s Elementary Foreign Language Level 1 CURRICULUM GUIDE
TABLE OF CONTENTS Pacing Guide pages 3-4 Unit One: Hello is your passport pages 5-9 Unit Two: School is Cool pages 10-13 Unit Three: What a Sensation! pages 14-17 Unit Four: All Shapes and Sizes pages 18-21 Unit Five: I Animals pages 22-25 Unit Six: Pack Your Suitcase! pages 26-29 Teaching Strategies page 30 2
3
4
UNIT ONE Hello Is Your Passport weeks 1-5 of 1 st Nine Weeks ANTICIPATED LEARNING Standards (SOL S/Competencies): MFLI 1, 2, 3, 4, 5, 10, 12 (for detailed list of standards, see page 34) Essentials (skills/questions/understandings/ knowledge): Students will be able to use basic greetings, introduce themselves, be polite and respond to commands in the target language. This will include: expressing his/her name and someone else s name saying hello and goodbye saying how he/she feels saying please, thank you and you re welcome responding to commands like sit down, make a circle, stand up, repeat, be quiet, raise your hand, hands and feet to yourself, listen, look, stop, keep going developing an awareness of a place or places where the target language is spoken LEARNING PLAN 5
K,S,U,Q Textbook/Ancillary Materials Instructional Activities/Rigor Vocabulary Technology/Resource 1 st Item Student will be able to respond to What s your name? and What is his/her name? Name tags/ giant poster board T-shirt Photos or representations of well-known people or characters pronunciation of the answers using visual cues. Students will say their (or others ) names as a statement or answer to a question, then add their nametag to the T-shirt. My name is His name is Her name is Promethean board to show images; have students show names of others with flipchart 2 nd Item Student will be able to say hello, goodbye and good morning, good afternoon, and good evening Flash cards or photos to show morning, afternoon, night pronunciation of vocabulary using visual cues for time of day. Students will practice greeting each other or saying goodbye. Hello! Good morning. Good afternoon. Goodbye! See you later! Promethean board for showing, drawing how people feel Music teacher can sing a greeting song in the target language; morning announcements greeting can be in the target language 6
3 rd Item Student will say how he or she is feeling Manipulatives showing happy, sad and so-so faces pronunciation of vocabulary using manipulatives and TPR. Students practice saying how they are feeling when asked. I m fine, thank you. O.K. Not so well. Other staff who speak the target language can ask students how they are Video showing people greeting each other in the target language 4 th Item Students will use courtesy words when prompted Stickers or other small rewards; toy pronunciation of vocabulary using a toy; pass toy around a circle with students using courtesy words; use small rewards to encourage use of courtesy words Please Thank you You re welcome Other staff can use courtesy words outside of the MFL classroom 7
5 th Item Students will respond to classroom commands Visual cues Items in classroom Model use of vocabulary using visual cues or TPR; Simon Says (For understanding) Quiet, sit, stand, repeat, raise your hand, hands and feet to yourself, stop, keep going, don t touch Promethean board (images, sounds, flipcharts) 6 th Item Students begin to develop an awareness of the places where the target language is spoken Stories (fiction or non-fiction) from the target language culture Maps, globes Realia Read about the target language culture, show location using maps and globes, talk about realia from target culture Varies according to the culture, map, globe Promethean board Art teacher can lead students in creating artwork from the target culture; music and PE teachers can teach dances or songs from the target culture ASSESSING LEARNING 8
Formal Assessments: Not applicable to Elementary MFL. Informal Assessments: Class participation. CONTENT CONNECTIONS Connections to Kindergarten Geography K.4, K.5, Civics K.8, Oral Language K.2, K.3, and K.4 CAREER CONNECTIONS Using polite words and following directions is part of being a good citizen. 9
UNIT TWO School is Cool weeks 6-8 of 1 st Nine Weeks, and week 1 of 2 nd Nine Weeks ANTICIPATED LEARNING Standards (SOL S/Competencies): MFLI 1, 2, 3, 4, 5 and 6 (for detailed list of standards, see page 34) Essentials (skills/questions/understandings/ knowledge): Students will be able to: tell shape and color identify some classroom objects and school personnel say the day of the week recognize, count numbers up to 10 LEARNING PLAN K,S,U,Q Textbook/Ancillary Materials Instructional Activities/Rigor Vocabulary Technology/Resource
1 st Item Student will be able to tell color Fabric strips, flash cards and photos, stories, songs and videos about colors, manipulatives in various colors pronunciation of the target language using visual cues. Students can name colors or pick out the correct one when prompted. It is blue, red, yellow, etc. What color is it? Promethean board to show images; have students show manipulate flipcharts with colors Music teacher can help with songs about colors. Art teacher can show a painting from the target culture 2 nd Item Student will be able to identify some classroom objects and school personnel Flash cards or photos to show vocabulary being taught, classroom items, school website pronunciation of vocabulary using visual cues. Students name or pick out classroom items. School personnel can be invited in and students can greet them in the target language. Paper, pencil, crayons, globe, map, book, screen, pen, etc. Teacher, principal, assistant principal, nurse Promethean board for images and flipcharts School website for introducing personnel 11
3 rd Item Student will state the day of the week Calendar, songs and videos about the days of the week pronunciation of vocabulary using the calendar. Students practice saying the day when asked individually and as a group. Students may ask as well as answer. Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday Today is What is the day? Morning announcements can now include day of the week as well as a greeting in the target language 4 th Item Students will recognize, count numbers to 10 Items to count, large numbers, large counting cubes, songs and videos about numbers pronunciation of vocabulary using visual cues. Students can count items individually or in pairs; roll counting cubes to name number; count backwards; make number flash cards. Numbers 1-10 How many are there? There are It is Promethean board for images and flipcharts 12
Formal Assessments: Not applicable to Elementary MFL. ASSESSING LEARNING Informal Assessments: Class participation, student-made items. CONTENT CONNECTIONS Connections to Kindergarten Matter K.4, Oral Language K.1, K.2, K.3, and K.4, Reading K.5, Number and Number Sense K.2, K.5, Measurement K.8, Probability and Statistics K.14, Economics K.6 CAREER CONNECTIONS Students match words with the jobs people do at school, and they also learn the names of tools they use as students. 13
UNIT THREE What a Sensation! weeks 2-6 of 2nd Nine Weeks ANTICIPATED LEARNING Standards (SOL S/Competencies): MFLI 1, 2, 3, 4, 5, 6, and 12 (for detailed list of standards, see page 34) Essentials (skills/questions/understandings/ knowledge): Students will be able to: identify and name body parts identify the five senses become aware of holiday practices in the target culture 14
LEARNING PLAN K,S,U,Q Textbook/Ancillary Materials Instructional Activities/Rigor Vocabulary Technology/Resource 1 st Item Student will be able to identify and name parts of the body Flash cards and photos, stories, songs and videos, manipulatives (such as Mr. Potato Head), play dough pronunciation of the target language using visual cues. Students can name parts of the body, show the correct one when prompted, or make body parts using play dough. Head, hair, eyes, nose, mouth, arms, hands, legs, feet, etc. What is this? Promethean board to show images; students manipulate flipcharts Videos, songs about body parts 2 nd Item Student will be able to identify the five senses Flash cards or photos, books about the senses in the target language, items to touch, see, hear, smell and taste, materials to make foldable pronunciation of vocabulary using visual cues. Students categorize items according to sense. Students can write words on a foldable and show what sense they represent (e.g. under taste flap there is a picture of food) Touch, taste, smell, sight, hearing Let s touch with our hands, taste with our tongue, smell with our nose, see with our eyes, hear with our ears Promethean board for images and flipcharts 15
3 rd Item Students will become aware of holiday practices in the target culture Stories, songs and videos about the target culture, craft items Read a story relating to a holiday celebrated in the target culture, teach a poem or song related to holiday, students make something representative of the holiday Varies according to the target language culture Promethean board for images, flipcharts Websites related to target culture, such as CultureGrams (http://www.culturegrams.com/) Formal Assessments: Not applicable to Elementary MFL. ASSESSING LEARNING Informal Assessments: Class participation, student-made items. CONTENT CONNECTIONS Connections to Kindergarten Scientific Investigation, Reasoning, and Logic K.2, Writing K.11 CAREER CONNECTIONS 16
Not applicable this unit. 17
UNIT FOUR All Shapes and Sizes weeks 7 and 8 of 2nd Nine Weeks, and weeks 1-3 of 3 rd Nine Weeks ANTICIPATED LEARNING Standards (SOL S/Competencies): MFLI 1, 2, 3, 4, 5, 6, 7, and 8 (for detailed list of standards, see page 34) Essentials (skills/questions/understandings/ knowledge): Students will be able to: talk about family members describe someone s or something s size recognize and identify simple shapes count numbers to 20 18
LEARNING PLAN K,S,U,Q Textbook/Ancillary Materials Instructional Activities/Rigor Vocabulary Technology/Resource 1 st Item Student will be able to talk about family members, friends 2 nd Item Student will be able to recognize and say shapes Flash cards and photos, stories, songs and videos, manipulatives (puppets, dolls) Flash cards or photos, books about the shapes in the target language, items to touch, materials for drawing pronunciation of the target language using visual cues. Students can name family members, show the correct one when prompted, and draw and introduce family members/friends. Explore family life in the target culture by reading and using technology. pronunciation of vocabulary using visual cues. Students say or pick out shapes according to what they see, hear or touch. Students can draw or indicate size of shapes when Mom, dad, brother, sister, grandmother, grandfather, friend This is my in my family Circle, square, triangle, rectangle, etc. This is a or? Small, medium, Promethean board to show images; students manipulate flipcharts Videos, songs, and blogs about family members and family life in the target culture http://kids.nationalgeographic.com/kids/places/ Promethean board for images and flipcharts 19
prompted large 3 rd Item Students will count numbers to 20 Items to count, large numbers, large counting cubes, songs and videos about numbers pronunciation of vocabulary using visual cues. Students can count items individually or in pairs; roll counting cubes to name number; make number flash cards, work in pairs with flashcards to count in order Numbers 11-20 Promethean board for images, flipcharts In PE class, students can count in target language when doing warm-up exercises ASSESSING LEARNING 20
Formal Assessments: Not applicable to Elementary MFL. Informal Assessments: Class participation, student-made items. CONTENT CONNECTIONS Connections to Kindergarten Matter K.4, Number and Number Sense K.5, Geometry K.11, K.13, Patterns, Functions, Algebra K.17 Not applicable this unit. CAREER CONNECTIONS 21
UNIT FIVE I Animals weeks 4-8 of 3 rd Nine Weeks, and week 1 of 4th Nine Weeks ANTICIPATED LEARNING Standards (SOL S/Competencies): MFLI 1, 2, 3, 4, 5, 6, 7, 8, 10 (for detailed list of standards, see page 34) Essentials (skills/questions/understandings/ knowledge): Students will be able to: express personal feelings identify farm/domestic animals recognize an animal by the sound it makes in the target language LEARNING PLAN K,S,U,Q Textbook/Ancillary Materials Instructional Activities/Rigor Vocabulary Technology/Resource 22
1 st Item Student will be able to express personal feelings Flash cards and photos, stories pronunciation of the target language using visual cues. Students can act out feelings, say how they or someone else feels, choose the correct representation of a feeling when prompted I am hungry, thirsty, tired, cold, hot, scared He/she is Promethean board to show images; students manipulate flipcharts http://tell.fll.purdue.edu/japanproj/flclipart/ 2 nd Item Student will identify farm and domestic animals Flash cards or photos, books about animals in the target language, toy animals pronunciation of vocabulary using visual cues. Students say or pick out animals according to what they see or touch. Students can distinguish between adults and babies Dog, cat, bird, cow, chicken, duck, rooster, pig, horse, rabbit It s a baby. Promethean board for images and flipcharts 23
3 rd Item Students will identify animals according to what the animal says in the target language Flash cards or photos, toy animals, books about animals in the target language, web sites or songs with audio cues Translation of Eric Carle s From Head to Toe pronunciation of vocabulary using visual cues. Students can identify animals by sound or can imitate the sounds by acting like the animals The says Promethean board for images, flipcharts Website with sounds animals make in different languages: http://www.bzzzpeek.com/# Formal Assessments: Not applicable to Elementary MFL. ASSESSING LEARNING Informal Assessments: Class participation. CONTENT CONNECTIONS 24
Connections to Kindergarten Scientific Investigation K.2, Life Processes K.6, Oral Language K.1 and K.2 Not applicable this unit. CAREER CONNECTIONS 25
UNIT SIX Pack Your Suitcase! weeks 2-7 of 4th Nine Weeks ANTICIPATED LEARNING Standards (SOL S/Competencies): MFLI 1, 2, 3, 4, 5, 6, 7, 8, 10 (for detailed list of standards, see page 34) Essentials (skills/questions/understandings/ knowledge): Students will be able to: talk about/recognize clothing items describe weather become aware of climate and traditional/everyday dress in the target culture 26
LEARNING PLAN K,S,U,Q Textbook/Ancillary Materials Instructional Activities/Rigor Vocabulary Technology/Resource 1 st Item Student will talk about clothing Flash cards and photos, stories about traveling, suitcase, clothes, realia, videos, web sites pronunciation of the target language using visual cues. Students can choose the correct item when prompted, students can say what he or she is wearing. Shirt, pants, shoes, socks, jacket, skirt, dress, bathing suit, pajamas I m wearing (a) Promethean board to show images; students manipulate flipcharts Videos and websites pertaining to the target culture 2 nd Item Student will describe weather Flash cards or photos, books about animals in the weather, weather board in the target language pronunciation of vocabulary using visual cues. Students pick out current weather on the weatherboard. Students can identify weather using visual cues. It s hot, cold, sunny, raining, windy, cloudy, snowing What s the weather like? Promethean board for images and flipcharts Weather can be announced in target language on morning announcements. 27
3 rd Item Students will become aware of climate and traditional/everyday dress in the target culture Flash cards or photos, books about the target culture, web sites or songs Explore maps and pictures of the target culture s climate. Students can say what items of clothing people might wear in the target culture. Make something representative of traditional dress of the target culture. Varies according to the target culture Promethean board for images, flipcharts http://earth.google.com Can collaborate with art and music teachers (traditional dress, songs, dances) Formal Assessments: Not applicable to Elementary MFL. ASSESSING LEARNING Informal Assessments: Class participation, student-made items. CONTENT CONNECTIONS Connections to Kindergarten Earth Pattern, Cycles, and Change K.8, Geography K.4, Oral Language K.1, Reading K.8 28
CAREER CONNECTIONS Students take turns being the class meteorologist. 29
SUGGESTED TEACHING STRATEGIES Total Physical Response (TPR) Use of realia and manipulatives Use of visual and audio cues Practice and application activities Use of songs, dances, poems, stories Use of technology and video segments Cooperative learning Scaffolding 30