ROSE TREE MEDIA SCHOOL DISTRICT
COURSE CURRICULUM
COURSE TITLE: Spanish
GRADE LEVEL: III
CREATION DATE: June, 2004
Essential Question, Concept or Theme: A. 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
Medical vocabulary including parts
of the body, illnesses, allergies and
treatment, Insects, Imperfect
progressive, Preterite with imperfect
progressive, Irregular preterite
(caerse, creer, leer, poner), Natural
disasters, Moviemaking vocabulary,
types of films, t.v. programs, use of
preterite vs. imperfect, preterite of
the verb decir, environmental
vocabulary, professions, future of
the world and of homes, future
tense, irregular future tense verbs;
travel vocabulary including making
arrangements, plane trip,
accommodations, tourist activities;
tú commands- positive and negative,
naming foods, dishes and
ingredients, cooking terminology,
nutrition vocabulary, formation and
uses of the subjunctive, camping
vocabulary, nature, outdoor
activities, plants and animals,
irregular verbs of the subjunctive.
Produce and perform brief guided conversations related to
student’s needs and interests (e.g.. medical references, movies
and t.v., professions, travel, foods, camping, nature, and
outdoor activities)
Create brief conversations related to public place functions in
simulation- (e.g. in the hospital, in the airport or hotel, in a
restaurant, ect...)
Narrate in the past tense using the preterite and imperfect
tenses
Discuss the future of homes and the world using the future
tense.
Use the subjunctive to make suggestions, recommendations,
express wants, and impersonal expressions
Prepare and respond to basic directions, instructions,
commands, and requests in the classroom
Create a trip making travel arrangements and
accommodations and planing tourist activities
Propose and answer topic related questions
Explain a recipe to someone
Create a menu with food descriptions of traditional Latin
American foods
Role play a conversation in a traditional Latin American
kitchen or restaurant
Interpret nutrition labels written in Spanish
List environmental concerns and propose solutions to those
problems
Prepare and discuss a camping trip
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 and
movies
Utilize appropriate responses to oral and/or written requests,
directions and other information
Demonstrate comprehension and use for contextualized
Spanish III
Page 1
Text:
Paso a Paso II (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 Series
Student Practice Workbook
Writing, Audio, and Video
Activities
Communicative Activity Blackline
Masters
TPR Storytelling
Assessment Program
Test Generator
Internet
Scholastic Magazine: El Sol
Verbsheets
Realia
Hardware:
CD player
Cassette tape recorder
VCR
Computer
DVD
Overhead projector
-1-
Approx. Time Allotment:
Instructional Strategies
Oral presentations from memory
Simulated activities through role
playing
Paired communicative activities
Memorization
Drilling
Writing with peer/teacher
correction then revision
TPR activities
Personalization
Visual and Verbal cues (situation
cards)
Modeling
Realia
Verb sheets
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 (authentic newspaper,
magazines, ect…)
Reading aloud-teacher
Reading aloud-student
Brainstorming
Internet activities
June, 2004
Essential Question, Concept or Theme: A. 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
understanding of isolated words or phrases in authentic but
unfamiliar printed material or announcements from target
culture
Repeat unfamiliar words that recombine familiar 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 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, things that appear in more complex
presentations made in English )
Interpret and use gestures germane to the language
Practice skills “Teacher of the Day”
Evaluate communicative skills using discrete point quizzes
and pro-achievement chapter tests
Recite dialogues
Create role-plays
Produce projects
Produce book reports focusing on verb tenses and grammar
points used
Develop oral presentations
Assess listening skills through TPR
Assess aural comprehension via dictations
Spanish III
Page 2
-2-
June, 2004
Essential Question, Concept or Theme: A. 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
Engage in ongoing communication with case
worker and or parent
Spanish III
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 III Opportunities
Immersion trips to Mexico
Reciprocal exchange program to Spain
Field trips
Music
Challenge for placement
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, and ancient math
systems
Geography: maps, demographics, and
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, and architecture
Science: famous scientists, ecology,
biology, anatomy, and natural sciences
Consumer Science: cuisine, etiquette
Physical Education: 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. COMMUNITIES: 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
Medical vocabulary including parts
of the body, illnesses, allergies and
treatment, Insects, Imperfect
progressive, Preterite with imperfect
progressive, Irregular preterite
(caerse, creer, leer, poner), Natural
disasters, Moviemaking vocabulary,
types of films, t.v. programs, use of
preterite vs. imperfect, preterite of the
verb decir, environmental
vocabulary, professions, future of the
world and of homes, future tense,
irregular future tense verbs; travel
vocabulary including making
arrangements, plane trip,
accommodations, tourist activities; tú
commands- positive and negative,
naming foods, dishes and ingredients,
cooking terminology, nutrition
vocabulary, formation and uses of the
subjunctive, camping vocabulary,
nature, outdoor activities, plants and
animals, irregular verbs of the
subjunctive.
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, and 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 outdoor activities
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, and 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
Spanish III
Approx. Time Allotment:
Page 4
Instructional Strategies
Text:
Paso a Paso II (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 Series
Student Practice Workbook
Writing, Audio, and Video
Activities
Communicative Activity Blackline
Masters
TPR Storytelling
Assessment Program
Test Generator
Internet
Scholastic Magazine: El Sol
Verb sheets
Hardware:
CD player
Cassette tape recorder
VCR
Computer
DVD
Overhead projector
-4-
Oral presentations from memory
Simulated activities through role
playing
Paired communicative activities
Memorization
Drilling
Writing with peer/teacher correction
then revision
TPR activities
Personalization
Visual and Verbal cues (situation
cards)
Modeling
Realia
Verb sheets
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 (authentic newspaper,
magazines, ect…)
Reading aloud-teacher
Reading aloud-student
Brainstorming
Internet activities
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. COMMUNITIES: 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
address, idiomatic expressions, phone, pharmacy and
restaurant 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 such as t.v. and foods
with those in native culture
Compare target culture daily practices (e.g. going to the
doctor’s office or a restaurant) with native culture
Compare celebrations and holidays common to the
cultures of the target language and the native culture
(U.S.)
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, community resource speakers)
Discover and utilize rich resources within the RTM
community
Explore and interface with Hispanic communities in close
proximity to RTM (e.g. Wilmington, Philadelphia, West
Chester, Kennett Square, Lancaster, New York City)
Spanish III
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. COMMUNITIES: 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
Use target language to respond to basic target language
situations encountered in the students’ daily life (e.g. Read
various realia, communicate with international visitors)
Listen to music, sing songs, and/or play instruments from
target culture
Share native songs cross culturally with exchange students
Participate in games and sports from target culture
Read 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
Spanish III
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. COMMUNITIES: 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
Engage in ongoing communication with case
workers.
Spanish III
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 III Opportunities
Field trips
Immersion trip to Mexico
Reciprocal exchange program to Spain
Challenge for placement
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,
and Spanish. Compare and contrast
languages within the discipline.
Mathematics: monetary exchange,
measurement systems, and ancient math
systems
Geography: maps, demographics, and
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, and architecture
Science: famous scientists, ecology,
biology, anatomy, and natural sciences
Consumer Science: cuisine, etiquette
Physical Education: recreational
activities, health and fitness
Technology Education: student projects
and research utilizing all phases 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
Medical vocabulary including parts of
the body, illnesses, allergies and
treatment, Insects, Imperfect
progressive, Preterite with imperfect
progressive, Irregular preterite (caerse,
creer, leer, poner), Natural disasters,
Moviemaking vocabulary, types of
films, t.v. programs, use of preterite
vs. imperfect, preterite of the verb
decir, environmental vocabulary,
professions, future of the world and of
homes, future tense, irregular future
tense verbs; travel vocabulary
including making arrangements, plane
trip, accommodations, tourist
activities; tú commands- positive and
negative, naming foods, dishes and
ingredients, cooking terminology,
nutrition vocabulary, formation and
uses of the subjunctive, camping
vocabulary, nature, outdoor activities,
plants and animals, irregular verbs of
the subjunctive; Learning about
pharmacies in Latin America, types of
t.v. programs including telenovelas,
exploring paradores of Spain,
discovering a traditional Latin
American kitchen, and the dangers of
drinking water in other countries
Produce and perform brief guided conversations related
to student’s needs and interests (e.g.. medical references,
movies and t.v., professions, travel, foods, camping,
nature, and outdoor activities)
Create brief conversations related to public place
functions in simulation- (e.g. in the hospital, in the airport
or hotel, in a restaurant, ect...)
Narrate in the past tense using the preterite and imperfect
tenses
Discuss the future of homes and the world using the
future tense.
Use the subjunctive to make suggestions,
recommendations, express wants, and impersonal
expressions
Prepare and respond to basic directions, instructions,
commands, and requests in the classroom
Create a trip making travel arrangements and
accommodations and planing tourist activities
Propose and answer topic related questions
Explain a recipe to someone
Create a menu with food descriptions of traditional Latin
American foods
Role play a conversation in a traditional Latin American
kitchen or restaurant
Interpret nutrition labels written in Spanish
List environmental concerns and propose solutions to
those problems
Prepare and discuss a camping trip
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 and
movies
Utilize appropriate responses to oral and/or written
requests, directions and other information
Spanish III
Approx. Time Allotment:
Page 8
Instructional Strategies
Text:
Paso a Paso II(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 Series
Student Practice Workbook
Writing, Audio, and Video Activities
Communicative Activity Blackline
Masters
TPR Storytelling
Assessment Program
Test Generator
Internet
Scholastic Magazine: El Sol
Verb sheets
Hardware:
CD player
Cassette tape recorder
VCR
Computer
DVD
Overhead projector
-8-
Oral presentations from memory
Simulated activities through role
playing
Paired communicative activities
Memorization
Drilling
Writing with peer/teacher correction
then revision
TPR activities
Personalization
Visual and Verbal cues (situation
cards)
Modeling
Realia
Verb sheets
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 (authentic newspaper,
magazines, ect…)
Reading aloud-teacher
Reading aloud-student
Brainstorming
Internet activities
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
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
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 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, things that appear in
more complex presentations made in English )
Interpret and use gestures germane to the language
Practice skills “Teacher of the Day”
Evaluate communicative skills using discrete point
quizzes and pro-achievement chapter tests
Recite dialogues
Create role-plays
Produce projects
Produce book reports focusing on verb tenses and
grammar points used
Develop oral presentations
Assess listening skills through TPR
Spanish III
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
Engage in ongoing communication with case
workers.
Spanish III
Approx. Time Allotment:
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 III Opportunities
Immersion trips to Mexico
Reciprocal exchange program to Spain
Field trips
Music
Challenge for placement
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
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,
biology, anatomy, natural sciences
Consumer Science: cuisine, etiquette
Physical Education: recreational
activities, health and fitness
Technology Education: student projects
and research utilizing all phases of
technology
- 10 -
June, 2004