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Warren Township Elementary World Languages CurriculumScope and SequenceKeyI = IntroduceM = MasterR = Reinforce

STANDARD 7.1 ALL STUDENTS WILL BE ABLE TO COMMUNICATE AT A BASIC LITERACY LEVEL IN AT LEAST ONE LANGUAGE OTHER THAN ENGLISH.

CONTENT K Gr. 1 Gr. 2 Gr. 3 Gr. 4 Gr. 57.1.1 Respond to and initiate greetings I I I M R R

Respond to and initiate farewells I I I M R RState one's name upon request I I M M R RIdentify others by name I I I M R RAsk classmate's name I I M R RIntroduce others I I M RRespond to commands I I I M R RInitiate commands I I I M

7.1.2 Express attitudes and reactions I I I M R RExpress courtesy I I I M R R

7.1.3 Express likes, dislikes, and preferences I I I M R R Activities I I M R Sports I l M R School subjects I I M R

7.1.4 Describe people Personality traits I I I M Physical characteristics I I I M

CONTENT K Gr. 1 Gr. 2 Gr. 3 Gr. 4 Gr. 5 Family members Immediate family members/grandparents I I I M R R Extended family I I M Friends I I I M R R School personnel I I M R Community helpers I I M Parts of the body I I I M R RDescribe places School, classroom, home I I M R School locations I I M R Parts of the house I I M Community I I MDescribe things Colors I I I M R R Numbers 0-20 I I M M R R 21 to 100 I I M R Add and subtract I I I M R Geometric Shapes I I M R Clothing I I M R R Animals Domestic I I I M M R Zoo I I M R Wildlife I I M Classroom objects I I I M R R Transportation I I M R R Table setting I I M

CONTENT K Gr. 1 Gr. 2 Gr. 3 Gr. 4 Gr. 5 Foods I I I M Fruits I I I I M M

7.1.5 Provide and obtain information on familiar topics Calendar I I I M R R Weather I I I M R Seasons I I M R Time I I M Answer basic questions Where (is it, he, she)?/(do you live)? I I M R R How (are you)? I I I M R R What (day is today)?/(is the date)? I I I M R R How (old are you)? I I M R R Which? I I M R R What (color is it)? I I I M R R What time is it? I I M Why? I I M R When? I I M R

7.1.6 Express basic personal needs I I I M Emotions/feelings I I I M Senses I I M Toiletry needs I

7.1.7 Identify some common language features Identify parts of speech I I I Vowels/oral pronunciation I I I M R R Alphabet I I M M Cognates I I I I M Dictionary skills I I

STANDARD 7.2 ALL STUDENTS WILL BE ABLE TO DEMONSTRATE ANUNDERSTANDING OF THE INTERRELATIONSHIP BETWEEN LANGUAGE AND CULTURE FOR AT LEASTONE WORLD LANGUAGE IN ADDITION TO ENGLISH.

CONTENT K Gr. 1 Gr. 2 Gr. 3 Gr. 4 Gr. 5

7.2.1 Demonstrate an awareness of culture I I I I I I (Holidays/celebrations, art, music, heroes, folklore, nursery rhymes, dances, social mores)

7.2.2 Demonstrate knowledge of the culture of Spanish I I I I I Ispeakers (geography) lifestyles money metric system centigrade/fahrenheit time telephone

7.2.3 Recognize interrelationships between language and cultu I I I I I I(formal vs informal, titles, gestures, nuances, names)

7.2.4 Recognize and explore the process of stereotyping I I I I I I

ELEMENTARY WORLD LANGUAGES CURRICULUM

SPANISH PROGRAM GRADES K-5

THEME: LEARNING ABOUT ME AND MY SCHOOL

OBJECTIVES RESOURCES ASSESSMENTS The learner will be able to: 7.1.1 Use greetings and farewells appropriately.

Viva el Español – Lesson 1 System B – Lesson 1 A Taste for Language – Pages 25-27

Teacher observation. Checklist.

7.1.1. Identify and introduce self and others by name.


Teacher observation. Questions and. Answers.

7.1.1. Respond to and initiate simple commands.

Viva el Español – All lessons System B – All Lessons A Taste for Language – Pages 56-59

TPR activities. Teacher observation. Checklist.

7.1.2. Express attitudes, reactions, and courtesy using short phrases and simple sentences.

Viva el Español – Lesson 2 System B – Lesson 1

Teacher observation. Role play

7.1.3. Express likes, dislikes, and preferences about their school subjects.

Viva el Español – System B–Lesson 16

Questions and Answers

OBJECTIVES RESOURCES ASSESSMENTS The learner will be able to: 7.1.4. Recognize and identify colors.

Viva el Español – Lesson 4 System C – Lesson 1 A Taste for Language – Pages 28-33

TPR Questions and Answers Match color with word.

7.1.4. Count from zero to 100 and perform simple addition and subtraction.

Viva el Español – Lessons 2, 5, 15, 18. System B – Lessons 5, 19, 15 A Taste for Language – Pages 34-41

Oral recitation of numbers. Match number with word.

7.1.4. Recognize simple shapes and sizes. Viva el Español System C Lesson 6 A Taste for Language – Page 33

Show and tell./TPR Draw shapes as the teacher calls name/TPR Book of shapes.

7.1.4. Know the names of common classroom objects. Viva el Español – Lessons 2 and 3. System B – Lesson 1 A Taste for Language - Pages 119-124

Show me. Draw a ___. Teacher observation.

7.1.4 Learn to name and locate school places and school personnel.

Viva el Español – Lessons 17 and 19. Page 172. System B Lesson 2

School map. Labeling school personnel and locations Identify school personnel by name

7.1.5. Identify days of the week and the months of the year.

Viva el Español – Lessons 4,13,16 System B – Lessons 2, 21 A Taste for Language - Pages 126-132

Daily observation. Questions and Answers Calendar reading

7.1.5. Describe the weather and seasons. Viva el Español – Lessons 11 and 13. System B – Lessons 10, 11 A Taste for Language – Pages 126 and 131

Match weather to pictures. Questions and Answers Match months to seasons and weather

7.1.5 Express time in the target language.

Viva el Español System C – Lessons 4 and 5 A Taste for Language Pages 124-125

Paper plate Time Bingo Clocks Time worksheets

OBJECTIVES RESOURCES ASSESSMENTS

The learner will be able to: 7.1.5 Demonstrate comprehension of question words.

Viva el Español – “Structures” System B – All lessons

Daily observation Questions and Answers Dialogues

7.1.6. Express personal needs and classroom necessities.

Chart by the door. Teacher generated information

Teacher observation of daily usage Questions and Answers

7.1.6. Express attitudes, feelings and emotions.

Viva el Español – Lessons 8, 10, 20 System B – Lessons 1, 13 A Taste for Language – Pages 109-112

Teacher observation Match your face with feeling. Questions and Answers TPR

7.1.7 Identify some common language features and parts of speech.

Teacher made materials

Questions and Answers Checklist

7.1.7 Pronounce the vowels in target language.

Viva el Español – Lessons 20, 21,22. System B – Lesson 3 A Taste for Language – Pages 173-174

Recite and pronounce vowels Rhymes and tongue twisters

7.1.7 Learn the alphabet and contrast it to the American alphabet.

Viva el Español-System B Lessons 4-7 A Taste for Language – page 194

Recite the alphabet Bingo

7.1.7 Recognize and use cognates in the target language.

Teacher generated lists. Guess meaning of similar word in English

7.1.7 Learn to use the dictionary effectively. Dictionary Picture Dictionary

Teacher directives

7.2.1. Compare and contrast U.S schools with Schools in target language.

Internet Research Teacher information on topic

Comments and discussion Questions and Answers

THEME: LEARNING ABOUT ME AND MY FAMILY AND HOME

OBJECTIVES RESOURCES ASSESSMENTS The learner will be able to: 7.1.3 Express likes and dislikes with regard to activities and sports.

Viva el Español – Lesson 25 System B – Lesson 13 System C – Lesson 2 A Taste for Language – Pages 132-133

Teacher observation Questions and Answers

7.1.4. Identify immediate and extended family members.

Viva el Español System C Lesson 10 and 11 System C – Lesson 2 A Taste for Language – Pages 103-108.

Show me using visual Identify members of their family Family picture.

7.1.4. Describe themselves and family members using physical characteristics and personality traits.

Viva el Español System C Lessons 8 and 9 System B – Lesson 18 A Taste for Language – Pages 76-78.

Teacher observation. Questions and Answers

7.1.4 Identify domestic and farm animals.


Role play. Identify animals using animal figures.

7.1.4 Identify parts of the body.

Viva el Español – Lesson 6. System B – Lesson 1 A Taste for Language Pages 42-54, and 78

Draw a figure and label body parts. TPR and listening comprehension.

1OBJECTIVES RESOURCES ASSESSMENTS

The learner will be able to: 7.1.4 Identify clothing.

Viva el Español – Lessons 14 and 15 System B – Lesson 2 A Taste for Language – Pages 94-102.

Describe what you are wearing. Identify clothes in the suitcase (pack/ unpack) TPR

7.1.4. Identify the rooms of the house.

Viva el Español – System B – Lesson 4 A Taste for Language – Pages 113-115

Teacher observation and checklist. Label rooms in a house using word bank.

7.1.4 Identify and describe common foods. and express their likes, dislikes, and preferences.

Viva el Español–System B–Lessons 11 and 13 A Taste for Language – Pages 79-93

Teacher Observation/checklist Identify plastic foods Drawing food as instructed

7.1.4 Identify what tableware is needed for a place setting.

Viva el Español – System B –Lesson 12 A Taste for Language – Pages 85, 86, 88

Set a table as directed Draw as instructed and (label)

7.1.6 Express and use sensory responses.

Viva el Español – Lesson 8 A Taste for Language

TPR Teacher observation.

7.1.6 Express needs for personal items. (toiletries)

Appendix

TPR Match word with picture


The learner will be able to: 7.2.1 Demonstrate an awareness of target language culture: Holidays, celebrations, leisure time, sports, foods, and heroes.

Viva el Español–Lessons 13, 15, 16, 22, 25. System B – Lesson 8 A Taste for Language – Pages 149-170 Research

Projects Discussion

7.2.2 Compare and contrast lifestyles and social mores in the U.S. and target language countries. (money, metric system, C/F, telephone, time)

Videos Internet System B – Lesson 17 A Taste for Language – Pages 149-170

Projects What did you learn? Direct comparison

7.2.3. Recognize interrelationships between target language and culture. (formal vs informal titles, gestures, nuances, and last names)

Viva el Español Lessons 1 and 10 A Taste for Language-Pages 149-170

Questions and Answers Teacher observation. Role play

7.2.4 Students will develop an awareness and respect for different cultures by exploring the process of stereotyping.

Teacher information Internet Periodicals

Role play Teacher observation

7.2.1 Compare/contrast concept of family in target culture(s) and in US.

Teacher information Internet


7.2.1 Compare/contrast homes in US and target culture(s). Teacher information Research System B – Lesson 3


THEME: LEARNING ABOUT ME AND MY COMMUNITY

OBJECTIVES RESOURCES ASSESSMENTS The learner will be able to: 7.1.4 Recognize and identify people in the community.

Viva el Español – Lesson 22 System B – Lesson 2 System C – Lessons 18, 22 A Taste for Language – Pages 142 and 143

Role Play TPR Ditto match word to picture

7.1.4 Recognize and identify places in the community. Viva el Español – System C Lessons19, 21, 22 A Taste for Language- Pages 138-141

Label places in a map of the community Match items to places

7.1.4 Identify major modes of transportation

Viva el Español – Lesson 23 System B – Lesson 22 A Taste for Language - Pages 145-146

Match word to picture Teacher observation

7.2.1 Compare and contrast hometown to a town in target culture(s).

Internet Research


7.2.1 Compare modes of transportation in the US to those in target culture(s).

Internet Research


THEME: LEARNING ABOUT ME AND MY WIDE, WIDE WORLD

OBJECTIVES RESOURCES ASSESSMENTS The learner will be able to: 7.1.4 Identify zoo animals.

Viva el Español – System B Lesson 23 A Taste for Language – Pages 63-75

Match picture with word Questions and Answers Charades

7.1.4 Identify wild life and their habitats.

Viva el Español – System C Lessons 12 and 17 A Taste for Language – Pages 63-75

TPR – place animal on their appropriate habitat. Charades

7.2.1 Identify countries, capitals, and nationalities of the world where target language is spoken.

Library research Internet Atlas and maps System B – Lesson 22

Project Label map Match nationalities and countries Globe ball

7.2.1 Identify the flags of the target language countries.

Library Internet Atlas

Draw flags Match flags to country

7.2.2 Demonstrate knowledge of the culture of target language countries (art, dance, music, literature, folklore, and rhymes).

Videos Internet Teacher information System B – Lesson 17

Projects Questions and Answers Fantasy trip

A

ELEMENTARY WORLD LANGUAGES CURRICULUM

ACTIVITIES– SPANISH PROGRAM

OBJECTIVE ACTIVITIES SONG/RHYMES CULTURE VOCABULARY

7.1.1 Greetings and Farewells

• Role playing • Hot Potato Circle Game • Dialogues

Songs “Buenos días” “Adiós amigos” “Hola”

1. Discuss ways of greeting in Spanish countries.

2. Familiar vs formal Tú vs. Usted

3. Hola amigos Video #1

iHola! Buenos días Buenas tardes Buenas noches ¿Cómo estás? Muy bien, gracias, ¿ y tú? Hasta luego Hasta mañana Adiós

7.1.1 Identity Identify self and others.

• Name tags (sombreros) • Role playing • ¿Quién es? Game • Sombrero/Ball game • Cell phone dialogue

Song “¿Cómo te llamas tú? Rhyme “Aeiou me llamo ¿cómo te llamas tu?

1. Use of last names of both parents

2. Use of titles “Don y Doña”

¿Cómo te llamas tú? Yo me llamo… Él se llama ¿Quién es?

7.1.1 Commands • Simon Says • Follow the Leader • Listen and Perform • Circle Fun • Red Light, Green Light • Duck, Duck Goose

Song “Toca tu cabeza” (System B)

1. Use of singular vs. Plural

Siéntate Párate Escucha Muéstrame Toca Anda Tráeme Salta Corre Dame Dale Pon Toma Busca Cuenta

A

CACTIVITIES

OBJECTIVES ACTIVITIES SONGS/RHYMES CULTURE VOCABULARY 7.1.2 Expressions of courtesy, attitudes, and reactions.

• TPR • Puppets • Role play dialogues • Questions and Answers • Guessing games • Flashcards/objects • Skit dialogues • Commercials

Song: “Buenos días” 1. Gestures 2. Hola amigos 1 and 2 Videos

Por favor Gracias De nada ¿Cómo estás? Así, así Encantada/o Sí o no Perdón Lo siento Mucho gusto

7.1.3 Likes, dislikes, and preferences about school subjects

• Vocabulary cards with pictures of sports, computer

• Polling and graphing • Make a schedule

Song “Música, música” (System C)

1. Mention school subjects offered in Spanish countries.

2. Diarama of a South American School.

Me gusta Me gustan No me gusta yo prefiero Matemáticas Música Arte Lectura Computación Educación Historia Ortografía Gramática Física Ciencias Español

7.1.4 Colors • Color bingo cards • Balloons, flashcards,

Color wheel • TPR with colors • Color by number

Songs “De Colores” “Tengo, tengo “Arcoiris” Story “Oso pardo, oso pardo.”

1. Some Spanish countries use different names for brown (café, carmelita, marrón)

2. Pez Rojo, Pez Azul video.

Rojo Blanco Azul Negro Amarillo Verde Morado Anaranjado Pardo Rosado

7.1.4 Numbers 0-100

• Bingo • 7 Up • Hidden number guessing

game • Rocket ship countdown • Dot to dot • Addition, subtraction • Large die • Counting Ball Toss • Count and Clap • Out of Sequence number

call • Number word search

Song “Ten Little Indians” “10 niñitos perritos y gatitos” Rhymes “1-2-3” “Dos y dos son cuatro…”

1. How to say telephone number in Spanish

2. Currency 3. Two ways to express

compound numbers. 4. Differences with

counting numbers 5. Los tres cerditos video 6. Un pez, dos peces video

Cuenta Cero, uno, dos, tres, etc. Más Menos Dinero Paga

A

ACTIVITIE

OBJECTIVE ACTIVITIES SONGS/RHYMES CULTURE VOCABULARY 7.1.4 Simple shapes and sizes

• TPR • Teacher-instructed drawings • Bingo • Paper muñecas (colors)

el circúlo el cuadrado el triángulo el rectángulo

7.1.4 Classroom objects • TPR • Label class objects • Bingo • Flashcards/Go Fish • Scavenger hunt • Hidden object • Classroom poster

Song ¿Cómo se dice? el libro el mapa la bandera la silla el papel la regla el reloj la pizarra el globo la tiza la mesa la pluma

7.1.4 School, places, and school personnel

• Take a tour of the school • Flashcards • Label school map • Identify personnel by name • Item and place match • Role play

Song: “En el salón número___”

1. Compare and contrast school building

el director la oficina la directora la cafetería el secretario el salón de clase la secretaria el gimmasio el enfermero la biblioteca la enfermera el patio el cuarto el bano

7.1.5 Days of the week and months

• Daily routines • Calendar • Flashcards • Make personal calendar • Draw pictures • Birthday game • Picture calendars • Birthday sequences

Songs: “Lunes, martes” “En el invierno” “Primero de enero” Rhyme

“Lunes, martes, miércoles tres..Etc.

1. The week starts on a Monday.

2. No capitals on the days of the week and months.

3. Birthday celebration and name day.

lunes enero martes febrero miércoles marzo jueves abril viernes mayo sábado junio domingo julio agosto Hoy es septiembre Ayer fue octubre Mañana es noviembre Año diciembre Mes fecha ¿Que día es hoy?

ACTIVITIES

OBJECTIVE ACTIVITIES SONGS/RHYMES CULTURE VOCABULARY 7.1.5 Weather and seasons

• Daily routine • Draw pictures • Flashcards • Match clothing with

season and weather • Dress paper doll

Song “En el Invierno” Rhyme “lluvia”

1. Different seasons south of the equator

2. Climate and clothing connection.

¿Qué tiempo hace? Hace buen tiempo Hace frío, calor, sol, viento Llueve– está lloviendo Nieva – está nevando Está nublado el invierno, el verano, el otono, la primavera

7.1.5 Time

• Paper plate clocks • Teacher dictates time • Clock books • Use arms to form

different times

1. Telling time in Spanish speaking countries.

2. Concept of time.

Es la una Son las dos Son las tres y media Son las cuatro y cuarto Son las cinco menos cuarto la medianoche el mediodía por la mañana, tarde, noche

7.1.5 Question words

• Conversations • Continuous questions

and answers throughout the year.

• ¿Qué es? • ¿Qué día es hoy? • ¿Cuál es la fecha? • ¿Qué hora es? • Board game

Song “¿Dónde está?” (System B)

¿Qué? ¿Dónde? ¿Quién? ¿Cómo? ¿Cuándo? ¿Cuántos? ¿Cuáles? ¿Porqué?

7.1.6 Personal needs and classroom necessities

• Continuous use throughout the year

Yo necesito ¿Puedo? Yo puedo Yo quiero Yo no comprendo Repite por favor Necesito ayuda ¿Puedo ir al baño?

A

CACTIVITIES

OBJECTIVE ACTIVITIES SONGS/RHYMES CULTURE VOCABULARY 7.1.6 Feelings and emotions

• Poster of feelings/emotions/faces

• Paper plate faces • Charades • Mime • Feelings-puppets • TPR

Song “¿Cómo está?”

Story “La Oruga Muy

Hambrienta”

1. Tener expressions (idioms) 2. “Los tres cerditos,” video

Estoy contento/a Estoy triste Estoy enojado/a Tengo frío, calor Tengo hambre, sed Tengo miedo, sueno Tengo dolor

7.1.3 Activities and Sports

• Flashcards • Charades • Mime • TPR • Situations • Red Rover • Simon Says • Red light, green light • Pictionary

Song “La gente en el bus” “Paco toca la guitarra”

1. Mention soccer and baseball as popular sports in Spanish speaking countries

2. Mexican sports video

Me gusta , no me gusta Prefiero Jugar el hockey Correr el beísbol Saltar el básquetbol Caminar el tenis Bailar la pesca Cantar el fútbol Nadar el golf Ir de campo hacer un viaje

7.1.4 Physical characteristics and personality traits

• Describe family photos • Teacher instructed

drawing • TPR

Song “Los payasos” (System C)

alto/a guapo/a bajo/a gordo/a flaco/a grande pequeño/a feo/a rubio/a

7.1.4 Family members

• Flashcards/Pictures Photos

• Magazine cut outs • Where is Thumbkin?

With flashcards • Family finger play • Read La Familia Perez and El Cuadro de la Familia. • Draw Family Tree • TPR with props

Song “La gente en el bus” “Mi familia grande” Story “Mi hermano y yo.”

1. Very close families Celebrations include all members of extended family 2. Grandparents often live with their

children. 3. El Paseo 4. La Familia Perez video

la familia – ¿Quién es? el papá la mamá el hijo la hija el hermano la hermana el abuelo la abuela mi / tu

A

ACTIVITIES

OBJECTIVES ACTIVITIES SONG/RHYMES CULTURE VOCABULARY 7.1.4 Domestic and farm animals

• Animal bingo • Matching games with

flashcards • Seven up • Charades • Memory game –

concentration • Role play •

Songs “Mi granja” “Los pollitos dicen” “El granjero y la granja” Stories Pollita Chiquita TuMama es Una Llama? Oso pardo, oso pardo. Tio Nacho y Miguel

1. Compare and contrast sounds of animals

2. Diminutives 3. “Los tres crerditos” video 4. “Eres tu Mi Mama?

el perro el perrito el gato el gatito la gallina el pollito el conejo el gallo la vaca el caballo el cerdo

7.1.4 Parts of the body • Simon says • Body bingo • Draw a figure and label

parts of the body • Draw a monster face • TPR • Dot to to dot activity • What’s missing? • Aerobics

Songs “Cabeza, hombros, piernas, pies” “Hokey Pokey” “Arriba y abajo” (System B)

la cara los ojos la nariz las orejas la cabeza el pelo los brazos las manos los dedos las piernas los pies

7.1.4 Clothing • The suitcase • Dress up games • Who is wearing what

today? • Clothes line • Matching clothes to the

season and weather • Dress paper doll

Songs “La vaca Beatriz” “La lavadora” (Tacos II) “Clothing song” System A Rhyme Clothing chant

1. La Ropa folklórica de México

2. Costumes for celebrations

el sombrero los pantalones la camisa los calcetines la blusa el suéter el vestido los zapatos

7.1.4 Rooms of the house • Label the rooms in their house

• TPR with floor plan • Match item with room in

the house • 7 up with flashcards

1. Compare houses in the US with target large houses

System B el cuarto el garaje los cuartos el bano la sala el patio el comedor la casa el dormitorio el pasillo la cocina

A

ACTIVITIES

OBJECTIVES ACTIVITY SONGS/RHYMES CULTURE VOCABULARY 7.1.4 Common foods Colors Sizes Senses Like and dislikes

• Hot and cold • Role playing restaurant • Polling and surveying food • Food Pyramid • Favorite foods collage and label • Food bingo • Grocery shopping • Hot potato

Books “The Very Hungry Caterpillar in Spanish”” La tortillería Legend – Story of Corn Song “Pasa la banana”

1. Will recognize selected food from target language culture

2. Schedule of meal times 3. Typical meals 4. Food tasting

System B Fruits la manzana la leche la pera el cereal las uvas el pan el jugo la sopa las galletas el queso el sandwich la carne la papa el pescado el pollo el arroz las zanahorias

7.1.4 Tableware and place setting

• TPR • Table setting • Draw place setting and label it • Show me

1. Table manners in target language countries

System B el desayuno el almuerzo la cena el tenedor la cuchara el cuchillo la servilleta la taza el platillo el vaso el plato

7.1.6 Senses

• TPR commands using 5 senses • Charades • Book “My 5 Senses”

los sentidos yo veo está frío yo toco está caliente es malo/a yo escucho/oigo yo pruebo yo huelo

7.1.6 Personal items (toiletries)

• Pack toiletries needed for trip. • Role play • Charades store • Dittos • Bingo • Commercials

yo quiero yo necesito la toalla el cepillo de dientes el cepillo de cabeza el jabón el kleenex la secadora el desodorante la peine

ACTIVITIES

OBJECTIVES ACTIVITY SONGS/RHYMES CULTURE VOCABULARY 7.1.4 • Match word to picture Song la policía el camarero Community • Where do they work? A Taste for Language la camarera el cocinero People • The Bag Page 42 la cocinera el bombero (Helpers)

• Guess the profession • Charades • Draw pictures of community helpers

“¿Quién es?” el granjero el doctor el dentista la enfermera el enfermero

7.1.4 • Label places in map of Song Compare the town of Warren to el zoológico Community places community • Match place with

profession • ¿Dónde trabaja? • ¿Adónde va?

A Taste for Language Page 42 ¿Dónde está……?

a town in a Spanish speaking country. Make a diarama of a Spanish village or city.

el parque la piscina la playa el restaurante el museo la biblioteca el supermercado el cine el hospital la tienda

7.1.4 • Draw Compare modes of el tren Transportation • TPR transportation in the USA to el avión • Draw map of community those in Spanish speaking el coche and instruct children to take countries el autobús their car to these places. la bicicleta • Match card with word el barco • Match mode of el omnibús transportation with location. viajo • Sound Guess ¡Buen viaje! Ex: Choo-Choo = el tren

A

ACTIVITIES OBJECTIVE ACTIVITIES SONGS/RHYMES CULTURE VOCABULARY

7.1.4 Zoo Animals

• Art projects • Animal Bingo • Matching games with

flashcards • Make sounds of animals • 7 Up • Add on – I am going to the

zoo….I see…

Animals books Animals stories and rhymes

la jirafa el león el pájaro el tigre la foca el gorila el pato la cebra el elefante el oso el zoológico el pez los peces la jaula

7.1.4 Wildlife and its habitats

• Classify animals according to habitat

• Draw • TPR • Bean bag toss • Alphabet • Identify plastic

manipulatives of animals.

Songs “El tigre en la selva”

Mention some animals which inhabit Spanish speaking countries Make a diarama of the rainforest.

la ballena el oceáno el tiburón la selva el delfín el bosque los pinguinos el desierto el pulpo el río la langosta el lago el camarón la cueva

7.2.2 Spanish speaking countries

• Locate on a map the countries that speak Spanish

• Identify capitals of Spanish-speaking countries

• Role pay • ¿De dónde eres? • Videos

los países las capitales el mundo el español el mapa la isla

7.2.2 Flags of Spanish speaking countries

• Draw flags • Match flags to countries • Reinforce colors with color-

by-word flags

Symbolism of the colors and coat of arms Discuss days when the flags are displayed. Ex: Mexico Cinco de Mayo

las banderas los colores

WARREN TOWNSHIP SCHOOLS

WORLD LANGUAGES PROGRESS REPORT

Student: ________________________________________________ Grade_________

School: ________________________________________________________________

Teacher: ________________________________________________ Date__________

Progress Report Sample

OBJECTIVES: Learner is able to:

7.1.1 NO Basic Developing 1. Respond to greetings 2. Initiate greetings 3. Respond to farewells 4. Initiate farewells 5. State one’s name upon request 6. Identify others by name 7. Ask classmate’s name 8. Introduce others 9. Respond to commands 10. Initiate commands

7.1.2

11. Express attitudes and reactions 12. Express courtesy

7.1.3

13. Express likes, dislikes and preferences 14. Express likes, dislikes about activities 15. Express likes, dislikes about sports 16. Express likes, dislikes about school subjects

7.1.4 Describe People

17. Identify immediate family members 18. Identify friends 19. Identify school personnel 20. Identify community helpers 21. Identify parts of the body

Describe Places

22. School, classroom, home

23. School locations

Describe Things

24. Identify colors 25. Count from 1-30 26. Count from 30-50 27. Count from 50-100 28. Add and subtract 29. Identify basic geometric shapes 30. Identify some clothing 31. Identify domestic animals 32. Identify zoo animals 33. Identify classroom objects

7.1.5 Provide/obtain information on familiar topics

34. Identify the days of the week 35. Identify the months of the year 36. Describe the weather 37. Describe the seasons 38. Tell time on the hour 39. Tell time on the ½ and ¼ hour 40. Demonstrate comprehension of question words

7.1.6 Express basic personal needs

41. Express feelings and emotions 42. Senses 7.1.7 Identify 43. Pronounce the A, E, I, O, U 44. Pronounce and say the alphabet 45. Common language features

Grading Key: No = Is experiencing difficulty in this area Basic = Is in the first stages of development Developing = Is building knowledge and skills N/A = Not yet introduced

Progress Report Sample

WORLD LANGUAGES

TEACHER REFERENCE SHEET

THEMES AND TOPICS

I. Learning About Me and My School

1. Greetings/farewells 2. Identity (self and others) 3. Commands 4. Courtesy words/reactions/attitudes 5. Likes/dislikes, preferences 6. Classroom objects 7. Numbers (add and subtract) 8. Colors 9. Days of the week 10. Months 11. Weather/seasons 12. Time 13. School personnel/places 14. Basic questions 15. Personal needs/classroom necessities

II. Learning About Me and My Family and Home

1 Body parts 2. Domestic/Farm animals 3 Family and friends 4. Physical characteristics and personality traits 5. Clothing 6. Feelings/emotions (tener expressions) 7. Senses 8. Activities 9. Foods and table setting 10. Rooms of house 11. Express personal needs (toiletries)

III. Learning about Me and My Community

1. Community helpers 2. Community places 3. Transportation

IV. Learning About Me and My Wide, Wide World

1. Countries where target language is spoken 2. Flags and countries of target county 3. Culture of target language country 4. Zoo/Wild Animals and Habitats

E

Warren Township Schools

World Languages Curriculum

Topics per Month Kindergarten Spanish

SEPTIEMBRE Topics:

1. Greeting and farewells: Hola Buenos días Buenas tardes Buenas noches

2. Identify self

¿ Cómo te llamas? Me llamo...........

3. Numbers 1-10

4. Culture:

Spanish Heritage Month OCTUBRE Topics:

1. Review: Greetings Numbers identify self

2. Colores:

rojo verde azul amarillo blanco gris ¿Qué color es?

3. Greetings:

¿ Cómo estás? Estoy bien Mal así así

4. Culture: Día de los muertos

NOVIEMBRE Topics:

1. Review: Greetings Identity Numbers Colores

2. Colores: Morado Negro Anaranjado Rosado Marrón/cafe

3. Culture:

Día de acción de Gracias (Color by number)

4. Polite expressions:

Por favor, gracias DICIEMBRE Topics:

1. Review 2. Immediate Family:

Mamá Papá Hermano Hermana Abuelo Abuela

3. Domestic animals:

perro gato pez

4. Culture:

Feliz navidad

ENERO Topics:

1. Review

2. Calendar: days of week

3. Numbers:

11-20

4. Culture: Tres Reyes magos

FEBRERO Topics:

1. Review 2. Classroom objects

libro lápiz papel creyones tijeras pegamento

3. Culture:

Día de San Valentín Corazones (family members)

MARZO Topics:

1. Review 2. Fruits:

Pera Manzana Fresas Uvas

3. Express likes and dislikes

¿ Te gusta ____________? Me gusta

4. Foreign language week (flags?) ABRIL Topics:

1. Review 2. Domestic animals

la vaca, el conejo el cerdo el caballo la gallina el pollito

3. Culture: Pascua

MAYO Topics:

1. Review 2. Parts of the body:

Cabeza Hombros Piernas Pies Ojos Orejas Boca Nariz

3. Culture

Cinco de mayo Día de las madres

JUNIO Topics:

1. Review 2. Día de los padres

Warren Township Schools

Viva el Espanol-Corresponding Workbook Kit B Activities 7.1.1 Use greetings and farewells appropriately. pp. 1,3,10 7.1.1 Identify and introduce self and others. pp. 1,3,6,10 7.1.2 Express attitudes, reactions, and courtesy. pp. 13,14,17,21 7.1.3 Express likes, dislikes, and preferences. pp. 104-108 7.1.4 Count from 0-100 and add and subtract. pp. 37,39,91,97,100 7.1.4 Classroom objects. pp. 1,3,4,9 7.1.4 Know and name school places and personnel. pp. 13,14,17 7.1.5 Identify days and months. pp. 19, 136 7.1.5 Describe the weather and seasons. pp. 65,66,68,69,77 7.1.6 Express attitudes, feelings, and emotions. pp. 3,5,86,87,88,89,90 7.1.7 Pronounce Vowels. pp. 23 7.1.7 Learn and pronounce the alphabet. pp. 53 7.1.3 Express likes and dislikes regarding food and sports. pp. 67, 86,87 7.1.4 Describing people using physical and personal traits. pp. 117-118 7.1.4 Identify domestic and farm animals. pp. 5-7, 10 7.1.4 Identify parts of the body. p.p. 1, 11 7.1.4 Identify clothing. pp. 13-15, 17, 18, 20 7.1.4 Identify the rooms of a house. pp. 29-35 7.1.4 Identify and describe common foods. Pp. 71-77 7.1.4 Identify what tableware is in a place setting. pp. 79-84 7.2.1 7.2.3

Target language culture and social mores. pp. 55-59,109-113,25-27

7.1.4 Community/Transportation. pp. 139-144 7.1.4 Identify zoo animals. pp. 145-150

WARREN TOWNSHIP SCHOOLS WORLD LANGUAGE - FRENCH

Grade 6

Unité 1: “Bonjour!” (Hello!) Essential Question: How does one effectively communicate introductions and greetings in the French language?

NJCCCS CPI #

OBJECTIVES RESOURCES ASSESSMENTS Learner will be able to:

7.NM.B.1-4 7.NM.B.1-4 7.NM.C.2 7.NM.A.1-3 7.NM.A.1,3,4 7.NM.A.3,4,8,B.3,4,C.2 7.NM.A.3,4,B.3,4,C.2

Recognize and pronounce the French alphabet Ask the names of others Introduce oneself and others State one’s nationality State the nationalities of others State one’s feelings Ask about the feelings of others Recognize and use accent marks appropriately Count in French 0-60 Use various salutations correctly Tell time in French Distinguish the difference between French and English first names Differentiate between formal and informal greetings Identify and locate Francophone countries Distinguish difference between military time and standard time Locate France on a map

Discovering French Bleu Premiere Partie (pages 12-33) Alphabet cards Music Flashcards Realia Clocks Student Activity Book with Listening Exercises Videotape series Teaching Transparencies CD/Audio program Teacher Generated Material Bingo

• Oral practice-interpersonal

• Question/Answer-interpersonal

• Role-playing-interpersonal, presentational

• TPR commands-interpretive

• Class work/homework • Lesson quizzes-

interpretive • Performance-based

speaking-presentational


Grade 6 Unité 2 : “Les Copains et la Famille” (Friends and Family) Essential Question: How do we talk about ourselves and others?

NJCCCS CPI #


7.NM.B.1-4 7.NM.B.1-4 7.NM.C.2 7.NM.A.1-3 7.NM.A.1,3,4 7.NM.A.3,4,8,B.3,4,C.2 7.NM.A.3,4,B.3,4,C.2 7.NM.C.1,3 7.NM.B.4,C.2,4 7.NM.A.3,4,8,B.3,4,C.2

Identify friends and family members in French. Identify pets in French. Count in French up to 100 Solve mathematical expressions in French Demonstrate the use of subject pronouns Compare and contrast the usage of indefinite and definite articles. State one’s age and ask the age of others. Compare and contrast families of Francophone countries with that of their own Name and list the days of the week Name and list the months of the year Effectively communicate the date Accurately identify the months Compare and contrast the manner in which dates are written

Discovering French Bleu Premiere Partie (pages 34-55) Student Activity Book with Listening Exercises Flashcards Teacher generated worksheets and quizzes Videotape series CD/ Audio program Teaching Transparencies Realia Play People (family members) Teacher generated materials Bingo

• Oral practice-interpersonal • Question/Answer-

interpersonal • Role-playing-interpersonal,

presentational • TPR commands-interpretive • Class work/homework • Lesson quizzes-interpretive • Performance-based speaking-

Presentational • Songs • Family Tree- Presentational • Unit 2 Test (Half-year

benchmark)


Grade 6 Unité 3 : “Bon Appétit!” (Enjoy your meal) Essential Question: How can one effectively discuss eating habits in francophone countries?

NJCCCS CPI #


7.NM.B.1-4 7.NM.B.1-4 7.NM.C.2 7.NM.A.1-3 7.NM.A.1,3,4 7.NM.A.3,4,8,B.3,4,C.2 7.NM.A.3,4,B.3,4,C.2 7.NM.A.4,8,B.4,6,C.4 7.NM.A.3,4,8,B.3,4,C.2

Express hunger and thirst Ask if someone is hungry or thirsty Effectively communicate food and drink choices Ask the food and drink choices of others Differentiate between the formal and familiar forms of “please” in French Identify foods and drinks. Differentiate between masculine and feminine nouns Effectively order food and drinks in a French restaurant/cafe. Ask for and pay cafe bill Identify the four season Accurately identify the months and corresponding seasons Compare and contrast the weather according to each season

Discovering French Bleu Premiere Partie (pages 56-73) Student Activity Book with Listening Exercises Manipulatives Plastic Food Flashcards Videotape series Teaching Transparencies Cookbooks Menus

• Oral practice-interpersonal • Question/Answer-

interpersonal • Role-playing-interpersonal,

presentational • TPR commands-interpretive • Class work/homework • Lesson quizzes-interpretive • Performance-based

speaking-Presentational • Original student menus • Unit 3 Test (End-of-year

benchmark)

WARREN TOWNSHIP SCHOOLS WORLD LANGUAGE - SPANISH

Grade 6

Theme: Para Empezar Essential Question: How do we effectively communicate in Spanish?

NJCCCS CPI #


7.NM.B.1 7.NM.A.1-4,8,B.1-4,6 C.1-4,6 7.NM.B.1-4,6 7.NM.B.1-4,6,C.1-4 7.NM.A.1-4,8 7.NM.A.1-4,8, B.1-4,6,C.1-4,6 7.NM.A.1,B.2-3 7.NM.C.1-4 7.NM.A.1-4

Para Empezar:En la escuela Greet people at different times of the day Introduce yourself to others Respond to classroom directions Continue using numbers Tell time Identify parts of the body Learn appropriate behavior to greet others and the concept of time in Spanish countries

Realidades – Pages XXXII-a-9 Teacher’s Resource Book: Pages 1-26 Select from other Resources: Audio Program CD, Practice Workbook, Video Program, Internet Resources, Communicative Activities, Situation Cards, TPR storytelling book, Art and Chapter Transparencies and Teacher Created Materials

• Oral Practice- Interpersonal • Teacher Observation-All

modes

• Vocab. Question/Answers- Interpersonal

• Role Play-Interpersonal/Presentational

• Class work/ Homework Exercises-Interpretive

• Quizzes/Tests-all modes • TPR-Interpretive

• Performance based speaking

• Workbook practice-

Interpretive


Grade 6

Theme: Para Empezar Essential Question: How do we effectively communicate in Spanish?

NJCCCS CPI #


7.NM.A.1-3 7.NM.B.1-4,6 7.NM.B.1-4,6 7.NM.A.1-4,8,C.1-4,6 7.NM.A.1,3-4 7.NM.A.1-4,8,B.1-4,6, C.1-4,6 7.NM.A.1-4,6,B.1-4,6,C.1-4,6 7.NM.A.3-4,8 7.NM.A.1-4,8,B.1-4,6,C.1-4,6

En la clase Talk about things in the classroom Ask questions about new words and phrases Talk about things related to the calendar Use the Spanish alphabet to spell words Learn about the Aztec calendar and Mayan glyphs and how the Spanish calendar starts on a Monday. Learn about celebrations of feast days and some Mexican Holidays.

Realidades – Pages 1017 Teacher’s Resource Book: Pages 1-26 Select from other resources: Audio Program CD, Practice Workbook, Video Program, Internet Resources, Communicative Activities, Situation Cards, Chapter Transparencies, and Teacher Created Materials

• Flash Cards – Interpretive

• Oral Practice - Interpersonal

• Questions/Answer Practice- Interpersonal

• Class work/ Homework Exercises

• Concentration/Classroom words

• Describe the months, days and numbers-all modes

• Internet Self-Test

• Pair Work activities-Interpersonal 7.NM.A.1-4 7.NM.A.1 7.NM.B.1-4,6 7.NM.A.1-4,8,C.1-4,6 7.NM.A.1-4 7.NM.A.2-4,8,C.1-4,6 7.NM.B.1-4,6,C.1-4

El Tiempo Describe weather conditions Identify the seasons Compare weather in the northern and southern hemispheres

Realidades: Pages 18-23 Teacher’s Resource Book: Pages 1-26 Select from other resources: Audio Program CD, Practice Workbook, Video Program, Internet Resources, Communicative Activities, Situation Cards, Chapter Transparencies, Mind Point Quiz show and Teacher Created Materials

• Pictures of weather conditions

• Transparencies-Interpretive

• Oral Practice – Interpersonal

• Class work/Homework Assignments

• Quizzes and Tests - Interpretive

• Theme Projects(weather report/Spanish Country)

• Performance based speaking • Cumulative Assessment-

Listening. Speaking, Reading, Writing (half-year benchmark)


WORLD LANGUAGE – SPANISH

Grade 6

Theme 1: Mis Amigos y Yo (My Friends and I) Essential Question: What are some activities that individuals like and dislike?

NJCCCS CPI #


7.NM.B.1-4,6 7.NM.B.1-4,6,C.1-4,6 7.NM.A.1-4,8 7.NM.A.1-4,8, C.1-4,6 7.NM.C.1-4 7.NM.A.3,4,8 7.NM.A.1-4,8 7.NM.C.1-4,6 7.NM.C.1-4,6 7.NM.C.1-4,6

1A: ¿Qué te gusta hacer? Talk about activities you like and don’t like to do and ask others what they like and don’t like to do Discuss Pablo Picasso’s painting styles Understand cultural perspectives on favorite activities of teens – music, dances etc. Read about Spain’s Heritage

Realidades: Pages 24a-47 Teacher’s Resource Book: Pages 27-54 Select from other Resources: Audio Program CD, Resource Book, Audio Script, Practice Workbook, Video Program, Internet Resources, Situation Cards, TPR storytelling book, Art and Chapter Transparencies, Mind Point Quiz show and Teacher Created Materials

• Vocab.Question/Answers-Interpersonal

• Role Play

Interpersonal/Presentational

• Flash Cards-Interpretive

• Class work/Homework Exercises • TPR-Interpretive • Pair Work Activities -State likes

and dislikes • GramActiva Video- Interpretive • Performance based speaking • Oral presentation on likes/dislikes

using visuals


WORLD LANGUAGE – SPANISH

Grade 6

Theme 1: Mis Amigos y Yo (My Friends and I) Essential Question: What are some activities that individuals like and dislike?

NJCCCS CPI #


7.NM.A.1-4,8,B.1-4,6, C.1-4,6 7.NM.A.1-4,8 7.NM.C.1-3 7.NM.A.1-4,B.2-3 7.NM.C.1-4,6 7.NM.B.1 7.NM.A.1-4 7.NM.A.1-4,B.1-4, C.1-4,6 7.NM.A.1-4,8,B.1-4,6 7.NM.A.1-4,8,B.1-4,6 7.NM.C.1-4 7.NM.A.1-4,8,B.1-4,6,C.1-4,6 7.NM.A.2-4,8,C.1-4,6

1B: Y tú. ¿Cómo eres? Talk about personality traits Ask and tell what people are like Use adjectives to describe people Write and read a poem about themselves Discuss Frida Kahlo’s self portrait Understand cultural perspectives on friendship Discuss careers or which bilingualism is an asset Read about the heritage of the Caribbean


• Describe yourself and others using adjective vocabulary - Presentational

• Uses of Ser/Estar – Interpretive

• “Yo soy Yo” Poem -

Presentational • Personality Self Quiz -

Interpretive • Description Project-

Presentational • Oral Practice-Interpersonal • Workbook Practice-Interpretive • Quizzes and Tests-All modes

• Write a letter to a pen pal-Presentational

• Communicate by e-mail in Spanish-Interpersonal/Interpretive

• Performance based speaking

• Internet Self-Test • Theme project – “Album de

Recuerdos” • Puppet Show (oral assessment)

(Full year benchmark)


Grade 6

Theme: La Escuela (The School) Essential Question: How do we discuss our school schedules and classroom items? Where are things located in the classroom and the school?

NJCCCS CPI #


7.NM.B.1,C.1-4,6 7.NM.B.1-4,6 7.NM.A.1-4,8, B.1-4,6,C.1-4,6 7.NM.A.1-4,8 7.NM.A.3-4,8 7.NM.B.1-4,6,C.1-4,6 7.NM.A.1-4,8 7.NM.A.1-3 7.NM.B.1-4,6,C.1-4 7.NM.A.1-3 7.NM.A.1-4 7.NM.A.1-4,B.1-4,6,C.1-4,6 7.NM.C.1-4,6

2A: Tu día en la escuela Talk about school schedules and subjects Discuss what students do during the day Ask and tell who is doing an action Discuss Fernando Botero’s painting Compare your school with that of a student in Spanish-speaking country Read about Mexico’s heritage


• Write and present a school schedule in the target language – Presentational

• Vocabulary Question/Answer • Quizzes/Tests – all modes

• Video/Video Guides in the target

language-Interpretive • Internet Self-Test • Performance based speaking • GramActiva (p.85)-Interpretive • TPR Exercises • Role Play-

Interpersonal/Presentational • Flash Cards-Interpretive • Workbook practice-Interpretive • Pair Work activities-all modes

• Create and present an original

Spanish cheer/speech- presentational

WARREN TOWNSHIP SCHOOLS WORLD LANGUAGE – Mandarin Chinese

Grade __6__

TEXTBOOKS: Chinese Made Easy 1 Traditional Characters UNIT 1: Ni Hao 你好 (Hello!) Essential Question: How do I greet others with respect in Chinese?

CPI # OBJECTIVES The learner will be able to:

RESOURCES ASSESSMENTS

7.1.NM.B.1-4 7.1.NM.C.2 7.1.NM.A.1-3 7.1.NM.A.1,3,4 7.1.NM.A.3,4 7.1.NM.A.3,4,B.3,4,C.2

Initiate and respond to general greetings Differentiate between respectful and standard greetings Introduce self and ask for someone's name Introduce friends and state their names Count from 0 to 60 State own age and ask for someone's age Ask and state today's date State own birth date Ask where someone lives State own place of residence Recognize and pronounce Pinyin, the Chinese Phonetic system Differentiate the four tones plus the neutral tone Recognize 54 basic radicals in the Chinese writing system Write Chinese characters according to stroke order

Chinese Made Easy (pages 1-27) Flashcards Music Student workbook with CD Bingo MP4 video of Where are my friends? MP3 tone recognition practices Pinyin Poster Audio of Pinyin song

Oral practice - interpersonal Question/Answer - interpersonal Role-play - interpersonal, presentational TPR commands - interpretive Class work/homework Lesson quizzes - interpretive Performance-based speaking with evaluation based on teacher - developed rubric (benchmark)-presentational Songs - presentational

7.1.NM.C.3-5 Culture Day (in English) Describe the history of the Chinese written language; state when and how it was first recorded. State the dynasty and time period when paper was invented

PPT summarizing content from: http://www.historyforkids.org/learn/china/literature/ http://www.historyforkids.org/crafts/china/scroll.htm Chinese scroll paper Chinese calligraphy tools

A project making Chinese scroll


Grade __6__

TEXTBOOKS: Chinese Made Easy 1 Traditional Characters UNIT 2: Wode Jia 我的家 (My Family) Essential Question: How do I talk about myself and my family in Chinese?



7.1.NM.B.1-4 7.1.NM.C.2 7.1.NM.A.1-3 7.1.NM.A.1,3,4 7.1.NM.A.3,4,B.3,4,C.2 7.1.NM.C.1,3 7.1.NM.B.4,C.2,4 7.1.NM.A.3,4,B3,4,C.2

Identify family members in Chinese Ask and state if parents work State own grade and school Recite sibling's grade and school State correct measure word for family member Differentiate between the measure words 口kou and 個 ge for siblings Demonstrate the use of SVO (subject verb object) to form simple Chinese sentences Demonstrate the use of ( 了 le）after the verb to talk about the past and the future

Chinese Made Easy (pages 28-48) Flashcards Music Student workbook with CD Bingo Jeopardy MP4 video of My Family? MP3 tone recognition practices Pinyin Poster Rhyme and chant

Oral practice - interpersonal Question/Answer - interpersonal Role-play - interpersonal, presentational TPR commands - interpretive Class work/homework Lesson quizzes incorporating listening and speaking - evaluation based on teacher-developed rubric (benchmark) - interpretive Performance-based speaking-presentational Family tree project-presentational

7.1.NM.C.3-5 Culture Day (2 in this unit) Describe the influence of Confucius on Chinese family values in terms of filial piety Describe the relationship between parent and child according to Confucius values, compare and contrast with American values.

PPT summarizing content from: http://primaltrek.com/confucian.html http://en.wikipedia.org/wiki/Filial_piety Role play activity based on Amy Chua's book, Battle Hymn of the Tiger Mother

A paper in English on the potential impact of Confucius philosophy on modern day American family


Grade __6__

TEXTBOOKS: Chinese Made Easy 1 Traditional Characters UNIT 3: Let's Have a Spring Festival in January. Essential Question: How do Chinese people celebrate Chinese New Year around the world?



7.1.NM.B.1-4 7.1.NM.C.2 7.1.NM.A.1-3 7.1.NM.A.1,3,4 7.1.NM.A.3,4, 8 7.1.NM.A.3,4,B.3,4,C.2

Demonstrate understanding of the concept of tradition Identify and participate in three traditional activities to celebrate Chinese New Year Explain why the traditional activities are done Express Chinese New Year good wish to others in different ways in Chinese: 新年快乐

！拜年啦！恭喜发财！万事如意！ Recognize and match the Chinese New Year’s items to their Chinese characters Name the main colors(red and gold) of Chinese New Year and their meaning Demonstrate understanding of the concept of tradition Identify and participate in three traditional activities to celebrate Chinese New Year Compare and contrast Christmas or Thanksgiving with Chinese New Year

PPT introducing Chinese New Year. Video of Chinese New Year celebrations Lunar calendar Paper decorations Red envelope Ink, brush pen (Chinese calligraphy) Song sheet Slideshow of New Year's eve family meal Optional: Flour, mince meat to make jiaozi. Red envelope

Oral practice - interpersonal Question/Answer - interpersonal Role-play - interpersonal, presentational Class work/homework Lesson quizzes incorporating listening and speaking - evaluation based on teacher-developed rubric (benchmark) - interpretive Performance-based speaking-presentational Songs-presentational

7.1.NM.C.3-5 Culture Day (1 in this unit) Describe the Chinese New Year by stating when it begins, why it varies year to year, and how it is celebrated.

PPT on the significance of Chinese New Year or Chun Jie (Spring Festival) Video of 2011 celebration in China and in Chinatown, NYC.

Spring Festival Decoration Project


Grade __6__

TEXTBOOKS: Chinese Made Easy 1 Traditional Characters UNIT 4: Guo Jia he Yu Yan國家和語言 (Country and Languages) Essential Question: Where around the world can I practice my Chinese?



7.1.NM.B.1-4 7.1.NM.C.2 7.1.NM.A.1-3 7.1.NM.A.1,3,4 7.1.NM.A.3,4, 8 7.1.NM.A.4,B.4,C.4 7.1.NM.A.3,4,B.3,4,C.2

Find and name major continents and countries in Chinese on the world map Identify the nation based on its flag around the world and state the language(s) spoken by its people Identify and state countries where Chinese is spoken Identify and state three major Chinese dialects and the cities where they are spoken Ask and answer in Chinese where US, Canada, China, Japan, UK, France are located using zai 在 (at) and the corresponding continents Show the three ways of forming a question by using 嗎 ma, verb + negative verb (在不在), and 哪兒 where Demonstrate the use of 過 guo particle to indicate past experience as in" I have been to China"

Chinese Made Easy (pages 54-72) Flashcards Music Student workbook with CD Bingo Jeopardy PPT flags around the world PPT famous people from around the world MP3 tone recognition practices

Oral practice - interpersonal Question/Answer - interpersonal Role-play - interpersonal, presentational TPR commands - interpretive Class work/homework Lesson quizzes incorporating listening and speaking – evaluation based on teacher-developed rubric (benchmark) - interpretive Performance-based speaking-presentational Songs Map of the "sinophone world" project

7.1.NM.C.3-5 Culture Day (2 in this unit) Describe the relationship between Hong Kong, UK, Taiwan, US and modern day China. (events in 1949, 1972, 1997, 2011)

PPT summarizing immigration experience from Taiwan to US in the 1970's and recent trip to Hong Kong, Taipei and Beijing, China US Newspaper articles on these events.

Imagine! A cross- border experience to China. Develop a story based on an imagined cross border- experience from Hong Kong, Taiwan, or China to US.


Grade 7 and 7R

Unité 1: “Faisons Connaissance” (Let’s Get Acquainted) Essential Question: How do we communicate in French basic information about ourselves and others?

NJCCCS CPI #


7.NM.B.1-4 7.NM.B.1-4 7.NM.C.2 7.NM.A.1-3 7.NM.A.1,3,4 7.NM.A.1,2,3 7.NM.C.1,2

Meet and greet people Introduce oneself Spell one’s name (use the French alphabet and accent marks) Ask someone’s name Say where one is from Say hello and goodbye Ask how people feel Differentiate between the use of formal and informal greetings and salutations. Understand the importance of French friendships and family relationships

Discovering French Bleu (McDougal Littell) (pages 1-25) Teacher’s Resource Kit Videotape series CD audio program Student workbook (with listening activities) Teaching Transparencies Teacher-produced material

• Oral practice-interpersonal • Question/Answer-interpersonal • Role-playing-interpersonal,

presentational • TPR commands-interpretive • Class work/homework • Lesson quizzes-interpretive • Performance-based speaking-

presentational

7.NM.B.1-4 7.NM.B.1-4 7.NM.C.2 7.NM.A.1-3 7.NM.A.1,3,4 7.NM.A.1,2,3 7.NM.C.1,2

Talk about other people: Point people out Find out someone’s name Say where a person is from Become familiar with the province of Quebec and the island of Martinique

Discovering French Bleu (pages 26-33) Teacher’s Resource Kit Videotape Series CD audio program Student workbook (with listening activities) Teaching Transparencies Teacher-produced materials

• Oral practice • Question/Answer • Role-playing • TPR commands • Class work/homework • Lesson Quizzes • Performance Based Speaking

7.NM.B.1-4 7.NM.B.1-4 7.NM.C.2 7.NM.A.1-3 7.NM.A.1,3,4 7.NM.A.1,2,3 7.NM.B.4,C.2 7.NM.A.1-3, 7.NM.B.1-3, 7.NM.C.2

Introduce one’s family: Give names Give ages (use numbers through 100) Increase awareness of the francophone world

Discovering French Bleu (pages 34-41) Teacher’s Resource Kit Videotape Series CD audio program Student workbook (with listening activities) Teaching transparencies Teacher-produced materials

• Oral practice • Question/Answer • Role-playing • TPR commands • Class work/homework • Performance Based Speaking • Lesson Quizzes • Unit 1 Test


Grade 7 and 7R

Unité 2: “La Vie Courante” (Everyday Life) Essential Question: How can we communicate in French about our daily activities and compare them to the practices of francophone

teenagers? NJCCCS

CPI # OBJECTIVES RESOURCES ASSESSMENTS

Learner will be able to: 7.NM.B.1-4 7.NM.C.2 7.NM.B.1-4 7.NM.A.1,3,4 7.NM.B.4 7.NM.C.1,2

Offer a friend and an adult something to eat; ask a friend and adult for something to eat Order a beverage in a café Ask what something costs Ask to borrow money from a friend Describe the role of the café in everyday French life Recognize the denominations of the Euro bills and coins

Discovering French Bleu (pages 42-55) Teacher’s Resource Kit Videotape series CD audio program Student Workbook (with listening activities) Teaching Transparencies Teacher-generated materials Realia for Classroom Use (menus, Euros)

• Vocab. Questions and answers-Interpersonal

• Role-playing-Interpersonal • Oral Practice-Interpersonal • Class Work/homework • Lesson Quizzes-interpretive • Speaking Performance-

Interpersonal and Presentational

7.NM.B.1-4 7.NM.B.3 7.NM.B.1-4 7.NM.C.1,2 7.NM.A.1,3,4 7.NM.C.2 7.NM.B.4

Ask for and indicate the time Say when certain events are scheduled Ask about and indicate the day of the week and the month Talk about birthdays Recognize and understand the use of the twenty-four hour clock

Discovering French Bleu (pages 56-62) Teacher’s Resource Kit Videotape Series CD audio program Student Workbook (with listening activities) Transparencies Realia for Classroom Use: clocks, calendars and schedules

• Questions and answers • Pair Work • Oral Practice • Performance-Based Speaking -

Interview questions and open-ended speaking (Half-year benchmark)

• Class Work/homework • Role-playing • Lesson Quizzes

7.NM.B.1-4 7.NM.B.3 7.NM.B.1-4 7.NM.C.1,2 7.NM.A.1,3,4 7.NM.B.4 7.NM.A.1-3,B.1-3,C.2 7.NM.C.6

Discuss the weather and the four seasons Identify the importance of the city of Paris and recognize some of its major historical landmarks and attractions

Discovering French Bleu (pages 64-69) Teacher’s Resource Kit Videotape Series CD audio program Student Workbook (with listening activities) Transparencies Teacher-produced materials Internet sources for research Paris videotape

• Questions and Answers • Pair Work • Oral Practice • Role-playing • Class Work/homework • Lesson Quizzes • Unit 2 Test • Multi-media presentation on

Paris research


Grade 7 and 7R

Unité 3: “Qu’est-ce qu’on fait?” (What do we do?) Essential Question: How do we discuss in French what we do on a daily basis, and what we like and do not like to do?

NJCCCS CPI #


7.NM.C.2 7.NM.B.1-4 7.NM.A.3 7.NM.A.1,3,4 7.NM.B.1-4 7.NM.B.4 7.NM.B.2,3,4,C.2

Describe what people do and don’t do Talk about what people like to do and don’t like to do Tell where people are Compare attitudes towards telephone use among French teenagers and their American counterparts. Discuss the school week for French middle-schoolers

Discovering French Bleu (pages 70 - 90) Teacher’s Resource Kit Student Workbook (with listening activities) Teaching Transparencies Irregular verb conjugation charts Videotape series CD audio program Teacher-produced materials

• Role-play-Interpersonal • Question and Answers-

Interpersonal • Verb Flash Cards-

Interpretive • Class Work/homework-

Interpretive and Interpersonal

• Oral Practice-Interpretive and Interpersonal

• Lesson Quizzes-Interpretive

• Speaking Proficiency Test-Interpersonal

7.NM.B.1-4 7.NM.C.2 7.NM.B.1-4 7.NM.A.1,3,4 7.NM.B.6 7.NM.B.4

Invite friends to do certain things Extend/accept/ refuse invitations Ask yes/no questions Ask information questions Compare French parties (“la boum”) to American middle school age parties

Discovering French Bleu (pages 92-103) Teacher’s Resource Kit CD audio program Videotape series Student Workbook (with listening activities) Question Word Flashcards and Transparencies Videotape Series : “Les Parisiens”

• Questions and Answers • Role-play • Oral Practice • Class Work/homework • Classzone (online

resource) self- test • Lesson quizzes

7.NM.C.2 7.NM.B.1-4 7.NM.B.1-4 7.NM.A.1,3,4 7.NM.B.4 7.NM.A.1-3,8,B.1-3,C.2

Answer yes/no questions Express approval or regret Express mild doubt or surprise Become familiar with the varied culture of Senegal

Discovering French Bleu (pages 104-117) Teacher’s Resource Kit CD audio program VidEotape series Student Workbook (with listening activities) Teaching Transparencies CD-music of Youssou N’Dour Realia from Senegal

• Role-play • Questions and Answers • Oral Practice • Class Work/homework • Lesson Quizzes • Unit 3 Test-all modes


Grade 7 and 7R

Unité 4 “Le monde personnel et familier” (People and their possessions) Essential Question: How can we effectively describe in French ourselves and our possessions?

NJCCCS


Learner will be able to: 7.NM.B.1-4 7.NM.B.1-4 7.NM.A.1,3,4 7.NM.B.4,6 7.NM.B.6 7.NM.B.4

Describe his/her physical appearance Express his/her age, describe character traits and personality. Compare and contrast favorite possessions of French and American teenagers.

Discovering French Bleu (pages 136-149) Teacher’s Resource Kit CD audio program Videotape series Flashcards for physical traits Transparencies Student Workbook (with listening activities)

• Oral Practice- Interpersonal • Question/Answers-Interpersonal • Class Work/homework-

Interpretive and Interpersonal • Pen-Pal Letters-Interpersonal • Voicemail message assignment • Lesson Quizzes-Interpretive

7.NM.B.1-4 7.NM.B.1-4 7.NM.C.2,3 7.NM.A.1,3,4 7.NM.B.4

Describe his/her room Talk about where things are located Talk about things one owns and doesn’t own Describe what one’s possessions look like and whether or not they work Become familiar with the country of Haiti and its rich Creole culture

Discovering French Bleu (pages 150-161) Teacher’s Resource Kit Student Workbook (with listening activities) Teaching Transparencies; flashcards for colors Videotape series CD audio program Teacher-produced materials Realia (everyday objects) for classroom use

• Oral Practice • Question/Answers • “Show and Tell”-Presentational • Class Work/homework • Lesson Quizzes • “C’est Moi!” Booklet – visual,

written and oral self portrait (End-of-year benchmark)

7.NM.B.1-4 7.NM.B.1-4 7.NM.A.1,3,4 7.NM.B.4 7.NM.A.1-3,8,B.1-3,C.2 7.NM.C.6

Get someone’s attention Make generalizations and express opinions Contradict a negative statement or question Introduce a conclusion Become acquainted with favorite modes of transportation in France Explore the contributions of famous francophones, past and present

Discovering French Bleu (pages 162-191) Teacher’s Resource Kit Student Workbook (with listening activities) Videotape series CD audio program Teacher-produced material Teaching Transparencies Internet sources for research

• Oral Practice • Question/Answers • Class Work/homework • Lesson Quizzes • Unit 4 Test-all modes • Multi-media presentation on

notable francophones


Grade 7 and 7R

Theme 2: La Escuela (The School) Essential Question: How do we discuss our school schedules and classroom items? Where are things located in

the classroom and school?

NJCCCS CPI #


7.NM.B.1-4,6,C.1-4,6 7.NM.A.1-3 7.NM.A.1-4,8,B.1-4,6,C.1-4,6 7.NM.B.1-4 7.NM.A.1-4,8 7.NM.A.4,8,B.1-4,6 7.NM.A.1-4 7.NM.A.1-4,8,B.1-4,6,C.1-4,6 7.NM.A.1-3 7.NM.B.1-4,6,C.1-4,6 7.NM.A.3-4,8 7.NM.B.1-4,6,C.3,4 7.NM.B.1-4,6,C.1-4,6

2B: Tu sala de clases Describe a classroom Indicate where things are located Talk about more than one object or person Understand cultural perspectives on school (use of school uniforms, how physical education classes and sports are conducted) Read about the countries of Central America


• Talk about classroom items and furniture • Vocabulary flash cards-Interpretive • Write and present a fictional e-mail/letter to

a friend about your classes • Participate in a scavenger hunt to locate

items in the classroom-Interpretive • Video Presentation • View/Discuss Fine Art Transparencies and

Internet Downloads • Class work/Homework Exercises • Quizzes/ Tests-all modes • TPR-Interpretive • Performance based speaking-

Interpersonal/Presentational • Internet Self- Test • Theme Project: Create and present an

original website page about your school • Role Play-Interpersonal/Presentational

• Workbook and WAVA Practice/Assessments

• Oral Presentation: Create Ideal floor plan for classroom (Half-year assessment)


Grade 7 and 7R

Theme 2: La Escuela (The School) Essential Question: How do we discuss our school schedules and classroom items? Where are things located

in the classroom and the school?

NJCCCS CPI #


7.NM.B.1,C.1-4,6 7.NM.B.1-4,6 7.NM.A.1-4,8, B.1-4,6,C.1-4,6 7.NM.A.1-4,8 7.NM.A.3-4,8 7.NM.B.1-4,6,C.1-4,6 7.NM.A.1-4,8 7.NM.A.1-3 7.NM.B.1-4,6,C.1-4 7.NM.A.1-3 7.NM.A.1-4 7.NM.A.1-4,B.1-4,6, C.1-4,6 7.NM.C.1-4,6

2A: Tu día en la escuela Talk about school schedules and subjects Discuss what students do during the day Ask and tell who is doing an action Discuss Fernando Botero’s painting Compare your school with that of a student in Spanish-speaking country Read about Mexico’s heritage


• Write and present a school schedule in the target language – Presentational

• Vocabulary Question/Answer • Quizzes/Tests – all modes

• Video/Video Guides in the target

language-Interpretive • Internet Self-Test • Performance based speaking • GramActiva (p.85)-Interpretive • TPR Exercises • Role Play-Interpersonal/Presentational • Flash Cards-Interpretive • Workbook practice-Interpretive • Pair Work activities-all modes

• Create and present an original Spanish

cheer/speech- presentational

WARREN TOWNSHIP SCHOOLS WORLD LANGUAGE – SPANISH

Grade 7 and 7R

THEME 3: La Comida (The meal-foods) Essential Questions: What is Spanish Culture? How does one communicate about breakfast and lunch foods and beverages?

NJCCCS CPI#


7.NM.B.1-4 7.NM.A.1,2,3 7.NM.A.1-3 7.NM.A.1-4 7.NM.A.1-4 7.NM.A.1-4,B.1-4,C.1-4 7.NM.A.1-4,B.1-4,C.1-4 7.NM.A.4,C.2,3,4

3A: Desayuno o Almuerzo Talk about foods and beverages for breakfast and lunch Talk about likes and dislikes Express how often something is done Discuss Bartolome Murillo’s painting Understand cultural perspectives regarding meal practices in Spanish-speaking countries Discuss facts about the Northern part of South America (Venezuela, Colombia, Ecuador, Peru, Bolivia)

Realidades: Pages 122a-145 Teacher’s Resource Book: Pages 129-156 Select from other Resources: Audio Program CD, Resource Book, Audio Script, Practice Workbook, Video Program, Internet Resources, Situation Cards, TPR storytelling book, Art and Chapter Transparencies, Mind Point Quiz show, Teacher Created Materials, and plastic foods.

• Vocabulary questions and answers – Interpersonal.

• TPR - Interpretive • Plastic Foods/Flash Cards-

Interpretive • Workbook Practice-Interpretive • Class work/homework exercises-

Interpretive • Quizzes and tests – All modes

• Pair work activities-All modes

• Create a Spanish Menu-

Interpretive and Presentational • GramActiva Video – Interpretive • Performance based speaking -

Presentational

• Create a Health Brochure based on the food pyramid-All Modes

• Los Mercados: Create an original mercado and/or role-play a Mercado

• Theme project: Create a brochure describing a typical day at a health resort. – All Modes

7.NM.A.1-4 7.NM.C.1,3,4 7.NM.A.1-4,8,B.-1-4, C.1-4,6 7.NM.C.1-4,6 7.NM.A.1-4,8,B.1-4, C.1-4,6

3B: Para mantener la salud Talk about foods and beverages for dinner Describe what people, or things are like Discuss food, health, and exercise choices Discuss Diego Rivera’s mural depicting a market scene and compare to places here. Understand cultural perspectives on diet and health care. Read about “mate”/Argentina’s herbal drink and the festival “La Tomatina” in Spain. Read about southern South American coun-tries (Argentina,Chile,Uruguay,Paraguay).

Realidades: Pages 146a-169 Teacher’s Resource Book: Pages 158-181 Select from other Resources Audio Program CD, Resource Book, Audio Script, Practice Workbook, Video Program, Internet Resources, Situation Cards, TPR storytelling book, Art and Chapter Transparencies, Mind Point Quiz show and Teacher Created Materials


Grade 7 and 7R

Theme 4: Los Pasatiempos (The Pastimes) Essential Question: What is the Spanish Culture? How does one communicate about locations and leisure activities in Spanish?

NJCCCS CPI #


7.NH.B.1-4.6 7.NH.B.1-4,6, C.1-4 7.NH.A.1,3 7.NH.A.1,3,4 7.NH.A.1,3,4 7.NH.A.1-4 7NH.A.1,2,3 7.NH.A.1-4,8,B.1-4, C.1-4,6 7.NH.B.2,4,6,C.1,2,3 7.NH.A.2-4,8,B.1-4,6, C.1-4 7.NH.A.1-4,8 7.NH.C.1,3,4 7.NH.A.3,4,8

4A: ¿Adónde vas? Talk about locations in your community Discuss leisure activities Talk about where you go and with whom Learn how to ask questions Discuss Francisco de Goya’s painting Understand cultural perspectives on leisure activities in the Spanish-speaking world. Understand a Spanish promotional brochure about activities in a shopping mall in Spain Read facts about Old San Juan, P.R. and the Spanish influences in the United States.

Realidades: Pages 170a-195 Teacher’s Resource Book: Pages 183-207 Select from other resources: Audio Program CD, Resource Book, Audio Script, Practice Workbook, Video Program, Internet Resources, Situation Cards, TPR storytelling book, Art and Chapter Transparencies, Mind Point Quiz show and Teacher Created Materials

• Vocabulary questions and

answers-Interpersonal • Role play-

Interpersonal/Presentational • Flash cards-Interpretive • Class work/Homework

exercises-Interpretive • Workbook practice-Interpretive • Quizzes and tests-All modes • TPR-interpretive • Pair work activities-All modes

• Talk about what people like to do and where they like to do it-Interpersonal, Presentational

• Talk about cultural pastimes-All modes

• GramActiva video-Interpretive • Performance based speaking-

Presentational • Internet self-test-Interpretive


Grade 7 and 7R

Theme 4: Los Pasatiempos (The Pastimes) Essential Question: What is the Spanish Culture? How does one communicate about locations and leisure activities

in Spanish?

NJCCCS CPI #


7.NH.B.1-4,6 7.NH.B.1-4,6,C.1-4,6 7.NH.A.1-3 7.NH.A.1,3,4 7.NH.A.1,3,4 7.NH.A.1-4,8,B.1-4,6,C.1-4,6 7.NH.A.1,2,3 7.NH.A.1-4,8,B.1-4,6,C1-4,6 7.NH.B.2,4,6,C.1,3,4 7.NH.A.1-5,8 7.NH.C.1,3,4 7NH.A.1-5,8,B.1-6,C.1-4,6 7NH.A.1-5,8,B.1-6,C.1-4,6

4B: ¿Quieres ir conmigo? Talk about activities outside of school Extend, accept, and decline invitations Tell when an event happens Read an advertisement for a sports training school and about a campground Understand cultural differences regarding extra-curricular and after-school activities Read about the current influence of Spanish speakers in the United States.

Realidades: Pages 196a-219 Teacher’s Resource Book: Pages 208-229 Select from other resources: Audio Program CD, Resource Book, Audio Script, Practice Workbook, Video Program, Internet Resources, Situation Cards, TPR storytelling book, Art and Chapter Transparencies, Mind Point Quiz show and Teacher Created Materials

• Vocabulary questions and answers-Interpersonal

• Role play-Interpersonal/Presentational

• Flash cards-Interpretive • Class work/Homework

exercises-Interpretive • Workbook practice-Interpretive • Quizzes & tests-All modes

• TPR-Interpretive • Pair work activities-All modes

• Talk about how students engage

in activities outside of school in both cultures-Interpersonal/Presentational

• GramActiva Video-Interpretive • Performance based speaking-

Presentational

• Theme project: Create an entertainment guide featuring locations and events – All modes

• Oral Presentation – Tell-A-Story

Cumulative Assessment (End-of-year benchmark)


Grade 8 and 8R

Unité 5 “En Ville” ( In Town) Essential Question: How can we talk about and describe our home and community?

NJCCCS


Learner will be able to: 7.NM.B.1-4 7.NM.C.2 7.NM.A.1,3,4 7.NH.B.4,6 7.NH.A.1,2 7.NH.A.3,4,8,B.3,4,C.2

Describe one’s community (streets and public buildings) Talk about how one travels around town and where one goes Ask for and give directions Recognize some similarities among French cities Compare and contrast the role city life plays in the world of French teenagers and their American counterparts

Discovering French Bleu (pages 194-215) Teacher’s Resource Kit Videotape Series CD audio program Student Workbook (with listening activities) Local street maps Teaching Transparencies Teacher-created materials

• Oral Practice • Role-playing • Class Work/homework • Pen-pal letter about one’s

town • Directions from school to

home (in game form) • Lesson Quizzes

7.NH.B.1-4 7.NH.B.1-4 7.NH.A.5 7.NH.A.1,3,4 7.NM.C.2 7.NH.A.3,4,8,B.3,4,C.2

Describe one’s home and family State one’s address Talk about the inside and outside of one’s home Understand the differences between traditional French and American houses

Discovering French Bleu (pages 216-225) Teacher’s Resource Kit Teaching Transparencies Videotape Series CD audio program Student Workbook (with listening activities)

• Oral Practice • Question/Answers • Floor Plan of house • Class Work/homework • Role-playing • Lesson Quizzes

7.NH.A.3 7.NH.B.1-4 7.NM.C.2 7.NH.A.1,3,4 7.NH.A.3,4,8,B.3,4,C.2 7.NH.B.6 7.NH.A.3,4,8,B.3,4,C.2

Make plans to do things in town State what one is going to do Ask others to come along Discuss neighbors and where they live Talk about one’s family members and pets Compare and contrast how and where young French speakers spend their free time Understand the importance of pets in French families

Discovering French Bleu (pages 226-253) Teacher’s Resource Kit Teaching Transparencies Videotape Series CD audio program Student Workbook (with listening activities) Classzone on-line textbook resource La Gloire de Mon Père video

• Vocabulary flashcards for family members and pets

• Oral Practice • Role-playing • Class Work/homework • Lesson Quizzes • Classzone self-test • Unit 5 Test


Grade 8 and 8R

Unité 6 “Le Shopping” (Buying Clothes) Essential Question: How can we talk about our clothing and where we shop? How do American teenagers’ shopping habits compare with those of their French-speaking counterparts?

NJCCCS CPI #


7.NH.B.1-4 7.NM.C.2 7.NH.B.3 7.NH.A.1,3,4 7.NH.B.1-4 7.NH.A.3,4,8,B.3,4,C.2

Discuss what he/she is wearing Describe one’s clothing and how it fits Express preferences Talk about where he/she shops and what to buy Become familiar with French stores, including “le grand magasin” Learn about French shopping and spending habits

Discovering French Bleu (pages 254-275) Teacher’s Resource Kit Student Workbook (with listening activities) Videotape series CD audio program Clothing for classroom discussion Teaching Transparencies Classzone Teacher-generated materials

• Oral Practice (Interpersonal) • Role-playing (Interpersonal) • Pair Work Activity • Class work/homework • Questions and Answers • Lesson Quizzes (Interpretive)

7.NH.B.1-4 7.NM.C.2 7.NH.B.3 7.NH.A.1,3,4 7.NH.B.1-4 7.NH.A.3,4,8,B.3,4,C.2

Ask for help in a store; find out prices Compare items and make choices Talk about clothing needs and preferences Give advice about clothing choices Become familiar with French attitudes towards fashion

Discovering French Bleu (pages 276-283) Teacher’s Resource Kit Student Workbook (with listening activities) Videotape series CD audio program Teaching Transparencies Classzone Teacher-generated materials

• Oral Practice • Role-playing (shopping

situations) • Pair Work (decision-making) • Class Work/homework • Questions and Answers • Lesson Quizzes

7.NH.B.1-4 7.NH.A.1 7.NH.C.1,2,3 7.NH.A.1,3,4 7.NH.B.1-4 7.NH.A.3,4,8,B.3,4,C.2 7.NH.B.6 7.NH.A.3,4,8,B.3,4,C.2 7.NH.C.1,4

Emphasize a remark Indicate approval Introduce an opinion Give commands Compare and contrast attitudes regarding jobs and spending money between French and American teenagers Research French provinces and overseas departments

Discovering French Bleu (pages 284-305) Teacher’s Resource Kit Classzone CD audio program Videotape series Teaching Transparencies Teacher-generated material Video series-France’s provinces and overseas departments Internet sources for research

• Oral Practice • TPR Activities (commands) • Fashion Show • Class Work/homework • Questions and Answers • Lesson Quizzes • Classzone self-test • Unit 6 Test-all modes • Multi-media Presentation: “le

monde francophone” •


Grade 8 and 8R

Unité 7 “Le Temps Libre” (Leisure time) Essential Question: How can we effectively communicate in French about leisure activities, vacations, and travel plans? How do we talk about what happened in the past?

NJCCCS CPI #


7.NH.B.1-4 7.NH.B.1-4 7.NM.C.2 7.NH.B.3 7.NH.A.1,3,4 7.NH.C.2,3 7.NH.A.3,4,8,B.3,4,C.2

Discuss going out with friends Talk about sports Talk about helping around the house Become familiar with French attitudes about free time and vacation time Identify some French holidays and their significance Recognize some favorite French sports and games

Discovering French Bleu (pages 306-316) Teacher’s Resource Kit Student Workbook (with listening Activities) Videotape Series CD audio program Classzone Teaching Transparencies Flashcards-sports and holidays Teacher-generated materials

• Question/Answers-Interpersonal

• Oral Practice-Interpersonal • Role-playing-Interpersonal • Paired Activities-

Interpersonal • Class Work/homework • Weekly Journal Entries • Lesson Quizzes-Interpretive

7.NH.B.1-4 7.NH.B.1-4 7.NM.C.2 7.NH.B.3 7.NH.A.1,3,4 7.NH.C.2,3 7.NH.A.3,4,B.3,4 7.NH.A.3,4,8,B.3,4,C.2

Discuss vacation and travel plans Talk about travel dates, modes of travel, length of stay and what to see Express activities in order and sequence Compare and contrast weekend activities of French teenagers and their American counterparts

Discovering French Bleu (pages 318-328) Teacher’s Resource Kit Videotape Series CD audio program Student Workbook (with listening activities) Classzone Teaching Transparencies Flashcards-modes of tranportation

• Oral Practice • Question/Answer • Role-playing • Paired Activities • Class Work/homework • Weekly Journal Entries • Speaking Proficiency Test

(Half-year benchmark) • Lesson Quizzes

7.NH.B.1-4 7.NH.B.1-4 7.NM.C.2 7.NH.B.3 7.NH.A.1,3,4 7.NH.C.2,3 7.NH.A.3,4,8,B.3,4,C.2 7.NH.B.6 7.NH.A.3,4,8,B.3,4,C.2

State what one did/did not do in the past Discuss where one went in the past Narrate events in sequence in the past Become acquainted with French teenagers’ attitudes regarding television and music

Discovering French Bleu (pages 329-359) Teacher’s Resource Kit Videotape Series CD audio program Student Workbook (with listening activities) Classzone Teaching Transparencies

• Oral Practice • Question/Answer • Role Playing • Paired Activities • Class Work/homework • Composition-narration in the

past • Lesson quizzes • Classzone self-test • Unit 7 Test-all modes


Grade 8 and 8R

Unité 8 ““Les Repas” (Food and Meals) Essential Question: How do we discuss, in French, food and meals? How do French attitudes about food compare with those of Americans?

NJCCCS CPI #


Learner will be able to: 7.NH.B.1-4 7.NH.B.1-4 7.NM.C.2 7.NH.B.3 7.NH.A.1,3,4 7.NH.A.3,4,8,B.3,4,C.2 7.NH.B.6

Talk about favorite and least favorite foods Discuss what one can, should, and want to eat Identify some common foods and beverages Identify items in a place setting Interact with food vendors Identify similarities and differences in eating and grocery habits in France, the U.S., and French-speaking Canada Recognize the cultural significance of mealtime for French families

Discovering French Bleu (pages 360-372) Student Workbook (with listening activities) Teacher’s Resource Kit Teaching Transparencies Realia for classroom use: plastic food and place settings Classzone Videotape series CD audio program Teacher-produced materials

• Oral Practice-Interpersonal • Question/Answers-

Interpersonal • Role-playing-Interpersonal • Paired-Activities-Interpersonal • Class Work/homework • Lesson Quizzes-Interpretive

and Interpersonal • Classzone

7.NH.B.1-4 7.NH.B.1-4 7.NM.C.2 7.NH.B.3 7.NH.A.1,3,4 7.NH.C.2,3 7.NH.A.3,4,8,B.3,4,C.2

Use expressions of preference Discuss items in terms of quantity Order food and ask prices Summarize the characteristics of “la cantine” (French cafeteria)

Discovering French Bleu (pages 374-394) Teacher’s Resource Kit Student Workbook (with listening activities) Teaching Transparencies Classzone Videotape series CD audio program Realia for Classroom Use: menus Teaching Transparencies

• Oral Practice • Question/Answers • Role-playing • Paired Activities • Class Work/homework • Weekly Journal Entries • Lesson Quizzes

7.NH.B.1-4 7.NH.B.1-4 7.NM.C.2 7.NH.B.3 7.NH.A.1,3,4 7.NH.B.6 7.NH.A.3,4,B.3,4 7.NH.A.3,4,8,B.3,4,C.2 7.NH.A.3,4,8,B.3,4,C.2 7.NH.B.2,4,6,C.4,6

Plan a meal Make a shopping list Ask others for help Talk about people one knows Talk about what others have said or written Identify and appreciate some mainstays of French cuisine Recognize the use of French cognates in world-wide cuisine Create and present a group news broadcast

Discovering French Bleu (pages 395-412) Teacher’s Resource Kit Student Workbook (with listening activities) Teaching Transparencies Classzone Videotape Series CD audio program Realia for Classroom Use: cookbooks

• Oral Practice • Question/Answers • Role-playing • Paired Activities • Class Work/homework • Classzone self-test • Speaking Proficiency Test • Lesson Quizzes • Unit 8 Test-all modes • Original News Broadcast (End-

of-year benchmark)


Grade 8 and 8R Theme 5: Mi familia (My Family) Essential Question: What is the Spanish culture? How does one communicate about one’s family in Spanish? How

does one communicate about festivities in Spanish?

NJCCCS OBJECTIVES RESOURCES ASSESSMENTS CPI # Learner will be able to:

7.NH.B.1-6 7.NH.B.1-6,C.1-4,6 7.NH.A.1,3 7.NH.A.1,3,4,5 7.NH.A.1,3,4,5 7.NH.A.1-5,8,B.1-6,C.1-4,6 7.NH.A.1,2,3 7.NH.A.1-5,8,B.1-6,C.1-4,6 7.NH.B.2,4,6,C.1,3,4 7.NH.A.1-5,8 7.NH.C.1,3,4 7.NH.A.3,B.2-6,C.1-4,6 7.NH.A.3-5,8 7.NH.A.3-5,8,B.2-4

5A: Una fiesta de cumpleaños Talk about celebrations and parties, ask and tell ages, express possession, describe your family Understand cultural perspectives on family and celebrations Discuss the important artists and their works: Carmen Lomas Garza, Diego Rivera, Francisco de Goya Discuss Spain’s royal family Hispanic names and naming conventions Celebration traditions

Realidades: Pages 220a-245 Teacher’s Resource Book (Temas 5-9): Pages 1-28 Select from other Resources: Audio Program CD, Resource Book, Audio Script, Workbooks, Video Program, Internet Resources, Situation Cards, TPR storytelling book, Art and Chapter Transparencies, Mind Point Quiz show and Teacher Created Materials, Games, Worksheets, Activities

• Vocab. Questions and Answers-Interpersonal • Role Play-Interpersonal/Presentational • Flash Cards-Interpretive • Workbook practice-Interpretive • Class work/Homework Exercises-Interpretive • Quizzes/Tests-all modes • TPR-Interpretive • Pair Work activities-Interpersonal • Talk about family, celebrations, school activities and

personal heroes-Interpersonal/Presentational • GramActiva Video-Interpretive • Performance based speaking-Presentational • Oral presentation on exchange host family using

visuals-Presentational • Internet self-test- Interpretive • Videomisterio (view and discuss the mystery plot)

Interpretive/Interpersonal


Grade 8 and 8R Theme 5: Mi familia (My Family) Essential Question: What is the Spanish culture? How does one communicate about one’s family in Spanish? How

does one communicate about festivities in Spanish?


7.NH.A.1-5,8,B.1-6,C.1-4,6 7.NH.B.1-6,C.1-4,6 7.NH.A.1,3 7.NH.A.1,3,4,5 7.NH.A.1,3,4,5 7.NH.A.1-5,8,B.1-6,C.1-4,6 7.NH.A.1-5,8,B.1-6,C.1-4,6 7.NH.A.1,2,3 7.NH.C.1,3,4,6 7.NH.C.1,3,4,6 7.NH.A.1-5,8 7.NH.C.1-4,6 7.NH.A.2-5,8,C.1-4,6 7.NH.A.3-5,8 7.NH.A.3-5,8,B.2,3,4

5B: ¡Vamos a un restaurante! Talk about family celebrations, describe family members and friends, ask politely to have something brought to you, order a meal in a restaurant Understanding cultural perspectives of close knit families Discuss etiquette for summoning a server, mealtime customs of sobremesa, communal function of plazas, arroz con leche, Santa Fe


• Describe family members and others-all modes • Role Play-Interpersonal/Presentational • Flash Cards-Interpretive • Workbook practice-Interpretive • Class work/Homework Exercises-

Interpretive/Interpersonal • Pair Work activities-Interpersonal • Quizzes and Tests-all modes • TPR and songs-Interpretive • Present information about food, beverages and Santa

Fe-Presentational • Present a skit server/customer-Presentational • GramActiva Video-Interpretive • Written and oral presentation, a review of favorite

restaurant-Presentational • Theme Project (family tree)-

Interpretive/Presentational • Internet self-test-Interpretive • Videomisterio (view and discuss the mystery plot)



Grade 8 and 8R

Theme 6: En casa (At Home) Essential Question: What is the Spanish Culture? How does one communicate about one’s home and bedroom in

Spanish?


7.NH.B.1-6 7.NH.B.1-6,C.1-4,6 7.NH.A.1,3 7.NH.A.1,3,4,5 7.NH.A.1,3,4,5 7.NH.A.1-5,8,B.1-6,C.1-4,6 7.NH.A.1,2,3 7.NH.A.1-5,8,B.1-6,C.1-4,6 7.NH.B.2,4,6,C.1,3,4 7.NH.A.1-5,8 7.NH.C.1,3,4 7.NH.A.3,B.2-6,C.1-4,6 7.NH.A.3-5,8 7.NH.A.3-5,8,B.2-4

6A: En mi dormitorio Talk about your bedroom Describe bedroom items and electronic equipment Make comparisons Understand cultural perspectives on homes Discuss the Latin Grammy awards, la siesta, the luminarias of Santa Fe Discuss Salvador Dalí and his painting Identify: the influence of Spanish-style architecture in the US; pros and cons of the global technological community Discuss a well-known Mexican riddle, a Spanish trabalenguas, colors and symbols from Spanish-speaking countries’ flags

Realidades: Pages 270a-295 Teacher’s Resource Book, (Temas 5-9): Pages 56-83 Select from other resources: Audio Program CD, Resource Book, Audio Script, Workbooks, Video Program, Internet Resources, Situation Cards, TPR Storytelling book, Art and Chapter Transparencies, Mind Point Quiz Show and Teacher Created Materials

• Vocabulary Questions and Answers - Interpersonal

• Role Play - Interpersonal/Presentational • Flash Cards - Interpretive • Class work/ Homework exercises -Interpretive • Workbook practice - Interpretive • Quizzes and tests - All modes • TPR - Interpretive • Pair work activities – All modes • Talk about bedroom and home

furnishings/arrangement, lifestyle and entertainment preferences, home electronics, colors and color association, flag colors and symbolism, the importance of sleep – Interpersonal, Presentational

• GramActiva Video – Interpretive (Half-year benchmark)

• Performance based speaking - /Presentational • Oral presentation on how one’s bedroom

reflects one’s personality using a visual - Presentational

• Internet self-test - Interpretive • View a video mystery series and discuss the

plot - Interpretive/Interpersonal


Grade 8 and 8R

Theme 6: En casa (At Home) Essential Question: What is the Spanish Culture? How does one communicate about one’s home and bedroom in

Spanish? NJCCCS OBJECTIVES RESOURCES ASSESSMENTS

CPI # Learner will be able to: •

7.NH.A.1-5,8,B.1-6,C.1-4,6 7.NH.B.1-6,C.1-4,6 7.NH.A.1,3 7.NH.A.1,3,4,5 7.NH.A.1,3,4,5 7.NH.A.1-5,8,B.1-6,C.1-4,6 7.NH.A.1-5,8,B.1-6,C.1-4,6 7.NH.A.1,2,3 7.NH.C.1,3,4,6 7.NH.C.1,3,4,6 7.NH.A.1-5,8 7.NH.C.1-4,6 7.NH.A.2-5,8,C.1-4,6 7.NH.A.3-5,8 7.NH.A.3-5,8,B.2,3,4

6B: ¿Cómo es tu casa? Identify rooms in a house Name household chores Tell where you live Understand cultural perspectives on different types of housing Describe and compare: crafts from different regions, architectural design such as patios ad how they promote privacy Compare versions of “Cinderella” tales

Realidades: Pages 296a-319 Teacher’s Resource Book, (Temas 5-9): Pages 84-109 Select from other resources: Audio Program CD, Resource Book, Audio Script, Workbooks, Video Program, Internet Resources, Situation Cards, TPR Storytelling book, Art and Chapter Transparencies, Mind Point Quiz Show and Teacher Created Materials

• Vocabulary Questions and Answers – Interpersonal, Presentational

• Role Play - Interpersonal/Presentational • Flash Cards - Interpretive • Class work/ Homework exercises -

Interpretive • Workbook practice - Interpretive • Quizzes and tests - All modes • TPR - Interpretive • Pair work activities - All modes • Talk about the locations of rooms in

house, furniture, household chores, give advice to another person - Interpersonal

• GramActiva Video - Interpretive • Performance based speaking -

Presentational

• Oral presentation of an advertisement to sell a house or apartment - Presentational

• Internet self-test - Interpretive • Theme Project: La casa de mis sueños

p.270a- All modes

• View a video mystery series and discuss the plot


Grade 8/8R

THEME 7: De Compras (Shopping) Essential Question: What is the Spanish culture? How does one communicate about one’s clothing, shopping,

prices and gift-giving? NJCCCS OBJECTIVES RESOURCES ASSESSMENTS

CPI # Learner will be able to: 7.NH.B.1-6 7.NH.B.1-6,C.1-4,6 7.NH.A.1,3 7.NH.A.1,3,4,5 7.NH.A.1,3,4,5 7.NH.A.1-5,8,B.1-6,C.1-4,6 7.NH.A.1,2,3 7.NH.A.1-5,8,B.1-6,C.1-4,6 7.NH.B.2,4,6,C.1,3,4 7.NH.A.1-5,8 7.NH.C.1,3,4 7.NH.A.3,B.2-6,C.1-4,6 7.NH.A.3-5,8 7.NH.A.3-5,8,B.2-4

7A: ¿Cuánto cuesta? alk about clothes, shopping and prices. Talk about what you want and what you prefer and to be able to point out specific items. Discuss important artists and their work. Joan Miro, Fernando Botero and Carolina Herrera. Understand cultural perspectives on clothing, crafts, and shopping in Spanish-speaking countries. Compare and contrast currency used in Spanish-speaking countries

Realidades: Pages 154a-183 Teacher’s Resource Book (Temas 5-9): Pages 111-139 Select from other Resources: Audio Program CD, Resource Book, Audio script, Workbooks, Video program, Internet Resources, Situation Cards, TPR Storytelling book, Art and Chapter Transparencies, Mind Point Quiz show CD, Games and Teacher Created Materials.

• Vocab. Questions and Answers-Interpersonal • Role Play -Interpersonal/Presentational • Flash Cards-Interpretive • Class work/Homework Exercises –

Interpretive • Workbook practice-Interpretive • Quizzes/Tests-all modes • TPR and songs-Interpretive • Pair Work activities-all modes • Talk about shopping and clothes-

preferences and plans; traditional clothing of Panamá - Interpersonal

• GramActiva Video-Interpretive • Performance based speaking-Presentational • Oral presentation of a fashion show-

Presentational • Internet self –test – Interpretive • Videomisterio (discussion of mystery plot)–



Grade 8/8R

THEME 7: De Compras (Shopping) Essential Question: What is the Spanish culture? How does one communicate about one’s clothing, shopping, prices and gift-giving? NJCCCS OBJECTIVES RESOURCES ASSESSMENTS

CPI # Learner will be able to: 7.NH.A.1-5,8,B.1-6,C.1-4,6 7.NH.B.1-6,C.1-4,6 7.NH.A.1,3 7.NH.A.1,3,4,5 7.NH.A.1,3,4,5 7.NH.A.1-5,8,B.1-6,C.1-4,6 7.NH.A.1-5,8,B.1-6,C.1-4,6 7.NH.A.1,2,3 7.NH.C.1,3,4,6 7.NH.C.1,3,4,6 7.NH.A.1-5,8 7.NH.C.1-4,6 7.NH.A.2-5,8,C.1-4,6 7.NH.A.3-5,8 7.NH.A.3-5,8,B.2,3,4

7B: ¡Qué Regalo! Talk about buying gifts, what happened in the past, use of direct object pronouns and understanding cultural perspectives on gift-giving. Explain contrast of specialty shops and malls. Discuss the Zapotec Guelaguetza festival. Explain using “tutear” to invite informal address.

Realidades: Pages 344a-371 Teacher’s Resource Book (Temas 5-9): Pages 140-163 Select from other Resources: Audio Program CD, Resource Book, Audio script, Workbooks, Video program, Internet Resources, Situation Cards, TPR Storytelling book, Art and Chapter Transparencies, Mind Point Quiz show CD, Games and Teacher Created Materials.

• Vocab. Questions and Answers-Interpersonal • Role Play -Interpersonal/Presentational • Flash Cards-Interpretive • Class work/Homework Exercises –

Interpretive • Workbook practice-Interpretive • Quizzes/Tests-all modes • TPR and songs-Interpretive • Pair Work activities-all modes • Talk about shopping, gifts, stores, malls,

leisure activities, work, historical events and dates, and U.S. Hispanic commercial centers - Interpersonal

• GramActiva Video-Interpretive • Performance based speaking-Presentational • Oral presentation of a fashion show-




Grade 8 and 8R

Theme 8: Experiencias (Experiences) Essential Questions: What is the Spanish culture? How does one communicate about vacations in Spanish?

How does one communicate about volunteer work to help the environment in Spanish? NJCCCS OBJECTIVES RESOURCES ASSESSMENTS

CPI # Learner will be able to: 7.NH.B.1-6 7.NH.B.1-6,C.1-4,6 7.NH.A.1,3 7.NH.A.1,3,4,5 7.NH.A.1,3,4,5 7.NH.A.1-5,8,B.1-6,C.1-4,6 7.NH.A.1,2,3 7.NH.A.1-5,8,B.1-6,C.1-4,6 7.NH.B.2,4,6,C.1,3,4 7.NH.A.1-5,8 7.NH.C.1,3,4 7.NH.A.3,B.2-6,C.1-4,6 7.NH.A.3-5,8 7.NH.A.3-5,8,B.2-4

8A: De vacaciones Talk about things to do on vacation Describe places to visit while on vacation Talk about events in the past Understand cultural perspectives on travel and vacations Discuss El Yunque en Puerto Rico The metro in Mexico City Patagonia in South America


• Vocab. Questions and Answers-Interpersonal • Role Play Interpersonal/Presentational • Flash Cards-Interpretive • Class work/Homework Exercises –

Interpretive • Workbook practice-Interpretive • Quizzes/Tests-all modes

• TPR and songs-Interpretive • Pair Work activities-all modes

• Talk about travel and vacation activities, a

scuba diving school, leisure activities, work and chores; historical events and dates; local attractions of their community (End-of-year benchmark)

• GramActiva Video-Interpretive • Performance based speaking-

Interpersonal/Presentational • Oral presentation on trip using visuals-




Grade 8 and 8R

Theme 8: Experiencias (Experiences) Essential Questions: What is the Spanish culture? How does one communicate about vacations in Spanish?

How does one communicate about volunteer work to help the environment in Spanish? NJCCCS OBJECTIVES RESOURCES ASSESSMENTS

CPI # Learner will be able to: 7.NH.A.1-5,8,B.1-6,C.1-4,6 7.NH.B.1-6,C.1-4,6 7.NH.A.1,3 7.NH.A.1,3,4,5 7.NH.A.1,3,4,5 7.NH.A.1-5,8,B.1-6,C.1-4,6 7.NH.A.1-5,8,B.1-6,C.1-4,6 7.NH.A.1,2,3 7.NH.C.1,3,4,6 7.NH.C.1,3,4,6 7.NH.A.1-5,8 7.NH.C.1-4,6 7.NH.A.2-5,8,C.1-4,6 7.NH.A.3-5,8 7.NH.A.3-5,8,B.2,3,4

8B: Ayudando en la comunidad Discuss volunteer work and ways to protect the environment To talk about what people say To talk about what people did for others Understanding cultural perspectives on volunteer work and ways to protect the environment Discuss the importance of the Peace Corps; the recycle chain; the Red Cross; UNICEF; el Hospital de la Caridad in Sevilla, Spain; the Tinglar turtles; AmeriCorps; Habitat for Humanity

Realidades: Pages 398-423 Teacher’s Resource Book (Temas 5-9): Pages 192-215 Select from other Resources: Audio Program CD, Resource Book, Audio Script, Workbooks, Video Program, Internet Resources, Situation Cards, TPR storytelling book, Art and Chapter Transparencies, Mind Point Quiz show and Teacher Created Materials, Games, Worksheets, Activities

• Vocabulary Questions and Answers-Interpersonal

• Role Play- Interpersonal/Presentational • Flash Cards-Interpretive • Class work/Homework Exercises

Interpretive/Interpersonal • Workbook practice – Interpretive • Quizzes/Tests- all modes

• TPR and songs –Interpretive • Pair Work activities-Interpersonal

• Talk about volunteer work; community

service; recycling and conservation; gifts and gift-giving; past activities in which people engaged; prestigious awards people have received

• GramActiva Video- Interpersonal • Performance based speaking-

Interpersonal/Presentational • Theme Project (present information about a

volunteer vacation they took)- Interpretive/Presentational

• Internet self-test – Interpretive • Videomisterio (discussion of mystery plot)


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