World Language - Grades 1-8 Overview€¦ · this end, this curriculum document outlines Essential...

World Language - Grades 1-8

Summer 2014

Overview

The curriculum that follows reflects the NJCCCS along with the World Language Cumulative

Progress Indicators. The scope of the revision addresses specific areas of the curriculum in need of

alignment to accurately reflect current programming. The revision is designed to reflect the stages of

language acquisition as described by the American Council on the Teaching of Foreign Languages

(ACTFL) in the ACTFL Performance Guidelines for K–12 Learners.

The goal of the Grade 18 Spanish program is to develop an interest and appreciation for the

target language and its culture, and to develop better proficiency in communicative and written skills. To

this end, this curriculum document outlines Essential Questions, Objectives, Resources, Cumulative

Progress Indicators (CPI), and Assessment strategies and resources.

The grade 15 curriculum is designed around age appropriate thematic units and overarching

Essential Questions. Instruction is focused on building student vocabulary and ability to communicate

about specific topics using the target language. Within the grade 15 Spanish program, students

participate in Spanish classes throughout the school year. Grade 1 and grade 2 classes meet twice a

week for 25 minutes each period. In grades 35, students meet three times a week for 25 minutes each

period.

The Middle School document outlines a grade 7 & 8 Spanish/Reading Program (7R/8R) that

builds upon the foundation established in the elementary grades. The Spanish Reading Program

recognizes that students are at the novice level and are able to speak and write about familiar topics

using primarily memorized phrases, short sentences, and vocabulary acquired through their prior

experience. The program goals are designed to expand students’ ability to understand simple spoken

and written language on familiar topics.

The Spanish/Reading curriculum promotes instruction that includes but is not limited to the following:

❖ Is student centered and appropriate for all learners and levels ❖ Supports language development through the use of visual cues such as gestures or pictures ❖ Creates an environment in which the target language is used by the teacher ❖ Provides ongoing opportunities for students to use the target language meaningfully, both orally

and in writing ❖ Offers students opportunities to demonstrate and apply their learning in a variety of modes ❖ Includes a variety of authentic materials, both print and nonprint, representing the diverse

cultures in which the target language is spoken ❖ Includes vocabulary and grammar study in context ❖ Develops cultural competence by embedding culture into the teaching of the target language ❖ Nurtures an appreciation and understanding of diverse individuals, groups, and cultures ❖ Includes ongoing assessment for the purpose of modifying instruction to ensure student success ❖ Values all learners and is differentiated for their strengths, interests, and learning styles ❖ Incorporates and encourages the use of technology ❖ Uses flexible grouping practices and collaboration

New Jersey Core Curriculum Content Standards for World LanguagesWarren Township Schools

First Grade Curriculum

Thematic Unit: Brown Bear

Essential Question: How do I develop communicative competence

ObjectiveLearner will be able to:

Resources Vocabulary CPI # Assessments

Identify Thirteen

Common Colors

●Brown Bear Book

●Color square and word

manipulatives

●Worksheets

●Color books

●Classroom visual

prompts

●Authentic Electronic

Resources

rojo,anaranjado, amarillo,

verde, azul, morado,

rosado, marron, negro,

blanco, pardo, café,

dorado

7.NM.A.3,B.1,C.1

7.NM.A.1,3,4

7.NM.A.1,B.1

7.NM.C.2,4

●Recite and recall color

names

●Matching activities with

manipulatives

●TPR Games

●Independent completion

of worksheets

Identify

Numbers 1-15

●Brown Bear Book

●Number and word

manipulatives

●Games

●Song and props

●Authentic Electronic

Resources

uno, dos, tres, cuatro,

cinco, seis, siete, ocho,

nueve, diez, once, doce,

trece, catorce, quince

7.NM.A.3,B.1,C.1

7.NM.A.1,3,4

7.NM.A.1,B.4

7.NM.A.1,3,C.4

●Recite and recall number

words


manipulatives

●Group number games


of matching worksheets

(Summative Assessment)

Identify 9 Animals

●Brown Bear Book

●Animal picture and word

manipulatives

●Worksheets

●Songs

oso, pajaro, pato, caballo,

rana, gato, perro, oveja,

pez

7.NM.A.3,B.1,C.1

7.NM.A.1,3,4

7.NM.A.1,B.1

7.NM.A.2,3,C.1

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

7.NM.A.1,B.1

●Recite and recall animals


manipulatives

●TPR Games

●Perform animal songs

●Independent matching

acitivity on a worksheet


●Small Group Games

●Identify visuals of animals

(Oral Assessment)

Recognize Appropriate

Animal Habitats

●Brown Bear Book

●Picture and word

manipulatives

●Worksheets

nido, aquario, casa,

establo, cuerva, lago

7.NM.A.3,B.1,C.1

7.NM.A.1,3,C.2

●Recite habitat names

●Categorize animals by

habitat

Demonstrate

understanding of noun and

adjective sequencing

●Brown Bear Book

●Animal picture and word

manipulatives

●Worksheet

Animal and color

vocabulary

7.NM.A.3,B.1,C.1

7.NM.A.1,3,C.2

7.NM.A.1,3,C.2


and animal names

●Sequence animal and

color names as a group

with manipulatives

●Sequence animal and

color names independently

on a worksheet


Recite the Story of Brown

Bear in the target language

●Student Created Version

of the Book

●Song

●Culturally authentic

electronic resources

All previously learned

vocabulary in the unit

7.NM.A.1,3,B.1,4

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

●Identify vocabulary as

sight words

●Recite selections and

Recognize phrases within

culturally authentic text

(End of the Year

Benchmark)

Summer 2014


Second Grade Curriculum

Thematic Unit: Hungry Caterpillar




Identify Eleven

Common Colors

●Hungry Caterpillar Book

●Color square and word

manipulatives

●Color-by-number butterfly

worksheets

●Color-by-number color

key poster

rojo,anaranjado, amarillo,

verde, azul, morado,

rosado, marron, negro,

blanco, gris, mariposa

7.NM.A.3,B.1,C.1

7.NM.A.1,3,4

7.NM.A.1,B.1

7.NM.C.2,4

●Pre-test Retention

Assessment


names


manipulatives

●TPR Games


of worksheets using a chart

Identify

Numbers 1-15


●Number and word

manipulatives

●Games

●Song and props

uno, dos, tres, cuastro,

cinco, seis, siete, ocho,

nueve, diez, once, doce,

trece, catorce, quince

7.NM.A.3,B.1,C.1

7.NM.A.1,3,4

7.NM.A.1,B.4

7.NM.A.1,3,C.4

●Pre-test Retention

Assessment

●Recite and recall number

words


manipulatives

●Group number games


of counting worksheets

Identify and Sequence the

Days of the Week


●Days of the Week word

manipulatives

●Worksheets

●Culturally Authentic

Calendar

●Songs

lunes, martes, miercoles,

jueves, viernes, sabado,

domingo

7.NM.A.3,B.1,C.1

7.NM.A.1,3,C.2

7.NM.C.1

7.NM.A.4,8

●Recite and recall days of

the week

●Sequencing activities with

manipulatives

●Perform Days of the

Week Song

●Recognize days of the

week as found in original

text from story

●Independent sequencing

activity on worksheet


Identify and Sequence

Time of Day


●Picture and word

manipulativesmanana, tarde, noche

7.NM.A.3,B.1,C.1

7.NM.A.1,3,C.2

●Recite and recall time of

day

●Sequencing activities with

manipulatives

Identify Things in Nature


●Picture and word

manipulativeshoja, sol, luna

7.NM.A.3,B.1,C.1

7.NM.A.1,3,4

●Recite and recall things in

nature


manipulatives

Identify Previously Learned

Vocabulary as Sight Words●Word manipulatives

Numbers 1-15, 11 Common

Colors, Days of the Week,

Time of Day, and Things in

Nature Vocabulary

7.NM.A.1,3,B.1,C.1 ●Recognize, recall, and

state vocabulary in a

competitive game (Half

Year Benchmark)

Summer 2014





Identify and Count

10 Common Fruits


●Picture and word

manipulatives

●Worksheets

●Culturally Authentic

Realia

●Songs

manzana, pera, ciruela,

fresa, naranja, melon,

limon, uva, platano,

banana, (no) me gusta,

Cual, te gusta

7.NM.A.3,B.1,C.1

7.NM.A.1,3,4

7.NM.A.1,3,B.1,4

7.NM.A.1,3,B.1,4

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

7.NM.A.2,3,C.1

7.NM.A.3,B.3

7.NM.A,3,4B.3,4,C.3

●Recite and recall fruits


manipulatives

●Identify and describe

realia of culturally authentic

fruits

●Describe and count fruits

using authentic language

selections from story

●Label fruit pictures


●Perform fruit song

●State preference of fruits

●Student Survey of fruit

preferences

●Identify 10 fruits orally

using visual prompts (Oral

Assessment)

Demonstrate

understanding of article

and noun agreement


●Fruit word manipulatives

●Worksheet

el, la , los, las, manzana,

pera, ciruela, fresa,

naranja, melon, limon, uva,

platano, banana

7.NM.A.3,B.1,C.1

7.NM.A.1,3,B.3

7.NM.A.1,3,C.2

●Recite and recall fruit

names

●State appropriate article

and fruit as a class

●Write appropriate article

and fruit independently on

a worksheet (Summative

Assessment)

Identify 10 Foods from the

Vocabulary in the Story


●Picture and word

manipulatives

●Worksheets

●Realia

un pedazo de pastel de

chocolate, un barquillo de

helado, un pepino, una

rebanada de queso suizo,

una rebanada de salame,

una paleta, un pedazo de

pastel, una salchicha, un

panecillo, un pedazo de

sandia

7.NM.A.3,B.1,C.1

7.NM.A.1,3,4

7.NM.A.1,3,C.2

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

7.NM.A.2,3,C.1

●Recite and recall vocab

●Group matching activities

with manipulatives

●Differentiate between a

piece and a slice of food


activity on a worksheet


●Perform the authentic

selection from the story as

a chant with TPR

movements

Summer 2014





Demonstrate Knowledge of

the Life Cycle of the

Butterfly


●Non-Fiction Science

Stories

●Picture and word

manipulatives

●Worksheets

●Art Supplies

oruga, mariposa, capullo,

huevecillo, crisalida,

primero, segundo, tercero,

cuarto

7.NM.A.3,B.1,C.1

7.NM.A.1,3,4

7.NM.A.1,3,4,C.4

7.NM.A.3,4

7.NM.A.1,3,4

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

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

●Recite and recall vocab

●Group matching and

sequencing activities with

manipulatives

●Independent Slideshow

Creation

●Recognize the vocabulary

within authentic selections

●Identify and Sequence

ordinal numbers

●Recite and Sequence Life

Cycle Statements

●Teacher Evaluation of

presentation (Summative &

Oral Assessment)

Recite the Story of the

Hungry Caterpillar in the

target language

●Student Created Version

of the Book

●Vowel Song

●Word manipulatives


electronic resources


vocabulary in the unit, the

spanish alphabet

7.NM.A.1,3,B.1

7.NM.A.1,3,B.1

7.NM.A.1,3,B.1,4

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

●Differentiate between the

Spanish and English

alphabet sounds

●Differentiate between the

Spanish and English

vowel names

●Identify vocabulary as

sight words in a game

●Recite selections and

Recognize vocabulary

within culturally authentic

text (End of the Year

Benchmark)

Summer 2014


Third Grade Curriculum

Thematic Unit: Seasons




Identify body parts

●Body part song

●Pobre Jose Flashcards

●Pin the Body on the body

●Bingo

●Authentic electronic

information sources

●Concentration

●Matching and

manipulative games

●Worksheets

El cuerpo, cabeza, ojos,

nariz, boca, brazos, manos,

rodillas, pies, piernas,

cuello, cara, orejas, pelo,

dedos

7.NM.A.1,B.3

7.NM.A.1

7.NM.A.1,C.1

7.NM.A.1,B.3

7.NM.A.1,3,4,B.1

7.NM.A.1,3

7.NM.A.1,3,4

●Teacher question and

answer

●Teacher observation

●TPR-songs

●Performance based

speaking

●Matching/manipulative

games

●Label body parts


●Simon Says

Identify and describe the

weather

●Weather flashcards

● "Que tiempo hace hoy"

song

●Weather calendar

●Bingo

●Worksheets

●Teacher made materials

●Concentration

●Weather reports


information sources

El tiempo, hace sol, hace

frio, hace calor, hace

viento, hace buen tiempo,

hace mal tiempo, está

nublado, está lloviendo,

está nevando, la lluvia, la

nieve

7.NM.A.1,3,4,B.1

7.NM.A.1,3,4

7.NM.A.3,B.3,4

7.NM.C.2-3

7.NM.C.1

7.NM.A.1,4,8

7.NM.A.1,3,C.2


games

●Weather phrase match

worksheet

●Describe orally daily

weather (Oral Assessment)

●Record daily weather

●Perform weather song

●"Que tiempo" song

worksheet sheet activity

●Classify weather by

season (Summative

Assessment)

Identify clothing

●Clothing picture/word

flashcards

●Realia clothing articles

●Clothing song "Ponte la

camisa" "La vaca

Beatrice"

●Magazines/catalogs


information sources

●Worksheets

la ropa,camisa, camiseta,

zapatos,calcetines, medias,

pantalones, cortos,

chaqueta, sueter, abrigo,

gorra, botas, guantes,

bufanda, vestido, falda,

traje de bano, sandalias,

tenis, gafas de sol,

paraguas, impermeable

7.NM.A.1,3,4

7.NM.A.3,B.1, C.1

7.NM.A.1,3,B.1

7.NM.A.1,3

7.NM.A.1,B.3

7.NM.C.2,4,6

7.NM.A.1,3,B.3

7.NM.A.1,3,C.2

●Identify written word and

picture

●Recite and recall

vocabulary



and labeling (Summative

Assessment)


evaluation

●Create and label collage

●Verbal identify realia

●Categorize clothing by

body part

Demonstrate knowledge of

the Seasons

●Matching and

manipulative resources

●Games


information sources

●Songs

la estacaion, el invierno, la

primavera, el otono, el

verano, los colores

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

7.NM.A.1,3,4

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

7.NM.A.1,3,C.2

7.NM.A.1,3,B.1,3,4

●Seasons book (End of the

Year Benchmark)

●Matching worksheets

●Design seasonal scene

and label

●Classify clothing by

season

●Student interview


calendar vocabulary


calendars

●Month, day and date

manipulatives

●Songs

●Worksheets


information sources

el calendario, lunes,

martes, miercoles, jueves,

viernes, sabado, domingo,

enero, febrero, marzo, abril,

mayo, junio, julio, agosto,

septiembre, octubre,

noviembre, diciembre, la

fecha, hoy, ayer, manana,

el dia, el ano, los meses, de

7.NM.A.1,4,8

7.NM.A.1,4,8

7.NM.A.3,B.1,C.1

7.NM.C.1

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

7.NM.A.1,B.3

●Sequence months & days

●Sequence parts of the

date

●Recall and recite

vocabulary

●Sing months and days

songs

●Record the date

(Half Year Benchmark)


answer

●Classify months by

season (Summative

Assessment)

Distinguish between

physical characteristics

●Visual and written

manipulatives

●Guess who? Game

●Worksheets

●Flashcards

castano, rubio,

pelirojo,negro, azules,

cafes, marrones, negros,

verdes, pardos,

bajo/a,alto/a, gordo/a,

flaco/a, delgado/a, viejo/a,

joven, yo tengo, yo soy

7.NM.A.3,B.1,C.1

7.NM.C.2-3

7.NM.A.1,3,4

7.NM.C.2,4,6

7.NM.A.1,3,C.6

7.NM.A.1,B.1

●Recite/recall vocabulary

●Describe self orally and

written (Summative & Oral

Assessemnt)

●Recognize descriptions of

others

●Color and label worksheet

●Create drawing using

teacher provided

descriptions

●TPR games

Summer 2014


Fourth Grade CurriculumThematic Unit: Community

Essential Question: How do I know that I am getting better in using language in real-world situations



Identify and Describe

places in the community

Written and visual

manipulatives

Worksheets

comunidad, casa, escuela,

supermercado, biblioteca,

tienda, restaurante, museo,

zoologico, parque, cine,

rascacielos, familia, clases,

frutas, libros, ropa, comida,

arte, animales, actividades,

peliculas, personas

7.NM.A.3,B.1,C.1

7.NM.A.1,3,4

7.NM.A.1,B.3

7.NM.A.1.3,B.3

●Recite and recall places

in the community


manipulatives


answer

●Match things/activities to

locations orally and written

●Matching worksheet to

identify communty places



people, places, and things

in the home.

Written and visual

manipulatives

Authentic electronic

information sources

Worksheets

Magazines

madre, padre, hijo/a,

hermano/a, tio/a, primo/a,

abuelo/a, sala, dormitorio,

cocina, bano, patio, jardin,

sofa, mesa, television,

refrigerador, fregadero,

comedor, silla, sillon,

inodoro, ducha, banera,

gavetero, cama, espejo,

lavamanos, radio, alfombra,

lampara, estufa, horno,

donde, esta, en

7.NM.A.3,B.1,C.1

7.NM.A.1.3,B.3,C.2,4

7.NM.A.1.3,C.6

7.NM.A.1,3,4

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

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

●Recite and recall family

members, rooms, and

furniture

●Deduce relationships of

family members

●Create family trees

●Label 6-9 family members

on worksheet (Summative

Assessment)

●Matching Activities with

manipulatives

●Create and answer ques-

tions orally

●Identify location of family

and furniture orally and

written in a full sentence

(Summative and Oral

Assessment)


people, places, and things

in the school.

Written and visual

manipulatives

Authentic electronic

information sources

Worksheets

Clue cards

maestro/a, enfermera,

director/a, secretaria,

bibliotecaria, estudiante,

aula, cuarto de musica/

arte, biblioteca, enfermeria,

laboritorio de computa-

doras, bano, pasillo,

cafeteria, clase, oficina,

gimnasio, luz, lapiz, papel,

regla, pegamento, rloj,

mapa, puerta, silla,

bandera, pizarra, globo,

borrador, sacapunta,

escritorio, mesa, libro,

tijeras, ventana, crayones

7.NM.A.3,B.1,C.1

7.NM.A.1,3,4

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

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

7.NM.A.1,3,B.1,4

7.NM.A.1,3,B.1

●Recite and recall school

people, places, and

classroom objects


manipulatives

●Create and answer ques-

tions orally

●Identify location of people

in the school orally and

written in complete

sentences (Summative &

Oral Assessment)

●Scavenger Hunt

●Oral recognition of class-

room objects quiz

Identify sports/activities

played in the park

Written and visual

manipulatives

TPRgames

Worksheets

futbol, futbol americano,

correr, esquiar, beisbol,

tenis, nadar, ciclismo,

natacion, volibol, boliche,

boxeo, hockey, golf, (no)me

gusta, te gusta

7.NM.A.3,B.1,C.1

7.NM.A.1,3,4

7.NM.A.1,B.3

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

7.NM.A.1,3,B.1,3,4


vocabulary


manipulatives


answer

●Tell and write preferences

●Student Survey

●Label Sports worksheet


Summer 2014


Fourth Grade Curriculum



Identify and Categorize

common food items by the

5 main food groups

●Written and visual

manipulatives

●Supermarket weekly

flyers

●Worksheets

●Realia

frutas, vegetales, carnes,

leches, cererales, pera,

manzana, uvas, tomate,

melon, limon, cerezas,

banana, naranja, toronja,

fresa, aji, papa, lechuga,

pepino, guisantes, cham-

pinones, maiz, ajo, zana-

horia, bistec, carne, pavo,

pollo, pescado, atun, lan-

gosta, camarones, jamon,

cordero, puerco, chuleta,

tocineta, leche, helado,

queso, yogur, budin, pan,

cereal, wafles, panecillo,

panqueques, pasta, espa-

guetis

7.NM.A.3,B.1,C.1

7.NM.A.1.3,C.2

7.NM.A.1,B.3

7.NM.C.2,4

7.NM.C.6

7.NM.A.1,B.1


vocabulary

●Categorizing activities

with manipulatives, realia,

and worksheets


answer

●Label pictures of

vocabulary

●Construct a food group

picture chart (Summative

Assessment)

●TPR games

Identify body parts

●Body part song


manipulatives

●Bingo

●Games


information sources

●Concentration

●Matching and

manipulative games

●Worksheets

El cuerpo, cabeza, pelo,

ojos, orejas, nariz, boca,

cuello, brazos, codos,

manos, dedos, rodillas,

pies, piernas, dedos de pie

7.NM.A.1,B.3

7.NM.A.1

7.NM.A.1,C.1

7.NM.A.1,3,4,B.1

7.NM.A.1,3

7.NM.A.1,3,4

●Pre-Test Retention

Assessment


answer

●Teacher observation

●TPR songs


games

●Label body parts


●Simon Says

Use Tener verb to state

condition


manipulatives

●Matching and

manipulative games

●TPR props

●Worksheets

Yo tengo, tiene, sed,

hambre, calor, frio, miedo,

sueno, dolor, vaca, gallo,

perro, gata, cerdo, caballo

7.NM.A.1,B.3

7.NM.A.1,3,4,B.1

7.NM.C.2,4


answer


games

●Matching statements to

pictures on worksheets

(Summative Assesment)

Identify clothing

●Clothing picture/word

manipulatives

●Realia clothing articles


information sources

●Worksheets

la ropa,camisa, camiseta,

zapatos,calcetines, medias,

pantalones, cortos,







7.NM.A.1,3,4

7.NM.A.3,B.1, C.1

7.NM.A.1,3,B.1

7.NM.C.2,4

7.NM.A.1,B.3

7.NM.A.1,3,B.3


picture


vocabulary


●Independent worksheet

labeling (Summative

Assesment)


evaluation

●Verbally identify realia

(Oral Pre-Test Retention

Assessment)

Identify and categorize zoo

animals and habitats


manipulatives

●Matching and

manipulative games

●Worksheets

pinguino, tigre, mono,

camello, gorila, serpeinte,

jirafa, elefante, foca, leon,

culebra, artico, desierto,

selva, savana

7.NM.A.3,B.1, C.1

7.NM.A.1,3,4

7.NM.A.1,3,B.1

7.NM.C.2,4

7.NM.A.1,B.3


vocabulary


picture

●Group matching and

categorizing activities

●Independent worksheet

labeling and categorizing

(Sumamtive Assessment)


evaluation

Summer 2014


Fourth Grade Curriculum



Identify and describe meals


manipulatives


information sources

●Venn Diagrams

●Art Supplies

●Computers

desayuno, almuerzo, cena,

postre, and food vocab

7.NM.A.1,3,4

7.NM.A.1,3,C.2

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

6

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

7.NM.A.3,4,C.2,3,4

7.NM.A.1,3,4,C.3,4,6

●Identify vocabulary

●Classify food by meal

●Compare and contrast

foods eaten in US and LA

on Venn Diagram

●Choose a culturally

authentic selection of foods

for each meal

●Sequence and

demonstrate article, noun,

adjective agreement

●Create multi-ethnic menu


Recite the alphabet in

Spanish

●Visual flashcards

●Bingo game

●Poster

Spanish Alphabet

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

7.NM.A.1,3,4

7.NM.A.3

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

●Identify 29 alphabet

letters by name and

phonetic sound

●Recognize oral alphabet

names

●Recall previously learned

vocabulary

●Spell previously learned

vocabulary(End of the Year

Benchmark)

Recognize the target

language in culturally

authentic electronic

information

●Popular movies dubbed

in target language

all previously learned

vocabulary

7.NM.A.8,B.3 ●Teacher question and

answer of movie scenes in

the target language

Summer 2014


Fifth Grade CurriculumThematic Unit: Mexico

Essential Question: What strategies do I need to communicate in linguistically and culturally appropriate ways



Identify question words

●Question words song

●TPR props

●Questions worksheet

●Question word piece

¿Qué?, ¿Cómo?, ¿Quién?,

¿Por qué?, ¿Cuándo?,

¿Dónde?, ¿Cuántos?

7.NM.A.1,B.3

7.NM.A.3,B.1, C.1

7.NM.A.1,4,8

7.NM.A.1,B.3

7.NM.C.2,4,6

● Teacher question and

answer


●Complete written worksheet


evaluation

●Question creation game

●Identify appropriate question

word worksheet (Summative

Assessment)

Apply maps skills in the

target language

●culturally authentic maps

●compass

●Social Studies textbooks


information sources

●Worksheets

●Globes

el mapa, el globo, la ciudad,

viajar, el país, las costas,

los continentes, largo/a, sur,

este, oeste, norte, frontera,

montañas, rios, océanos,

mar, golfo, playas, Europa,

Asia, Africa, Estados

Unidos, America del Norte,

America del Sur, Oceanía,

Antártida, La Ciudad de

México, Cuernavaca,

Taxco, Acapulco

7.NM.A.3,B.1, C.1

7.NM.A.1,3

7.NM.A.1,3

7.NM.A.1,3,C.3

7.NM.A.1,3


●Label map of continents,

oceans, and compass rose


●Locate and name 4 cities in

Mexico

●State directional relation of

continents and bodies of

water

●Identify landforms and

bodies of water quiz



climate in Mexico

●Weather manipulative

●suitcase craft page

●clothing pictures

●Celsius vs. Fahrenheit

chart


information sources


weather reports

el clima, clima tropical,

celsius, grados, el tiempo,

hace sol, hace fresco, hace

calor, hace buen tiempo,

hace mal tiempo, está

nublado, está lloviendo,

lluvia, la ropa,camisa,

camiseta,zapatos,

calcetines, medias,

pantalones, cortos,







7.NM.A.1,3,C3

7.NM.A.1,B.4

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

7.NM.A.1,4,8

●Choose appropriate clothing

to pack in suitcases


●Compare/contrast weather

in Mexico vs. US

●Record and report weather

in 4 Mexican cities

●Complete worksheet C vs. F

Relate personal

information found on a

passport

●passports

●manipulative


information sources

apellido, nacionalidad,

firma,fecha de nacimiento,

lugar de nacimiento, color

de ojos, color de pelo,

7.NM.A.1,3,8

7.NM.A.1,B.3

7.NM.B.1-6

7.NM.A.1,C.3

●completed passport



answer

●Role-play passport agent

and passenger (Oral

Assessment)

●Oral assessment of

passport information

Tell time in target

language

●clocks

●time worksheets


information sources

●schedule worksheet

la hora, ¿Qué hora es?, Es

la una, son las …, cuarto,

media, menos,

medianoche, mediodia, a

qué hora…

7.NM.A.1,3,4,B.1

7.NM.A.1,B.3

7.NM.A.1,4,B.1,4

C.2

●Identify time using visual

prompts

●Oral statement of time using

visual prompts (Oral

Assessment)

●Labeling clocks worksheet


Summer 2014


Fifth Grade Curriculum



Describe and explain 3

cultural sites in Mexico

City

●Readings from unit

●Teacher made materials

●Authentic visual aids

●Videos

●maps

●Authentic crafts

flores, jardín,botes,

trajineras, mariachis,

canales, trompeta, violín,

cantar, tocar, a tiempo,

atraviesa, guitarra, el torero,

el picador, el matador,

burro, primero, segundo,

tercero, cuarto, quinto,

banderillas, lomo, capa,

muleta, pulgadas, pies,

millas, subir, avenida, dios,

Quetzalcóatl, quetzal,

serpiente

7.NM.A.1,B.3

7.NM.A.1,B.3

7.NM.A.3,B.1,C.1

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

7.NM.A.1,B.3

7.NM.A.1,3,4,B.1

● Comprehension questions

based on readings

● Daily performance

evaluation

●Time sequencing using

ordinal numbers

●Compare and contrast

cultural sites with US sites


answer

●Cultural sites matching

worksheet (Summmative

Assessment)

Dramatize and authentic

restaurant experience in

the target language

●Student created props

●Student created scripts

Me gusta/te gusta, Quiero,

quiere, necesito/a, está, es,

son, gracias, de nada, por

favor, perdon, permiso, lo

siento, un momento, comer,

beber, pagar, pasar,

sientate, está bien, la

cuenta, el menú, mesero,

cliente, el mantel, cuchara,

cuchillo, tenedor, vaso,

servilleta, platillo

7.NH.A.1,3,4,B.1-

6,C.6

7.NH.A.1,3,B.1-6,

C.1-3,6

7.NM.A.1,4

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

7.NM.A.1,4,C.4

7.NH.A.1-4,B.1-

4,C.1,3,4

●Group creation of restaurant

dialogue

●role play restaurant dialogue

●Choose appropriate verbs

for dialogue

●Distinguish between first

and third person verbs

●Label worksheet

●table setting quiz


●Teacher observation of

performance

Simulate an authentic

market

●Realia

¿Cuánto cuesta?, Me

gusta, pesos,

centavos,sarape,

huaraches, ceramicas,

articulos, plata

7.NM.A.1,3,B.1-6,

C.1-3,6

7.NH.A.1-4,B.1-

4,C.1,3,4

7.NM.A.3,B.1, C.1

●Role play market scenario

●Teacher observation of

performance


Identify and describe

cultural activities in

Acapulco

●Readings from unit

●Video

●map


information sources

playa, arena, clavidista,

rezar, arodillarse, arrojarse,

saltar, profundidad, altar,

desfiladero, aparece,

desaparece, la quebrada

7.NM.A.3,B.1, C.1

7.NM.A.1,B.3

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

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



answer

●Fill in the blank paragraph

worksheet (Summative

Assessment)

●Sequence activities of the

clavidistas

Create an album/brochure

in target language

demonstrating knowledge

acquired throughout unit

●All previously used

materials from the unit


pictures


vocabulary in unit

7.NH.A.1,3,C.2,4

7.NH.A.1,3,C.2,4

7.NH.A.1-4,B.1-

4,C.1,3,4

●Compose appropriately

sequenced sentences

End-of year Benchmark

●Use descriptive vocabulary

End-of-year Benchmark

●Present in target language

End-of-year Benchmark

Summer 2014

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