ROSE TREE MEDIA SCHOOL DISTRICT
COURSE CURRICULUM
COURSE TITLE: Spanish
GRADE LEVEL: 7
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
Benchmark/Skills
Review of all skills from WORLD
LANGUAGE-SPANISH GRADE 6
program.
Family members,Strong Family ties and
allegiances, Gender-defined roles, Family
events,
Value of friendship, Personal physical
characteristics, Describing people, animals
and things, Telling age, Formation of first
and last names in Hispanic culture,
Indicating possession, How many,
Clothing, Specialty stores and public market
places, Colors, Prices, Numbers 101-199,
Position of adjectives, Demonstrative
Adjectives, Direct Object pronouns,
Shopping, Expressing time with hace,
Nature, Travel, Weather, Querer/pensar,
Seasonal clothing, Tener, Ser , Talking
about and planning a vacation, Discussing
things to do on a vacation, Leisure time,
Expressing satisfaction, Saying when events
occur, Expressing ability or permission
(poder), Discussing the house (rooms,
furniture, appliances and chores),
Discussing where someone lives,
Architectual influences, Indicating whether
someone is right or wrong, IR verbs, Poner,
Hacer, Preferir, Possessives SU and
NUESTRO, Describing how one is feeling,
Body parts, Suggesting things that you and
others can do to feel better and maintain
health, Dormir, Indirect object complements
ME, TE, LE, Hace...que expressions,Using
adjectives as nouns.
Spanish 7
Aligned Materials/
Resources/Technology
Assessment
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 topics-weather,
time, seasons in routine conversations and apply
these concepts as appropriate
Count and use numbers in other functionstemperature, time, money, clothing size, to indicate
quantity
Devise a simple narrative about a personal
experience or event
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
Page 1
Text:
Paso a Paso (Prentice Hall, 2000)
and all ancillaries:( LEVEL I )
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: Qué tal?
Verbsheets
Hardware:
CD player
Cassette tape recorder
VCR
Computer
DVD
Overhead projector
Viewer projector
-1-
Approx. Time Allotment:
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 tapes activities
Videotapes activities
Computer software
Overhead transparencies 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
Include internet activities
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 compre- hensible
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 oral and written language to produce and share
illustrated stories or projects
Use target language pronunciation and spelling for
specific vocabulary imbedded 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 discrete point
quizzes and prochievement chapter tests
Recite dialogues
Create role plays
Describe a family member or a friend
Introduce a new friend
Select and order from a cafe menu
Discuss daily activities
Produce projects calendars, daily logs, family trees)
Develop oral presentations
Construct reports
Assess listening skills through TPR
Assess aural comprehension via dictations
Spanish 7
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
Communicate with Special Ed Personnel re:
student data
Spanish 7
Enrichment Strategies
World Language Departmental
Initiatives
Immersion trips to Mexico
Reciprocal exchange program to Spain
District World Language Contest and
Fete (award program)
Phyllis Kavanaugh Scholarship
National Contests
World Language Honor Society
Fun Day
Level I Opportunities
Field trips
Music
Rank Level I projects
Challenge for credit
Independent Study
Bridge program
Enhancement activities (e.g. provide
extra reading material, extra listening
and speaking opportunities)
Guest speakers/visiting artists
Student designed activities
Out of class enhancement activities
( e.g. movies related to or in target
language, language luncheon groups)
Page 3
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, cultural and natural sites
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 and dances, popular
music, native instruments
Art: art history, folk art, crafts, student
art projects, architecture
Science: famous scientists, ecology,
natural sciences, weather
Consumer Science: cuisine, etiquette,
fashion, advertising, value of currency
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
Review of all skills from
WORLD LANGUAGESPANISH GRADE 6 program.
Family members, Strong family
ties and allegiances, Genderdefined roles, Family events,
Value of friendship, Personal
physical characteristics,
Describing people, animals and
things, Telling age, Formation of
first and last names in Hispanic
culture, Indicating possession,
How many, Clothing, Specialty
stores and public market places,
Colors, Prices, Numbers 101199, Position of adjectives,
Demonstrative Adjectives,
Direct Object pronouns,
Shopping, Expressing time with
hace, Nature, Travel, Weather,
Querer/pensar, Seasonal
clothing, Tener, Ser , Talking
about and planning a vacation,
Discussing things to do on a
vacation,Leisure time,
Expressing satisfaction, Saying
when events occur, Expressing
ability or permission (poder),
Discussing the house (rooms,
furniture, appliances and chores),
Discussing where someone
lives,Architectual influences,
Spanish 7
Approx. Time Allotment:
Aligned Materials/
Resources/Technology
Assessment
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 from the target culture
Examine American historical events, place names,
famous people and events from the target culture
perspective and influence
Discuss and express preferences about sports, games
and equipment for these in the target language
Demonstrate knowledge of other forms of government
Apply as appropriate language arts skills to the target
language-punctuation, dictionary skills, reading and
writing skills
Demonstrate awareness of artistic and musical
contributions, and practices present in the target culturefamous 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
Page 4
Instructional Strategies
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: Qué tal?
Verb sheets
Hardware:
CD player
Cassette tape recorder
VCR
Computer
DVD
Overhead projector
Viewer projector
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
Include Internet activities
Power Point Presentations
-4-
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
Aligned Materials/
Resources/Technology
Benchmark/Skills
Assessment
Indicating whether someone is
right or wrong, IR verbs, Poner,
Hacer, Preferir, Possessives SU
and NUESTRO, Describing how
one feels, Body parts, Suggesting
things you or others can do to
feel better and maintain good
health, Dormir, Indirect object
pronouns ME, TE, LE,
Hace...que expressions, Using
adjectives as nouns.
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
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
(U.S.)
(e.g. Thanksgiving only celebrated in U.S., why and
where is 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
Spanish 7
Approx. Time Allotment:
Page 5
Instructional Strategies
-5-
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
Explore and interface with Hispanic communities in
close proximity to RTM ( 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
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
films from target culture
Appreciate target culture elements that are related to
travel experiences
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 cafe 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 7
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 contextural 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
Communicate with Special Ed Personnel re:
student data
Spanish 7
Enrichment Strategies
World Language Departmental Initiatives
Immersion trips to Mexico
Reciprocal Exchange program to Spain
District World Language Contest and Fete
(award program)
Phyllis Kavanaugh Scholarship
National Contests
World Language Honor Society
Fun Day
Community concert series
Level I Opportunities
Field trips
Rank Level I projects
Challenge for credit
Independent study
Bridge program
Enhancement activities (e.g. provide extra
reading material, extra listening and
speaking opportunities)
Guest speakers/ Visiting artists
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)
-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
Benchmark/Skills
Review of all skills from WORLD
LANGUAGE-SPANISH GRADE 6 program.
Foods/beverages, Likes/dislikes/preferences with
things, Plural nouns/adjectives, Hunger/thirst,
Food description,Foods which originated in the
Americas, Meals and mealtimes, Expressing
opinions, Asking for and giving
explanations,Referring to obligations, Indicating
frequency, ER verbs, Eliciting agreement, Family
members,Strong family ties and allegiances,
Gender- defined roles, Family events, Value of
friendship, Personal physical characteristics,
Describing people, animals and things, Telling age,
Formation of first and last names in Hispanic
culture, Indicating possession, How many,
Clothing, Speciality stores and public market
places, Colors, Prices, Numbers 101-199, Position
of adjectives, Demonstrative Adjectives, Direct
Object pronouns, Shopping, Expressing time with
hace, Nature, Travel, Weather, Querer/pensar,
Seasonal clothing, Tener, Ser , Talking about and
planning a vacation, Discussing thngs to do on a
vacation,Leisure time, Expressing satisfaction,
Saying when events occur, Expressing ability or
permission (poder), Discussing the house (rooms,
furniture, appliances and chores), Discussing
where someone lives,Architectual influences,
Indicating whether someone is right or wrong, IR
verbs, Poner, Hacer, Preferir, Possessives SU and
NUESTRO, Dscribing how one is feeling, Parts of
body, Suggesting things you and others can do to
maintain health and feel better, Dormir, Indirect
object pronouns ME, TE, LE, Hace...que
expressions, Using adjectives as nouns.
Spanish 7
Assessment
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 dailylife
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 associated with the
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 major
works of art, music, literature, if possible
using the target language
Interpret and use gestures germane to the
Page 8
Approx. Time Allotment:
Aligned Materials/
Resources/Technology
Instructional Strategies
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: Qué tal?
Verb sheets
Hardware:
CD player
Cassette tape recorder
VCR
Computer
DVD
Overhead projector
Viewer projector
-8-
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
Computer software
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
Include Internet Activities
Power Point Presentations
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
Assessment
Approx. Time Allotment:
Aligned Materials/
Resources/Technology
Instructional Strategies
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
Select and order from a cafe menu
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 7
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
Enrichment Strategies
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
Communicate with Special Ed Personnel re: student
data
World Language Departmental
Initiatives
Immersion trips to Mexico
Reciprocal exchange program to Spain
District World Language Contest and
Fete (award program)
Phyllis Kavanaugh Scholarship
National Contests
World Language Honor Society
Fun Day
Spanish 7
Level I Opportunities
Field trips
Music
Rank Level I projects
Challenge for credit
Independent Study
Bridge program
Enhancement activities (e.g. provide
extra reading material, extra listening
and speaking opportunities)
Guest speakers/visiting artists
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,
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 (body parts and health,
environmental issues, animals)
Consumer science (cuisine, etiquette,
fashion, advertising)
Physical education (health, fitness)
- 10 -
June, 2004