ROSE TREE MEDIA SCHOOL DISTRICT COURSE CURRICULUM COURSE TITLE: Spanish GRADE LEVEL: Grade 6 CREATION DATE: June, 2004 Essential Question, Concept or Theme: A. Communication: Engaging in conversations, providing and obtaining information, expressing feelings and emotions, and exchanging opinions. Understanding and interpreting written and spoken language on a variety of topics. Presenting information, concepts, and ideas to an audience of listeners or readers on a variety of topics. PA Standards: 1.1, 1.2, 1.3 Aligned Materials/ Resources/Technology Benchmark/Skills Assessment Greetings, Leave taking, Names, Professions, Origin using ser, Alphabet, Names of countries, Classroom objects, How do you spell?, Dates: month, day Age, Birthday, Numbers 0-31, What does ---- mean?, Interrogatives, Tag questions, Classroom instructions/questions, Expressions of courtesy, Likes/dislikes with activities and adverbs/negative adverbs: tampoco ni----ni, Adjective description for people, Asking what people are like?, Noun/adjective agreement, emphatic with gustar, School supplies/subjects/schedules, Numbers 32-59, Telling time, Singular forms of verbs to discuss schedules, Ordinal numbers, Tener, Personal Pronouns, Ar verbs, Subjects/verb agreement, Feeling sorry, Adverbs of location, Para, Public buildings and places, Seasons, Sports/leisure activities, Invitations, Querer/poder, ir, Prepositional pronoun s, Estar, Adverbs of frequency, Adverbs with time, Expressions of surprise, Possessives, Plural nouns/adjectives, Family members, Number 60-100, How many, Colors, Prices, Position of adjective, Weather. Produce and perform brief guided conversations related to student’s needs and interests (e.g. home, school, family) Create brief conversations related to public place functions in simulation – food shopping, preferences Tell about simple daily routines Prepare and respond to basic directions, instructions, commands, and requests in the classroom Describe state of being and feelings Propose and answer simple questions Generate conversations integrating basic routine social situations including greetings, leave takings, and simple introductions to self and family Describe daily environmental related topicsweather, time, seasons in routine conversations and apply these concepts as appropriate Count and use numbers in other functions – temperature, time, money, to indicate quantity State preferences pertaining to everyday life Demonstrate comprehension of short face to face and audio conversations on familiar topics Assess main idea of simple oral/written narratives and texts on familiar topics Distinguish words and phrases heard or seen in songs Utilize appropriate responses to oral and/or written requests, directions and other information Identify people and objects based on oral and written descriptions Demonstrate comprehension and use for contextualized understanding of isolated words or phrases in authentic but unfamiliar printed material or announcements from target culture Repeat unfamiliar words that recombine familiar Spanish 6 Page 1 Approx. Time Allotment: Instructional Strategies Oral presentation Simulated activities through role playing Paired communicative activities Memorization Drilling TPR activities Visual and Verbal cues (situation cards) Modeling Realia Audio tapes activities Videotapes activities Computer software Overhead transparences activities Songs, skits, games and puzzles Cloze activities Speaking and writing activities (e.g. workbook exercises, taking notes, listing, categorizing, labeling, summarizing, comparing, contrasting) Cooperative learning groups Activating prior knowledge Interviewing Reading aloud-teacher Reading aloud-student Brainstorming -1- June, 2004 Essential Question, Concept or Theme: A. Communication: Engaging in conversations, providing and obtaining information, expressing feelings and emotions, and exchanging opinions. Understanding and interpreting written and spoken language on a variety of topics. Presenting information, concepts, and ideas to an audience of listeners or readers on a variety of topics. PA Standards: 1.1, 1.2, 1.3 Benchmark/Skills Aligned Materials/ Resources/Technology Assessment Approx. Time Allotment: Instructional Strategies sound patterns and letter combinations Use knowledge of linguistic system (grammar, word patterns) to derive meaning from unfamiliar material Use cognates to facilitate comprehension Read aloud familiar stories, passages, dialogues etc. with appropriate intonation and comprehensible pronunciation Recite proverbs, nursery rhymes, short poems, and songs Compose and present simple guided texts on familiar topics Reproduce in written form most language that is used orally Use oral or written language to give messages, write reports, etc. Use target language pronunciation and spelling for specific vocabulary inbedded in native language presentations (e.g. names of places, people, things that appear in more complex presentations made in English Interpret and use gestures germaine to the language Practice skills “Teacher of the Day” Evaluate communicative skills using decrete point quizzes and prochievement chapter tests Recite dialogues Create role plays Introduce a new friend Discuss daily activities Produce projects (calendars, daily logs, family trees) Develop oral presentation Construct reports Assess listening skills through TPR Assess aural comprehension via dictations Spanish 6 Page 2 -2- June, 2004 Essential Question, Concept or Theme: A. Communication: Engaging in conversations, providing and obtaining information, expressing feelings and emotions, and exchanging opinions. Understanding and interpreting written and spoken language on a variety of topics. Presenting information, concepts, and ideas to an audience of listeners or readers on a variety of topics. PA Standards: 1.1, 1.2, 1.3 Adaptations/Inclusion Techniques Point out features of the program Review prior knowledge and skills Emphasize cognates as a learning strategy Model pronunciation Use organizers Employ TPR Extend or adapt written practice Allow extra time for practice and assessment Limit or modify activities, assignments and assessments Examine patterns Reinforce and review Clarify expectations and goals Provide tutoring and peer mentoring Explain unfamiliar concepts in terminology Use contextual clues Assist in developing possibilities Support with realia Color code or highlight Employ memory techniques Give advanced notice regarding future assignments Note taking by classmate for reproduction Spanish 6 Enrichment Strategies Remediation Strategies World Language Departmental Initiatives District World Language Contest and Fete (award program) Phyllis Kavanaugh Scholarship Recipient Presentations Fun Day Level I Grade 6 Opportunities Field trips Music Enhancement activities (e.g. provide extra reading material, extra listening and speaking opportunities) Guest speakers/visiting artists/visiting exchange students Student designed activities Out of class enhancement activities (e.g. movies related to or in target language, language luncheon groups) Page 3 Approx. Time Allotment: Multicultural/Interdisciplinary Connection World Languages: French, German, Latin, and Spanish. Compare and contrast languages within the discipline. Mathematics: monetary exchange, measurement systems, ancient math systems Geography: maps, demographics, climate Language Arts: etymology, linguistics, literature, writing, public speaking, grammar and syntax, theater and cinema Social Studies: culture, civics, history, humanities, economics, ethnicity, government Art: art history, folk art, crafts, student art projects, architecture Science: famous scientists, ecology, natural sciences Consumer Science: cuisine, etiquette, fashion, advertising Physical Education: sports, recreational activities, health and fitness Technology Education: student projects and research utilizing all phases of technology -3- June, 2004 Essential Question, Concept or Theme: B. CONNECTIONS: Reinforcing and furthering knowledge of other disciplines through the World Language. Acquiring information and recognizing the distinctive viewpoints that are only available through the world language and its culture. COMPARISONS: Recognizing that different languages use different ways to communicate and can apply that knowledge to their own language. Demonstrating an understanding of the concept of culture through comparisons of cultures studied and their own. COMMUNITY: Using the language both within and beyond the school setting. Using language for leisure and personal enrichment. PA Standards: 3.1, 3.2, 4.1, 4.2, 5.1, 5.2 Benchmark/Skills Assessment Greetings, Leave taking, Names, Professions, Origin using ser, Alphabet, Names of countries, Classroom objects, How do you spell?., Dates: month, day, Age, Birthday, Numbers 0-31, What does ---mean?, Interrogatives, Tag questions, Classroom instructions/questions, Expressions of courtesy, Likes/dislikes with activities and adverbs/negative adverbs; tampoco, ni---ni, Adjective descriptive for people, Asking what people are like?, Noun/adjective agreement, emphatic with gustar, School supplies/subjects/schedules, Numbers 32-59, Telling time, Singular forms of verbs to discuss schedules, Ordinal numbers, Tener, Personal Pronouns, Ar verbs, Subject/verb agreement, Feeling sorry, Adverbs of location, Para, Public building and places, Seasons, Sports/leisure activities, Invitations, Querer/poder, ir, Prepositional pronoun s, Estar, Adverbs of frequency, Adverbs with time, Expressions of surprise, Possessives, Plural nouns/adjectives, Family members, Numbers 60-100, How many, Colors, Prices, Position of adjectives, Weather CONNECTIONS Use every day number skills to do simple math problems and to calculate currency equivalencies in the target language Make, label and read maps using appropriate geographical terms in the target language Manipulate the applications of the metric system in talking about weather, height, weight, distance Recognize famous historical events, people, landmarks, places, products for the target culture Examine American historical events, place names, famous people and events from the target language (if possible) Demonstrate knowledge of other forms of government Apply as appropriate language arts skills to the target languagepunctuation, dictionary skills, reading and writing skills Demonstrate awareness of artistic and musical contributions, and practices present in the target culture-famous works of art, special musical instruments, famous artists or composers, well known songs Use computer, multimedia, traditional texts and printed material to find information on familiar themes to integrate in other target language activities (menus, phone book ads, TV and movie listings) Analyze form, presentation, layout of target culture products to examine culturally imbedded features COMPARISONS Recognize borrowed words from the target language Recognize Anglicisms present in the target language Compare grammatical structures, pronunciation and writing systems between native and target languages Identify different social conventions (e.g. forms of address, idiomatic expressions, phone etiquette) Demonstrate understanding that vocabulary terms mean different things in different cultures Identify and understand cognates between languages Page 4 Spanish 6 Approx. Time Allotment: Aligned Materials/ Resources/Technology Text: Paso a Paso (Prentice Hall, 2000) and all ancillaries: Student text Teacher’s annotated edition Overhead transparencies Audio tapes and CD’s Vocabulary Art Blackline Masters for Hands-On Learning Video Student Practice Workbook Writing, Audio, and Video Activities Communicative Activity Blackline Masters TPR Storytelling Assessment Program Test Generator Scholastic Magazine: Que tal? Verb Sheets Hardware: CD player Cassette tape recorder VCR Computer DVD Overhead projector -4- Instructional Strategies Oral Presentations Simulated activities through role playing Paired communicative activities Cooperative learning groups Drilling Memorization Dictation TPR activities Visual and verbal cues (e.g. situation cards) Modeling Realia Audio tape activities Videotape activities Overhead transparency activities Computer software activities Games, skits, songs and puzzles Speaking and writing activities (e.g. Workbook exercises, taking notes, listing, categorizing, labeling, summarizing, comparing, contrasting) Activating prior knowledge Interviewing Reading aloud-teacher Reading aloud-student Brainstorming June, 2004 Essential Question, Concept or Theme: B. CONNECTIONS: Reinforcing and furthering knowledge of other disciplines through the World Language. Acquiring information and recognizing the distinctive viewpoints that are only available through the world language and its culture. COMPARISONS: Recognizing that different languages use different ways to communicate and can apply that knowledge to their own language. Demonstrating an understanding of the concept of culture through comparisons of cultures studied and their own. COMMUNITY: Using the language both within and beyond the school setting. Using language for leisure and personal enrichment. PA Standards: 3.1, 3.2, 4.1, 4.2, 5.1, 5.2 Benchmark/Skills Spanish 6 Assessment Understand and use appropriate nonverbal communication of the target language Use the target language in a manner appropriate to the etiquette of the native speaker Compare and contrast basic conditions in the various target cultures (e.g. weather, seasons, food customs) Speculate and defend perceptions on why certain products are important in the target culture Compare target culture products toys, games, foods, with those in native culture Compare target culture daily practices (e.g. grocery shopping) with native culture Compare celebrations and holidays common to the cultures of the target language and the native culture (US) (e.g. Thanksgiving only celebrated in U.S., why and where in Cinco de Mayo celebrated) COMMUNITY Identify the target language in the students’ daily life (e.g. restaurant menus, recipes, TV commercials, travel programs, movies) Find connections with the target culture through the use of technology, media and authentic sources Participate in structured curricular programs designed to extend learning beyond the classroom (e.g. visiting artists, field trips) Discover and utilize rich resources within the RTM community (e.g. Wilmington, Philadelphia, West Chester, Kennett Square, Lancaster, New York City) Use target language to respond to basic target language situations encountered in the students’ daily life (e.g. read a menu, write to a pen pal, give directions to a visitor, thank visiting artists) Listen to music, sing songs, and/or play instruments from target culture Page 5 Approx. Time Allotment: Aligned Materials/ Resources/Technology -5- Instructional Strategies June, 2004 Essential Question, Concept or Theme: B. CONNECTIONS: Reinforcing and furthering knowledge of other disciplines through the World Language. Acquiring information and recognizing the distinctive viewpoints that are only available through the world language and its culture. COMPARISONS: Recognizing that different languages use different ways to communicate and can apply that knowledge to their own language. Demonstrating an understanding of the concept of culture through comparisons of cultures studied and their own. COMMUNITY: Using the language both within and beyond the school setting. Using language for leisure and personal enrichment. PA Standards: 3.1, 3.2, 4.1, 4.2, 5.1, 5.2 Benchmark/Skills Approx. Time Allotment: Aligned Materials/ Resources/Technology Assessment Instructional Strategies Participate in games and sports from target culture Read age-appropriate and linguistically appropriate materials from target culture Experience new foods from target culture View age-appropriate and linguistically appropriate materials from target culture Demonstrate survival skills in an immersion experience Evaluate communicative skills and cultural knowledge using discrete point quizzes and prochievement chapter tests Recite dialogues Create role plays Assess aural comprehension via dictation Select and order from a café menu Discuss daily activities and current events Produce projects (e.g. calendars, daily logs, family trees) Construct reports Develop oral presentations using relevant vocabulary, grammatical concepts and cultural knowledge. Spanish 6 Page 6 -6- June, 2004 Essential Question, Concept or Theme: B. CONNECTIONS: Reinforcing and furthering knowledge of other disciplines through the World Language. Acquiring information and recognizing the distinctive viewpoints that are only available through the world language and its culture. COMPARISONS: Recognizing that different languages use different ways to communicate and can apply that knowledge to their own language. Demonstrating an understanding of the concept of culture through comparisons of cultures studied and their own. COMMUNITY: Using the language both within and beyond the school setting. Using language for leisure and personal enrichment. PA Standards: 3.1, 3.2, 4.1, 4.2, 5.1, 5.2 Adaptations/Inclusion Techniques Point out features of the program Review prior knowledge and skills Emphasize cognates as a learning strategy Model pronunciation Use organizers Employ TPR Extend or adapt written practice Allow extra time for practice and assessment Limit or modify activities, assignments and assessments Examine patterns Reinforce and review Clarify expectations and goals Explain unfamiliar concepts and terminology Use contextual clues Assist in developing possibilities Support with realia Color code or highlight Provide tutoring and peer mentoring Employ memory techniques Provide Individualized Instruction Give advance notice regarding future assignments Note taking by classmates for reproduction Spanish 6 Enrichment Strategies World Language Department Initiates District World Language Contest and Fete (award program) Phyllis Kavanaugh Scholarship recipient presentations Fun Day Community concert series Level I Grade 6 Opportunities Field trips Enhancement activities (e..g. provide extra reading material, extra listening and speaking opportunities) Guest speakers/Visiting artists/visiting exchange students Student designed activities Page 7 Remediation Strategies Approx. Time Allotment: Multicultural/Interdisciplinary Connection World Languages – French, German, Latin, Spanish (compare and contrast languages within the discipline) Mathematics (currency exchange, measurement systems) Geography (maps, demographics, climate) Language Arts (etymology, linguistics, literature, writing, public speaking, grammar and syntax, theater and cinema) Social Studies (culture, civics, history, humanities, economics, ethnicity, government) Music (folk songs, dances, popular music, musical instruments) Art (art history, crafts, student art projects, architecture) Science: famous scientists, ecology, natural sciences Consumer Science: cuisine, etiquette, fashion, advertising Physical Education: sports, recreational activities, advertising Technology Education: student projects and research utilizing all phrases of technology -7- June, 2004 Essential Question, Concept or Theme: C. Culture: Demonstrating an understanding of the relationship between the practices and perspectives of the culture. Demonstrating an understanding of the relationship between the products and perspectives of the culture. PA Standards: 2.1, 2.2 Aligned Materials/ Resources/Technology Benchmark/Skills Assessment Greetings, Leave taking, Names, Professions, Origin using ser, Alphabet, Names of countries, Classroom objects, How do you spell?, Dates: month, day, age, birthday, numbers 0-31, What does ---mean?, Interrogatives, Tag questions, Classroom instructions/questions, Expressions of courtesy, Likes/dislikes with activities and adverbs/negative adverbs: tampoco, ni---ni, Adjective description for people, Asking what people are like?, Noun/adjective agreement, emphatic with gustar, School supplies/subjects/schedules, Ordinal numbers, Tener, Personal Pronouns, Ar verbs, Subject/verb agreement, Feeling sorry, Adverbs of location, Para, Public building and places, Seasons, Sports/leisure activities, Invitations, Querer/poder, ir, Prepositional pronoun s, Estar, Adverbs of frequency, Adverbs with time, Expressions of surprise, Possessives, Likes/dislikes/preferences with things, Plural nouns/adjectives, Family members, Numbers 60-100, How many, colors, Prices, Position of adjectives, Weather. Identify cultural differences in the areas of number formation, telling time, calendar design, giving phone numbers Use appropriate courtesy and etiquette behaviors in basic daily-life social situations (e.g. greetings, leave takings) Support oral language through culturally appropriate non-verbal cues in simple daily-life situations (e.g. counting from thumb, signaling waiter) Compare and identify cultural similarities and differences in areas related to linguistic concepts studied (e.g. food, clothing, leisure time, school) Discuss and dispel inappropriate stereotypical images associate with target culture Demonstrate awareness of special customs of target culture as related to daily-life activities and special events (e.g. holidays, gift giving, social roles) Sing folk songs in target language Identify contributions of target culture to English language and American society Research and describe significant locations and monuments of target culture Demonstrate awareness of global impact of target language Demonstrate knowledge of geographical features, landmarks, seminal historical events, key institutions and some political structures of the target culture environments Demonstrate knowledge of selected Spanish 6 Approx. Time Allotment: Page 8 Text: Paso a Paso (Prentice Hall, 2000) and all ancillaries: Student text Teacher’s annotated edition Overhead transparencies Audio tapes and CD’s Vocabulary Art Blackline Masters for Hands-On Learning Video Student Practice Workbook Writing, Audio, and Video Activities Communicative Activity Blackline Masters TPR Storytelling Assessment Program Test Generator Scholastic Magazine: Que tal? Verb Sheets Hardware: CD player Cassette tape recorder VCR Computer DVD Overhead projector Instructional Strategies Oral presentations Simulated activities through role playing Paired communicative activities Memorization Drilling TPR activities Visual and Verbal cues (situation cards) Modeling Realia Audio tape activities Videotapes activities Overhead transparency activities Songs, skits, games and puzzles Cloze activities Speaking and writing activities (e.g. workbook exercises, taking notes, listing, categorizing, labeling, summarizing, comparing, contrasting) Cooperative learning groups Activating prior knowledge Interviewing Reading aloud-teacher Reading aloud-student Brainstorming -8- June, 2004 Essential Question, Concept or Theme: C. Culture: Demonstrating an understanding of the relationship between the practices and perspectives of the culture. Demonstrating an understanding of the relationship between the products and perspectives of the culture. PA Standards: 2.1, 2.2 Benchmark/Skills Approx. Time Allotment: Aligned Materials/ Resources/Technology Assessment Instructional Strategies major works of art, music, literature, if possible using the target language Interpret and use gestures germane to the language Evaluate cultural awareness using discrete point quizzes and prochievement chapter tests Recite dialogues Create role plays Describe a family member Introduce a new friend in a cultural context Discuss daily activities Produce projects (e.g. calendars, daily logs, family trees) Develop oral presentations within a correct cultural context Construct reports Assess cultural assimilation through TPR Spanish 6 Page 9 -9- June, 2004 Essential Question, Concept or Theme: C. Culture: Demonstrating an understanding of the relationship between the practices and perspectives of the culture. Demonstrating an understanding of the relationship between the products and perspectives of the culture. PA Standards: 2.1, 2.2 Adaptations/Inclusion Techniques Point out features of the program Review prior knowledge and skills Emphasize cognates as a learning strategy Model pronunciation Use organizers Employ TPR Extend or adapt written practice Allow extra time for practice and assessment Limit or modify activities assignments and assessments Examine patterns Reinforce and review Clarify expectations and goals Provide tutoring and peer mentoring Explain unfamiliar concepts in terminology Use contextual clues Assist in developing possibilities Support with realia Color code or highlight Employ memory techniques Give advanced notice regarding future assignments Note taking by classmate for reproduction Spanish 6 Enrichment Strategies World Language Department Initiatives District World Language Contest and Fete (award program) Phyllis Kavanaugh Scholarship Recipient Presentations Fun Day Level I Grade 6 Opportunities Field trips Music Enhancement activities (e.g. provide extra reading material, extra listening and speaking opportunities) Guest speakers/visiting artists/visiting exchange students Student designed activities Out of class enhancement activities (e.g. movies related to or in target language, language luncheon groups) Page 10 Remediation Strategies Approx. Time Allotment: Multicultural/Interdisciplinary Connection World Languages: French, German, Latin, and Spanish. Compare and contrast languages within the discipline. Mathematics: monetary exchange, measurement systems, ancient math systems Geography: maps, demographics, climate Language Arts: etymology, linguistics, literature, writing, public speaking, grammar and syntax, theater and cinema Social Studies: culture, civics, history, humanities, economics, ethnicity, government Art: art history, folk art, crafts, student art projects, architecture Science: famous scientists, ecology, natural sciences Consumer Science: cuisine, etiquette, fashion, advertising Physical Education: sports, recreational activities, health and fitness Technology Education: student projects and research utilizing all phases of technology - 10 - June, 2004