NORTHERN VALLEY SCHOOLS CONSORTIUM OFFICE OF CURRICULUM AND INSTRUCTION WORLD LANGUAGES CURRICULUM GUIDE K - 12

Transcription

1 NORTHERN VALLEY SCHOOLS CONSORTIUM OFFICE OF CURRICULUM AND INSTRUCTION WORLD LANGUAGES CURRICULUM GUIDE K NORTHERN VALLEY SCHOOLS CONSORTIUM Member Districts CLOSTER HARRINGTON PARK DEMAREST HAWORTH NORTHVALE NORWOOD OLD TAPPAN NORTHERN VALLEY REGIONAL HIGH SCHOOL DISTRICT Bergen County, New Jersey

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3 WORLD LANGUAGES CURRICULUM GUIDE K OFFICE OF CURRICULUM AND INSTRUCTION NORTHERN VALLEY SCHOOLS CURRICULUM CENTER 162 KNICKERBOCKER ROAD DEMAREST, NEW JERSEY PATRICIA M. RAUPERS, Ed.D., DIRECTOR NORTHERN VALLEY REGIONAL HIGH SCHOOL DISTRICT-2005

4 TABLE OF CONTENTS Approval List...i Chief School Administrators...ii World Language Curriculum Committee...iii Preface and Acknowledgments...iv-v Philosophy...vi K-6 Spanish Objectives Spanish Objectives Grades 9 12 Spanish II Spanish III French I (Gr. 7-8, 9-12) French II French III French IV French V Italian I Italian II Italian III Italian IV Japanese I Japanese II Japanese III Japanese IV Latin I Latin II Latin III Additional High School Courses Appendices Appendix A: K-6 Assessments and Appendix B: Literature Connections Appendix C: Web Sites Appendix D: Core Curriculum Standards World Languages Technology Literacy Career Education, Consumer, Family and Life Skills

5 WORLD LANGUAGES CURRICULUM GUIDE APPROVAL LIST RECOMMENDED World Languages Curriculum Committee Instructional Council Northern Valley Principals Association X X X Northern Valley Administrators Association APPROVED Boards of Education: Closter Demarest Harrington Park Haworth Northvale Norwood Old Tappan Northern Valley Regional High School District X X X X X X X X i

6 CHIEF SCHOOL ADMINISTRATORS OF PARTICIPATING DISTRICTS Dr. Jeffrey Feifer Mr. Lawrence Hughes Dr. Richard B. Weisenfeld Mrs. Joann Newberry Mr. Daniel Davis Dr. Andrew Rose Dr. Patricia Lennon Dr. Jan Furman Closter Demarest Harrington Park Haworth Northvale Norwood Old Tappan Northern Valley Regional High School District ii

7 WORLD LANGUAGES CURRICULUM COMMITTEE Elizabeth Litt Spanish Tenakill School Closter Regina Eftychiou French, Spanish Middle School Demarest Maureen Stavrou Spanish Harrington Park School Harrington Park Yahaira Alvarado Spanish Haworth School Haworth Marta Bergamini Spanish Haworth Scool Haworth Laura Scanlan French Haworth School Haworth Marianna Duffy Spanish, Italian Northvale School Northvale Harriet Kaplan Spanish Norwood School Norwood Tracey Preolo Spanish Norwood School Norwood Laura Pepe Spanish Charles DeWolf School Old Tappan Maria Celentano Italian Northern Valley, Demarest Michelle Duprey Spanish Northern Valley, Demarest Colleen El-Sawaf Spanish Northern Valley, Demarest Kei Sakayama Japanese Northern Valley, Demarest Linda Schreyer French Northern Valley, Demarest Yoko Fukuda Japanese Northern Valley, Old Tappan Daisy Haller Spanish Northern Valley, Old Tappan Patricia Pizzi French, Spanish Northern Valley, Old Tappan Catherine Terraciano French, Spanish, Italian Northern Valley, Old Tappan Magdeline Rabelo Spanish Northern Valley, Old Tappan Anna Rubano Italian Northern Valley, Old Tappan Joseph Stefaniak Latin Northern Valley Regional Jim Buoye World Language Supervisor Northern Valley Regional iii Dr. Patricia M. Raupers Director of Curriculum and Instruction Northern Valley Schools

8 PREFACE To improve employment opportunities, to learn to value other cultures, and to enhance mental capacity all are compelling reasons for studying foreign languages; all are valid rationales for foreign languages in public schools. Kathy Checkley Supporting the process of communications is a major goal of the new national standards for world language learning. Others include learning about other cultures, developing insights into the characteristics of both language and culture, and the promoting of world language programs for all students (Stone, Met, & Phillips, 2002). In addition, recent research on the human brain reveals that cognitive flexibility is increased when students study a wide variety of disciplines, including languages. In the mid-1990 s, representatives of all of the national foreign language associations worked together to define a common set of standards for the teaching and learning of world languages (American Council on the Teaching of Foreign Languages, 1998). The National Standards in Foreign Language Education Project published Standards for Foreign Language Learning in 1996 and updated the document in Their work greatly influenced state standards, including the New Jersey Core Curriculum Standards for World Languages. Those texts and other research findings shaped this guide. The purpose of this document is to develop an articulated K-12 World Language Curriculum for the Northern Valley Schools. Through the implementation of this guide, it is expected that the students of the Northern Valley will benefit from a sound, well-connected program that is linked to the New Jersey and national World Language standards and based on well-researched strategies in world language instruction. Furthermore, where applicable, objectives are linked to New Jersey standards for Technology Literacy and Career Education and Consumer, Family, and Life Skills. To assist teachers in the instructional process, numerous suggested strategies and resources are included in this document. ACKNOWLEDGEMENTS This guide, revised under the direction of the Northern Valley Administrators Association, is part of the process of continuous curriculum evaluation. The Northern Valley Principals Association provided assistance to the project and the Instructional Council served as an advisory group. I would like to offer my gratitude to these organizations for their support. The Northern Valley Schools World Language Curriculum Guide represents the efforts of a committee composed of faculty representatives from all of the districts within the consortium, Mr. Jim Buoye, World Language Supervisor for the high school district, and me. (A complete listing of committee members appears on page iii). This committee worked for over a year to conduct research, discuss national trends in world language education, share ideas, and write the guide. They devoted countless hours to the task and their efforts and expertise are most appreciated. iv

9 A special expression of thanks is extended to Mrs. Debbie Stevens, Administrative Secretary, for her efforts in the preparation of this guide. She spent many hours typing and organizing the drafts and final version of this document. Dr. Patricia M. Raupers Director of Curriculum and Instruction REFERENCES American Council on the Teaching of Foreign Languages. (1998). ACTFL performance guidelines for K-12 learners. Yonkers, NY: Author. Checkley, K. (1996). Making the case for foreign language study. Curriculum Update. Alexandria, VA: ASCD Publication. Stone, J., Met, M., & Phillips, J.K. (2002). Foreign Languages: A chapter in the curriculum handbook. Alexandria, VA: ASCD Publications. v

10 PHILOSOPHY In the twenty-first century, New Jersey s population is becoming ever more ethnically and culturally diverse. Therefore, our students must be able to communicate in more than one language. They must be able to interact appropriately with members of other cultures in order to be productive members of this global society. Language and communication are at the core of the human experience. The United States must equip its students linguistically and culturally to communicate successfully in a pluralistic society. Students who develop competence in more than one language and culture will be able to develop insight into their own language and culture and act with greater awareness of their own relationship to other cultures. The goals for second language learning, which reflect the New Jersey Core Curriculum Standards for World Languages, Technology Literacy and Career and Life Skills, ensure a vertical articulation of the program, from one grade level to the next. Students will be expected to develop communicative and cultural competence in a language along the continuum of the learning process. This document will serve as a general guideline in the teaching of World Languages in the Northern Valley Schools. The American Council of Teachers of Foreign Languages (ACTFL) established guidelines for student performance for K-12 learners that outline levels of performance which can be realistically achieved after a specific sequence of study. ACTFL defines the levels of performance as Novice, Intermediate, and Pre-Advanced. Each level includes various ranges in proficiency. The achievement of these levels of proficiency is determined by factors including contact time in the target language, continuity of the language studied, student motivation and student ability. We recognize that within the Northern Valley, there are program variations in the implementation of the World Language curriculum. These program variations have an impact on student language proficiency. Regina Eftychiou, Demarest Middle School Laura Scanlan, Haworth School vi

11 SPANISH OBJECTIVES GRADES K 6 NOVICE LOW-LEARNER RANGE (K - 2) NOVICE MID-LEARNER RANGE (3 6) 1

12 KINDERGARTEN Conversations and Structure Students will: Language Functions Objective Standards Novice-Low Learner Range Instructional Strategies Assessment 1. Use names in introductions. 2. Use appropriate greetings. 7.1B.3 7.1B.2 See Appendix for recommended resources See Appendix for recommended assessments 3. Follow basic commands. 4. Count from Identify and name colors. 6. Identify and name shapes. 7.1A A A A.3 What is your name? My name is Basic forms of hello and goodbye Commands: stop, look, and listen; stand up, sit down; raise your hand Basic colors: red, blue, yellow, green, white, black, pink, purple, brown, gray, orange, turquoise Basic shapes: circle, square, triangle, rectangle, oval. 2

13 GRADE 1 Conversations and Structure In addition to reviewing all Kindergarten conversational topics, the students will: Language Functions Objective Standards Novice-Low Learner Range Instructional Strategies Assessments 1. Use appropriate greetings and responses. 2. Use phrases of courtesy. 7.1B.2 7.1A.2 See Appendix for recommended resources See Appendix for recommended assessments 3. Be able to express personal needs and transitional commands. 7.1.B.3 4. Express likes and dislikes in the first person singular. 7.1.B.3 5. Count from A.5 6. Name family members. 7.1A.4 7. Name some body parts. 7.1A.4 8. Name household animals. 7.1A.4 All forms of hello and goodbye Courtesy: please, thank you, you are welcome, excuse me, and acknowledge a sneeze Commands: stop, look, and listen; stand up, sit down; raise your hand, let s go to the carpet, go back to your seats, and open/take out/close notebook Personal needs: May I go to the bathroom/nurse/get a drink of water? Family members: mom, dad, sister, brother, baby, grandmother, and grandfather Body parts: head, shoulders, legs, feet, eyes, ears, mouth, nose, hair Animals: dog, cat, bird, snake, rabbit, hamster. Verb: to have in the first person singular (tengo) (Spanish) 3

14 GRADE 2 Conversation and Structure In addition to reviewing all Kindergarten and Grade 1 conversational topics, the students will: Language Functions Objective Standards Novice-Low Learner Range Instructional Strategies Assessments 1. Express personal needs. 2. Use first person singular of the verbs tener, and ser. (Spanish) 7.1B.3 7.1B.3 See Appendix for recommended resources See Appendix for recommended assessments 3. Students will use ser with adjectives to describe themselves. (Spanish) 7.1B.3 4. Count and manipulate numbers A.5 5. Recite the alphabet. 7.1C.1 6. Identify and name classroom objects. 7.1A.3 7. Identify and describe farm animals. 7.1A.3 Personal needs and age: Tengo hambre, sed, dolor de cabeza/estómago, tos. Tengo años. (Spanish) Interrogative words: cómo, quién, qué, cuál (Spanish) Classroom objects: school, classroom, door, window, board, desk, table, chair, paper, folder, computer, crayon, marker, chalk, eraser Farm animals: horse, cow, goat, sheep, chicken, pig, duck, rooster, hen, and goose Adjectives: alto/bajo, rubio/moreno, divertido/aburrido. For farm animals: grande/pequeño, y largo/corto (Spanish) 4

15 GRADE 3 Conversation and Structure In addition to reviewing all Kindergarten 2 conversational topics, the students will: Language Functions Objective Standards Novice-Low Learner Range Instructional Strategies Assessments 1. Describe clothes using the verb llevar. (Spanish) 2. Identify seasons and weather conditions. 7.1A.3 7.1A.4 See Appendix for recommended resources See Appendix for recommended assessments 3. Say the days of the week, the date, and months of the year. 7.1A.3 Clothing: blouse, shirt, t-shirt, pants, shorts, dress, skirt, shoes, sandals, socks, coat, sweater, hat, scarf, gloves Weather: sunny, cold, cool, hot, warm, cloudy, windy, raining, snowing, bad weather, good weather 5

16 GRADE 4 Conversation and Structure In addition to reviewing all Kindergarten 3 conversational topics, the students will: Language Functions Objective Standards Novice-Low Learner Range Instructional Strategies Assessments 1. Tell time. 2. Use interrogative words and phrases. 7.1A.5 7.1B.3 See Appendix for recommended resources See Appendix for recommended assessments 3. Identify three main meals. 7.1.A.5 4. List basic foods for eating meals using verbs comer and tomar in first person singular. (Spanish) 7.1.A.5 5. Identify the major rooms and areas in a house. 6. Use possessive adjectives in the 1 st, 2 nd, and 3 rd person. for Spanish Time: hour, half-hour, and quarter hour, de la mañana, de la tarde, de la noch, mediodía y medianoche Interrogative words/phrases: qué hora es? A qué hora? qué, cuándo Rooms: la sala, la cocina, el comedor, el baño, el dormitorio, el garaje y el jardín Possessive adjectives: mi, mis, tu, tus, su, sus 6

17 GRADE 5 Conversation and Structure In addition to reviewing all Kindergarten 4 conversational topics, the students will: Language Functions Objective Standards Novice-Mid Learner Range Instructional Strategies Assessments 1. Describe personal characteristics in detail using ser. 2. Students will describe others using ser, 3rd person singular. Include adjectives to complete description. (Spanish) 7.1B B.3 See Appendix for recommended resources See Appendix for recommended assessments 3. List and describe subjects studied in school. 7.1.A.3 4. Identify geographical terminology. 7.2.A.2 Adjectives and adjective agreement: nationality, physical and personality traits, size and color. (jungle animals may be included in teaching the use of ser, 2 nd person singular (Spanish)) Geography: continents, oceans, mountains, rivers, lakes, compass directions, countries, some major cities (i.e., capitals) 7

18 GRADE 6 Conversation and Structure In addition to reviewing all Kindergarten 5 conversational topics, the students will: Language Functions Objective Standards Novice-Mid Learner Range Instructional Strategies Assessments 1. Identify professions. 2. Describe places to go using verb ir in 1 st person singular. (Spanish) 3. List modes of transportation. 7.1.A A A.3 See Appendix for recommended resources Venn diagram See Appendix for recommended assessments 4. Demonstrate knowledge of definite and indefinite articles. 7.1.B.3 5. Identify ar verbs in all forms. (Spanish) 6. Use interrogative words, whom, when and where. 7. Compare and contrast the difference between tú y usted. (Spanish) (Spanish) Professions: médico, enfermera, mecánico, carpintero, profesor, artista, cantante, músico, cartero, negociante, policia, and granjero Place to go: el hospital, la escuela, la casa, el cine, el parque, el restaurante, el correo, la gasolinera, el museo, la biblioteca, la playa y el aeropuerto, el hotel Transportation: la bicicleta, a pie, en carro, en autobús, en tren, en barco, en avión Interrogative words: con quién, cuándo, adónde AR verbs: bailar, cantar, hablar, usar, practicar, cocinar, nadar, tomar, estudiar, escuchar, mirar, caminar, lavar, llamar, ayudar, viajar, pasar, entrar, trabajar, llevar 8

19 Spanish K-6 Novice Learner Range Culture, Holidays, and Songs Language Functions Objective Standards Novice Low-Mid Learner Range Instructional Assessment 1. Sing songs representative of the target culture. 2. Discuss holiday celebrations and foods of the target culture. 7.2.C B.2 See Appendix for recommended resources Venn Diagram See Appendix for recommended assessments 3. Recognize lifestyle similarities and differences between the United States and target culture. 7.2.A.1 Periodicals, flags, photos, postcards, music, artwork, and piñatas Holidays (Spanish) Day of the Dead (Día de los Muertos), Day of the Three Kings (Día de los Reyes), Christmas, The Day of the Three Kings, Easter, Cinco de Mayo, and Columbus Day (Día de la Raza) 9

20 SPANISH OBJECTIVES GRADES 7 8/Spanish I NOVICE MID-LEARNER RANGE (7-8) 10

21 Grades 7 TOPIC: School Language Functions Objectives Standards Novice-Mid Learner Range Instructional Strategies Assessments 1. Discuss school days and classes. 7.1A.1-6; B.1-4; C.1-4 Prepare guided dialogues. Fill out a blank schedule based on auditory input. 2. Respond to questions re: school days and classes. 3. Name classroom objects. 7.2A.1; B.1,2; C A.2,7 Cultural readings Overhead transparencies Clock Create and share a schedule Write a paragraph about school day using different - ar verbs. Oral presentation Tests, quizzes -ar verbs, ser, tener and tener expressions (que, ganas de), school subjects, time, cardinal and ordinal numbers, transportation, classroom objects, adjectives, interrogative words, likes/dislikes, gustar, me/te, singular and plural forms of definite and indefinite articles el, la, un, una Cultural Connections Compare and contrast U.S. schools and schools in Spanish-speaking countries; cognates Videos, cultural readings, Qué tal? magazine 11

22 Grades 7 TOPIC: Family/Home Language Functions Objectives Standards Novice-Mid Learner Range Instructional Strategies Assessments 1. Name family members. 2. Explain family relationships. 3. Express possession. 4. Express age. 7.1A.1-6; B.1-4; C A.1; B.1,2; C A.2 Cultural readings TPR activities Overhead transparencies Create family tree. Oral presentation of a family album/tree. Draw and label a family tree Write description of family members. 5. Describe family members and express activities. Tests, quizzes 6. Name rooms of the house. 7. Express location. Family members, descriptive/possessive adjectives and adjectives of nationality, agreement, hay, ser/estar, -ar, -er, -ir verbs Cultural Connections Quinceañera, extended family, cognates Video: Sweet 15,2 games 12

23 Grades 7 TOPIC: Food and Restaurants Language Functions Objectives Standards Novice-Mid Learner Range Instructional Strategies Assessments 1. State meals and approximate meal times. 2. Name food items. 3. Express likes/dislikes. 4. Identify employees and clients in a restaurant. 7.1A.1-6; B.1-4; C A.1,4; B.1,2; C.1,3 8.1.A B.C Cultural readings Categorize food items for a menu Guided oral practice TPR Role play a scene in a restaurant. Create a menu. Tests, quizzes Meals, foods, suggested verbs: querer, gustar, pedir, servir, hacer Cultural Connections Difference in meal times, cognates, metric system, open-air markets, specialty shops, specialty dishes Restaurant menus, field trip to a restaurant, Realia 13

24 Grades 7 TOPIC: Leisure Time Activities Language Functions Objectives Standards Novice-Mid Learner Range Instructional Strategies Assessments 1. Express likes and dislikes. 2. Relate leisure time activities in the present and near future. 3. Use adverbs of frequency. 4. Use general time expressions. 5. Describe clothing. 7.1A.1-6; B.1-4; C A.1,3; B.1,2; C A.5,7 9.2.C Cultural readings Realia Guided oral practice Fashion Show Mobile/poster with likes and dislikes Share leisure time schedule via dialogue of situation. Invite others to take part in activities. Tests Quizzes Gustar, indirect object pronouns, (me, te, le, etc.), adverbs of frequency (i.e., a veces, siempre), general time expressions (i.e., esta noche, mañana, por la mañana, etc.), ir + a + infinitive, colors, clothing Cultural Connections Hora latina, social life/differences (cafés), dating customs ( pandillas ), cognates Qué tal? Magazine, Realia, CD s, tapes, videos 14

25 Grades 8 TOPIC: Health Language Functions Objectives Standards Novice-Mid Learner Range Instructional Strategies Assessments 1. Identify ailments of minor illnesses. 2. Express conditions. 3. Identify health professionals. 4. Offer health/nutritional practices. 7.1.A.1-6; B.1-4; C A.1; B.1,2; C.3 9.1A 9.2C Cultural readings Realia Simon Says Charades Read magazine ads Interpret overhead transparencies Role-play doctor visits. Interpret charades Tests, quizzes Oral assessment Health vocabulary, body parts, dolor, ser vs. estar Cultural Connections La clínica vs. el hospital Internet sites, overhead transparencies related to health 15

26 Grades 8 TOPIC: Sports Language Functions Objectives Standards Novice-Mid Learner Range Instructional Strategies Assessments 1. Identify sports and seasons in which they are played. 2. Name equipment and body parts used to play different sports. 7.1A.1-6; B.1-4; C A.1; B.1,2; C B C Interpret cultural readings Charades Describe photos Venn Diagram Guided oral practice Narrate a game. Label equipment. Tests, quizzes Descriptions of actions in photos Categorize sports (by season, type team vs. individual, etc.) Stem-changing verbs: for example: jugar, perder, empezar, comenzar, poder; regular verbs related to sports: for example: tirar, pasar, driblar, lanzar, batear; parts of the body, seasons, sports equipment Cultural Connections Sports personalities, sports specific to certain countries, cognates Taped TV games, (web sites for professional soccer teams (i.e., ESPN Deportes, CNN Español), text, videos, CD s, tapes, realia 16

27 Grades 8 TOPIC: Travel Language Functions Objectives Standards Novice-Mid Learner Range Instructional Strategies Assessments 1. Describe different means of transportation. 2. Use 24 hr. clock and convert times. 3. State different areas of the airport. 4. Relate proper order of airport activities. 7.1A.1-6; B.1-4; C A.1; B.1,2; C.1,3 8.1.A.5; B6 9.2.A.B.C. Interpret cultural readings Clock Realia Describe scenes on overhead transparencies TPR Simulate making taxi and plane reservations and buying a ticket. Create a passport. Packing a suitcase Tests, quizzes. 5. Describe the weather. 6. Talk about future activities. Convert time from 12 to 24 hour clock Vocabulary: airport, clothing, transportation; present progressive, future tense, saber vs. conocer, present tense of go verbs (i.e., hacer, poner, traer, salir) Cultural Connections Currency, geography, topography Maps, realia transportation schedules, (passport, luggage tags) 17

28 Grades 7/8 TOPIC: Enrichment Activities Language Functions Objectives Standards Novice-Mid Learner Range Instructional Strategies Assessments 1. Name Spanish-speaking countries and capitals. 2. Identify Hispanic artists and works of art. 3. Generate a list of professions in which Spanish is essential or beneficial. 7.1A.1-6; B.1-5; C A.1-4; B.1,2; C.1,3 8.1.A.8C 9.1.A 9.2.B Draw and label maps, countries and capitals. Make bulletin board of famous Hispanic people. Classified ads. Games: Trivia, Categories, Tic Tac Toe Quizzes Tests Oral assessment and oral presentations Countries and capitals, art, professions, literature, music Grades 7/8 TOPIC: Holidays Language Functions Objectives Standards Novice-Mid Learner Range Instructional Strategies Assessments 1. Compare and contrast Hispanic and American holidays. 7.2.A.1,3,4; C B.6 Watch a video and answer content questions Videos, web sites, songs, recipes Venn Diagram Design a bulletin board Create greeting cards Oral presentation of recipe La Navidad, El Día de los Reyes, Las Posadas, El Día de los Muertos, Cinco de Mayo, El Día de San Fermín, Carnaval, El Día de la Raza 18

29 Spanish I TOPIC: TOPIC: TOPIC: TOPIC: TOPIC: TOPIC: TOPIC: TOPIC: TOPIC: School Family and Home Food and Restaurants Leisure Time Activities Health Sports Travel Enrichment Holidays (See Spanish, Grade 7/8) 6/05 19

30 Spanish II TOPIC I: TOPIC II: TOPIC III: TOPIC IV: Travel and Transportation Abroad Shopping Social and Family Obligations Sports 6/05 20

31 Spanish II ALL STANDARDS ARE NOVICE-MID LEARNER RANGE TOPIC I: Travel and Transportation Abroad Language Functions and Objectives Standards Instructional Strategies Assessment 1. Talk about visiting a Spanish speaking country. 2. Compare and contrast various modes of transportation. 3. Obtain and complete necessary travel documents. 4. Perform and handle monetary transactions A B C A B.1, C A.1,2,5,9; 12B 9.2 Descriptions- oral and written TPR Cooperative learning Preparing an itinerary Cultural readings Dialogues Role play Oral evaluations Homework Quizzes Tests Complete official forms and documents Airport timeline Future tense including irregular of -er-ir; conditional tense; banking terms; modes of transportation; travel vocabulary; basic personal data, preterite tense of regular and irregular verbs. Cultural Connections Geography; arts; reading schedules of a 24 hour clock; direction and distance in kilo s; regional foods. Internet search; text; workbooks; tapes/cd s; maps; transparencies; newspapers; photos, magazines Verbs Querer, saber, venir, hacer, salir, tener, poner, poder, decir, comprar, cambiar, facturar, recoger, reclamar, esperar, embarcar, despegar, aterrizar, recomendar, (el cheque, oficina de cambio, autobứs, avión, tren, carro, taxi, metro), subir, bajar, traer, reviser, inspeccionar, abordar, recoger, abrir. 21

32 Spanish II TOPIC II: Shopping Language Functions and Objectives Standards Instructional Strategies Assessment 1. Compare and contrast various regional clothing styles. 2. Role play shopping. 3. Select appropriate clothing for various situations (including seasons, occasions) A B C A B.1, C A.1,5; 12B Venn Diagram Descriptions- oral and written TPR Cooperative learning Debates Dialogues Oral evaluations Homework Quizzes Tests Fashion show Role Play Cultural readings Affirmative and negative words, direct and indirect objects, pronouns, demonstrative adjectives/adverbs, present, preterit, future, conditional of verbs (see list below), clothing vocabulary, body parts, colors, comparative, superlative forms. Cultural Connections Regional clothing, arts, articles. Internet search, text, workbook, tapes, CD s, transparencies, newspapers, magazines, photos. Verbs Gustar, encantar, fascinar, interesar, disgustar, aburrir, enojar, enfadar, molestar, sorprender, doler, apretar, quedar, sentar, lucir, escoger, preferir, seleccionar, querer, necesitar, llevar. 22

33 Spanish II TOPIC III: Social and Family Obligations Language Functions and Objectives Standards Instructional Strategies Assessment 1. Compare and contrast family celebrations in the U.S. and Spanish speaking countries. 2. Demonstrate and discuss appropriate social behavior. 7.2.A; B 7.1.A; B Venn Diagram Cooperative learning activities Dialogues Role Play Oral evaluations Student projects Tests, quizzes 3. Compare and contrast traditional and present day customs in Spanish speaking countries. 7.1.A; B 7.2.A; B Cultural readings 4. Explain pre-celebration preparations. 7.1.A; B; C 7.2.A; B; C 5. Relate past events A.1,5,6; 12B.1,4 Verbs, vocabulary and adjectives related to celebrations and pre-party arrangements including invitations. Extended family vocabulary, i.e., godparents. Family celebrations (birth, baptism, birthday). Cultural Connections Quinceñera, regional foods, social customs, body gestures Video, art, photos, realia, Internet, newspaper articles 23

34 Spanish II TOPIC IV: Sports Language Functions and Objectives Standards Instructional Strategies Assessment 1. Compare and contrast popular sports in the U.S. and Spanish speaking countries. 2. Discuss Latino and American sports celebrities. 7.2.A.1,2; B.1, B.2; 8C A B.1-3 Identification of geographical locations on map Venn Diagram Cooperative learning activity Oral evaluations Quizzes Tests Homework Student projects 3. Describe how a sport is played. 4. Relate past events. 5. Discuss the role of sports in the Spanish speaking world. 7.1.C C A.1-6; B.1-5; C A.1,5; 12B.1,3,11 TPR Cultural Readings Guided Composition Listen and respond to auditory cues Irregular verbs in the preterite form; sports vocabulary. Cultural Connections Copa Mundial; Juegos Olímpìcos; cock fights; maps Photos, interpret charts; cultural readings; video and Internet; Realia 24

35 Spanish III TOPIC I: TOPIC II: TOPIC III: TOPIC IV: Adolescent Life Health and Fitness Modes of Communication Geoculture of the Hispanic World 6/05 25

36 Spanish III ALL STANDARDS ARE NOVICE-MID LEARNER RANGE TOPIC I: Adolescent Life Language Functions and Objectives Standards Instructional Strategies Assessment 1. Discuss various social activities. 2. Account for responsibilities at school and home. 3. Compare and contrast requirements for obtaining a drivers license. 4. Talk about cars and good driving habits A B A,B 9.2.A-F Role Play Paired activities Writing activity Interdisciplinary connections Auditory instructions TPR Cultural readings Oral evaluations Homework Quizzes Tests Project 5. Understand cultural perspectives dealing with student jobs and volunteer work. Vocabulary associated with cars, driving, social activities, (dances, movies/theater, café) school, home responsibilities and job. Commands; subjunctive Cultural Connections Dances (salsa, merengue, tango) Internet, music, Realia, transparencies, magazines (pop fashion magazines for adolescents) 26

37 Spanish III TOPIC II: Health and Fitness Language Functions and Objectives Standards Instructional Strategies Assessment 1. Discuss health and nutrition. 2. Describe different exercises to stay fit A B C A,B Role play Descriptions Cooperative learning Oral evaluation Homework Quizzes 3. Explain injuries and emergency procedures. 4. Read and understand information on medical care. 9.1.A 9.2.A-F Interdisciplinary connections TPR Tests Compositions Project 5. Understand cultural perspectives about health, physical fitness and nutrition. 6. Discuss relaxation. Vocabulary associated with food, nutrition, fitness, and symptoms, hospital and remedies Subjunctive Cultural Connections El Curandero Food pyramid, Realia, Internet, cultural reading. 27

38 Spanish III TOPIC III: Modes of Communication Language Functions and Objectives Standards Instructional Strategies Assessment 1. Describe services and transactions in the post office A B C.1-4 Role playing Paired Activities Oral evaluations Homework 2. Describe the popularity of cell phones and instant messaging. 3. Discuss the need for computers in today s society. 8.1.A,B 8.2.A,B 9.1.A 9.2.A-F Descriptions Compositions TPR Quizzes Tests Project 4. Communicate using body language. Vocabulary associated with the post office. Passive voice Perfect tenses Cultural Connections Gestures Internet, Realia, transparencies 28

39 Spanish III TOPIC IV: Geoculture Language Functions and Objectives Standards Instructional Strategies Assessment 1. Identify and locate Spanish speaking countries. 2. Discover geographic and touristic sites in the Caribbean, Central America, South America and Spain. 3. Discuss historical events and famous figures. 4. Compare and contrast divergent cultural traits. 7.1B.1-5; 1C.1,2,4 7.2A.1-6; 2B.1-5; 2C.1,2 8.1A.1-5; 1B.3,5,6,7,9, B.1-4; 12B A.2,4; 8B.2,3; 8C.1-6; 8D.1-6; 12C.1-2 Map work Venn Diagrams Presentations: PowerPoint, oral reports Artwork Rubrics for oral presentation Tests, quizzes Homework Projects 5. Recognize artists from the Spanish speaking world. Review past tenses/intor imperfect, subjunctive Cultural Connections Copa Mundial; Juegos Olímpìcos; cock fights; maps Photos, interpret charts; cultural readings; video and Internet; Realia 29

40 Grades 7and 8/French I TOPIC I: TOPIC II: TOPIC III: TOPIC IV: TOPIC V: TOPIC VI: My Friends and I Home and Family School Café and Restaurant Shopping Sports and Leisure Activities TOPIC VII: Travel TOPIC VIII: Daily Life 6/05 30

41 French I TOPIC I: My friends and I Language Functions/Objectives Standards Instructional Strategies Assessment 1. Greet people. 2. Ask who someone is and how they feel. 3. Talk about belongings. 4. Identify nationalities. 5. Tell where people and places are located. 6. Compare and contrast the formal and informal use of You. Novice Mid 7.1A1,2,3,6 7.1B C2,4 7.2A1, A4,5, B C1-6 Describing belongings Listening and responding to auditory cues Descriptions of self and others Responding to physical cues (TPR) Work Geographical locations on a map Oral evaluation Homework Quizzes Tests Student Projects Writing activities using a template Cultural readings. Subject pronouns, vocabulary, present tense of er verbs, negation, interrogative, indefinite/definite articles, noun/adjective agreement; irregular verb etre Cultural Connections Formal/informal address, geography of francophone countries, body language and gestures Text, workbook, tapes/cd s, transparencies, maps, Realia, computer and Internet, 31

42 French I TOPIC II: Home And Family Language Functions/Objectives Standards Instructional Strategies Assessment 1. Identify and describe members of the family including pets. 2. Name the rooms in a house/apartment. 3. Tell what belongs to self and others. 4. Use adjectives to describe home and family. Novice Mid 7.1A1 7.1B1,2 7.1C2 7.2A1,3,4 7.2B1,2 7.2C A4,5, B A.2, C1-6 Family photo albums or tree Labeling floor plans of houses or apartments Idiomatic expressions with Avoir Venn Diagram Oral evaluation Homework Quizzes Tests Student projects 5. Compare and contrast American, French family relationships. 6. State age. 7. Give date and days of the week. Possessive adjectives, position and agreement of adjectives, avoir, vocabulary of the home, family and dates, numbers, 1-60 Cultural Connections French family life, rural, urban and suburban life Text, workbook, tape/cd s, transparencies, Realia, Internet

43 French I TOPIC III: School Language Functions/Objectives Standards Instructional Strategies Assessment 1. Name the school courses. 2. Describe a class schedule. 3. Compare and contrast the different educational systems. 4. Respond to questions about time. 5. Understand and follow classroom directions. Novice Mid 7.1A1-3,5 7.1B C A4,5, B A2,3, B C1-6 Constructing mini dialogues Gathering information through cooperative learning activities Searching for information using Web Quests Utilizing time schedules/24 hr. clock Creating a daily school schedule Oral evaluation Quizzes Tests Homework Student projects Interpretation of cultural readings Venn Diagram Time expression, school vocabulary, verb and infinitive, idioms, indefinite article after a negative Cultural Connection 24 hour clock, time differences, typical French school day, educational system in France Text, workbook, tapes/cd s, videos, Internet, Realia

44 French I TOPIC IV: Café and Restaurant Language Functions/Objectives Standards Instructional Strategies Assessment 1. Demonstrate how to order food/beverage at a café or restaurant. 2. Tell/ask where people go. 3. Give locations using preposition and adverbs. 4. Describe future plans. 5. Compare French and American dining habits. Novice Mid 7.1A1-3,5,6 7.1B C1,3,4 7.2A1,2,4 7.2.B1,2 7.2C A4,5, B.6, A B C1-6 Role play Designing a menu Restaurant dialogue Asking and answering questions Responses to oral/aural clues Pair/share activities Visual resources Oral evaluation Homework Quizzes Tests Student projects Venn Diagram Food and dining vocabulary, present tense of aller, near future, idioms with avoir, contractions or prepositions, numbers , partitive vs. definite/indefinite articles, verb mettre Cultural Connections Restaurant etiquette, French food specialties, French table settings, meal times, role of café in French life Text, workbook, tapes/cd s, videos, Realia, Internet,

45 French I TOPIC V: Shopping Language Functions/Objectives Standards Instructional Strategies Assessment 1. Recognize the difference between markets and stores 2. Shop for food and clothing. 3. Ask the price of an item. 4. Recall numbers Ask for a quantity 6. State size and color preferences. 7. Compare people and things. Novice Mid 7.1A1,2,4,6 7.1B1,3,4 7.1C2 7.2A1,3,4 7.2B2 7.2C A4,5, B6, A B C1-6 Listening and responding to auditory cues Providing descriptions of purchases Respond to physical cues (TPR) Cooperative work group Identification of geographical locations on a map Writing activities using a template Cultural readings Oral evaluation Homework Quizzes Tests Student projects 8. Understand and use metric system and demonstrate how to make purchases. Creation of a dialogue to communicate while shopping 9. Identify types of stores and products. Partitive articles, comparative and superlative of adjectives, irregular adjectives, shop vocabulary, colors, numbers , clothing and food vocabulary, verbs: pouvoir/vouloir, faire, acheter Cultural Connections Compare/contrast shopping in France and U.S., metric system, French fashion Text, workbook, tapes/cd s, transparencies, maps, Realia, computer and Internet, photos

46 French I TOPIC VI: Sports and Leisure Activities Language Functions/Objectives Standards Instructional Strategies Assessment 1. State the weather. 2. Use vocabulary associated with sports and leisure activities. 3. Describe how a sport is played. 4. Talk about vacation plans. Novice Mid 7.1A B C A B1,2 7.2C A8.4,5,8,10 8.1B6,8 9.28A1,2 9.28B2 9.28C1-6 Listening and responding to auditory cues Describing sporting events Describing weather conditions Responding to physical cues (TPR) Cooperative group work Internet search Oral evaluation Homework Quizzes Tests Student Projects Role play Creating a weather forecast and presentations Writing activities using a template Interpreting and comprehending cultural readings Sport and weather vocabulary, stress pronouns, irregular adjectives, verbs: faire, prendre, apprendre, comprendre, jouerā vs. jouer de Cultural Connections Compare and contrast French and American leisure and sport activities, French vacation customs, Le Tour de France, French geography, body language and gestures Text, workbook, tapes, CD s, transparencies, maps, Realia, computer and Internet, videos, games, history of sports in France 36

47 French I TOPIC VII: Travel Language Functions/Objectives Standards Instructional Strategies Assessment 1. Use vocabulary associated with travel 2. Recognize and locate travel destinations in Francophone world. 3. Read and interpret plane and train schedules and travel documents. 4. Identify major French cities. 5. Tell where people and places are located. 6. Know time differences Novice Mid 7.1A B C A B1,2 7.2C1 8.1A8.4,5,8,10 8.1B6,8 9.28A1 9.28B2 9.28C1-6 Listening and responding to auditory cues. Creation of oral or written descriptions of travel situations. Responding to physical cues (TPR) Cooperative work group Identification of geographical locations on a map Writing about a trip to a francophone country Oral evaluation Homework Quizzes Tests Student projects Interpreting and comprehending cultural readings Dialogues relevant to a travel activity Demonstrative adjectives, Interrogative adjectives, forms of (Quel), -ir verbs (remplir, choisir, finír, réussír ā, servír, dormír, partíír, sortír) Cultural Connections Compare travel in France and the United States, geography, transportation in France and the United States Text, workbook, tapes/cd s, transparencies, maps, Realia, computer and internet, photos,

48 French I TOPIC VIII: Daily Life Language Functions/Objectives Standards Instructional Strategies Assessment 1. Describe personal grooming habits. 2. State how to stay in shape. 3. Talk about daily routine. 4. Identify body parts. 5. Tell what one does for self and others. Novice Mid 7.1A B C A1,3,4 7.2B2 7.2C1 8.1A8.4,5,10 8.1B6,8 9.28A2 9.28B2 9.28C1-6 Listening and responding to auditory cues Provide descriptions of personal daily hygiene Responding to physical cues (TPR) Cooperative work group Play Simon Says to teach body parts Daily hygiene and/or exercise schedules, presentations Oral evaluation Homework Quizzes Tests Student Projects Use of grammar rules and vocabulary to create original written activities Understanding and interpreting cultural readings Venn Diagram Vocabulary for daily routine, indefinite/definite articles, sports vocabulary, interrogative pronouns, reflexive versus non reflexive verbs, verbs: maigrir, grossír, avoír besoín de Cultural Connections Compare and contrast French and American perspective on meal times, foods, and views on fitness, French body language and gestures Text, workbook, tapes/cd s, transparencies, Realia, computer and Internet, videos, games, 38

49 French II TOPIC I: TOPIC II: TOPIC III: TOPIC IV: TOPIC V: TOPIC VI: Clothing Car and Driving Sports and Leisure Doctor s Office and Pharmacy Cultural Activities The Hotel TOPIC VII: Banking and Postal Services 6/05 39

50 French II TOPIC I: Clothing Language Functions/Objectives Standards Instructional Strategies Assessment 1. Describe articles of clothing. 2. State color, style and size. 3. Tell what to wear on different occasions. 4. Demonstrate how to shop for clothing and shoes. Novice Mid 7.1A B C1,2 7.2A B1,2 7.2C A4,5 81.8B C1-6 Listening and responding to auditory cues Descriptions Respond to physical cues (TPR) Cooperative learning Identification of geographical locations on a map Oral evaluation Homework Quizzes Tests Student Projects Compositions 5. Express opinions on clothing and shopping. 6. Ask/give advice on clothing and shopping. Guided writing activities Cultural readings Venn Diagram 7. Compare clothing and prices. 8. Read and describe French advertisement. Vocabulary for clothing, colors, and shopping Present tense of conduire, lire, dire, écrire, croire, mettre Comparative and superlative of adjectives Cultural Connections French fashion French department stores Geography of French speaking world Comparison of shopping in France and U.S Text, Workbook, Tapes/CD s, Transparencies, Maps, Realia, Computer and Internet 40

51 French II TOPIC II: Car and Driving Language Functions/Objectives Standards Instructional Strategies Assessment 1. Talk about cars and driving. 2. Use correct vocabulary to purchase gasoline and communicate needs at a service station. 3. Ask questions. 4. Express preferences. 5. Recognize French road signs and cars. Novice Mid 7.1A B C A B1,2 7.2C A4, B A B C1-6 Paired activities Identification of road signs Cooperative learning Role play Guided writing activities Listening and responding to auditory cues TPR Cultural readings Oral evaluation Homework Quizzes Tests Student projects Venn Diagram Vocabulary for car, service station and the road Verbs lire, dire, ecrire and conduire Negatives Question formation Cultural Connections French driving regulations Compare driving in France and U.S. French police Text, Workbook, Tape/CD s, Transparencies, Realia, Internet, games, inter-disciplinary 41

52 French II TOPIC III: Sports and Leisure Activities Language Functions Standards Instructional Strategies Assessment 1. Talk about team and individual sports. 2. Describe winter sports and equipment needed to play them. 3. Relate past events. 4. Ask questions. 5. State and discuss weather. 6. Compare and contrast sports in France and U.S. Novice Mid 7.1A B C A B C A4,5,8, B A B C1-6 Identification of geographical locations on a map Cooperative learning activities Listening and responding to auditory cues TPR Preparation of a list of sports for each season Cultural readings Guided writing activities Dictations Oral evaluation Quizzes Tests Homework Student projects 7. Talk about vacation plans. Oral Presentations Internet Search Venn Diagram Passé Compóse of regular verbs Interrogative pronouns Sports vocabulary Weather expressions Irregular verbs: prendre, apprendre, comprendre stress pronouns, faire Cultural Connection Comparison of sports in France and U.S. Le Tour de France La Coupe du Monde Ski resorts in French speaking world Carnaval in Quebec Celsius Discuss French vacation customs and French geography Text, Workbook, Tapes/CD s, Transparencies, Situation cards, Videos, Internet, Realia, 42

53 French II TOPIC VI: Doctor s Office and Pharmacy Language Functions Standards Instructional Strategies Assessment 1. Describe symptoms of minor illnesses. 2. Identify body parts. 3. Give commands. 4. State how to request to have a prescription filled. Novice Mid 7.1A B C1,2 7.2A1,2,3,4 7.2.B1,2 7.2C A4, B.6, Role play Transparencies and photos of body parts Cultural readings Guided writing Responding to aural clues Oral evaluation Homework Quizzes Tests Student projects 5. Compare French and American attitudes towards health A B C1-6 Pair/share activities Interdisciplinary connections 6. Tell what one can do for others and self. Venn Diagram Health and medical vocabulary Idiomatic expressions Direct/indirect object pronouns Verbs like ouvrir Cultural Connections French medical services Institut Pasteur Text, Workbook, Tapes/CD s, Videos, Realia, Internet 43

54 French II TOPIC V: Cultural Activities Language Functions/Objectives Standards Instructional Strategies Assessment 1. Discuss movies, plays and museums. 2. Indicate people, places and things. 3. State what one knows how to do. 4. Identify cities, countries and continents. 5. Recognize artists from the French speaking world. Novice Mid 7.1A B C1,2 7.2A B1,2 7.2C A4,5, B A.2, B C1-6 Listening and responding to auditory cues Descriptions Responding to physical cues (TPR) Cooperative learning Identification of geographical locations on a map Guided writing activities Cultural readings Oral evaluation Homework Quizzes Tests Student Projects 6. Tell where people go and from where they come. Dialogs Computer projects 7. Express to/in city, country and continent. Interdisciplinary connections Savoir/connaitre Direct object pronouns Geographical names and prepositions Verbs like venir Leisure time and activities vocabulary Cultural Connections Paris museums French comic strip characters French theater Francophone artists Text, Workbook, Tapes/CD s, Transparencies, Maps, Realia, Computer and Internet, Photos, Museums, Art books 44

55 French II TOPIC VI: The Hotel Language Functions/Objectives Standards Instructional Strategies Assessment 1. State how to check into/out of a hotel. 2. Describe past actions. 3. State how to ask for items in a hotel room. Novice Mid 7.1A B C1,2 7.2A B1,2 7.2C1-3 Listening and responding to auditory cues Descriptions Responding to physical cues (TPR) Oral evaluation Homework Quizzes Tests 4. Describe the various kinds of hotels in France. 5. Tell what you do for another person. 6. Read and understand hotel advertisements A4,5, B A.2, B C1-6 Cooperative learning Identification of geographical locations on a map Guided writing activities Cultural readings Student Projects Dialogs Writing of advertisements for a hotel Venn Diagram Hotel vocabulary Past tense with etre Past participle agreement Indirect object pronouns Cultural Connections Compare French and American hotels French classification of hotels Club Med Text, Workbook, Tapes/CD s, Transparencies, Maps, Realia, Computer and internet, Photos, Michelin Guide 45

56 French II TOPIC VII: Banking and Postal Services Language Functions/Objectives Standards Instructional Strategies Assessment 1. Discuss spending habits. 2. Talk about services in a bank. 3. Explain how to exchange dollars in France. 4. Express amounts. 5. State what people receive, owe and must do. Novice Mid 7.1A B C1,2 7.2A B1,2 7.2C A4,5, B A.2, B C1-6 Listening and responding to auditory cues Descriptions Responding to physical cues (TPR) Cooperative learning activities Play Simon Says to teach body parts Oral presentations Oral evaluation Homework Quizzes. Tests Student Projects 6. State how to purchase stamps and other services in post office. Guided writing activities Cultural readings 7. Address an envelope in French. Letter writing 8. Solicit and obtain information. Relative pronouns Verbs like envoyer Agreement with past participle Vocabulary for letter salutations and salutations, bank and post office Cultural Connections French and American banking and postal services Spending habits of French and American teens Euros French banking system Parisian zip codes Text, Workbook, Tapes/CD s, Transparencies, Realia, Computer and Internet, Videos, Games 46