ROSE TREE MEDIA SCHOOL DISTRICT
COURSE CURRICULUM
COURSE TITLE: Spanish
GRADE LEVEL: I
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
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, Subject/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,
Foods/beverages, Likes/dislikes/preferences
with things, Plural nouns/adjectives,
Hunger/thirst, Food description, Expressing
opinions, Family members, Personal physical
characteristics, Numbers 60-100, How many,
Clothing, 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
Spanish I
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 functions-temperature,
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 sound
Page 1
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?
Verbsheets
Hardware:
CD player
Cassette tape recorder
VCR
Computer
DVD
Overhead 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
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
Assessment
Aligned Materials/
Resources/Technology
Approx. Time Allotment:
Instructional Strategies
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
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 I
Page 2
-2-
June, 2004
Essential Question, Concept or Theme: A. Communication: Engaging in conversations, providing and obtaining information,
Approx. Time Allotment:
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 I
Enrichment Strategies
Remediation 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
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
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
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
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, Subject/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, Foods/beverages,
Likes/dislikes/preferences with things,
Plural nouns/adjectives, Hunger/thirst,
Food description, Expressing opinions,
Family members, Personal physical
characteristics, Numbers 60-100, How
many, Clothing, Colors, Prices,
Numbers 101-199, Position of
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
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
Spanish I
Page 4
Approx. Time Allotment:
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: Que tal?
Verb sheets
Hardware:
CD player
Cassette tape recorder
VCR
Computer
DVD
Overhead projector
-4-
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
adjectives, Demonstrative Adjectives,
Direct Object pronouns, Shopping,
Expressing time with hace, Nature,
Travel, Weather, Querer/pensar,
Seasonal clothing
Spanish I
Aligned Materials/
Resources/Technology
Assessment
Approx. Time Allotment:
Instructional Strategies
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
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
Page 5
-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
Aligned Materials/
Resources/Technology
Assessment
Approx. Time Allotment:
Instructional Strategies
community
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 I
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
Spanish I
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
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, Subject/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,
Foods/beverages, Likes/dislikes/preferences
with things, Plural nouns/adjectives,
Hunger/thirst, Food description, Expressing
opinions, Family members, Personal physical
characteristics, Numbers 60-100, How many,
Clothing, 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
Spanish I
Aligned Materials/
Resources/Technology
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 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 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
language
Evaluate cultural awareness using discrete point
Page 8
Approx. Time Allotment:
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: Que tal?
Verb sheets
Hardware:
CD player
Cassette tape recorder
VCR
Computer
DVD
Overhead 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
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
Aligned Materials/
Resources/Technology
Assessment
Approx. Time Allotment:
Instructional Strategies
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 I
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 I
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 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
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
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