World Language Spanish K- 2 Curriculum. Point Pleasant Beach School District G. Harold Antrim Elementary School.

Transcription

1 Point Pleasant Beach School District G. Harold Antrim Elementary School. Home of the Garnet Gulls The Few The Proud The Beach World Languages Spanish K-2 Prepared by: Ginette Domena Maria-Elena Villanueva Created on: June 10, 2015 Board of Education Approval: August 25, P age

2 District Mission Statement The Point Pleasant Beach School Community will provide for all students a safe and nurturing learning environment. We will empower our students with the knowledge, skills, and values needed to think critically, respect others and themselves, and achieve their highest potential as life-long learners. Philosophy of Course The Study of another language and culture prepares learners to function fully and effectively as citizens and workers in the 21 st century by being able to communicate in appropriate ways with people from diverse cultures. Goals of the Course! To provide a variety of meaningful and authentic materials that will enhance students understanding of the language and culture of the Spanish Speaking world.! To use technology as an integral tool for enhancing learning experiences in the classroom.! To incorporate the use of other disciplines such as mathematics, science, language, humanities and arts to expand their knowledge and to provide a meaningful learning.! To use a wide variety of resources including the Internet, newspaper, magazines, libraries for obtaining and sharing information, ideas to promote a better understanding of our world.! To prepare learners to be effective citizens in a global and diverse world in the 21 st century. 2 P age

3 American Council on the Teaching of Foreign Languages (ACTFL) Standards for Foreign Language Learning Communications Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions Standard 1.2: Students understand and interpret written and spoken language on a variety of topics Standard 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics. Cultures Standard 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied Standard 2.2: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied Connections Standard 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language Standard 3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures Comparisons Standard 4.1: Students demonstrate understanding of the nature of language through comparisons of the language studied and their own Standard 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own. Communities Standard 5.1: Students use the language both within and beyond the school setting Standard 5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment. 3 P age

4 Program Delivery The delivery of world languages differs by level. Students in grade Kindergarten receive Spanish instruction two days a week (80 classes per year; 20 minute instructional periods). Students in grades 1-5 receive Spanish instruction one day a week (40 classes per year; 45 minute instructional periods). The middle school program students will receive Spanish classes in sixth, seventh, and eighth grade. Instruction will be at the novice-mid proficiency level. Culture will be interconnected into the lessons as appropriate. At the end of program, students will be ready to attend Spanish II at the High School. If they elect to continue with the Spanish Language, students have the opportunity to take an accelerated credit course, AP Language Spanish in their Senior Year. In the High School, students are required to take ten credits of the same world language as part of their high school graduation requirement. An increasing number of college bound students go on to take additional years of world languages. 4 P age

5 Content Area: World Language Spanish K- 2 WORLD LANGUAGE SPANISH K- 2 CURRICULUM Grade Kindergarten Course Title: Spanish Grade Kindergarten Grade Level: Kindergarten Welcome to school 12 days My Birthday 12 days Let s Eat!!! 12 days Celebraciones 4 days Date Created: June 10, 2015 Board Approved on: 5 P age

6 Content Area: World Language-Spanish K-2 Unit Title: Welcome to School Target Course/Grade Level: Kindergarten WORLD LANGUAGE SPANISH K- 2 CURRICULUM Grade Kindergarten Welcome to School Unit Overview Unit Summary: In this unit students will learn vocabulary related to introductions, greetings, classroom phrases, days of the week, numbers (0-12), colors Primary interdisciplinary connections: Social Studies, Technology, Math, Arts. 21 st century themes: Education and Training (ED) Learning Targets Content Standards: 7.1 World Languages: All students will be able to use a world language in addition to English to engage in meaningful conversation, to understand and interpret spoken and written language, and to present information, concepts, and ideas, while also gaining an understanding of the perspectives of other cultures. Through language study, they will make connections with other content areas, compare the language and culture studied with their own, and participate in home and global communities. Strands: A: Interpretive Mode, B: Interpersonal Mode, and C: Presentational Mode All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge 8.2- All students will develop an understanding of the nature and impact of technology, engineering, technological design, computational thinking, and the designed world, as they relate to the individual, global society, and environment. 9.3-This unit will infuse standards of the 21 st Century Life and Careers. Uses effective communication and collaboration skills and resources to interact with a global society, Critical Thinking and Problem Solving; Creativity and Innovation; Collaboration, Teamwork, and Leadership; and Cross-Cultural Understanding. By integrating Standard 9.3 into instruction, students will acquire the necessary academic and life skills to not only achieve individual success but also to contribute to the success of our society. CPI # Cumulative Progress Indicator (CPI) Proficiency Level- Novice Mid (NM) 7.1.NM A Interpretive Mode (A) 7.1.NM.A NM.A.2 Recognize familiar spoken or written words and phrases contained in culturally authentic materials using electronic information sources related to targeted themes. Demonstrate comprehension of simple, oral and written directions, commands, and requests through appropriate physical response. 6 P age

7 7.1.NM.A NM.A NM.A NM.B Interpersonal Mode (B) 7.1.NM.B NM.B NM.B NM.B NM.B NM.C Presentational Mode (C) 7.1.NM.C NM.C NM.C NM.C NM.C & 8.2 Technology A A A.4 World Language Spanish K- 2 Curriculum Recognize a few common gestures and cultural practices associated with the target culture(s). Identify familiar people, places, and objects based on simple oral and/or written descriptions. Demonstrate comprehension of brief oral and written messages using age- and level-appropriate, culturally authentic materials on familiar topics Use digital tools to exchange basic information at the word and memorizedphrase level related to self and targeted themes. Give and follow simple oral and written directions, commands, and requests when participating in age-appropriate classroom and cultural activities. Imitate appropriate gestures and intonation of the target culture(s)/language during greetings, leave-takings, and daily interactions. Ask and respond to simple questions, make requests, and express preferences using memorized words and phrases. Exchange information using words, phrases, and short sentences practiced in class on familiar topics or on topics studied in other content areas. Use basic information at the word and memorized-phrase level to create a multimedia-rich presentation on targeted themes to be shared virtually with a target language audience. Imitate, recite, and/or dramatize simple poetry, rhymes, songs, and skits. Copy/write words, phrases, or simple guided texts on familiar topics. Present information from age- and level-appropriate, culturally authentic materials orally or in writing. Name and label tangible cultural products and imitate cultural practices from the target culture(s). Identify the basic features of a digital device and explain its purpose. Create a document using a word processing application. Demonstrate developmentally appropriate navigation skills in virtual environments (i.e. games, museums). Standard 9 21 st Century Life & Careers ED.2 Demonstrate effective oral, written and multimedia communication in multiple formats and contexts. 7 P age

8 Unit Essential Questions How do you greet and say farewell to someone in Spanish? How can we use words in Spanish to state familiar objects? Unit Enduring Understandings Students will understand that Language learning involves acquiring strategies to fill communication gaps. The learner will be able to greet people in Spanish using culturally authentic expressions and vocabulary. Spanish has a different sound system than English. Unit Objectives Unit Objectives Students will know to Students will be able to Recognize polite words such as please and Hear and respond to basic greeting thank you. words. Recite days of the week, Produce oral language by imitating, Count from singing and rhyming. Identify items around the classroom by color. Identify days of the week a calendar. Ask and state name. Listen and follow directions. Identify 7 basic colors: red, blue, yellow, green, brown, orange and purple. WORLD LANGUAGE SPANISH K- 2 CURRICULUM Grade Kindergarten- Welcome to School Evidence of Learning Formative Assessments TPR (Follow directions) Games: Veo, veo dice Summative Assessments: Games and art projects. Modifications (ELLs, Special Education, Gifted and Talented) Differentiates instructions as needed. Follow all IEP modifications/504 plan Matching games Song: days of the week, Macarena de los números, color song. Curriculum development Resources/Instructional Materials/Equipment Needed Teacher Resources: Songs/ itunes Props and pictures. CD s / CD player. Various handouts. Internet games. 8 P age

9 Power Points. Teacher s laptop. Access to school laptops or multimedia classroom. Elmo and projector. Teacher Notes: Content Area: World Language-Spanish K-2 Unit Title: My Birthday Target Course/Grade Level: Kindergarten WORLD LANGUAGE SPANISH K- 2 CURRICULUM Grade Kindergarten My Birthday Unit Overview Unit Summary: In this unit students will learn vocabulary related to months, dates, birthdates, numbers 13-20, age, family, foods. Primary interdisciplinary connections: Social Studies, Technology, Math, Arts. 21 st century themes: Education and Training (ED) & Printing Technology (AR-PRT) Learning Targets Content Standards: 7.1 World Languages: All students will be able to use a world language in addition to English to engage in meaningful conversation, to understand and interpret spoken and written language, and to present information, concepts, and ideas, while also gaining an understanding of the perspectives of other cultures. Through language study, they will make connections with other content areas, compare the language and culture studied with their own, and participate in home and global communities. Strands: A: Interpretive Mode, B: Interpersonal Mode, and C: Presentational Mode All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge 8.2- All students will develop an understanding of the nature and impact of technology, engineering, technological design, and the designed world, as they relate to the individual, global society, and environment. 9.3-This unit will infuse standards of the 21 st Century Life and Careers. Uses effective communication and collaboration skills and resources to interact with a global society, Critical Thinking and Problem Solving; Creativity and Innovation; Collaboration, Teamwork, and Leadership; and Cross-Cultural Understanding. By integrating Standard 9.3 into instruction, students will acquire the necessary academic and life skills to not only achieve individual success but also to contribute to the success of our society. 9 P age

10 CPI # 7.1.NM A Interpretive Mode (A) 7.1.NM.A NM.A NM.A NM.A NM.A NM.B Interpersonal Mode (B) 7.1.NM.B NM.B NM.B NM.B NM.B NM.C Presentational Mode (C) 7.1.NM.C NM.C NM.C NM.C & 8.2 Technology A.1 World Language Spanish K- 2 Curriculum Cumulative Progress Indicator (CPI) Proficiency Level- Novice Mid (NM) Recognize familiar spoken or written words and phrases contained in culturally authentic materials using electronic information sources related to targeted themes. Demonstrate comprehension of simple, oral and written directions, commands, and requests through appropriate physical response. Recognize a few common gestures and cultural practices associated with the target culture(s). Identify familiar people, places, and objects based on simple oral and/or written descriptions. Demonstrate comprehension of brief oral and written messages using age- and level-appropriate, culturally authentic materials on familiar topics Use digital tools to exchange basic information at the word and memorizedphrase level related to self and targeted themes. Give and follow simple oral and written directions, commands, and requests when participating in age-appropriate classroom and cultural activities. Imitate appropriate gestures and intonation of the target culture(s)/language during greetings, leave-takings, and daily interactions. Ask and respond to simple questions, make requests, and express preferences using memorized words and phrases. Exchange information using words, phrases, and short sentences practiced in class on familiar topics or on topics studied in other content areas. Use basic information at the word and memorized-phrase level to create a multimedia-rich presentation on targeted themes to be shared virtually with a target language audience. Imitate, recite, and/or dramatize simple poetry, rhymes, songs, and skits. Copy/write words, phrases, or simple guided texts on familiar topics. Present information from age- and level-appropriate, culturally authentic materials orally or in writing. Identify the basic features of a digital device and explain its purpose. 10 P age

11 8.1.2.A A C E.1 Standard 9 21 st Century Life & Careers AR PRT ED ED.5 World Language Spanish K- 2 Curriculum Create a document using a word processing application. Demonstrate developmentally appropriate navigation skills in virtual environments (i.e. games, museums). Engage in a variety of developmentally appropriate learning activities with students in other classes, schools, or countries using various media formats such as online collaborative tools, and social media. Use digital tools and online resources to explore a problem or issue. Demonstrate the production of various print, multimedia or digital media products. Demonstrate effective oral, written and multimedia communication in multiple formats and contexts. Demonstrate group collaboration skills to enhance professional education and training practice. Unit Essential Questions How are Spanish and English alike? Different? What traditions and holidays do Spanishspeaking children celebrate? Unit Enduring Understandings Students will understand that Listening and speaking are primary communicative goals in modern language learning. These skills are used for the purposes of socializing, providing and acquiring information, expressing personal feelings and opinions, and getting others to adopt a course of action. Celebrations are similar and different. Unit Objectives Unit Objectives Students will know to Students will be able to Recite months of the year. Use basic greetings with their friends State birthdates. and teacher. Count days in a calendar. Count up to twenty objects. Count number of students in classroom. Identify numbers through ten out of sequence. Count days on the calendar. Orally recognize and discriminate days/months Identify and pronounce colors Respond to simple action commands WORLD LANGUAGE SPANISH K- 2 CURRICULUM Grade kindergarten My Birthday. 11 P age

12 Formative Assessments Standing bingo TPR (Follow directions) Movement and Dance Identifying visuals. Answering oral questions. Evidence of Learning Songs Drawing to demonstrate. Counting/Classifying/Sorting Objects Singing songs Summative Assessments Games and art projects. Modifications (ELLs, Special Education, Gifted and Talented) Differentiates instructions as needed. Follow all IEP modifications/504 plan Curriculum development Resources/Instructional Materials/Equipment Needed Teacher Resources: Songs/ itunes Props and pictures. CD s / CD player. Various handouts. Internet games. Power Points. Teacher s laptop. Toys, Puppets, Arts and crafts supplies Access to school laptops or multimedia classroom. Elmo and projector. Teacher Notes: Content Area: World Language-Spanish K-2 Unit Title: Let s eat Target Course/Grade Level: Kindergarten WORLD LANGUAGE SPANISH K- 2 CURRICULUM Grade Kindergarten Let s eat Unit Overview 12 P age

13 Unit Summary: In this unit students will learn vocabulary related foods, community, seasons, colors, numbers (21-31), Primary interdisciplinary connections: Geography, Technology, Math, Arts, Language Arts. 21 st century themes: Education and Training (ED) & Printing Technology (AR-PRT). Learning Targets Content Standards: 7.1 World Languages: All students will be able to use a world language in addition to English to engage in meaningful conversation, to understand and interpret spoken and written language, and to present information, concepts, and ideas, while also gaining an understanding of the perspectives of other cultures. Through language study, they will make connections with other content areas, compare the language and culture studied with their own, and participate in home and global communities. Strands: A: Interpretive Mode, B: Interpersonal Mode, and C: Presentational Mode All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge 8.2- All students will develop an understanding of the nature and impact of technology, engineering, technological design, and the designed world, as they relate to the individual, global society, and environment. 9.3-This unit will infuse standards of the 21 st Century Life and Careers. Uses effective communication and collaboration skills and resources to interact with a global society, Critical Thinking and Problem Solving; Creativity and Innovation; Collaboration, Teamwork, and Leadership; and Cross-Cultural Understanding. By integrating Standard 9.3 into instruction, students will acquire the necessary academic and life skills to not only achieve individual success but also to contribute to the success of our society. CPI # Cumulative Progress Indicator (CPI) Proficiency Level- Novice Mid (NM) 7.1.NM A Interpretive Mode (A) 7.1.NM.A NM.A NM.A NM.A NM.A NM.B Interpersonal Mode (B) Recognize familiar spoken or written words and phrases contained in culturally authentic materials using electronic information sources related to targeted themes. Demonstrate comprehension of simple, oral and written directions, commands, and requests through appropriate physical response. Recognize a few common gestures and cultural practices associated with the target culture(s). Identify familiar people, places, and objects based on simple oral and/or written descriptions. Demonstrate comprehension of brief oral and written messages using ageand level-appropriate, culturally authentic materials on familiar topics 13 P age

14 7.1.NM.B NM.B NM.B NM.B NM.B NM.C Presentational Mode (C) 7.1.NM.C NM.C NM.C NM.C NM.C & 8.2 Technology A A A C E.1 Standard 9 21 st Century Life & Careers AR PRT.2 World Language Spanish K- 2 Curriculum Use digital tools to exchange basic information at the word and memorizedphrase level related to self and targeted themes. Give and follow simple oral and written directions, commands, and requests when participating in age-appropriate classroom and cultural activities. Imitate appropriate gestures and intonation of the target culture(s)/language during greetings, leave-takings, and daily interactions. Ask and respond to simple questions, make requests, and express preferences using memorized words and phrases. Exchange information using words, phrases, and short sentences practiced in class on familiar topics or on topics studied in other content areas. Use basic information at the word and memorized-phrase level to create a multimedia-rich presentation on targeted themes to be shared virtually with a target language audience. Imitate, recite, and/or dramatize simple poetry, rhymes, songs, and skits. Copy/write words, phrases, or simple guided texts on familiar topics. Present information from age- and level-appropriate, culturally authentic materials orally or in writing. Name and label tangible cultural products and imitate cultural practices from the target culture(s). Identify the basic features of a digital device and explain its purpose. Create a document using a word processing application. Demonstrate developmentally appropriate navigation skills in virtual environments (i.e. games, museums). Engage in a variety of developmentally appropriate learning activities with students in other classes, schools, or countries using various media formats such as online collaborative tools, and social media. Use digital tools and online resources to explore a problem or issue. Demonstrate the production of various print, multimedia or digital media products ED.2 Demonstrate effective oral, written and multimedia communication in multiple formats and contexts ED.5 Demonstrate group collaboration skills to enhance professional education and training practice. Unit Essential Questions Unit Enduring Understandings 14 P age

15 How are we transformed by our study of another language? How do we name things in a different language? How do I begin to talk about the fruits, vegetables, and foods I like and dislike in Spanish? Students will understand that Listening and speaking are primary communicative goals in modern language learning. These skills are used for the purposes of socializing, providing and acquiring information, expressing personal feelings and opinions, and getting others to adopt a course of action. They can talk about their favorite foods in Spanish. Unit Objectives Unit Objectives Students will know to Students will be able to Name fruits, vegetables and foods. Identify fruit and vegetables. How to express likes and dislikes. Express likes and dislikes. Describe foods by taste, color and shape. Count items to 30. WORLD LANGUAGE SPANISH K- 2 CURRICULUM Grade Kindergarten Let s Eat Evidence of Learning Formative Assessments Standing bingo TPR (Follow directions) Movement and Dance Identifying visuals. Answering oral questions. Songs Drawing to demonstrate. Counting/Classifying/Sorting Objects Singing songs Summative Assessments Art projects and games. Modifications (ELLs, Special Education, Gifted and Talented) Differentiates instructions as needed. Follow all IEP modifications/504 plan Curriculum development Resources/Instructional Materials/Equipment Needed Teacher Resources: Songs/ itunes Props and pictures. CD s / CD player. Various handouts. Internet games. Power Points. Teacher s laptop. Toys, Puppets, Arts and crafts supplies 15 P age

16 Access to school laptops or multimedia classroom. Elmo and projector. Teacher Notes: 16 P age

17 WORLD LANGUAGE SPANISH K- 2 CURRICULUM Grade K- Celebrations Unit Overview Content Area: World Language-Spanish K-2 Unit Title: Celebrations Target Course/Grade Level: Kindergarten Unit Summary: In this unit students will explore Las Navidades Primary interdisciplinary connections: Social Studies, Technology, Math, Arts 21 st century themes: Education and Training (ED) & Printing Technology (AR-PRT). Learning Targets Content Standards: 7.1 World Languages: All students will be able to use a world language in addition to English to engage in meaningful conversation, to understand and interpret spoken and written language, and to present information, concepts, and ideas, while also gaining an understanding of the perspectives of other cultures. Through language study, they will make connections with other content areas, compare the language and culture studied with their own, and participate in home and global communities. Strands: A: Interpretive Mode, B: Interpersonal Mode, and C: Presentational Mode All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge 8.2- All students will develop an understanding of the nature and impact of technology, engineering, technological design, and the designed world, as they relate to the individual, global society, and environment. 9.3-This unit will infuse standards of the 21 st Century Life and Careers. Uses effective communication and collaboration skills and resources to interact with a global society, Critical Thinking and Problem Solving; Creativity and Innovation; Collaboration, Teamwork, and Leadership; and Cross-Cultural Understanding. By integrating Standard 9.3 into instruction, students will acquire the necessary academic and life skills to not only achieve individual success but also to contribute to the success of our society. CPI # Cumulative Progress Indicator (CPI) Proficiency Level- Novice Mid (NM) 7.1.NM A Interpretive Mode (A) 7.1.NM.A NM.A NM.A.3 Recognize familiar spoken or written words and phrases contained in culturally authentic materials using electronic information sources related to targeted themes. Demonstrate comprehension of simple, oral and written directions, commands, and requests through appropriate physical response. Recognize a few common gestures and cultural practices associated with 17 P age

18 7.1.NM.A NM.A NM.B Interpersonal Mode (B) 7.1.NM.B NM.B NM.B NM.B NM.B NM.C Presentational Mode (C) 7.1.NM.C NM.C NM.C NM.C NM.C & 8.2 Technology A A A C.1 World Language Spanish K- 2 Curriculum the target culture(s). Identify familiar people, places, and objects based on simple oral and/or written descriptions. Demonstrate comprehension of brief oral and written messages using age- and level-appropriate, culturally authentic materials on familiar topics Use digital tools to exchange basic information at the word and memorized-phrase level related to self and targeted themes. Give and follow simple oral and written directions, commands, and requests when participating in age-appropriate classroom and cultural activities. Imitate appropriate gestures and intonation of the target culture(s)/language during greetings, leave-takings, and daily interactions. Ask and respond to simple questions, make requests, and express preferences using memorized words and phrases. Exchange information using words, phrases, and short sentences practiced in class on familiar topics or on topics studied in other content areas. Use basic information at the word and memorized-phrase level to create a multimedia-rich presentation on targeted themes to be shared virtually with a target language audience. Imitate, recite, and/or dramatize simple poetry, rhymes, songs, and skits. Copy/write words, phrases, or simple guided texts on familiar topics. Present information from age- and level-appropriate, culturally authentic materials orally or in writing. Name and label tangible cultural products and imitate cultural practices from the target culture(s). Identify the basic features of a digital device and explain its purpose. Create a document using a word processing application. Demonstrate developmentally appropriate navigation skills in virtual environments (i.e. games, museums). Engage in a variety of developmentally appropriate learning activities with students in other classes, schools, or countries using various media formats such as online collaborative tools, and social media. 18 P age

19 8.1.2.E.1 World Language Spanish K- 2 Curriculum Use digital tools and online resources to explore a problem or issue. Standard 9 21 st Century Life & Careers AR PRT.2 Demonstrate the production of various print, multimedia or digital media products ED ED.5 Demonstrate effective oral, written and multimedia communication in multiple formats and contexts. Demonstrate group collaboration skills to enhance professional education and training practice. Unit Essential Questions What is Las Navidades? When is it celebrated? Where is it celebrated? What special foods are eaten? Can I compare my own celebrations to Las Navidades? What are some of the traditions of Las Navidades? Unit Enduring Understandings Students will understand that Las Navidades has similar traditions to those in the United States Special meals are eaten during Las Navidades Las Navidades occurs all over the world Unit Objectives Students will know tell where Las Navidades is celebrated explain why it is celebrated Compare an event in their community with Las Navidades Recognize foods eaten Unit Objectives Students will be able to Understand that Las Navidades are special celebrations Discuss different traditions during Las Navidades Compare their traditions to the traditions of Las Navidades Identify items/costumes related to Las Navidades WORLD LANGUAGE SPANISH K- 2 CURRICULUM Grade Kindergarten - Celebraciones Evidence of Learning Formative Assessments Standing bingo TPR (Follow directions) Movement and Dance Identifying visuals. Answering oral questions. Songs Drawing to demonstrate. Counting/Classifying/Sorting Objects Singing songs Summative Assessments Art projects. The unit will conclude with the creation of a class made piñata 19 P age

20 Modifications (ELLs, Special Education, Gifted and Talented) Differentiates instructions as needed. Follow all IEP modifications/504 plan Curriculum development Resources/Instructional Materials/Equipment Needed Teacher Resources: Songs/ itunes Props and pictures. CD s / CD player. Various handouts. Internet games. Power Points. Teacher s laptop. Access to school laptops or multimedia classroom. Elmo and projector. Teacher Notes: 20 P age

21 Content Area: World Language Spanish K- 2 WORLD LANGUAGE SPANISH K- 2 CURRICULUM Grade 1 Course Title: Spanish Grade 1 Grade Level: 1 My Classroom 9 days Who Am I? 9 days Animals 18 days Celebraciones 4 days Date Created: June 10, 2015 Board Approved on: 21 P age

22 Content Area: World Language-Spanish K-2 Unit Title: My Classroom Target Course/Grade Level: First Grade WORLD LANGUAGE SPANISH K- 2 CURRICULUM Grade 1- My Classroom Unit Overview Unit Summary: In this unit students will learn vocabulary related to introductions, greetings, classroom phrases, days of the week, months, numbers (0-30). Primary interdisciplinary connections: Social Studies, Technology, Math, Arts. 21 st century themes: Education and Training (ED) & Printing Technology (AR-PRT) Learning Targets Content Standards: 7.1 World Languages: All students will be able to use a world language in addition to English to engage in meaningful conversation, to understand and interpret spoken and written language, and to present information, concepts, and ideas, while also gaining an understanding of the perspectives of other cultures. Through language study, they will make connections with other content areas, compare the language and culture studied with their own, and participate in home and global communities. Strands: A: Interpretive Mode, B: Interpersonal Mode, and C: Presentational Mode All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge 8.2- All students will develop an understanding of the nature and impact of technology, engineering, technological design, and the designed world, as they relate to the individual, global society, and environment. 9.3-This unit will infuse standards of the 21 st Century Life and Careers. Uses effective communication and collaboration skills and resources to interact with a global society, Critical Thinking and Problem Solving; Creativity and Innovation; Collaboration, Teamwork, and Leadership; and Cross-Cultural Understanding. By integrating Standard 9.3 into instruction, students will acquire the necessary academic and life skills to not only achieve individual success but also to contribute to the success of our society. CPI # Cumulative Progress Indicator (CPI) Proficiency Level- Novice Mid (NM) 7.1.NM A Interpretive Mode (A) 7.1.NM.A NM.A NM.A.3 Recognize familiar spoken or written words and phrases contained in culturally authentic materials using electronic information sources related to targeted themes. Demonstrate comprehension of simple, oral and written directions, commands, and requests through appropriate physical response. Recognize a few common gestures and cultural practices associated with the 22 P age

23 7.1.NM.A NM.A NM.B Interpersonal Mode (B) 7.1.NM.B NM.B NM.B NM.B NM.B NM.C Presentational Mode (C) 7.1.NM.C NM.C NM.C NM.C NM.C & 8.2 Technology A A A C E.1 Standard 9 21 st Century Life & Careers. World Language Spanish K- 2 Curriculum target culture(s). Identify familiar people, places, and objects based on simple oral and/or written descriptions. Demonstrate comprehension of brief oral and written messages using age- and level-appropriate, culturally authentic materials on familiar topics Use digital tools to exchange basic information at the word and memorizedphrase level related to self and targeted themes. Give and follow simple oral and written directions, commands, and requests when participating in age-appropriate classroom and cultural activities. Imitate appropriate gestures and intonation of the target culture(s)/language during greetings, leave-takings, and daily interactions. Ask and respond to simple questions, make requests, and express preferences using memorized words and phrases. Exchange information using words, phrases, and short sentences practiced in class on familiar topics or on topics studied in other content areas. Use basic information at the word and memorized-phrase level to create a multimedia-rich presentation on targeted themes to be shared virtually with a target language audience. Imitate, recite, and/or dramatize simple poetry, rhymes, songs, and skits. Copy/write words, phrases, or simple guided texts on familiar topics. Present information from age- and level-appropriate, culturally authentic materials orally or in writing. Name and label tangible cultural products and imitate cultural practices from the target culture(s). Identify the basic features of a digital device and explain its purpose. Create a document using a word processing application. Demonstrate developmentally appropriate navigation skills in virtual environments (i.e. games, museums). Engage in a variety of developmentally appropriate learning activities with students in other classes, schools, or countries using various media formats such as online collaborative tools, and social media. Use digital tools and online resources to explore a problem or issue. 23 P age

24 AR PRT.2 Demonstrate the production of various print, multimedia or digital media products ED.2 Demonstrate effective oral, written and multimedia communication in multiple formats and contexts ED.5 Demonstrate group collaboration skills to enhance professional education and training practice. Unit Essential Questions How do I know that I am getting better in using language in real-world situations? How do you greet and say farewell to someone in Spanish? How is the Spanish calendar different from the English one? Unit Enduring Understandings Students will understand that Language learning involves acquiring strategies to fill communication gaps. The learner will be able to greet people in Spanish using culturally authentic expressions and vocabulary Unit Objectives Students will know to Recognize polite words such as please and thank you. Recite days of the week, months. Count from Identify items around the classroom by color. Unit Objectives Students will be able to Hear and respond to basic greeting words. Produce oral language by imitating, singing and rhyming. Identify items from the classroom such a pencil, marker, paper, etc. Identify days of the week, months in a calendar. WORLD LANGUAGE SPANISH K-2 CURRICULUM Grade 1-My classroom Evidence of Learning Formative Assessments Bingo TPR (Follow directions) Worksheets- handouts Matching games Song: days of the week, Macarena Months Drawing to demonstrate Summative Assessments The unit will conclude with the creation of an advertising of supplies needed for school. Students will, cut, color, and paste several items including price and day of the week of such special. Modifications (ELLs, Special Education, Gifted and Talented) Differentiates instructions as needed. Follow all IEP modifications/504 plan Curriculum development Resources/Instructional Materials/Equipment Needed Teacher Resources: Songs/ itunes Props and pictures. CD s / CD player. Various handouts. Internet games. Power Points. 24 P age

25 Teacher s laptop. Access to school laptops or multimedia classroom. Elmo and projector. Teacher Notes: Content Area: World Language-Spanish K-2 Unit Title: Who Am I? Target Course/Grade Level: First Grade WORLD LANGUAGE SPANISH K- 2 CURRICULUM Grade 1 Who Am I? Unit Overview Unit Summary: In this unit students will learn vocabulary related to body and face parts, and to describe parts by color and how many. Primary interdisciplinary connections: Science, Technology, Math, Arts. 21 st century themes: Education and Training (ED) & Printing Technology (AR-PRT) Learning Targets Content Standards: 7.1 World Languages: All students will be able to use a world language in addition to English to engage in meaningful conversation, to understand and interpret spoken and written language, and to present information, concepts, and ideas, while also gaining an understanding of the perspectives of other cultures. Through language study, they will make connections with other content areas, compare the language and culture studied with their own, and participate in home and global communities. Strands: A: Interpretive Mode, B: Interpersonal Mode, and C: Presentational Mode All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge 8.2- All students will develop an understanding of the nature and impact of technology, engineering, technological design, and the designed world, as they relate to the individual, global society, and environment. 9.3-This unit will infuse standards of the 21 st Century Life and Careers. Uses effective communication and collaboration skills and resources to interact with a global society, Critical Thinking and Problem Solving; Creativity and Innovation; Collaboration, Teamwork, and Leadership; and Cross-Cultural Understanding. By integrating Standard 9.3 into instruction, students will acquire the necessary academic and life skills to not only achieve individual success but also to contribute to the success of our society. CPI # Cumulative Progress Indicator (CPI) Proficiency Level- Novice Mid (NM) 25 P age

26 7.1.NM A Interpretive Mode (A) 7.1.NM.A NM.A NM.A NM.A NM.A NM.B Interpersonal Mode (B) 7.1.NM.B NM.B NM.B NM.B NM.B NM.C Presentational Mode (C) 7.1.NM.C NM.C NM.C NM.C NM.C & 8.2 Technology A A.2 Recognize familiar spoken or written words and phrases contained in culturally authentic materials using electronic information sources related to targeted themes. Demonstrate comprehension of simple, oral and written directions, commands, and requests through appropriate physical response. Recognize a few common gestures and cultural practices associated with the target culture(s). Identify familiar people, places, and objects based on simple oral and/or written descriptions. Demonstrate comprehension of brief oral and written messages using age- and level-appropriate, culturally authentic materials on familiar topics Use digital tools to exchange basic information at the word and memorizedphrase level related to self and targeted themes. Give and follow simple oral and written directions, commands, and requests when participating in age-appropriate classroom and cultural activities. Imitate appropriate gestures and intonation of the target culture(s)/language during greetings, leave-takings, and daily interactions. Ask and respond to simple questions, make requests, and express preferences using memorized words and phrases. Exchange information using words, phrases, and short sentences practiced in class on familiar topics or on topics studied in other content areas. Use basic information at the word and memorized-phrase level to create a multimedia-rich presentation on targeted themes to be shared virtually with a target language audience. Imitate, recite, and/or dramatize simple poetry, rhymes, songs, and skits. Copy/write words, phrases, or simple guided texts on familiar topics. Present information from age- and level-appropriate, culturally authentic materials orally or in writing. Name and label tangible cultural products and imitate cultural practices from the target culture(s). Identify the basic features of a digital device and explain its purpose. Create a document using a word processing application. 26 P age

27 8.1.2.A C E.1 Standard 9 21 st Century Life & Careers AR PRT ED ED.5 World Language Spanish K- 2 Curriculum Demonstrate developmentally appropriate navigation skills in virtual environments (i.e. games, museums). Engage in a variety of developmentally appropriate learning activities with students in other classes, schools, or countries using various media formats such as online collaborative tools, and social media. Use digital tools and online resources to explore a problem or issue. Demonstrate the production of various print, multimedia or digital media products. Demonstrate effective oral, written and multimedia communication in multiple formats and contexts. Demonstrate group collaboration skills to enhance professional education and training practice. Unit Essential Questions What are the main parts of the human body? How many do you have of each? How do you describe someone s eye/hair color? Unit Enduring Understandings Students will understand that There are different parts of the body and will be able to identify each part. Unit Objectives Unit Objectives Students will know to Students will be able to Identify 10 body parts. Recognize and name body parts. WORLD LANGUAGE SPANISH K- 2 CURRICULUM Grade 1 Who Am I? Evidence of Learning Formative Assessments Bingo TPR (Follow directions) Worksheets- handouts Matching games Songs Drawing to demonstrate Summative Assessments The unit will conclude with the creation of a potato head where students following name body parts. Modifications (ELLs, Special Education, Gifted and Talented) Differentiates instructions as needed. Follow all IEP modifications/504 plan Curriculum development Resources/Instructional Materials/Equipment Needed Teacher Resources: Songs/ itunes Props and pictures. 27 P age

28 CD s / CD player. Various handouts. Internet games. Power Points. Teacher s laptop. Access to school laptops or multimedia classroom. Elmo and projector. Teacher Notes: 28 P age

29 Content Area: World Language-Spanish K-2 Unit Title: My Classroom Target Course/Grade Level: First Grade WORLD LANGUAGE SPANISH K- 2 CURRICULUM Grade 1 Animals Unit Overview Unit Summary: In this unit students will learn vocabulary related animals, colors by using the book Oso pardo (Brown Bear) and Farm Animals. Primary interdisciplinary connections: Geography, Technology, Math, Arts, Language Arts. 21 st century themes: Education and Training (ED) & Printing Technology (AR-PRT) Learning Targets Content Standards: 7.1 World Languages: All students will be able to use a world language in addition to English to engage in meaningful conversation, to understand and interpret spoken and written language, and to present information, concepts, and ideas, while also gaining an understanding of the perspectives of other cultures. Through language study, they will make connections with other content areas, compare the language and culture studied with their own, and participate in home and global communities. Strands: A: Interpretive Mode, B: Interpersonal Mode, and C: Presentational Mode All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge 8.2- All students will develop an understanding of the nature and impact of technology, engineering, technological design, and the designed world, as they relate to the individual, global society, and environment. 9.3-This unit will infuse standards of the 21 st Century Life and Careers. Uses effective communication and collaboration skills and resources to interact with a global society, Critical Thinking and Problem Solving; Creativity and Innovation; Collaboration, Teamwork, and Leadership; and Cross-Cultural Understanding. By integrating Standard 9.3 into instruction, students will acquire the necessary academic and life skills to not only achieve individual success but also to contribute to the success of our society. CPI # Cumulative Progress Indicator (CPI) Proficiency Level- Novice Mid (NM) 7.1.NM A Interpretive Mode (A) 7.1.NM.A NM.A.2 Recognize familiar spoken or written words and phrases contained in culturally authentic materials using electronic information sources related to targeted themes. Demonstrate comprehension of simple, oral and written directions, commands, and requests through appropriate physical response. 29 P age

30 7.1.NM.A NM.A NM.A NM.B Interpersonal Mode (B) 7.1.NM.B NM.B NM.B NM.B NM.B NM.C Presentational Mode (C) 7.1.NM.C NM.C NM.C NM.C NM.C & 8.2 Technology A A A C E.1 Standard 9 World Language Spanish K- 2 Curriculum Recognize a few common gestures and cultural practices associated with the target culture(s). Identify familiar people, places, and objects based on simple oral and/or written descriptions. Demonstrate comprehension of brief oral and written messages using age- and level-appropriate, culturally authentic materials on familiar topics Use digital tools to exchange basic information at the word and memorizedphrase level related to self and targeted themes. Give and follow simple oral and written directions, commands, and requests when participating in age-appropriate classroom and cultural activities. Imitate appropriate gestures and intonation of the target culture(s)/language during greetings, leave-takings, and daily interactions. Ask and respond to simple questions, make requests, and express preferences using memorized words and phrases. Exchange information using words, phrases, and short sentences practiced in class on familiar topics or on topics studied in other content areas. Use basic information at the word and memorized-phrase level to create a multimedia-rich presentation on targeted themes to be shared virtually with a target language audience. Imitate, recite, and/or dramatize simple poetry, rhymes, songs, and skits. Copy/write words, phrases, or simple guided texts on familiar topics. Present information from age- and level-appropriate, culturally authentic materials orally or in writing. Name and label tangible cultural products and imitate cultural practices from the target culture(s). Identify the basic features of a digital device and explain its purpose. Create a document using a word processing application. Demonstrate developmentally appropriate navigation skills in virtual environments (i.e. games, museums). Engage in a variety of developmentally appropriate learning activities with students in other classes, schools, or countries using various media formats such as online collaborative tools, and social media. Use digital tools and online resources to explore a problem or issue. 30 P age

31 21 st Century Life & Careers AR Demonstrate the production of various print, multimedia or digital media PRT.2 products ED ED.5 Demonstrate effective oral, written and multimedia communication in multiple formats and contexts. Demonstrate group collaboration skills to enhance professional education and training practice. Unit Essential Questions What animals would you see in the farm, zoo and house? (Habitat) What do the animals look like? Unit Objectives Students will know to Recognize animals in the book of Oso pardo, oso pardo qué ves ahí? Name animals by color, shape. Unit Enduring Understandings Students will understand that They are different types of animals. Describe the animals by their names, colors, body parts, and size. Unit Objectives Students will be able to Read the story of Oso pardo, oso pardo qué ves ahí? (Brown Bear What Do You See?). Sing Farm Animal. Recognize animals using AIM and TPR. Produce oral parts of the book by using AIM. WORLD LANGUAGE SPANISH K- 2 CURRICULUM Grade 1 Animals Evidence of Learning Formative Assessments Read made booklets TPR (Follow directions) Worksheets- handouts Identify props. Songs Drawing to demonstrate Summative Assessments Each student will create page of book of the Story Oso pardo to create a classroom book. Create a farm using prop animals and orally describe them. Modifications (ELLs, Special Education, Gifted and Talented) Differentiates instructions as needed. Follow all IEP modifications/504 plan Curriculum development Resources/Instructional Materials/Equipment Needed Teacher Resources: Songs/ itunes Props and pictures. CD s / CD player. Various handouts. 31 P age