate in age-appropriate activities related to special events celebrated in the

target culture and make comparisons to the U.S. 12. Identify aspects of the target culture presented in photographs, children’s books,

plays and films.

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SUGGESTED PACING CHART

Oct-Nov-Dec Jan-Feb-Mar Apr-May-June

Kindergarten Unit 1 Numbers, Days,

Months, Holidays: Numbers: 1-30 (uno-treinta) Days: Monday-Sunday (lunes-domingo) Alphabet: A-Z (a-zeta)

Unit 1 Numbers, Days, Months,

Holidays: Numbers: 31-70 (treinta y uno-setenta) Months: January-December (Enero-Diciembre) Locations: House Bank School Store Church Restaurant Park Beach

Unit 1 Numbers, Days, Months,

Holidays:

Numbers: 71-100 (setenta y uno-cien) Holidays: Halloween (La Noche de Brujas)

Thanksgiving (Dia de Accion de Gracias)

Christmas Eve (Nochebuena)

Christmas (la Navidad) New Years Eve (la Nochevieja)

New Years Day (Ano Nuevo) Easter (la Pascua) Valentine’s Day (el dia de San Valentin)

Mother’s Day (el dia de la Madre)

Father’s Day (el dia del Padre)

Grade 1 Unit 2 Family Members,

Animals

Unit 3 Culture: Greetings,

Farewells, Countries:

Culture: Literature Spanish Symbols: Windmills, Bulls, Bear, Strawberry tree Spanish Festivals Spanish Movies

Unit 3 Culture: Greetings,

Farewells, Countries:

Greetings/Farewells: Hola,, Mucho gusto, Muchas gracias, Buenas tardes, Hasta la vista Visiting Spanish-

Speaking Countries: Argentina, Belize, Bolivia, Mexico

Grade 2 Unit 4 Weather, Seasons

Unit 5 Time

Unit 6 Clothing, Body Parts,

Colors

Grade 3 Unit 7 Foods

Unit 8 House

Unit 9 Classroom Objects

Grade 4 Unit 10 Occupations

Unit 11 Transportation

Unit 12 Likes/Dislikes

Grade 5 Unit 13 School Subjects

Unit 13 School Subjects

Unit 14 Sports, Pastimes

Teacher Resource packets will accompany each unit (Video-Short text-activity worksheets)

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UNIT 1: NUMBERS, DAYS, MONTHS, HOLIDAYS

Why Is This Unit Important? This unit will lay the foundation for students to describe dates, times and personal data. Students will acquire the information in appropriate intervals. Big ideas embedded:

• stating dates

• computing simple math operations Enduring Understandings: 1. Students will identify numbers 0-100 2. Students will perform simple math operations using correct terms. 3. Students will analyze basic math problems in target language. 4. Students will compare/contrast correct syntax in date creation between English

and target language. 5. Students will recognize months, days and holidays in target countries. 6. Students will state personal data; i.e., age, address, birth date. Essential Questions: 1. What is your phone number, age and birth date? 2. What is today’s date? 3. What are major holidays in target language country? 4. What holidays are similar/different in the United States and target countries? Acquired Knowledge:

• Numbers 0-100

• Different holidays in target language country

• Different days/months in target language country Acquired Skills:

• Formation of dates

• Counting and identifying random numbers 0- 100

• Reciting and naming months at random

• Stating the date of one’s birthday Benchmark or Major Assessments:

• Dictate numbers to partner

• Do math problems in Spanish

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• Dictate the seven days of the week in Spanish

• Dictate the months in Spanish

• Dictate holidays in Spanish Instructional Materials:

• Mexican Celebrations (www.teachersdiscovery.com)

• Holiday Cultural Bingo Games (www.teachrsdiscovery.com)

• Cinco de Mayo DVD (www.teachersdiscovery.com)

• Spanish Digital Time Flipper (www.teachersdiscovery.com)

• Student Clock Dials (www.teachersdiscovery.com)

• Vamos a Jugar! Reproducible Games for Spanish Elementary Classes-Teacher’s Discovery Catalog

• Let’s Have Fun with Spanish Culture-Teacher’s Discovery Catalog

• Video: Professor parrot Speaks Spanish (grades K-2)-Teacher’s Discovery

• Videos: Dora the Explorer or Diego the Adventurer (target language)-number concepts

Accommodations or Modifications for Special Education, ESL or Gifted Learners: Restate directions Repetition Differential learning Visual Prompts Extended time Study Guide Preferential seating Group learning Modified Assignment/activities List of Applicable NJCCCS and Standards/CPIs Covered in This Unit:

• A7.NM.A 1-4,8

• B7.NM.B 1-4,6

• C7.NM.C 1-4,6 Suggested Learning Experiences and Instructional Activities

• In-Class Activities: Respond to simple commands: “Hello” “Goodbye” “How are you today?” etc. Teacher will read a short story in English –Get to Know Felipe-repeat story in Spanish –El mundo de Felipe by Pia’ Leon’ (Teacher Discovery) Listen and recite missing numbers. Teacher will state “Los numero uno-student states “Los numero dos” Color me Spanish Cinco de Mayo Bookmarks-students will decorate bookmarks with holiday phrases Sing songs related to the alphabet and numbers

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Home-Link Activities:

• http://www.teacherdiscovery.com

• http://www.myspanishteacher.org/resources.htm

• http://tpduggan.co/powerp.htm

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UNIT 2: FAMILY MEMBERS, ANIMALS

Why Is This Unit Important? This unit will enable the student to talk about members of the family, including pets. Enduring Understandings: 1. Students will identify family members. 2. Students will identify common household pets. 3. Students will analyze relationships. 4. Students will compare/contrast immediate family and extended family. 5. Animals live in different places 6. Animals move differently Essential Questions: 1. Who are the members of your family? 2. What are some common household pets? 3. How old and when are the birth dates of various members of your family? Acquired Knowledge:

• Naming family members

• Names of common household pets Acquired Skills:

• List names, ages and birth dates of family members in Spanish

• List the names of household pets in Spanish Benchmark or Major Assessments:

• Asking/stating who someone is

• Family Tree

• Stating the location of someone

• Stating animals at a Zoo

• Write and illustrate a page for class book Yo Amo a mi Familia Instructional Materials:

• Family Nouns Flashcards (www.teachersdiscovery.com)

• Animal Flashcards (www.teachersdiscovery.com)

• Family/Animal Bingo (www.teachersdiscovery.com)

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• Card Stock

• Craft sticks Accommodations or Modifications for Special Education, ESL or Gifted Learners: Restate directions Repetition Differential learning Visual Prompts Extended Time Group Learning Preferential seating Modified assignments/activities List of Applicable NJCCCS and Standards/CPIs Covered in This Unit:

• A7.NM.A 1-4,8

• B7.NM.B 1-4,6

• C7.NM.C 1-4,6 Suggested Learning:

• Students identify and describe family members using flash cards, beanbags, puppets/toys.

• Students identify and describe animals using flash cards, beanbags, puppets/toys.

• Student makes an animal mask; introduces and describes himself to the class

• Teacher-student role play family members eating a meal

• Name an animal; state how it moves and where it lives

• Show pictures/objects of traditional Oaxacan, Mexican animals

• Iguana Game – Pass iguana around whiled one child sits in center of circle with eyes closed. Group sings reptiles song, when song ends, student with iguana must say reptile, cola, etc. Until child guesses who has iguana.

• Make animal book.

• Venn diagram with group and photos of animals Home Link Activities:




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UNIT 3: CULTURE: GREETINGS, FAREWELLS, COUNTRIES

Why Is This Unit Important? This unit will enable the student to converse using appropriate greetings and gestures in the target language. The student will be aware of the specific countries using the target language. Enduring Understandings: 1. Students will greet in a formal and informal manner. 2. Students will model appropriate gestures when greeting and taking leave. 3. Students will identify countries speaking the target language. 4. Students will understand the relationship between the practices and perspectives

of the culture studied. Essential Questions: 1. How do you say hello and goodbye to a friend? 2. What do you say to an adult when meeting for the first time? Acquired Knowledge:

• Formal/informal greetings and farewells

• Countries where the target language is spoken Acquired Skills:

• Greet a person using appropriate formal or informal gestures

• Use a courtesy express (Wishing happy birthday etc.) Benchmark or Major Assessments:

• Greeting and leave-taking

• Identify parts of the world where the target language is spoken Instructional Materials:

• World map

• Hands-on Heritage Mexico activity masters

• Sights of South America bulletin board set

• Latin Playground collection (Colombia, Mexico, Puerto Rico, Ecuador, Cuba, Uruguay, Venezuela and Brazil) dual language activity book (www.teachersdiscovery.com)

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• Spanish Cultural bingo

• Video-(Little Prince far away travels)-(www.teachersdiscovery.com) Accommodations or Modifications for Special Education, ESL or Gifted Learners: Restate directions Repetition Differential learning Visual Prompts Extended time Study Guide Preferential seating Group learning Modified Assignments/activities List of Applicable NJCCCS and Standards/CPIs Covered in This Unit:

• A7.NM.A 1-4,8

• B7.NM.B 1-4,6

• C7.NM.C 1-4,6 Suggested Learning Activities:

• Discuss cultural differences

• Identify and describe a variety of objects from the other cultures (toys, dress, buildings, food))

• View/discuss Little Prince video (www.teachersdiscovery.com)

• Family tree Spanish chart-state family member/occupation in targeted language





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UNIT 4: WEATHER, SEASONS

Why Is This Unit Important? This unit will enable students to identify the seasons and weather conditions in the students’ community, as well as in the country of the target language. This unit will enable students to continue expressing personal information. Enduring Understandings: 1. Students will identify the seasons and appropriate weather conditions for each

season. 2. Students will compare/contrast the seasons in the U.S. with seasons in other

countries. 3. Students will interpret forecast maps using the target language. Essential Questions: 1. What are the four seasons and the months of each season? 2. What are major holidays for each season? 3. What is the typical weather like in each season? 4. What is the student’s favorite season? Acquired Knowledge:

• Names of seasons and weather conditions Acquired Skills:

• How to read a weather map

• Describing weather Benchmark or Major Assessments:

• State types of weather

• Complete sentences that describe weather illustrated Instructional Materials:

• Weather map

• Weather activity worksheets

• Construction paper

• Student activity masters (weather/weather terms/seasons/clothing/body parts/colors

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Accommodations or Modifications for Special Education, ESL or Gifted Learners: Restate directions Repetition Differential learning Visual Prompts Extended time Study Guide Preferential Seating Modified assignments/activities Group learning List of Applicable NJCCCS and Standards/CPIs Covered in This Unit:

• A7.NM.A 1-4,8

• B7.NM.B 1-4,6

• C7.NM.C 1-4,6 Suggested Learning Activities:

• Dress poster of a child according to the weather

• Complete activities identifying months of each season

• Use weather expression in conversations

• Complete sentences that describes the weather illustrated

• Students say two/three things they do in the morning, afternoon and evening

• Students write and illustrate a page for a class book telling what they do at a specific time of the day

• Fill out a blank calendar with the days of the week based on a Spanish calendar. Home-Link Activities:




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UNIT 5: TIME

Why Is This Unit Important? This unit will enable students to state time in order to identify when things occur. Students will be utilizing prior knowledge of numbers and expand their knowledge to enhance communicative skills and abilities. Enduring Understandings: 1. Students will distinguish between AM and PM when stating time. 2. Students will comprehend use of analog time as well as digital time. 3. Students will identify the correct time in another country using time difference

information. Essential Questions: 1. What time is it? 2. At what time does (something) occur? 3. What time is it in (country)? Acquired Knowledge:

• The hours that make up AM/PM

• The difference between stating analog and digital time Acquired Skills:

• Stating time

• Expressing the date

• Gaining information from visual clues Benchmark or Major Assessments:

• Orally telling time on the hour, quarter hour and the half hour

• Reciting numbers

• Using vocabulary relating to time Instructional Materials:

• Index cards

• Hula Hoop

• Clock face worksheets

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• A7.NM.A 1-4,8

• B7.NM.B 1-4,6


• Construct a clock on the floor using the Hula Hoop

• Students will write the numbers 1-12 on the index cards in the target language. Ask students where each number goes and have them placed inside of the hoop. Have students look at six clocks; they will draw the hands on each clock to illustrate when they perform the activity shown on the clock face. They will also fill in the missing numbers on each clock.

• Class puts in order what they do for the day

• Students partner up to practice dialogue in which they greet each other, ask what they are doing in an activity and issue an invitation and reply





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UNIT 6: CLOTHING, BODY PARTS, COLORS

Why Is This Unit Important? This unit will enable students to describe their favorite clothing and color and identify the appropriate body parts. Students will be able to recall and utilize prior knowledge of weather to identify appropriate clothing. Enduring Understandings: 1. Students will identify clothing appropriate for school and formal situations. 2. Students will match clothing to body part. 3. Students will compare/contrast men’s and women’s clothing. 4. Students will describe clothing using colors. Essential Questions: 1. What clothing is worn by a woman? 2. What clothing is typically worn by a man? 3. What kind of clothing is worn in the different seasons? 4. What is your favorite color, outfit? Acquired Knowledge:

• Names for clothing

• Names of colors

• Names of body parts Acquired Skills:

• Describe the clothing worn by men and women

• Using vocabulary related to color and body parts

• Naming body parts

• Describing personal characteristics Benchmark or Major Assessments:

• Matching written descriptions to their corresponding pictures

• Label a body

• Design an outfit

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Instructional Materials:

• Activity worksheets: Body parts, clothing and color

• Content related text (www.teachersdiscovery.com) Accommodations or Modifications for Special Education, ESL or Gifted Learners: Restate directions Repetition Differential learning Visual Prompts Extended time Study Guide Preferential seating Group learning Modified Assignment/activities List of Applicable NJCCCS and Standards/CPIs Covered in This Unit:

• A7.NM.A 1-4,8

• B7.NM.B 1-4,6


• Students will tell the color of objects in the target language

• Students will describe familiar items using descriptors such as color, body part and shape

• Teacher and students read a picture book together. Learners recognize and read sight words

• Pairs of students hold dialogue about colors about types of clothing worn here and in target community

• Discuss clothing and/or jewelry worn by characters in any story or people in pictures

• Graph favorite color

• Draw and label five parts of the body in target language

• Body parts game – Show student teams’ labeled body parts in targeted language. Teams race to construct complete body on board.

• Silly body – teacher dictates parts to draw, student draws part and passes paper to next person.





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UNIT 7: FOODS

Why Is This Unit Important? Students will discuss common foods, including likes/dislikes. Students will learn about cuisine of the target culture. Enduring Understandings: 1. Students will be able to describe what they eat on a daily basis. 2. Students will be able to discuss foods they like and dislike. 3. Students will compare/contrast cuisine of target cultures. Essential Questions: 1. What are your favorite foods? 2. What are similarities/differences of the meals in the U.S. and the target cultures? 3. What do you eat for breakfast/lunch/dinner? Acquired Knowledge:

• Food vocabulary

• Likes and dislikes

• Cuisine/eating habits of the target culture Acquired Skills:

• Discuss a favorite meal

• Be able to read a menu in the target language Benchmark or Major Assessments:

• Identify products one would find in a Mexican market

• Plan a Mexican meal

• State likes/dislikes pertaining to specific objects, people or events

• Evaluate verbal performance Instructional Materials:

• Cultural foods video (www.teachersdiscovery.com)

• Fruit Bingo and Flashcards (www.teachersdiscovery.com)

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• A7.NM.A 1-4,8

• B7.NM.B 1-4,6


• Play foods bingo (www.teachersdiscovery.com)

• Students create menus, role-play restaurant scene ordering, paying bill, calculating tip, making change

• Foods game - Students work in teams to name foods for breakfast, lunch and dinner

• Place complete meal on board

• Students fill in blanks with food and drink they want to order from a restaurant Home-Link Activities:




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UNIT 8: HOUSE

Why Is This Unit Important? Students will be able to describe the rooms of a house and items in those rooms. Enduring Understandings: 1. Students will be able to identify rooms of a house/apartment. 2. Students will be able to describe a room. Essential Questions: 1. What are the rooms in a house? 2. What items do you find in those rooms? 3. What is your house/apartment like? Acquired Knowledge: 1. Vocabulary for rooms of a house 2. Vocabulary for common items in the different rooms of the house Acquired Skills: 1. Naming rooms 2. Describing their house 3. Labeling common objects in the different rooms of the house Benchmark or Major Assessments:

• Identifying and naming various rooms

• Students select a favorite room and describe by color

• Using a house layout (mi casa) and family member manipulative, students give and respond to commands about location in the house


• Household nouns bingo/flashcards (www.teachersdiscovery.com)

• Family flashcards (www.teachersdiscovery.com)

• El mundo de Felipe book (www.teachersdiscovery.com)

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• A7.NM.A 1-4,8

• B7.NM.B 1-4,6


• Listening to a story (El Mundo de Felipe) that has the targeted vocabulary

• Viewing –My House-DVD-vocabulary reinforcement (www.teachersdiscovery.com)

• House/room video (www.teachersdiscovery.com)

• Describe rooms in house – (la cocina-elbano-la casa—el patio-la sala-el domitorio-el comedor-el garaje-el atico-elsotano). A student states in the target language what he/she is doing. Classmates guess the room of the house the student is in.





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UNIT 9: CLASSROOM OBJECTS

Why Is This Unit Important? Students will be able to identify everyday items used in the classroom. Enduring Understandings: 1. Students will be able to identify classroom objects. 2. Students will be ale to discuss what supplies are needed for different subjects. 3. Students will be able to describe classroom objects. Essential Questions: 1. What classroom objects do you use on a daily basis? 2. What do you need to buy to get ready for a new school year? Acquired Knowledge:

• Vocabulary for classroom objects

• Relating pictures to words Acquired Skills:

• Identifying classroom objects

• Stating the color of objects

• Getting information from visual cues Benchmark or Major Assessments:

• Match object with appropriate vocabulary in target language

• Describe characteristics of objects Instructional Materials:

• Video-Carlos-(www.teacherdiscovery.com)

• Flashcards of different objects Accommodations or Modifications for Special Education, ESL or Gifted Learners: Restate directions Repetition Differential learning Visual Prompts Extended time Study Guide Preferential seating Group learning Modified Assignment/activities

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List of Applicable NJCCCS and Standards/CPIs Covered in This Unit:

• A7.NM.A 1-4,8

• B7.NM.B 1-4,6


• Place signs on objects around room. Have students circulate with paper/pencil writing down names of objects. Students compare lists.

• Answer or respond to questions posed by naming the objects shown on the video- Carlos and friend’s request and give information about objects (www.teachersdiscovery.com)

• Put familiar objects in a container (do not show objects to students)-Shake the container, as if trying to gain information about the contents, while posing the question ”Que’ es esto?” is posed. Repeat this activity several times, placing different objects in the container so students do not see them.





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UNIT 10: OCCUPATIONS

Why Is This Unit Important? Students will be able to identify different professions and occupations in the target language. Enduring Understandings: 1. Students will recognize the job titles in the target language. 2. Students will compare/contrast types of jobs; i.e., trade or professional. 3. Students will compare/contract common jobs in the U.S. as opposed to jobs in

the target countries. Essential Questions: 1. What are the common occupations in the target countries? 2. What job is of interest to you? 3. What are the occupations of your family members? 4. What common occupations are you exposed to on a daily basis? Acquired Knowledge:

• The ability to identify different professions/occupations Acquired Skills:

• Recognize and talk about common occupations

• Gaining information from visual clues

• Personal identification

• Following directions Benchmark or Major Assessments:

• Write name of occupation next to photo in target language

• Write and present to class a description of an occupation (policeman-fireman-banker-teacher-doctor-letter carrier-dentist-carpenter, etc.)


• Occupations flashcards (www.teachersdiscovery.com)

• Occupations/professions video (www.teachersdiscovery.com)

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• A7.NM.A 1-4,8

• B7.NM.B 1-4,6


• View occupations video. Have students state name/write name of occupation.

• Have students cut out pictures of their favorite occupation-compare with classmates.

• Create a Venn diagram comparing two occupations by clothing attributes and types of movement.





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UNIT 11: TRANSPORTATION

Why Is This Unit Important? This unit will give students the opportunity to talk about means of local and long-distance travel. Enduring Understandings: 1. Students will state methods of transportation to and from everyday activities. 2. Students will discuss methods of transportation for long-distance travel (within

and outside the U.S.). 3. Students will compare/contrast common transportation in this area as opposed to

that of a major city and/or target language country. Essential Questions: 1. How do you get to and from school? 2. How do you get to vacation areas? 3. How does one get to different target language countries? 4. How do you prefer to travel? Acquired Knowledge:

• Means of transportation

• Preference in transportation

• Knowing preferred means of transportation in the target language countries Acquired Skills:

• Stating means of transportation

• Talking about personal and regional transportation methods Benchmark or Major Assessments:

• Performance tasks, projects and assessments Instructional Materials:

• www.teachersdiscovery.com

• Teach Them Spanish-Flash Card Challenge

• Medios de transporte-Transportation video

• Disney Animated video-Transportation/student worksheets

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• A7.NM.A 1-4,8

• B7.NM.B 1-4,6


• Compare/contrast modes of transportation from the native culture and target culture

• Present transportation vocabulary in real life context. Have students guess mode of transportation.

• Have students give oral presentation (target language) on the type of transportation they have used (car-train-plane-boat)-have classmates write down from description the name.





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UNIT 12: LIKES, DISLIKES

Why Is This Unit Important? Students will be able to state preferences and opinions. Enduring Understandings: 1. Students will use verbs of opinion and preference. 2. Students will express displeasure using negative phrases. 3. Students will re-assimilate previously-learned topic vocabulary, stating their

pleasure and displeasure. 4. Students will compare personal opinions with those of their peers. Essential Questions: 1. What do you prefer? 2. What do you like? 3. What do you dislike? Acquired Knowledge:

• The ability to state preference and opinion using previously-learned topical vocabulary

Acquired Skills:

• Recognize affirmative and negative statements

• State preferences

• Expressing about likes and dislikes Benchmark or Major Assessments:

• Show flashcard of fruit-vegetable-sport

• Student states courtesy expression

• State if like or dislike Instructional Materials:


• Hablo Espanol con Perico-Flash card challenge

• Family/days/feelings video/worksheets

• Home/Food/Play video/worksheets

• Days/feelings vocabulary

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• A7.NM.A 1-4,8

• B7.NM.B 1-4,6


• Display for the class ten familiar fruits which will elicit strong likes and dislikes. Examples: (apples, lemons, limes and grapes.)

• Draw two symbols on the board: a heart to represent “Me gusta esto” and a heart with an X through it to represent the phrase, “No me gusta esto.” Show each item to students. Have students use the target language to state likes/dislikes.

• Have students draw their likes and dislikes on a piece of paper. Label using the phrases: “Me gusta esto” and No me gusta esto”

• Draw a Tic-tac-toe grid on the board. Place simple picture items (from magazine/ newspaper). Divide the class into teams. Team members may capture spaces by responding appropriately with, “Me gusta esto or “No me gusta esto.”





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UNIT 13: SCHOOL SUBJECTS

Why Is This Unit Important? This unit will enable students to identify the many school subjects in the target language. Enduring Understandings: 1. Students will identify school subjects. 2. Students will compare/contrast subjects taught in the U.S. and countries of the

target language at different grade levels. 3. Students will analyze importance of different courses. Essential Questions: 1. What subjects are you learning? 2. What is your favorite subject and why? 3. At what time do you have your classes? Acquired Knowledge:

• Names of subjects in the target language

• Differences between educational systems from other countries Acquired Skills:

• Describe current classes and schedule Benchmark or Major Assessments:

• List favorite subjects in target language

• Create a favorite schedule

• List related vocabulary associated with favorite subject Instructional Materials:

• School subject flashcards – (www.teachersdiscorery.com) Accommodations or Modifications for Special Education, ESL or Gifted Learners: Restate directions Repetition Differential learning Visual Prompts Extended time Study Guide Preferential seating Group learning Modified Assignment/activities

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List of Applicable NJCCCS and Standards/CPIs Covered in This Unit:

• A7.NM.A 1-4,8

• B7.NM.B 1-4,6


• Subject activity master – Have students find and circle the subjects listed; they may also express preferences using “Me gusta ” and “No me gusta .”

• Describe subject to class. Have students brainstorm and write down subject.

• Students will work in pairs to develop a list in the target language what is needed for each subject (example: Math: math book/pencil/calculator etc).

• Basic conversational expressions about favorite subjects. Home-Link Activities:




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UNIT 14: SPORTS, PASTIMES Why Is This Unit Important? This unit will give the students the opportunity to express opinions, likes and dislikes of activities. They will be able to talk about seasonal activities. Enduring Understandings: 1. Students will discuss common sports here and in the target language countries. 2. Students will tell personal preferences in sports and pastimes. 3. Students will identify teams on the map in the U.S. and target language

countries. Essential Questions: 1. What sports/pastimes do you prefer to watch and/or participate in? 2. What sports are most popular in the target language countries? 3. What are the season-specific sports? What sports are environmentally specific

(land, water, etc.)? Acquired Knowledge:

• Ability to identify sports and pastimes in the U.S. and target language countries Acquired Skills:

• The ability to read and analyze box scores and statistics

• Understanding sport preferences in target language countries

• Ability to identify teams by colors of uniforms and origins of teams in the U.S. and target language countries

Benchmark or Major Assessments:

• Learn target language vocabulary about different sports and sports positions and what they do.



• Mi di song book

• Mi di Flash cards/worksheets

• Sports/Professions bingo/flash cards

33


• A7.NM.A 1-4,8

• B7.NM.B 1-4,6


• Match the sport to the season in targeted language (Football/winter-Tennis/summer, etc.)

• Students talk about where they go in the targeted language

• Students describe/label places in the community (Park-movies-shopping mall-church-bank-cleaners etc)

• Sports flash cards (www.teachersdiscovery.com)

• Students draw/cut pictures from sports magazines to make classroom bulletin board or collage.





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END OF YEAR ASSESSMENT School Year: Grade Level:

Student Name UN

IT #

__

_

UN

IT #

__

_

UN

IT #

__

_

UN

IT #

__

_

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

21.

22.

23.

24.

25.

26.

27.

28.

29.

30.

35

SPANISH RESOURCES 1, 2, 3 Spanish – ThinkQuest Spanish Language – From Enchanted Learning. This is a great resource…don’t miss out on this one. There’s a picture dictionary, color and number activities, quizzes, all sorts of printouts, and much, much more. Art Capades – Wonderful art activities for K-3, in Spanish Cinco de Mayo Webquest – for grades 2-3 Don Quijote – Spanish vocabulary builder Jim Becker’s super Spanish websites Juegos y Canciones para Nino – Twenty Spanish teachers from the Pacific Northwest share some of their favorite Spanish games and songs for children LinguaWeb: Spanish – A collection of Spanish resources to help students of all ages. Living Language – Learn lots of useful phrases in Spanish. Click the little circle next to Spanish and pick the topic you would like to learn about. Spanish Food Dictionary –Learn Spanish with this translation tool for Spanish food terms. Quia Spanish activities – This page includes over 250 different topics with four or five different activities under each topic. Spanish Hotlist – Lots of resources here on just about every Spanish subject. Map of the Caribbean: http://www.lib.utexas.edu80/Libs/PCLMap_collection/americas/Caribbean.GIF Web Museums of Latin America: http://museos.web.com.mx/ Map of Middle America: http://www.libutexas.edu80/Lib/PCL/Map_collection/americas/middleamerica.jpg SpanishTeacher.org: Lots of great Spanish resources

Documents

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