Curriculum for World Language Instruction
(Spanish)
Grades K-5
Meeting the Vision of the Standards
Plainfield Public Schools
Plainfield, New Jersey
2002
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Plainfield Public School District
Board of Education Members
Mrs. Beulah Womack, President
Mr. Rick A. Smiley, Vice President
Mr. Steven A. Cabbell
Mr. Martin P. Cox
Mr. Robert Darden
Dr. Inez P. Durham
Mrs. Lynne Richard
Mrs. Terri Slaughter-Cabbell
Mrs. Veronica Taylor Hill
Dr. Larry Leverett
Superintendent
Dr. Linnea Weiland
Director, Curriculum and Instruction
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Plainfield Public School District
Plainfield, New Jersey
Mission Statement
The Plainfield Public Schools, in partnership with its
community, shall do whatever it takes for every student
to achieve high academic standards.
No alibis! No excuses! No exceptions!
Las Escuelas Publicas de Plainfield, en asociación con
la comunidad, hara todo lo que sea necesario para que
cada estudiante alcance los niveles académicos mas
altos.
Sin limitaciones. Sin excusas.
Sin excepciones.
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Plainfield Public School District
Literacy Definition
Literacy is the ability to read, write, speak, view, listen, think and
use technology in order to solve complex and challenging problems.
Literacy empowers individuals to successfully engage in and master
all activities required to function effectively in the 21st century.
Alfabetización es la capacidad de leer, escribir, hablar, ver,
escuchar, pensar y usar tecnología para resolver problemas
complejos y desafiantes. La alfabetización les da poder a los
individuos para participar y dominar con triunfo todas las
actividades necesarias para funcionar efectivamente en el
Siglo 21.
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Introduction
The global village is here. . . . Although emerging technologies
expand communication and access to information,
they do not diminish the need for language competency.
To the contrary, proficiency in multiple languages
permits people to take full advantage of technological advances.
Genesee & Cloud (1998)
The New Jersey Core Curriculum Content Standards of 1996 gave concrete meaning for our day to the
125-year-old New Jersey State Constitution that guarantees all children will receive a ‘thorough and
efficient’ education. The 56 standards, covering seven academic content areas, include two visionary
standards for the rapidly expanding study of world languages. State Content Standards are further
elaborated through the New Jersey Curriculum Frameworks that serve as resources for local districts
to develop particular curricula responsive to the needs of the local community. The Plainfield Board
of Education World Languages Curriculum is the particular result that articulates what our local
students will know and be able to do at each level of their schooling in acquiring an additional world
language.
Plainfield parents, business and civic leaders are united with school administration and instructional
staff in guaranteeing equitable opportunity for every student to meet her/his maximum potential each
day on the road to becoming a mature, confident, life-long learner accustomed to attaining high
expectations. To assure our graduates high-wage employment, personal and professional satisfaction,
as well as positive involvement in the civic community, we must prepare them to be internationally
competitive workers with increasingly advanced levels of knowledge, technical skills, multiple
languages and intercultural communication sensitivities.
To these ends, the Plainfield World Languages Curriculum, complete with performance indicators,
provides our students and teachers with a carefully sequenced, interdisciplinary course of study linked
to state standards and other areas of the district core curriculum, for the development of multicultural
sensitivity and proficiency in another world language. Effective communication in at least one
language in addition to English is the primary goal. The Plainfield World Languages Curriculum
has a strong link to the Major Goals in the National Standards for Foreign Language Learning, which
are represented by “5C’s”: Communication, cultures, connections, comparisons, and communities.
Through Plainfield’s World Language Program, our students acquire and use language in meaningful,
interactive experiences, enriched by culturally authentic content, transacted as a cumulative and
spiraling process. Therefore, both instruction and assessment in our World Languages classrooms
must be connected to real life and based on communication; grammar and textbooks are not the
driving source for our program.
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The World Languages Curriculum is a living document, just as languages themselves are living and
changing realities. This curriculum will be evaluated in light of improving instructional practices and
student attainment on an on-going basis. Parents, community representatives, district and school
administrators, teachers and students themselves will explore and provide resources to support the
continued development of the program. Teachers will receive on-going professional development in
the field, and as classroom ethnographers, will explore additional, more appropriate and emerging
instructional strategies, maximizing team-teaching, cooperative learning and the available technology.
Everyone involved will grow in their understanding of and appreciation for the diverse cultures that
together create the unique portrait of our Plainfield community.
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Plainfield Public Schools
World Languages Program
Suggestions for Implementation in the Elementary Grades
Research shows that learning to think in a second language develops critical discernment, divergent
reasoning, creativity and cognitive flexibility. Multilingual students often demonstrate an advantage
over monolingual students when it comes to abstract conceptualization, higher level reasoning and
effective problem solving. Bilingual students reflect more on the nature and function of language (are
more metalinguistic), and double their modes for self-expression, information exchange and
meaningful communication. Through the Plainfield Board of Education’s World Language Program,
our students will acquire and use languages in meaningful, interactive experiences, enriched by
culturally authentic content.
Plainfield will be following a Content Enriched/FLES model (Foreign Language in the Elementary
Schools) for the teaching of World Languages in grades K – 5. This model is characterized by an
extended sequence of study of one world language through the elementary grades. It offers our
students the systematic and sequential development of a second language within the parameters of
themes, topics or content areas. It is important to note that all areas of the elementary school
curriculum are suitable for integrated language instruction.
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Suggested Time Allotments for World Language Classes
As per the New Jersey Department of Education guidelines, World Language instruction should be a
minimum of 75 minutes per week, at least every other day. Time for instruction should be increased as
students advance in the language sequence.
Suggested time allotments are as follows:
Grade
Kindergarten – First Grade
Second and Third Grade
Fourth and Fifth Grade
Time Allotment
15 minutes -5 days a week or
20-25 minutes – 3 days a week
30 minutes – 3 days a week
40 minutes – 3 days a week
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KEY CONCEPTS FOR SECOND LANGUAGE LEARNING
 Students learn another language best when the target language is
used for instruction.
 Comprehension precedes production.
 Instruction should be age-appropriate.
 Input in the second language should be meaningful, concrete, and
interdisciplinary.
 All content-based foreign language lessons should consist of the
following three areas: language, culture and subject content.
 Use a variety of methodologies.
 Evaluate students and curriculum frequently.
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Summary of the Essential Components of an
Effective New Jersey World Language Program
An effective world language program:
 Embraces the belief that language learning is an innate human capacity and that
all students who speak one language can successfully learn another;
 Focuses on meaningful communication with increasing accuracy of expression in
an authentic, real-life context;
 Is available to all students as part of the core curriculum in a K-12 articulated
sequence;
 Is delivered in a student-centered curriculum based on inquiry, problem solving,
and application of concepts;
 Explores themes and issues across content areas and makes connections to the
multicultural world of the 21st century, thereby fostering a greater understanding
of and appreciation for world cultures; and
 Supports the systems thinking approach to learning while integrating the skills
outlined in the Cross-Content Workplace Readiness Standards.
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Language and communication are at the heart of the human experience. The United
States must educate students who are linguistically and culturally equipped to
communicate successfully in a pluralistic American society and abroad. This
imperative envisions a future in which ALL students will develop and maintain
proficiency in English and at least one other language, modern or classical.
Children who come to school from non-English backgrounds should also have
opportunities to develop further proficiencies in their first language.
Statement of Philosophy
Standards for Foreign Language Learning
In 1993, a coalition of four national language organizations (the American Council on the Teaching of
Foreign Languages, the American Association of Teachers of French, the American Association of
Teachers of German, and the American Association of Teachers of Spanish and Portuguese) received
funding to develop standards for foreign language education, grades K-12.
This was the seventh and final subject area to receive federal support to develop national standards as
part of the Bush Administration’s America 2000 education initiative, which continued under Goals
2000 in the Clinton Administration. An eleven-member task force, representing a variety of languages,
levels of instruction, program models, and geographic regions, was appointed to undertake the task of
defining content standards —what students should know and be able to do—in foreign language
education. At each stage of development, the task force shared its work with the broader profession
and the public at large. The resulting document represents an unprecedented consensus among
educators, business leaders, government, and the community on the definition and role of foreign
language instruction in American education. The standards do not describe the current status of foreign
language education in this country. While they reflect the best instructional practice, they do not
describe what is being attained by the majority of foreign language students. The Standards for
Foreign Language Learning will not be achieved overnight; rather, they provide a gauge against
which to measure improvement in the years to come. The standards are not a curriculum guide. While
they suggest the types of curricular experiences needed to enable students to achieve the standards,
and support the ideal of extended sequences of study that begin in the elementary grades and continue
through high school and beyond, they do not describe specific course content, nor recommended
sequence of study. They must be used in conjunction with state and local standards and curriculum
frameworks to determine the best approaches and reasonable expectations for the students in
individual districts and schools. The purposes and uses of foreign languages are as diverse as the
students who study them. Some students study another language in hopes of finding a rewarding
career in the international marketplace or government service. Others are interested in the intellectual
challenge and cognitive benefits that accrue to those who master multiple languages. Still others seek
greater understanding of other people and other cultures. Many approach foreign language study, as
they do other courses, simply to fulfill a graduation requirement. Regardless of the reason for study,
foreign languages have something to offer everyone. It is with this philosophy in mind that the
standards task force identified five goal areas that encompass all of these reasons: Communication,
Cultures, Connections, Comparisons, and Communities—the five C’s of foreign language education.
Communication is at the heart of second language study, whether the communication takes place faceto-face, in writing, or across centuries through the reading of literature. Through the study of other
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languages, students gain a knowledge and understanding of the cultures that use that language and, in
fact, cannot truly master the language until they have also mastered the cultural contexts in which the
language occurs. Learning languages provides connections to additional bodies of knowledge that
may be unavailable to the monolingual English speaker. Through comparisons and contrasts with the
language being studied, students develop insight into the nature of language and the concept of culture
and realize that there are multiple ways of viewing the world. Together, these elements enable the
student of languages to participate in multilingual communities at home and around the world in a
variety of contexts and in culturally appropriate ways.
“Knowing how, when, and why to say what to whom”
All the linguistic and social knowledge required for effective human-to-human interaction is
encompassed in those ten words. Formerly, most teaching in foreign language classrooms
concentrated on the how (grammar) to say what (vocabulary). While these components of language
are indeed crucial, the current organizing principle for foreign language study is communication,
which also highlights the why, the whom, and the when. So, while grammar and vocabulary are
essential tools for communication, it is the acquisition of the ability to communicate in meaningful and
appropriate ways with users of other languages that is the ultimate goal of today’s foreign language
classroom.
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Standards for
Foreign
Language
Learning
Preparing for the 21st Century
The Five C’s of
Foreign Language
Education
Communication
Cultures
Connections
Comparisons
Communities
Communication
Communicate in Languages Other Than English
Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and
emotions, and exchange opinions.
Standard 1.2: Students understand and interpret written and spoken language on a variety of topics.
Standard 1.3: Students present information, concepts, and ideas to an audience of listeners or readers
on a variety of topics.
Cultures
Gain Knowledge and Understanding of Other Cultures
Standard 2.1: Students demonstrate an understanding of the relationship between the practices and
perspectives of the culture studied.
Standard 2.2: Students demonstrate an understanding of the relationship between the products and
perspectives of the culture studied.
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Connections
Connect with Other Disciplines and Acquire Information
Standard 3.1: Students reinforce and further their knowledge of other disciplines through the foreign
language.
Standard 3.2: Students acquire information and recognize the distinctive viewpoints that are only
available through the foreign language and its cultures.
Comparisons
Develop Insight into the Nature of Language and Culture
Standard 4.1: Students demonstrate understanding of the nature of language through comparisons of
the language studied and their own.
Standard 4.2: Students demonstrate understanding of the concept of culture through comparisons of
the cultures studied and their own.
Communities
Participate in Multilingual Communities at Home & Around the World
Standard 5.1: Students use the language both within and beyond the school setting.
Standard 5.2: Students show evidence of becoming life-long learners by using the language for
personal enjoyment and enrichment.
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Following is an abbreviated sample of the goals, standards, and progress indicators for grades four,
eight, and twelve as they appear in “Standards for Foreign Language Learning: Preparing for the
21st Century.”
COMMUNICATION
1.1 Students engage in conversations, provide and obtain information, express feelings and
emotions, and exchange opinions.
This standard focuses on interpersonal communication, that is, direct oral or written communication
between individuals who are in personal contact. In most modern languages, students can quite
quickly learn a number of phrases that will permit them to interact with each other. In the course of
their study, they will grow in their ability to converse in a culturally appropriate manner.
Sample Progress Indicators
Grade 4: Students ask and
Grade 8: Students exchange
answer questions about such
information about personal
things as family, school events, events, memorable experiences,
and celebrations in person or via and other school subjects with
letters, e-mail, or audio and
peers and/or members of the
video tapes.
target cultures.
Grade 12: Students exchange,
support, and discuss their
opinions and individual
perspectives with peers and/or
speakers of the target language
on a variety of topics dealing
with contemporary and
historical issues.
1.2 Students understand and interpret written and spoken language on a variety of topics.
Standard 1.2 involves one-way listening and reading in which the learner works with a variety of print
and non-print materials. The context in which the language is experienced and the ability to control
what they hear and read may impact students’ development of comprehension. As a result, the ability
to read may develop before the ability to comprehend rapid spoken language. In addition, content
knowledge will often affect successful comprehension, for students understand more easily materials
that reflect their interests or for which they have some background.
Grade 4: Students
comprehend the main idea of
developmentally appropriate
oral narratives such as
personal anecdotes, familiar
fairy tales, and other
narratives based on
familiar themes.
Sample Progress Indicators
Grade 8: Students use knowledge
acquired in other settings and from
other subject areas to comprehend
spoken and written messages in
the target languages.
Grade 12: Students
demonstrate an increasing
understanding of the cultural
nuances of meaning in written
and spoken language as
expressed by speakers and
writers of the target language
in formal and informal
settings.
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1.3 Students present information, concepts, and ideas to an audience of listeners or readers on a
variety of topics.
This standard focuses on the formal presentation of information, concepts, and ideas in spoken and
written form and is concerned, in most cases, with one-way speaking and writing. Students with little
or no previous language experience are likely to produce written and spoken language that will contain
a variety of learned patterns or will look like English with words in the other language. This is a
natural process and, over time, they begin to acquire authentic patterns and to use appropriate styles.
By contrast, home-background students will write in ways that closely resemble the spoken language.
Moreover, they will control informal oral styles. Over time these learners will develop the ability to
write and speak using more formal styles.
Grade 4: Students prepare
illustrated
stories
about
activities or events in their
environment and share with
an audience such
as the class.
Sample Progress Indicators
Grade 8: Students prepare tape or
video recorded messages to share
locally or with school peers and/or
members of the target cultures on
topics of personal interest.
Grade 12: Students prepare a
research-based analysis of a
current event from the
perspective of both the U.S.
and target cultures.
CULTURES
2.1 Students demonstrate an understanding of the relationship between the practices and
perspectives of the culture studied.
This standard focuses on the practices that are derived from the traditional ideas and attitudes
(perspectives) of a culture. Cultural practices refer to patterns of behavior accepted by a society and
deal with aspects of culture such as rites of passage, the use of forms of discourse, the social “pecking
order,” and the use of space. In short, they represent the knowledge of “what to do when and where.”
2.2 Students demonstrate an understanding of the relationship between the products and
perspectives of the culture studied.
This standard focuses on the products of the culture studied and on how they reflect the perspectives
of the culture. Products may be tangible (e.g., a painting, a piece of literature, a pair of chopsticks) or
intangible (e.g., an oral tale, a dance, a sacred ritual, a system of education). Whatever the form of the
product, its presence within the culture is required or justified by the underlying beliefs and values
(perspectives) of that culture, and the cultural practices involve the use of that product.
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CONNECTIONS
3.1 Students reinforce and further their knowledge of other disciplines through the foreign
language.
Learning today is no longer restricted to a specific discipline; it has become interdisciplinary. Just as
reading cannot be limited to a particular segment of the school day, so too can foreign language build
upon the knowledge that students acquire in other subject areas. In addition, students can relate the
information studied in other subjects to their learning of the foreign language and culture. Foreign
language instruction thus becomes a means to expand and deepen students’ understanding of, and
exposure to, other areas of knowledge. The new information and concepts presented in one class
become the basis of continued learning in the foreign language classroom.
3.2 Students acquire information and recognize the distinctive viewpoints that are only available
through the foreign language and its cultures.
As a consequence of learning another language and gaining access to its unique means of
communication, students are able to broaden the sources of information available to them. They have a
“new window on the world.” At the early levels of language learning, students can begin to examine a
variety of sources intended for native speakers, and extract specific information. As they become more
proficient users of the foreign language, they can seek out materials of interest to them, analyze the
content, compare it to information available in their own language, and assess the linguistic and
cultural differences.
COMPARISONS
4.1 Students demonstrate understanding of the nature of language through comparisons of
the language studied and their own.
This standard focuses on the impact that learning the linguistic elements in the new language has on
students’ ability to examine English and to develop hypotheses about the structure and use of
languages. From the earliest language learning experiences, students can compare and contrast the
two languages as different elements are presented. Activities can be systematically integrated into
instruction that will assist students in gaining understanding and in developing their abilities to think
critically about how languages work.
4.2 Students recognize that cultures use different patterns of interaction and can apply this
knowledge to their own culture.
As students expand their knowledge of cultures through language learning, they continually discover
perspectives, practices, and products that are similar and different from their own culture, and they
develop the ability to hypothesize about cultural systems in general. Some students may make these
comparisons naturally, others may not. This standard helps focus this reflective process for all students
by encouraging integration of this process into instruction from the earliest levels of learning.
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COMMUNITIES
5.1 Students use the language both within and beyond the school setting.
This standard focuses on language as a tool for communication with speakers of the language
throughout one’s life: in schools, in the community, and abroad. In schools, students share their
knowledge of language and culture with classmates and with younger students who may be learning
the language. Applying what has been learned in the language program as defined by the other
standards, students come to realize the advantages inherent in being able to communicate in more than
one language and develop an understanding of the power of language.
5.2 Students show evidence of becoming life long learners by using the language for personal
enjoyment and enrichment.
Each day millions of Americans spend leisure time reading, listening to music, viewing films and
television programs, and interacting with each other. By developing a certain level of comfort with
their new language, students can use these skills to access information as they continue to learn
throughout their lives. Students who study a language can use their skills to further enrich their
personal lives by accessing various entertainment and information sources available to speakers of the
language. Some students may have the opportunity to travel to communities and countries where the
language is used extensively and, through this experience, further develop their language skills and
understanding of the culture.
SAMPLE LEARNING SCENARIO: NEWSCAST
Standards Targeted
1.1 Interpersonal Communication
1.3 Presentational Communication
2.1 Practices of Culture
3.1 Furthering Connections
5.1 School and Community
5.2 Life-long Learning
Description
In the Spanish II class in Williamston High School, a small, rural
community in Michigan, students worked in groups to write,
produce, and videotape a fifteen-to-twenty minute Spanish
language news show that included news events; a live, from-thescene report; weather; sports; and commercials. The news events
included items from the Spanish-speaking world, the United
States, the state, and local areas.
Reflection
1.1—Students work cooperatively in groups using the language to produce the newscast.
1.3—Students produce the newscast in the language studied.
2.1—Students present news stories that reflect a perspective from the culture studied.
3.1—Students develop news items on a variety of topics.
5.1—Students use the language in the classroom.
5.2—Students develop insights necessary for media literacy.
If the students were asked to view taped newscasts and commercials from two Spanish speaking
countries and use them as models for their project, an emphasis could be placed on Standards 1.2 and
4.1 (in preparing for the project, students view newscasts and compare and contrast language styles)
and Standard 4.2 (students note cultural similarities and differences in the videotapes they viewed).
This type of preparation for the project would also provide the opportunity to target Standard 2.2 with
students analyzing a product of the culture studied. This scenario could be applied to any language at a
variety of levels.
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SAMPLE LEARNING SCENARIO : CHINESE CALENDAR
Description
In Ms. Chen-Lin’s Chinese class in West Hartford, CT, eighth
graders are learning about the Chinese calendar. Students listen to
the folkloric tale of how the years got their names, which the teacher
explains using story cards. The students then use artistic expression
to recall the details of the story by making posters that announce the race of the twelve animals in the
story. They are encouraged to include on their poster the date, time, location, and prize in Chinese. On
the next day, the class explores the importance of a calendar in the students’ own culture and in others.
The students discuss the differences found in the Chinese and American calendars. They then make a
calendar using Chinese characters to be used in their homes. They include birthdays, family
celebrations, school activities, and other special events.
Standards Targeted
1.2 Interpretive Communication
2.2 Products of Culture
4.2 Culture Comparisons
Reflection
1.2—Students comprehend the story of the Chinese calendar told in the target language
2.2—Students read about and discuss products of the culture
4.2—Students compare and contrast products found in the two cultures.
In this activity, the students understand the calendar explanation more easily because the teacher
accompanies the story with visuals. The use of artistic expression to check for their understanding
allows students with various learning styles to be successful in showing what they understood from the
story. The follow-up discussion helps students reflect on the importance of a calendar within a culture
and the role that the calendar plays in American culture.
National Standards in Foreign Language Education
a collaborative project of ACTFL, AATF, AATG, AATI, AATSP, ACL/APA,
ACTR, CLASS/CLTA, & NCSTJ/ATJ
c/o American Council on the Teaching of Foreign Languages, Inc.
6 Executive Plaza
Yonkers, NY 10701
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American Council on the Teaching of Foreign Languages
Performance Guidelines for K-12 Learners
NOVICE LEARNER RANGE
(Grade K-4, Grade 5-8, Grade 9-10)
COMPREHENSIBILITY: How well are they understood?
Interpersonal
 Rely primarily memorized phrases and short sentences during highly predictable interactions
on very familiar topics;
 Understood primarily by those very accustomed to interacting with language learner;
 May show evidence of false starts, prolonged and unexpectedly-placed pauses and recourse to
their native language as topics expand beyond the scope of immediate needs;
 Are able to meet limited practical writing needs, such a short message and notes, by
recombining learned vocabulary and structure to form simple sentences on very familiar topics.
Presentational
 Use short, memorized phrases and sentences in oral and written presentations;
 Are understood primarily by those who are very accustomed to interacting with language
learners;
 Demonstrate some accuracy in pronunciation and intonation when presenting well-rehearsed
material on familiar topics;
 May show evidence of false starts, prolonged and unexpectedly placed pauses, and recourse to
their native language as topics expand beyond the scope of immediate needs;
 Show abilities in writing by reproducing familiar material
 Rely heavily on visuals to enhance comprehensibility in both oral and written presentations
 Written with accuracy when copying written language but may use invented spelling when
writing words or producing characters on their own;
 May exhibit frequent errors in capitalization and punctuation when target language differs from
the native language in these areas.
Interpretive
 Recognizes structural patterns in target language narrative and derive meaning from these
structures within familiar contexts;
 Sometimes recognize previously learned structures when presented in new contexts.
Presentational
 Demonstrate some accuracy in oral and written presentations when reproducing memorized
words, phrases and sentences in the target language;
 Formulate oral and written presentation using a limited range of simple phrases and
expressions based on very familiar topics;
 Show inaccuracies and/or interference from the native language when attempting to
communicate information which goes beyond the memorized or pre-fabricated;
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 May exhibit frequent errors in capitalization and/or production of characters when the writing
system of the target language differs from the native language.
COMMUNICATION STRATEGIES: How do they maintain communication?
Interpersonal
 Attempt to clarify meaning by repeating words and occasionally selecting substitute words to
convey their message;
 Primarily use facial expressions and gestures to indicate problems with comprehension.
Interpretive
 Use background experience to anticipate story direction in highly predictable oral or written
texts;
 Reply heavily on visuals and familiar language to assist in comprehension.
Presentational
 Make corrections by repeating or rewriting when appropriate forms are routinely modeled by
the teacher;
 Reply heavily on repetition, non-verbal expression (gestures, facial expressions), and visuals to
communicate their message.
CULTURAL AWARENESS: How is their cultural understanding reflected in
their communication?
Interpersonal
 Imitate culturally appropriate vocabulary and idiomatic expression;
 Use gestures and body language that are generally those of the students own culture, unless
they are incorporated into memorized responses.
Interpretive
 Understand both oral and written language that reflects a cultural background similar to their
own;
COMPREHENSION: How well do they understand?
Interpersonal
 Comprehend general information and vocabulary when the communication partner uses
objects, visual, and gestures in speaking or writing;
 Generally need contextual clues, redundancy, paraphrase or restatement in order to understand
the message.
Interpretive
 Understand short, simple conversations and narratives (live and recorded material), within
highly predictable and familiar context;
 Reply on personal background experience to assist in comprehension;
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 Exhibit increased comprehension when constructing meaning through recognition of key
words or phrases embedded in familiar contexts;
 Comprehend written and spoken language better when content has been previously presented
in an oral and/or visual context;
 Determine meaning by recognition of cognates, prefixes, and thematic vocabulary.
LANGUAGE CONTROL: How accurate is their language?
Interpersonal
 Comprehend messages that include predominately familiar grammatical structures;
 Are most accurate when communicating about very familiar topics using memorized oral and
written phrases;
 Exhibit decreased accuracy when attempting to create with the language;
VOCABULARY USE: How extensive and applicable is their vocabulary?
Interpersonal
 Comprehend and produce vocabulary that is related to everyday objects and actions on a
limited number of familiar topics;
 Use words and phrases primarily as lexical items without awareness of grammatical structure;
 Recognize and use vocabulary from a variety of topics including those related to other
curricular areas;
 May often rely on words and phrases from their native language when attempting to
communicate beyond the word and/or gesture level.
Interpretive
 Recognize a variety of vocabulary words and expressions related to familiar topics embedded
with relevant curricular areas;
 Demonstrate increased comprehension of vocabulary in spoken passages when these are
enhanced by pantomime, props, and/or visuals’
 Demonstrate increased comprehension of written passages when accompanied by illustrations
and other contextual clues.
Presentational
 Use a limited number of words and phrases for common objects and actions in familiar
categories;
 Supplement their basic vocabulary with expressions acquired from sources such as the teacher
or picture dictionaries;
 Rely on native language words and phrases when expressing personal meaning in less familiar
categories;
 Predict a story line or event when it reflects a cultural background similar to their own.
 Imitate the use of culturally appropriate vocabulary, idiomatic expressions and non-verbal
behaviors modeled by the teacher.
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New Jersey Core Curriculum Content Standards
for
World Languages
Introduction
New Jersey is home to more than 100 ethnic groups, and about 125 different languages are spoken
in our state. To support the growth of New Jersey's dynamic economy as we move into the
twenty-first century, our state needs educated citizens whose multilingual abilities and multicultural
sensitivities prepare them to work in a pluralistic society and a global economy. As countries
become increasingly interdependent, it is essential that we actively promote proficiency in world
languages to improve cross-cultural understanding. We must therefore help New Jersey students to
broaden their personal and professional opportunities by giving them the ability to communicate in
other languages, and the understanding needed to function in different cultural contexts. As a branch
of the humanities, language education facilitates cross-cultural understanding by providing students
with the tools to decode the histories and cultural practices embedded in world languages.
We refer to the languages we teach as World Languages to reflect the experience of the cultures
that preceded us and our own multilanguage population. This section is titled World Languages in
support of all the languages and peoples of the world, and in acknowledgment of our responsibility
to communicate with others. The core curriculum content standards for World Languages are guided
by the following principles:
World languages are an essential part of the education of all students. Elementary and high
school students who have had the opportunity to study a world language benefit in the following
ways:
Greater academic achievement in other areas of study, including reading, social studies, and
mathematics.
Higher scores on Scholastic Achievement Tests (SAT), American College Tests (ACT), and
other standardized tests, regardless of their ability level or socioeconomic status.
Improved understanding of the English language and greater sensitivity to structure, vocabulary,
and syntax.
Improved reasoning, conceptualizing, and analyzing, along with better listening and memory
skills.
23
Enhanced employment opportunities and work relationships.
Personal satisfaction through the ability to communicate across languages and cultures.
The primary goal of a world language program is effective communication. The experience
of communicating in other languages makes this discipline unique. Students will be able to use
the languages they have studied in meaningful ways because they experience the language in
authentic situations. The focus is upon what students can do with the language rather than what
they know about it. Effective communication-is a dynamic rather than a static concept. It depends on the interaction
and negotiation of meaning between two or more persons who share to some degree the same
symbolic systems of written and spoken language. Effective communication takes place in a
variety of situations, and success depends on the student's understanding of context, building on
prior experience of a similar kind. Teaching thus should be geared toward conversation and
understanding, and include the use of non-print (video, audiotapes) as well as print materials.
All students should be able to communicate in at least one language in addition to English.
The process of learning another language provides an opportunity for all students to think in a
different way and to learn to appreciate differences among people. World language teachers can
best encourage such respectful attitudes if their students also represent different backgrounds and
experiences. By working together, diverse learners realize that they share a need for language as a
tool of expression and communication.
Culture is an integral part of world language learning. Since culture is inextricably woven into
the language, we cannot separate language from the culture in which it is used; nor can we isolate
cultural information as if culture could be reduced to a collection of facts apart from language.
Including the cultural component in all skill areas is important. Connecting language and
communication skills with culture creates a more powerful learning experience for students.
An effective world language class is student-centered. Students are actively engaged in using
- the language by interacting with each other and the teacher, and by communicating about things
which have meaning to them.
World language programs should start in kindergarten and continue uninterrupted through
grade 12. Research over the last 20 years in the United States and abroad underscores the
importance of beginning world language study at an early age, when children easily and naturally
acquire language. The primary years are the best time to begin second language study. The degree
of language proficiency is directly proportional to the amount of time spent by students in
meaningful communication in the language studied.
24
An effective world language program provides content that is meaningful and interesting to
students. It provides developmentally and age appropriate activities integrating language
components such as understanding, listening, speaking, reading, writing, and culture in order to
promote active communication. The success of any world language program depends upon the
cooperation of the entire school community: students, teachers, parents, administration, and board
of education.
Beginning a world language program in the early primary grades sends a strong message about the
value our society places on knowing other languages and cultures. Such a message helps bilingual
and limited-English proficient students to appreciate their own heritage, language, and culture, and
sets the stage for successful school experience. An early start enables all children to view language
learning and insight into other cultures as integral parts of their school experience.
World languages connect with all other disciplines. Successful language learning activities are
interdisciplinary: World languages have more meaning and purpose when tasks are a natural
outgrowth of school life, and emerge from the content area of other disciplines. A content enriched
approach develops students' skills in the studied language while enhancing their knowledge of the
content of other humanities disciplines, such as literature, history, and geography. Connections may
flow from other areas to the world language classroom, or may originate in the world language
classroom to add unique insight to the rest of the curriculum.
Program Design
Communities should provide a strong, well-articulated sequence of language study. Various program
models and staffing options leading to world language proficiency are available to school districts
and program planners. Because each school district has its own particular characteristics, a variety of
solutions will evolve from the needs of each community. Districts must choose options according to
the language proficiency outcomes they desire, and the budgetary and staffing circumstances in
which they find themselves. Other considerations might be: the languages that the community and
the students prefer, based on local traditions and ethnic interests; the availability of well-trained
teachers who might reasonably be expected to stay with the program for a number of years; and the
number of languages that the school population can support without eliminating the possibility of
offering advanced level courses. In considering the above, the school district should identify the
priority of communicative functions or speech acts the students should be able to perform in the
second language, and the structures needed for active communication. Compelling rationale can be
developed for any world language, and any language, when well taught, can provide students with
the benefits of global awareness, enhanced skills in content areas, awareness of other cultures, and
increased language skills and self-esteem.
Program Implementation
Expecting elementary and middle level students to communicate in a second language, even at the
beginner level, is new for most schools. However, such an expectation is routine for students of
25
similar ages in other advanced nations and in some states and some New Jersey school districts.
Because it is the academic content area with which we have the least experience, New Jersey will
assess world languages for the first time .in school year 2001-2002. Therefore, schools will have six
years to prepare for this content area to "come on line." Districts will have discretion in deciding at
what grade (e.g., K,1,2,3,4) and in what year (e.g., 1996/97 - 2001/2032) to introduce world
languages into their education program.
The "content standards" are the results expected by the completion of a student's K-12 experience.
They are accompanied by progress indicators for the end of grades 4, 8 and 12. These indicators
describe what knowledge-and skills students are expected to acquire by these benchmark grades. As
with all other content standards, world languages will be further defined by companion
"performance standards.". Performance tasks and levels will be developed through New Jersey's
State Assessment Program at grades 4, 8 and 11/12. Performance standards will be developed in
consultation with elementary teachers and world language specialists. These standards will be set at
realistic levels that emphasize students' general exposure to the language and its culture.
References
Curtain & Pesola. (1994). Languages and children: _ Making the
Match.
Ginner. (1995). Guide to curriculum planning in foreign languages. State of Wisconsin.
National Advisory Board on International Education Programs. (1983). Report to the Secretary of
Education
National Commission on Excellence in Education. (1983). A nation at risk: The imperative for
educational reform.
President's Commission on Foreign Language & International Studies. (1979). Strength through
wisdom
26
WORLD LANGUAGES
STANDARDS AND PROGRESS INDICATORS
Standard 7.1
All students will be able to communicate at a basic literacy level in at least
one language other than English.
Descriptive Statement
Meaningful communication is the exchange of thoughts, messages, or information through
speech, gestures, behavior, or a combination of these. It is through communication that we
express ourselves and transmit or receive information. For these exchanges to be
meaningful, students need to communicate about, understand, and interpret written or
spoken language on a variety of topics in the language studied. The key to successful
communication is knowing how, when, and why to say what to whom. This standard thus
focuses on interpersonal communication.
Key Term: Communication
Communication may be characterized in three different modes:

Interpersonal focuses on active negotiation (direct oral or written communication)
among individuals.

Interpretive focuses on receptive communication (the cultural interpretations of
meaning that occur within written or spoken form) among individuals.

Presentational focuses on productive communication (spoken or written
communication for an audience with whom there is no immediate personal contact).
Cumulative Progress Indicators
By the end of Grade 4, students
1. Respond to and initiate simple statements and commands such as
27
greetings, introductions, and leave-taking.
2. Express attitudes, reactions, and courtesy using short phrases and
simple sentences.
3. Express likes, dislikes, and preferences.
4. Describe people, places, things, and events using short phrases and
simple sentences.
5. Provide and obtain information on familiar topics.
6. Express basic personal needs.
7. Identify some common and distinct features, such as parts of speech
and vocabulary, among languages.
Building upon knowledge and skills gained in the preceding grades
by the end of Grade 8, students
8. Create and respond to simple phrases, questions, and sentences.
9. Describe people, places, things, and events with some details.
10. Generate and respond to short messages such as invitations,
directions, announcements, and appointments.
11. Interact with appropriate responses in limited social settings and basic
situations.
12. Express details of their everyday lives and of past experiences.
13. Engage in original and spontaneous conversation in the language studied.
14. Organize thoughts into coherent oral speech.
15. Explore employment opportunities where languages are advantageous.
16. Identify common and distinct features, such as prepositional phrases and
clauses, among languages.
Building upon knowledge and skills gained in the preceding grades,
by the end of Grade 12, students
17. Communicate and interact in a limited range of task-oriented and social
situations.
18. Respond to statements and initiate and sustain conversations with increasing
linguistic accuracy.
28
19. Understand a sustained conversation on a number of topics.
20. Comprehend fluent speakers in everyday situations.
21. Communicate orally with increasing logic and accuracy.
22. Research language-related employment opportunities.
23. Identify common and distinct features, such as grammatical structures,
among languages.
Standard 7.2
All students will be able to demonstrate an understanding of the interrelationship
between language and culture for at least one language other than English.
Descriptive Statement
The acquisition of another language focuses attention on how language and culture interacts.
This interaction helps students reflect on cultural patterns and thus gain insight into their own
language and culture. Exploration of a new culture helps students to frame issues about their
29
own world view while investigating another. Comparing and contrasting languages and
cultures promotes cross-cultural discourse and understanding, which are at the heart of the
humanities.
Key Term: Culture
Culture may be understood to include three aspects of a society:

Perspectives (e.g., attitudes, values, ideas)

Practices (e.g., patterns of social interactions)

Products (e.g., music, books, laws)
Cumulative Progress Indicators
By the end of Grade 4, students
1. Demonstrate an awareness of culture.
2. Demonstrate knowledge of the cultures of speakers of the language studied.
3. Recognize interrelationships between the language and the culture of a given group of
people.
4. Recognize and explore the process of stereotyping.
1. LINKING THE STANDARDS AND FRAMEWORK TO CURRICULUM DMENT
Building upon knowledge and skills gained in the preceding grades,
by the end of Grade 8, students
5. Compare the customs of their own culture and the studied culture.
6. Understand the role of stereotyping in forming and sustaining prejudice.
7. Demonstrate an awareness of contributions made in many fields by men and women
of diverse cultures.
8. Examine interrelationships between the language and the culture of a given group of
people as evidenced in literary works.
Building upon knowledge and skills gained in the preceding grades,
by the end of Grade 12, students
9. Recognize and understand verbal and nonverbal cues within a culture.
10. Explore and discuss similarities and differences among various cultures.
11. Explore and discuss representative works of diverse cultures in many fields of
endeavor.
12. Analyze interrelationships between the language and the culture of a given
30
group of people, as evidenced in their literary works and communications, as
well as in their political, economic, and religious structures.
13. Use technology to enhance language acquisition and to acquire current
cultural information in order to develop more accurate impressions of the
culture studied.
How to Use the Document
The Plainfield Board of Education World Languages Curriculum is articulated both vertically and
horizontally to provide teachers with a carefully sequenced outline of language instruction, the scope
of which is inclusive of the core content of other academic areas. The curriculum has been aligned
with the New Jersey Core Curriculum Content Standards and the New Jersey World Languages
Curriculum Framework.
For easy reference and use, this guide is comprised of several sections. The first section is the
Introductory levels, which delineates skills and content required for all grade levels. These
31
introductory units present skills and topics that should and must be reviewed and/or used all through
the school years. A grade specific section follows this introductory unit. The specific material for
each level is contained within two pages, a standards page and a thematic unit page. The material
designates thematic units for the teaching of a specific world language as well as the content standards
with their progress indicators, outcomes and assessment measures, and a grid of the curricular content.
The grid of seven columns facilitates a quick grasp of the unit’s language functions, subject content,
cultural components, targeted vocabulary, grammatical structures, essential materials and lesson topics
with major activities.
For the convenience of the teacher, several resources have been appended. While a district core
curriculum may specify unit goals, more specific instructional objectives for each session of a unit are
the responsibility of the individual teacher. Here each teacher is called upon to function in both facets
of the pedagogical discipline: teaching as a science; and, teaching as an art. On the scientific side,
instruction objectives need to be written for all levels of cognitive development (information,
knowledge, application, analysis, synthesis and evaluation) in concrete, behavioral and measurable
terms. Practicing the art of teaching, the teacher will plan, present, modify, tailor, manage and evaluate
each student’s learning experience sensitive to the child’s language(s), culture(s), background, prior
knowledge and experience, preferred learning styles and modes of intelligence, strengths and needs,
affective presentation interests.
Regular and special education teachers will support the World Languages Program in their classes as
an integral part of the school’s curriculum. The World Languages Teacher on site is available as a
resource to them for more careful coordination, ideas and professional collaboration. The World
Languages Teachers themselves are supported by one another in their peer meetings as well as in turn
by the Bilingual-ESL Resource Teacher/World Languages Supervisor, Building Administrators, the
Supervisor of Mandated Programs and the Director of Curriculum and Instruction.
32
Plainfield Public Schools
Thematic Units for the teaching of World Languages
Language: Spanish Introductory Level 1
Overall Theme: Basic Understanding
Introductory
Level 1
NEW JERSEY CORE CURRICULUM CONTENT STANDARDS
7.1
7.1.1
7.1.2
7.1.4
7.1.6
7.1.7
7.2
7.2.1
ALL STUDENTS WILL BE ABLE TO COMMUNICATE AT A BASIC LITERACY LEVEL IN AT LEAST ONE
LANGUAGE OTHER THAN ENGLISH
Progress indicators:
Respond to and initiate simple statements and commands such as greetings, introductions and leave-taking.
Express attitudes, reactions and courtesy using short phrases and simple sentences.
Describe people, places, things, and events using short phrases and simple sentences.
Express basic personal needs.
Identify some common distinct features, such as parts of speech and vocabulary among languages.
ALL STUDENTS WILL BE ABLE TO DEMONSTRATE AN UNDERSTANDING OF THE INTERRELATIONSHIP
BETWEEN LANGUAGE AND CULTURE FOR AT LEAST ONE WORLD LANGUAGE IN ADDITION TO
ENGLISH.
Progress Indicators:
Demonstrate an awareness of culture.
OUTCOMES:
Students will be able to use greetings, introductions, leave-taking, numbers and basic vocabulary in the target language.
Students will be able to express personal needs.
ASSESSMENT:
Students will be able to do the following tasks in the target language:
Describe flags using color and shape terminology,
Identify numbers from 1-20 at random,
Express personal needs,
Use simple statements and commands.
33
Plainfield Public Schools
Thematic Units for the teaching of World Languages
Language: Spanish Introductory Level 1
Overall Theme: Basic Understanding
Functional
Language
Greetings,
simple
phrases.
Inquiring
about health.
Saying
goodbye.
Polite
language.
Asking
for/telling
names.
Counting
Identifying
color, shape.
Asking
for/giving
month, day of
the week.
Subject
Content
Math:
Counting
Graphing
Classifying
Social Studies:
Countries
Flags
Technology:
Storybook
Weaver
(Spanish)
Kid Pix
NCS Learn:
Vamos a leer
Math Corner
Culture
Introductory
Level 1
Vocabulary
Songs/music/ Hello, How are
dance
you? Thank
you, you’re
Stories
welcome,
please,
Flags
goodbye.
Grammatical
Structures
Verbs:
Present
Tense
What is your
name?
My name is…
Numbers 1-20.
Colors—red,
blue, yellow,
orange, green,
purple, brown,
black, white.
Shapes—circle,
triangle, square,
rectangle.
Days of the
week
Months.
Verbs—sit,
stand, come, go,
open, close.
Lesson Topic/Major Activities
Flags,
color
picture
cards
Students will role-play
conversations using basic
expressions (social interaction and
personal need vocabulary).
Nouns
Adjectives
Spanish style
calendar :
Monday is
the first day
of the week.
Materials
“Say Hola Students will make a poster
in Spanish” illustrating their daily activities for
books 1
each day of the week.
and 2
Students will participate in Total
Children’s Physical Response activities
Books:
responding to verbal commands.
Julieta y la
caja de
Students will label classroom
colores
objects illustrating the colors in the
target language.
Plumas
para
almorzar
Diez
puntos
negros
Diez
deditos and
other play
rhymes
34
Plainfield Public Schools
Thematic Units for the teaching of World Languages
Language: Spanish Introductory Level 2
Overall Theme: Basic Understanding
Introductory
Level 2
New Jersey Core Curriculum Content Standards
7.1
ALL STUDENTS WILL BE ABLE TO COMMUNICATE AT A BASIC LITERACY LEVEL IN AT LEAST ONE
LANGUAGE OTHER THAN ENGLISH
Progress Indicators:
7.1.1
7.1.2
7.1.4
7.1.6
7.1.7
Respond to and initiate simple statements and commands such as greetings, introductions and leave-taking.
Express attitudes, reactions and courtesy using short phrases and simple sentences.
Describe people, places, things, and events using short phrases and simple sentences.
Express basic personal needs.
Identify some common distinct features, such as parts of speech and vocabulary among languages.
7.2
ALL STUDENTS WILL BE ABLE TO DEMONSTRATE AN UNDERSTANDING OF THE INTERRELATIONSHIP
BETWEEN LANGUAGE AND CULTURE FOR AT LEAST ONE WORLD LANGUAGE IN ADDITION TO
ENGLISH.
7.2.1
Progress indicators:
Demonstrate an awareness of culture.
OUTCOMES:
Students will be able to express time, date, weather and seasons of the year in the target language.
Students will be able to describe the school and classroom objects in the target language.
ASSESSMENT:
Students will be able to do the following tasks in the target language:
State time, date and weather on a daily basis,
Describe the school building, classroom and objects therein,
Draw and describe a map of the school and/or classroom to their peers.
35
Plainfield Public Schools
Thematic Units for the teaching of World Languages
Language: Spanish Introductory Level 2
Overall Theme: Basic Understanding
Introductory
Level 2
Functional
Language
Subject
Content
Culture
Vocabulary
Grammatical
Structures
Materials
Lesson Topic/Major Activities
Review of
numbers and
social
interaction
expressions on
a daily basis.
Math:
Counting
Graphing
Classifying
Discuss
differences
among social
interaction
expressions
in different
countries.
Numbers 1-100
Verbs:
Present
Tense
Calendar
Orally express time, date, and
weather on a daily basis.
Ask for and
tell time on
the hour/half
hour.
Describe the
characteristics
of each
season,
appropriate
clothing.
Describe the
classroom
layout and
objects
therein.
Social Studies:
Seasons of the
year
Technology:
Storybook
Weaver
Kid Pix
NCS Learn:
Vamos a leer
Math Corner
Discuss
weather
differences in
Spanish
speaking
countries.
Days of the
week, months
of the year.
Different ways
of stating the
date.
Climate:
Warm/hot
Cold/rainy
Snow/snowy
Sun/Sunny
Songs/music/
dance
Classroom
objects:
Stories
(see addendum)
Flags
Nouns
Pictures of
school and
classroom
objects.
Adjectives
¿Que hora
es?
Hace un
dia____.
Esta____.
Create a picture book of school
with classroom objects.
Collect and label classroom
objects in the target language.
“Say Hola
in Spanish”
books
Log on to CNN en Espanol.com
1and2
and check weather in Spanish
speaking countries.
Espanol
Para Ti
NTC
Sight
Words in
Spanish.
36
Plainfield Public Schools
Thematic Units for the teaching of World Languages
Language: Spanish Introductory Level 3
Overall Theme: Basic Understanding
Introductory
Level 3
NEW JERSEY CORE CURRICULUM CONTENT SRANDARDS
7.1
ALL STUDENTS WILL BE ABLE TO COMMUNICATE AT A BASIC LITERACY LEVEL IN AT LEAST ONE
LANGUAGE OTHER THAN ENGLISH
Progress indicators:
7.1.2 Express attitudes, reactions and courtesy using short phrases and simple sentences.
7.1.3 Express likes, dislikes and preferences.
7.1.4 Describe people, places, things and events using short phrases and simple sentences.
7.1.6 Express basic personal needs.
7.2
7.2.1
7.2.5
7.2.6
ALL STUDENTS WILL BE ABLE TO DEMONSTRATE AN UNDERSTANDING OF THE INTERRELATIONSHIP
BETWEEN LANGUAGE AND CULTURE FOR AT LEAST ONE WORLD LANGUAGE IN ADDITION TO
ENGLISH.
Progress indicators:
Demonstrate an awareness of culture.
Compare the customs of their own culture and the studied culture.
Demonstrate an awareness of the contributions made in many fields by men and women of diverse cultures.
OUTCOMES:
Students will be able to use vocabulary related to sports, shopping and nature.
Students will be able to use/understand vocabulary related to personal grooming and health.
ASSESSMENT:
Students will be able to do the following tasks in the target language:
Describe a chosen activity (sports, shopping trip, etc…) using appropriate language.
37
Plainfield Public Schools
Thematic Units for the teaching of World Languages
Language: Spanish Introductory Level 3
Overall Theme: Basic Understanding
Functional
Language
Identifying
sports and the
equipment
used to play
them.
Subject
Content
Culture
Heath:
Grooming
Animals and
plants from
Hispanic
countries.
Ex. Llama, lizards,
parrot, coqui,
Science:
Animals/Plants
From different
areas of the
world, emphasis
Describing
in those from
items from
Spanish speaking
nature, such as regions.
animals,
plants, and
land
formations.
Expressing
likes and
dislikes in
sports, and
shopping.
Sugarcane, coffee,
palm tree.
Different sports
from different
countries baseball
Social Studies:
Sports played in
in the Caribbean
different
region; soccer in
countries. Names Spain, and South
of sports that
America.
vary from one
region to another. Famous Hispanic
Technology:
Storybook
Weaver
Expressing
opinions about Kid Pix
personal
grooming and NCS Learn:
health topics. Vamos a leer
Math Corner
Athletes:
Baseball
Sammy Sosa
Bernie Williams
Juan Gonzalez
Soccer
Luis Hernandez
Tennis
Gabriela Sabatini
Basketball
Orlando Cepeda
Introductory
Level 3
Vocabulary
Sports
vocabulary
Shopping
center
vocabulary
Nature
vocabulary
Personal
grooming
and health
vocabulary
Adjectives:
color, size,
shape
Grammatical
Structures
Materials
Use simple
sentence
structures with
verb “ser” to
identify
objects,
people, and
places, i.e.
Esto es
un/una...
¿Quien es?
Es….
Picture cards
Answer and
ask questions
using verb
“jugar” in the
present tense,
i.e.: ¿Que
deporte juega
…..? El /ella
juega ….
Use verbs
“gustar” y
“necesitar”, in
affirmative
and negative
statements in
the present
tense.
Ultimate
Multi-Media
Spanish
Vocabulary
Program
Español Para
Ti
Children’s
Books:
Me Gusto
Como Soy
Lesson Topic/Major Activities
TPR Activities
Vocabulary Bingo
Matching exercises
Role Playing Activities
Identify name and sports played
by given Hispanic athletes.
Identify equipment items for
specific sports.
Appropriately dress a paper doll
for a specific activity (soccer, go
shopping etc.)
Reproducible Play a game in the target
Mini-Books
language.
(Scholastic):
Sight words
in Spanish
25 Spanish
Science
Mini-books
38
Plainfield Public Schools
Thematic Units for the teaching of World Languages
Language: Spanish Introductory Grade K
Overall Theme: ¿Quien soy yo?
First Semester: Fall, Colors, Weather
K.1
7.1 ALL STUDENTS WILL BE ABLE TO COMMUNICATE AT A BASIC LITERACY LEVEL IN AT LEAST ONE
LANGUAGE OTHER THAN ENGLISH
7.1.1
7.1.2
7.1.4
7.1.5
Progress indicators:
Respond to and initiate simple statements and commands such as greetings, introductions and leave-taking.
Express attitudes, reactions and courtesy using short phrases and simple sentences.
Describe people, places and things and events using short phrases and simple sentences.
Provide and obtain information on familiar topics.
7.2 ALL STUDENTS WILL BE ABLE TO DEMONSTRATE AN UNDERSTANDING OF THE INTERRELATIONSHIP
BETWEEN LANGUAGE AND CULTURE FOR AT LEAST ONE WORLD LANGUAGE IN ADDITION TO ENGLISH.
7.2.1
7.2.5
Progress indicators:
Demonstrate an awareness of culture.
Compare the customs of their own culture and the studied culture.
OUTCOMES:
Students will be able to discuss, contrast and compare characteristics of the season.
Students will be able to identify and describe foods and activities related to holidays and specific seasons.
ASSESSMENTS:
Students will be able to do the following tasks in the target language:
Describe a favorite holiday focusing on foods and activities.
Describe and discuss their book of seasonal changes with their peers.
39
Plainfield Public Schools
Thematic Units for the teaching of World Languages
Language: Spanish Introductory Grade K
Overall Theme: ¿Quien soy yo?
First Semester: Fall, Colors, Weather
Functional
Language
Greetings,
introductions,
giving thanks.
Inquiring
about health.
Using
different
modes of
address.
Subject
Content
Culture
Vocabulary
Math:
Counting
seasonal objects,
categorizing by
color and shape,
graphing, shapes.
Weather/
Climate
Greetings and
incidental
expressions
Grammatical
Structures
Weather
expressions
with “hace”
Colors: red,
orange, yellow,
green, blue,
purple, brown,
black, white
Distinguish
between first
person and
third person
verb forms.
Hot, Cold
Yo tengo…
Léale a su conejito
Weather
expressions
El tiene…
Diez puntos negros
Oso pardo
Science:
Collecting
samples and
identifying
objects, recording
changes, seasons.
Describing in
terms of color, Social Studies:
Differences in
shape,
seasons and
temperature.
Identifying
colors,
seasons, fruit,
senses.
Classroom
commands—
stand up, sit
down, etc.
K.1
weather, map
skills, foods
made with apples
in different
cultures.
Technology:
Travel the world
with Timmy
Kid Pix, Living
Books CD
Roms(Spanish)
Customs
Holidays
El Dia de los
Muertos
Materials
Lesson Topic/Major
Activities
Ultimate Multimedia Collect art work
Spanish Vocabulary representing the different
Program
seasons and have
students identify color
Español para ti
patterns, lines, and/or
compare artists’
Children’s Books:
representations.
Calabaza, calabaza
Dia de Reyes
Students will create a
book of seasonal
changes.
Navidad
Año Nuevo
Awareness of
Songs/music/ Seasonal words: gender
dance
apple, pumpkin, agreement in
leaves, seed,
adjectives.
Games
fruit, etc.
El està
Seasons
listo.
Ella està
Senses
lista.
Julieta y su caja de
colores
Huevos verdes y
jamón
Students will collect
object outside and
describe them using the
five senses.
Students will dress dolls
in seasonally appropriate
clothing.
25 Spanish Science
Mini Books
Numbers 1 to
10
NCS Learn:
Vamos a leer
Math Corner
40
Plainfield Public Schools
Thematic Units for the teaching of World Languages
Language: Spanish Introductory Grade K
Overall Theme: ¿Quien soy yo?
Second Semester: Families, Body parts, Winter and Spring
K.2
7.1 ALL STUDENTS WILL BE ABLE TO COMMUNICATE AT A BASIC LITERACY LEVEL IN AT LEAST ONE
LANGUAGE OTHER THAN ENGLISH
Progress indicators:
7.1.1 Respond to and initiate simple statements and commands such as greetings, introductions, and leave-taking.
7.1.2 Express attitudes, reactions, and courtesy using short phrases and simple sentences.
7.1.4 Describe people, places, things and events using short phrases and simple sentences.
7.1.5 Provide and obtain information on familiar topics.
7.2 ALL STUDENTS WILL BE ABLE TO DEMONSTRATE AN UNDERSTANDING OF THE INTERRELATIONSHIP
BETWEEN LANGUAGE AND CULTURE FOR AT LEAST ONE WORLD LANGUAGE IN ADDITION TO ENGLISH.
Progress indicators:
7.2.1 Demonstrate an awareness of culture.
7.2.5 Compare the customs of their own culture and the studied culture.
OUTCOMES:
Students will name and describe facial features and body parts.
Students will name and describe family members.
Students will be able to discuss, compare and contrast characteristics of seasons.
ASSESSMENT:
Students will draw a picture of their family and label the family members.
Students will make a chart noting daily weather patterns in the target language.
41
Plainfield Public Schools
Thematic Units for the teaching of World Languages
Language: Spanish Introductory Grade K
First Semester: Fall, Colors, Weather
Functional
Language
Using
different
modes of
address.
Inquiring
about health.
Greeting,
introducing,
thanking.
Identifying
body parts,
family
members.
Describing
experiences in
winter and
spring.
K.2
Subject
Content
Culture
Vocabulary
Math:
Graphing (size of
family, etc.),
counting family
members/body
parts,
measurement,
symmetry, sort
and classify body
parts.
Family
structures and
traditions
Family—
father/mother,
grandfather/
grandmother
sister, brother,
aunt, uncle,
cousin
Science:
Body/face/hand
parts, similarities/
differences in
physical
appearance, five
senses.
Social Studies:
Family members,
customs, family
traditions in other
cultures.
Technology:
Travel the world
with Timmy
Kid Pix, Living
Books CD
Roms(Spanish)
NCS Learn:
Vamos a leer
Math Corner
Holidays
Stories
Folklore
Songs/music/
dance
Foods
Birthdays :
piñatas,
songs, etc.
Face—eyes,
nose, mouth,
hair
Body parts—
body, head,
neck,
shoulders,
arms, hands,
fingers, knees,
toes, feet, legs,
heart
Winter wordsSnow, ice,
snowman,
winter
clothing,
winter sports
Grammatical
Structures
¿Cuantos
años tienes?
Yo tengo …
años.
¿Cuantos
dedos tienes?
Yo tengo 10
dedos.
¿Donde
vives?
Materials
Lesson Topic/Major
Activities
Ultimate Multimedia Students will make a
Spanish Vocabulary graph showing the
Program
number of family
members of each student.
Español Para Ti
Students will classify
Children’s Books:
body part as belonging to
the head or body.
Un dia de nieve—
Un sillón para mi
mamá
El muñeco de nieve
negro
Yo vivo en…
Con mi hermano
Students will describe
winter and spring the 5
senses.
Students will illustrate
their favorite winter
activities.
Las batallas del
cuerpo
Con mi familia
Un regalo para
abuelita
Spring wordsflower, tree,
etc.
42
Plainfield Public Schools
Thematic Units for the teaching of World Languages
Language: Spanish Introductory Grade 1
Overall Theme: Family
Second Semester: Nuclear Family
1.1
7.1 ALL STUDENTS WILL BE ABLE TO COMMUNICATE AT A BASIC LITERACY LEVEL IN AT LEAST ONE
LANGUAGE OTHER THAN ENGLISH
Progress indicators:
7.1.1 Respond to and initiate simple statements and commands such as greetings, introductions, and leave-taking.
7.1.2 Express attitudes, reactions and courtesy using short phrases and simple sentences.
7.1.4 Describe people, places, things, and events suing short phrases and simple sentences.
7.1.5 Provide and obtain information on familiar topics.
7.2 ALL STUDENTS WILL BE ABLE TO DEMONSTRATE AN UNDERSTANDING OF THE INTERRELATIONSHIP
BETWEEN LANGUAGE AND CULTURE FOR AT LEAST ONE WORLD LANGUAGE IN ADDITION TO ENGLISH.
Progress indicators:
7.2.1 Demonstrate an awareness of culture.
7.2.5 Compare the customs of their own culture and the studied culture.
OUTCOMES:
Students will describe their families in the target language.
ASSESSMENT:
Students will create a family tree using photos or drawings.
Students will identify colors named by the teacher.
Students will create a book describing/illustrating a field trip to farm or other places.
43
Plainfield Public Schools
Thematic Units for the teaching of World Languages
Language: Spanish Introductory Grade 1
Overall Theme: Family
Second Semester: Nuclear Family
Functional
Language
Identifying,
describing,
counting
family
members, pets,
school objects.
Using different
modes of
address.
Asking
for/giving
information.
Incidental
Expressions.
1.1
Subject
Content
Culture
Vocabulary
Science: Plants
and trees, habitat,
weather/climate
in other
countries, trip to
farm…
Holidays
Family
members –
mother,
father, sister,
brother, aunt,
cousin, uncle,
baby, friend
Social Studies:
families, Native
Americans,
holidays, ethnic
foods, maps,
Halloween.
Folktales
Songs
Musical
Instruments
Cultural
Symbols
Flags
Math: counting
family members
and objects,
estimating,
graphing,
patterns,
measurement.
Expressing
lack of
comprehension. Technology:
Travel the world
with Timmy
Kid Pix, Living
Books CD
Roms(Spanish)
NCS Learn:
Vamos a leer
Math Corner
Animals –
dog, cat,
hamster, fish,
bird, rabbit,
lizard
Currency
School
objects –
Measurements school, class,
desk, table,
Foods
chair, board,
chalk, book,
Family
pencil,
traditions
scissors, door,
window,
floor, rug
Trees – bark,
root, stem,
flower
Grammatical
Structures
Commands
for
requesting
Muéstrame...
Dame el
lápiz.
Nounadjective
agreement:
El perro
blanco.
La mesa
blanca.
Present
progressive
tense
La planta
esta
creciendo.
Materials
Español Para Ti
Bienvenido by
Cynthia Downs
Let’s have fun
with spanish
Culture by
Shirley Best
Lesson Topic/Major
Activities
Students will keep a journal
of how seeds grow.
Students will dramatize
family situation using
puppets.
Students will make a graph
of siblings for the class.
Students will mix primary
colors and describe what
colors the mixtures produce.
Students will participate in
an in-class store simulation
using currency.
Students will measure their
height and weight using
American/English and
metric measurements.
Students will write a
description of a pet or other
animal.
44
Plainfield Public Schools
Thematic Units for the teaching of World Languages
Language: Spanish Introductory Grade 1
Overall Theme: Family
Second Semester: Extended family /holidays
1.2
7.1 ALL STUDENTS WILL BE ABLE TO COMMUNICATE AT A BASIC LITERACY LEVEL IN AT LEAST ONE
LANGUAGE OTHER THAN ENGLISH
Progress indicators:
7.1.1 Respond to and initiate simple statements and commands such as greetings, introductions, and leave-taking.
7.1.2 Express attitudes, reactions and courtesy using short phrases and simple sentences.
7.1.4 Describe people, places, things, and events using short phrases and simple sentences.
7.1.5 Provide and obtain information on familiar topics.
7.2 ALL STUDENTS WILL BE ABLE TO DEMONSTRATE AN UNDERSTANDING OF THE INTERRELATIONSHIP
BETWEEN LANGUAGE AND CULTURE FOR AT LEAST ONE WORLD LANGUAGE IN ADDITION TO ENGLISH.
Progress indicators:
7.2.1 Demonstrate an awareness of culture.
7.2.5 Compare the customs of their own culture and the studied culture.
OUTCOMES:
Students will describe their families and holidays in the target language.
ASSESSMENT:
Students will write and illustrate book about their family. Students will describe their favorite holiday.
45
Plainfield Public Schools
Thematic Units for the teaching of World Languages
Language: Spanish Introductory Grade 1
Overall Theme: Family
Second Semester: Extended Family /holidays
Functional
Language
Identifying,
describing
family
members, farm
animals.
Requesting
information.
Greeting.
Incidental
Expressions.
Inquiring about
health.
Using different
modes of
address.
Subject
Content
Social Studies:
Comparing
Winter
holidays, Black
History Month,
Groundhog Day
1.2
Culture
Vocabulary
Holidays
Family membersniece, nephew,
grandfather/
Mother
Stepmother/
Father
Songs
Flags
Grammatical
Structures
Modes of
address- Tu,
Ud. Uds.
Materials
Stating the
date
El piñatero
Folktales
Science: solar
System, habitats Family
traditions
Math: patterns,
graphing,
Foods
shapes, place
value
Community
life
Technology:
Travel the world
with Timmy
Kid Pix, Living
Books CD
Roms(Spanish)
NCS Learn:
Vamos a leer
Math Corner
Español Para Ti
¡Fiesta!
Lesson Topic/Major
Activities
Students will compare and
contrast winter holidays
from various cultures.
Students will create
extended family trees.
¡Fiesta USA!
Farm animalsCow, duck, horse,
pig, turkey,
sheep, chicken
HolidaysChristmas,
Kwanzaa,
Hanukkah, New
Years, Three
Kings day,
Valentines day,
Martin Luther
King day,
birthdays &
saint’s days
Hoy es __ de
___ del 200_.
Students will participate in
the creation of a model of
the solar system.
Students will describe
classroom object in terms of
their shape and color.
Students will write a
prediction for Ground hog
day.
Students will correspond
with pen-pals from another
school or class.
Students will identify tens
and ones using
manipulatives.
Students will create a graph
showing the sizes of the
planets.
46
Plainfield Public Schools
Thematic Units for the teaching of World Languages
Language: Spanish Introductory Grade 2
Overall Theme: Environment
Second Semester: Neighborhood
2.1
7.1 ALL STUDENTS WILL BE ABLE TO COMMUNICATE AT A BASIC LITERACY LEVEL IN AT LEAST ONE
LANGUAGE OTHER THAN ENGLISH
Progress indicators:
7.1.1 Respond to and initiate simple statements and commands such as greetings, introductions, and leave-taking.
7.1.2 Express attitudes, reactions and courtesy using short phrases and simple sentences.
7.1.4 Describe people, places, things, and events using short phrases and simple sentences.
7.1.5 Provide information on familiar topics.
7.2 ALL STUDENTS WILL BE ABLE TO DEMONSTRATE AN UNDERSTANDING OF THE INTERRELATIONSHIP
BETWEEN LANGUAGE AND CULTURE FOR AT LEAST ONE WORLD LANGUAGE IN ADDITION TO ENGLISH.
Progress indicators:
7.2.1 Demonstrate an awareness of culture.
7.2.4 Recognize and explore the process of stereotyping.
7.2.5 Compare the customs of their own culture and the studied culture.
OUTCOMES:
Students will describe their neighborhood in the target language.
Students will describe the weather in the target language.
ASSESSMENT:
Students will describe the neighborhood orally.
Students will describe the weather in target language.
Students will demonstrate knowledge of colors, simple statements in oral or written form.
47
Plainfield Public Schools
Thematic Units for the teaching of World Languages
Language: Spanish Introductory Grade 2
Overall Theme: Environment
Second Semester: Neighborhood
Functional
Language
Identifying a
place in a
neighborhood,
occupations.
Describing
work places.
Asking for
information
about weather.
Asking for
information
about where
someone lives.
Asking for
directions.
Subject
Content
Social Studies:
Maps
Directions
Occupations
Stores/buildings
2.1
Culture
Vocabulary
Units of
measurement
Map: key,
address, town,
street…
Weather/
Climate
Math:
Community
Measurement of life
distance,
graphing
Food
Places: live,
work, house
apartment,
building,
neighborhood,
school, library,
hospital, park,
restaurant, bank,
store, post office,
police station,
supermarket…
Science:
Weather
Food Pyramid
Housing
Art:
Advertisements
Songs/music/
dance
Occupations:
students, teacher,
Folklore
chef, doctor, fire
fighter, police
officer, nurse,
principal,
worker, (store)
clerk, author…
Technology:
Kid Pix
(Spanish)
Storybook
Weaver
(Spanish)
NCS Learn:
Vamos a leer
Math Corner
Holidays
Measure, graph,
feet, miles,
meters, km.
Grammatical
Structures
Question/
Answer
format:
¿Donde
vives?
Materials
Yo vivo
en__.
Español Para Ti
Children’s
Books:
Doctor DeSoto
Weather
expressions
with hace.
Ultimate
Multimedia
Spanish
Vocabulary
Program
Lesson Topic/Major
Activities
Students will create a map
of the school.
Students will give
directions to a part of the
school.
Students will give
directions from the school
to their house.
Vive una piñata
Descriptions
with noun/
adjective
agreement.
Calor Pena Y
Alma
Pepita habla dos
veces
La casa es
blanca.
Las casas son
blancas.
El edificio es
rojo.
Los edificios
son rojos.
Feliz
Cumpleaños,
Martin Luther
King
Students will write letters
to pen pals.
Está bien ser
diferente
48
Plainfield Public Schools
Thematic Units for the teaching of World Languages
Language: Spanish Introductory Grade 2
Overall Theme: Environment
Second Semester: World Neighborhood
2.2
7.1 ALL STUDENTS WILL BE ABLE TO COMMUNICATE AT A BASIC LITERACY LEVEL IN AT LEAST ONE
LANGUAGE OTHER THAN ENGLISH
Progress indicators:
7.1.1 Respond to and initiate simple statements and commands such as greetings, introductions, and leave-taking.
7.1.2 Express attitudes, reactions and courtesy using short phrases and simple sentences.
7.1.4 Describe people, places, things, and events using short phrases and simple sentences.
7.1.5 Provide and obtain information on familiar topics.
7.2 ALL STUDENTS WILL BE ABLE TO DEMONSTRATE AN UNDERSTANDING OF THE INTERRELATIONSHIP
BETWEEN LANGUAGE AND CULTURE FOR AT LEAST ONE WORLD LANGUAGE IN ADDITION TO ENGLISH.
Progress indicators:
7.2.1 Demonstrate an awareness of culture.
7.2.4 Recognize and explore the process of stereotyping.
7.2.5 Compare the customs of their own culture and the studied culture.
OUTCOMES:
Students will describe their town, state in the target language.
Students will describe the weather in the target language.
ASSESSMENT:
Students will create a map of their neighborhood town, state with a map key.
Students will describe surroundings orally or in written form, using colors and simple statements.
49
Plainfield Public Schools
Thematic Units for the teaching of World Languages
Language: Spanish Introductory Grade 2
Overall Theme: Environment
Second Semester: World Neighborhood
Functional
Language
Identifying a
place in their
town, state,
occupations.
Describing
work places in
their town,
state.
Asking for
information
about weather
in their town,
state.
Asking for
information
about where
someone lives.
Asking for
directions.
Subject
Content
Social Studies:
Maps/town,
state
Directions
Occupations
Stores/buildings
Newspaper
articles on
town, state
Culture
Vocabulary
Units of
measurement
Metric and
English
Map: key, address,
Weather/
Climate
Community
life
Math:
Measurement of Food
Distance,
graphing
Housing
Science:
Weather
Food Pyramid
2.2
Holidays
town, street,
directions
(left/right,
n/s/e/w)
Places: live,
work, house
apartment,
building,
neighborhood,
school, library,
hospital, park,
restaurant, bank,
store, post office,
police station,
supermarket…
Songs/music/
Occupations:
dance
students, teacher,
Art:
chef, doctor, fire
Advertisements Folklore
fighter, police
officer, nurse,
Technology:
principal,
Kid Pix (Spanish)
Storybook
worker, (store)
Weaver (Spanish)
clerk, author…
NCS Learn:
Vamos a leer
Math Corner
Grammatical
Structures
Question/
Answer
format:
¿Donde
vives?
Materials
Yo vivo
en__.
Español Para Ti
Ultimate
Multimedia
Spanish
Vocabulary
Program
Lesson Topic/Major
Activities
Students will work in
cooperative groups to
create a neighborhood
center.
Include: post office,
restaurant, grocery store,
school.
Doctor De Soto
Weather
expressions
with hace.
Descriptions
with noun/
adjective
agreement.
Vive una piñata
Create a map key to
describe buildings in oral
or written form.
Calor Peña Y
Alma
Pepita habla dos
veces
Cuentitos de
Mami Amor
Measure, graph,
feet, miles,
meters, km.
50
Plainfield Public Schools
Thematic Units for the teaching of World Languages
Language: Spanish Introductory Grade 3
Overall Theme: Oceans and Islands
Second Semester: The Caribbean Islands
3.1
7.1 ALL STUDENTS WILL BE ABLE TO COMMUNICATE AT A BASIC LITERACY LEVEL IN AT LEAST ONE
LANGUAGE OTHER THAN ENGLISH
Progress indicators:
7.1.1 Respond to and initiate simple statements and commands such as greetings, introductions, and leave-taking.
7.1.2 Express attitudes, reactions and courtesy using short phrases and simple sentences.
7.1.4 Describe people, places, things, and events using short phrases and simple sentences.
7.1.5 Provide and obtain information on familiar topics.
7.2 ALL STUDENTS WILL BE ABLE TO DEMONSTRATE AN UNDERSTANDING OF THE INTERRALAIONSHIP
BETWEEN LANGUAGE AND CULTURE FOR AT LEAST ONE WORLD LANGUAGE IN ADDITION TO ENGLISH.
Progress indicators:
7.2.1 Demonstrate an awareness of culture.
7.2.2 Demonstrate knowledge of the cultures of speakers of the language studied.
7.2.4 Recognize and explore the process of stereotyping.
7.2.5 Compare the customs of their own culture and the studied culture.
OUTCOMES:
Students will name and describe Caribbean islands where Spanish is spoken.
Students will describe the cultures of the Caribbean islands in the target language.
ASSESSMENT:
Students will create a travel brochure which will include flag, name of island, depiction of food, customs, culture.
51
Plainfield Public Schools
Thematic Units for the teaching of World Languages
Language: Spanish Introductory Grade 3
Overall Theme: Oceans and Islands
Second Semester: The Caribbean Islands
Functional
Language
Requesting
information
from tourist
agencies.
Identifying the
islands of the
Caribbean and
languages
spoken on each
island.
Asking how to
say something
in the target
language.
Describing life
on the islands
studied.
Subject
Content
Social Studies:
Geography,
culture,
language,
customs of
caribbean
islands.
folktales,
immigration,
regional foods,
natural disasters
Math:
History
Timeline
Currency
Technology:
Kid Pix
(Spanish)
Storybook
Weaver
(Spanish)
NCS Learn:
Vamos a leer
Math Corner
Culture
Fruits
3.1
Vocabulary
Islands: Puerto
Rico, Cuba,
Folktales
República
Dominicana,
Songs/music/ Haiti, Jamaica…
dance
Languages:
Musical
Spanish, English,
instruments
French, Creole,
Patois.
Cultural
symbols
Names of
regional foods
Flags
and fruits.
Immigration
Folk Art
Currency
Grammatical
Structures
Asking about
language:
¿Habla
español?
No, hablo
frances.
Answering
questions in
an interview:
¿Como se
llama?
Yo me
Natural disasters: llamo…
El Niño,
hurricanes,
¿De donde
earthquakes,
es?
tidal wave.
Yo soy de…
Taste/ likes
& dislikes
¿Te gusta?
Me gusta/No
me gusta.
Materials
Ultimate
Multimedia
Spanish
Vocabulary
Program
Lesson Topic/Major
Activities
Students will locate the
Caribbean on a map.
Students will chart the
languages spoken on each
island.
Español Para Ti
Children’s
Books:
El gallito
mandón (Cuban
folklore)
Students will participate in
the preparation of a typical
recipe or fruit salad using
indigenous fruits.
Students will dramatize or
illustrate a Caribbean
folktale.
Abuela
Salsa
Isla
Students will write to
tourist agencies to request
information using
appropriate letter format.
Students will create a
poster showing the effects
of a natural disaster.
Students will create a
passport in target language.
52
Plainfield Public Schools
Thematic Units for the teaching of World Languages
Language: Spanish Introductory Grade 3
Overall Theme: Oceans and Islands
Second Semester: Continents and Oceans of the world
3.2
7.1 ALL STUDENTS WILL BE ABLE TO COMMUNICATE AT A BASIC LITERACY LEVEL IN AT LEAST ONE
LANGUAGE OTHER THAN ENGLISH
Progress indicators:
7.1.1 Respond to and initiate simple statements and commands such as greetings, introductions, and leave-taking.
7.1.2 Express attitudes, reactions and courtesy using short phrases and simple sentences.
7.1.4 Describe people, places, things, and events using short phrases and simple sentences.
7.1.5 Provide and obtain information on familiar topics.
7.2 ALL STUDENTS WILL BE ABLE TO DEMONSTRATE AN UNDERSTANDING OF THE INTERRELATIONSHIP
BETWEEN LANGUAGE AND CULTURE FOR AT LEAST ONE WORLD LANGUAGE IN ADDITION TO ENGLISH.
Progress indicators:
7.2.1 Demonstrate an awareness of culture.
7.2.5 Compare the customs of their own culture and the studied culture.
OUTCOMES:
Students will describe and compare geographical features of specific areas of the world.
ASSESSMENT:
Students will label the continents and oceans on a blank map.
Students will be able to find a location on a map of the world.
Students will construct a three-dimensional map showing and labeling physical geographical features.
53
Plainfield Public Schools
Thematic Units for the teaching of World Languages
Language: Spanish Introductory Grade 3
Overall Theme: Oceans and Islands
Second Semester: Continents and Oceans of the world
Functional
Language
Identifying
continents and
oceans.
Describing
locations by
cardinal
directions.
Asking
for/giving
information
about various
locations.
3.2
Subject
Content
Culture
Vocabulary
Social Studies:
Continents,
Oceans,
Directions,
Population, Area
Diversity
Continents
Dress:
folkloric
costumes,
daily life
clothing
Oceans
Math:
Longitude/
Latitude, map
keys, measuring
distances, time
zones
Games
Entertainment
Science:
Landforms
Songs/music/
dance
Technology:
Kid Pix
(Spanish)
Storybook
Weaver
(Spanish)
Folklore
NCS Learn:
Vamos a leer
Math Corner
Holidays
Flags
Maps: compass
rose, north, south,
east, west, key,
miles, inches,
population, area
Landforms: island,
peninsula,
isthmus, strait,
sea, mountain,
plain…
Fruits
Colors
Shapes
World expressions
used for travel
car/train/bus/
plane
(Carretas, micros,
etc.)
Grammatical
Structures
Location:
¿Donde está
…?
Direction:
Africa está al
sur de
Europa.
Viaja hacia
el este para
llegar a
Europa.
Materials
Ultimate
Multimedia
Spanish
Vocabulary
Program
Español Para Ti
Children’s
Books:
Gente
Todo el mundo
cocina arroz
Cuando Jessie
cruzó el océano
Lesson Topic/Major
Activities
Students will recognize
maps and globes as a
model of the world.
Students will put the
continents in order
alphabetically, by area and
by population.
Students will work in
cooperative groups to
create a globe using a
balloon.
Students will find locations
given the coordinates and
find the coordinates of
given locations.
Esta casa hecha
de lodo
Porque zumban
los mosquitos en
los oidos de la
gente
54
Plainfield Public Schools
Thematic Units for the teaching of World Languages
Language: Spanish Introductory Level 4.1
Overall Theme: Families/Environment
Second Semester: Spanish around USA
4.1
7.1 ALL STUDENTS WILL BE ABLE TO COMMUNICATE AT A BASIC LITERACY LEVEL IN AT LEAST ONE
LANGUAGE OTHER THAN ENGLISH
Progress indicators:
7.1.1 Respond to and initiate simple statements and commands such as greetings, introductions, and leave-taking.
7.1.2 Express attitudes, reactions and courtesy using short phrases and simple sentences.
7.1.3 Express likes, dislikes, and preferences.
7.1.4 Describe people, places, things, and events using short phrases and simple sentences.
7.1.5 Provide information on familiar topics.
7.2 ALL STUDENTS WILL BE ABLE TO DEMONSTRATE AN UNDERSTANDING OF THE INTERRELATIONSHIP
BETWEEN LANGUAGE AND CULTURE FOR AT LEAST ONE WORLD LANGUAGE IN ADDITION TO ENGLISH.
Progress indicators:
7.2.1 Demonstrate awareness of culture.
7.2.2 Demonstrate knowledge of the cultures of speakers of the language.
7.2.5 Compare the customs of their own culture and the studied culture.
OUTCOMES:
Students will have basic understanding of the Hispanic-American culture and will be able to present a report on a notable
Hispanic American.
ASSESSMENT:
On going assessment will include observation of student participation, monitoring of paired or independent activities.
Final assessment will be based on presentation of oral/written report on the life of a Hispanic American of their choice.
55
Plainfield Public Schools
Thematic Units for the teaching of World Languages
Language: Spanish Introductory Grade 3
Overall Theme: Families/Environment
Second Semester: Spanish around USA
Functional
Language
Identifying
Spanish
speaking areas
of the USA.
Describing
places where
Spanish is
spoken.
Expressing
likes and
dislikes in
Hispanic music
and food.
Expressing
interest in
Latin culture.
Expressing
knowledge
about
geography
history/culture
of target
places.
Expressing
opinions.
Subject
Content
Social Studies:
Puerto Rico:
Spanish speaking
USA territory
Continental USA:
Cities/ States with
Spanish names
 Location
 Cultural/
Historical
Information
 The Arts
Music:
-Mexican
-American Music
-Puerto Rican
Music
Technology:
Use of technology
and/or CD-ROM
Encyclopedias for
research
Use of word
processor to
prepare report
(Spanish
spellcheck),
internet resources
NCS Learn:
Vamos a leer
Math Corner
Culture
4.1
Vocabulary
Grammatical
Structures
Art/Music/
Nouns: barrio, Mexico se
Dance:
bodega, plaza, encuentra en
(see vocabulary)
Mercado, La
America del
Raza, names of norte.
Foods: arroz,
cities and
paella, sancocho,
states of
Mexico se
tacos, fajita, chili,
Spanish origin, encuentra al
platanos, etc.
Names of
sur de Estados
important
Unidos.
Museums
cities places in
Main Cities
Puerto Rico.
En Mexico se
Words used in
habla español.
English which
Adjectives:
originated from
Nationalities;
El mariachi es
Spanish:
Puertoriqueno, un grupo
Colorado,
mejicano,
musical
Florida, San
americano,
mejicano.
Antonio, taco,
dominicano,
lasso
cubano, etc.
Puerto Rico es
un territorio de
Foods routinely
Estados
eaten in the USA Music/Dance:
Unidos.
which came from Merengue,
Spanish speaking salsa, mambo,
countries: taco,
mariachi,
Puerto Rico es
fajitas, paella,
musica
una isla en el
grupera,
Mar Caribe.
Famous
baladas, etc.
HispanicRicky Martin
American
es un cantante
Cameron Diaz,
puertorriqueño.
Jaime Escalante,
Materials
CD or cassette
recordings of
Latin music
Notable
Hispanic
Americans
Photos/Posters
Ultimate
Multimedia
Spanish
Vocabulary
Program
Español Para
Ti
AV Program
Children’s
Books:
Salsa
El flautista
Lesson Topic/Major
Activities
Use popular Spanish
language song as base for
discussion of Spanish
influences in everyday life
in the U.S. i.e. La Vida
Loca, Mambo #5, La
Bamba, Macarena, Taco
Bell, etc.
Identify present popular
artists and their country of
origin.
Identify name and
location of Spanish
speaking areas in the
USA.
Prepare and present report
about a notable Hispanic
American of their choice.
etc.
56
Plainfield Public Schools
Thematic Units for the teaching of World Languages
Language: Spanish Introductory Level 4.2
Overall Theme: Families/Environment
Second Semester: Spanish around the World
4.2
7.1 ALL STUDENTS WILL BE ABLE TO COMMUNICATE AT A BASIC LITERACY LEVEL IN AT LEAST ONE
LANGUAGE OTHER THAN ENGLISH
Progress indicators:
7.1.1 Respond to and initiate simple statements and commands such as greetings, introductions, and leave taking.
7.1.2 Express attitudes, reactions and courtesy using short phrases and simple sentences.
7.1.3 Express likes, dislikes and preferences.
7.1.5 Provide and obtain information on familiar topics.
7.2 ALL STUDENTS WILL BE ABLE TO DEMONSTRATE AN UNDERSTANDING OF THE INTERRELATIONSHIP
BETWEEN LANGUAGE AND CULTURE FOR AT LEAST ONE WORLD LANGUAGE IN ADDITION TO ENGLISH.
Progress indicators:
7.2.1 Demonstrate an awareness of culture.
7.2.2 Demonstrate knowledge of the cultures of speakers of the language studied.
7.2.3 Recognize interrelationships between the language and the culture of a given group of people.
7.2.5 Compare the customs their own culture and the studied culture.
OUTCOMES:
Students will present a report (oral/written) on assigned country using the target vocabulary.
Students will have a basic understanding of the different countries in which Spanish is spoken.
ASSESSMENT:
On going presentation will include: observation of student participation, monitoring of paired or independent activities.
Final assessment will include: presentation of oral/written report on an assigned country.
57
Plainfield Public Schools
Thematic Units for the teaching of World Languages
Language: Spanish Introductory Level 4.2
Overall Theme: Families/Environment
Second Semester: Spanish Around the World
Functional
Language
Identifying
Spanish
speaking
countries.
Describing
places.
Expressing
likes and
dislikes in
Hispanic music
and food.
Expressing
interest.
Expressing
knowledge
about
geography/
history/ culture
of target
countries.
Expressing
opinions.
4.2
Subject
Content
Culture
Social Studies:
Spanish speaking
countries:
Mexico, Spain,
countries in Latin
America
Cultural/Historic
al information
The arts
Currency
Art/Music/Dance Nouns:
Foods
countries,
Museums
foods,
Main Cities
Adjectives:
Words used in
nationalities
English which
such as
originated from
Colombiano,
Spanish.
puertorriqueno,
etc.
Foods routinely
Alegre, rapido
eaten in the USA
which came
Verbs:
from Spanish
Gustar, ser,
speaking
bailar, cantar,
countries.
hablar,
Music/Fine Arts
Folklore music
Mexican murals
Technology:
Use of Internet
and/or CD-ROM
Encyclopedias
for research, use
of word
processor to
prepare report,
Spanish
spellcheck
NCS Learn:
Vamos a leer
Math Corner
Famous
Hispanics around
the world:
Fidel Castro,
Juan Luis
Guerra,
Salvador
Picasso, etc.
Vocabulary
Grammatical
Structures
Materials
Sentence
Structures:
Méjico es un
pais en
America del
Norte.
La capital de
Méjico es
Ciudad Méjico.
¿Donde está
Colombia?
Colombia está
en America del
Sur.
La cumbia es
un baile
Colombiano.
¿Qué música te
gusta?
Me gusta la
música
mejicana
¿Cual no te
gusta?
No me gustan
los tacos.
Children’s
Books:
Colors of
Mexico
Lesson Topic/Major
Activities
Discuss/Read/View
Overview of Spanish
Speaking countries to be
studied.
Play vocabulary games.
Getting to
know Spain
Countries of
the World
Por el mar de
las Antillas
anda un
barquito de
papel
El gusto del
mercado
mejicano
Play games to review
geographical concepts:
location, size, etc.
Research the
Web/Encyclopedia to
obtain information on
different topics about
specific country(ies).
Prepare Presentation with
graphic and data; include
personal opinion.
Present written/oral
report.
58
Plainfield Public Schools
Thematic Units for the teaching of World Languages
Language: Spanish Introductory Level 5.1
Overall Theme: Profesiones Y Oficios
Second Semester: Los trabjadores del barrio/People in our neighborhood
5.1
7.1 ALL STUDENTS WILL BE ABLE TO COMMUNICATE AT A BASIC LITERACY LEVEL IN AT LEAST ONE
LANGUAGE OTHER THAN ENGLISH
Progress indicators:
7.1.1 Respond to and initiate simple statements and commands such as greetings, introductions, and leave-taking.
7.1.2 Express attitudes, reactions and courtesy using short phrases and simple sentences.
7.1.3 Express likes, dislikes and preferences.
7.1.4 Describe people, places, things, and events using short phrases and simple sentences.
7.1.5 Provide and obtain information on familiar topics.
7.2 ALL STUDENTS WILL BE ABLE TO DEMONSTRATE AN UNDERSTANDING OF THE INTERRELATIONSHIP
BETWEEN LANGUAGE AND CULTURE FOR AT LEAST ONE WORLD LANGUAGE IN ADDITION TO ENGLISH.
Progress indicators:
7.2.1 Demonstrate an awareness of culture.
7.2.5 Compare the customs of their own culture and the studied culture.
OUTCOMES:
Students will describe neighborhood jobs and their effect on the community.
ASSESSMENT:
Student will present an oral/written description of a selected job.
Student will create short skit representing different professions.
59
Plainfield Public Schools
Thematic Units for the teaching of World Languages
Language: Spanish Introductory Level 5.1
Overall Theme: Profesiones Y Oficios
Second Semester: Los trabjadores del barrio/People in our neighborhood
Functional
Language
Describing
neighborhood
jobs and their
place of
business.
Subject
Content
Culture
5.1
Grammatical
Structures
Social Studies:
Differences
Nouns for:
Present/Past/
Use of maps to
between a bodega different
Future Tenses:
show/obtain
and a
careers or
El bombero
information
supermarket
occupations
apaga el fuego.
La secretaria
Math:
Differences in
Mapping and
Verbs: querer, escribe una
graphing skills; use calendar: Sunday ser, hablar,
Ask/Answer
carta.
to Saturday Vs.
of ordered pairs;
questions about use of calendar
trabajar,
El cartero
Monday to
neighborhood
escribir,
entregó las
Sunday
(month/year)
workers.
vender,
cartas.
Career/Vocational Holidays:
comprar,
Yo seré una
Ed:
Differences in
Expressing
mandar,
secretaria, y tu
Different
school or work
likes and
apagar,
arrestar
serás un
career/jobs
calendars
due
to
dislikes.
bombero.
Expressing
knowledge
about careers/
jobs in their
neighborhod.
Technology:
Use of Internet
and/or CD-ROM
Encyclopedias for
research, use of
word processor to
prepare report,
Spanish spellcheck
Expressing
interest in a job
and its
requirements.
NCS Learn:
Vamos a leer
Math Corner
holiday
celebrations
Vocabulary
Materials
Posters/Picture
Cards showing
Business/
places of
employment
and
neighborhood
workers
Ultimate
multimedia
Spanish
Vocabulary
Español Para
Ti AV
Program
Lesson Topic/Major
Activities
Real or Imaginary trips to
a drugstore, supermarket,
Post Office, Fire
Department, or other
neighborhood locale.
Careers/ Professions
Matching Game
Map of neighborhood
showing businesses/places
of employment.
Daily schedule chart
showing different
activities performed by a
neighborhood worker.
Write about a preferred
job describing it and
explaining reasons why it
was chosen.
60
Plainfield Public Schools
Thematic Units for the teaching of World Languages
Language: Spanish Introductory Level 5.2
Overall Theme: Profesiones Y Oficios
Second Semester: All in a days work
5.2
7.1 ALL STUDENTS WILL BE ABLE TO COMMUNICATE AT A BASIC LITERACY LEVEL IN AT LEAST ONE
LANGUAGE OTHER THAN ENGLISH
Progress indicators:
7.1.1 Respond to and initiate simple statements and commands such as greetings, introductions, and leave-taking.
7.1.2 Express attitudes, reactions and courtesy using short phrases and simple sentences.
7.1.3 Express likes dislikes and preferences.
7.1.4 Describe people, places, things, and events using short phrases and simple sentences.
7.1.5 Provide and obtain information on familiar topics.
7.1.6 Express personal needs.
7.2 ALL STUDENTS WILL BE ABLE TO DEMONSTRATE AN UNDERSTANDING OF THE INTERRELATIONSHIP
BETWEEN LANGUAGE AND CULTURE FOR AT LEAST ONE WORLD LANGUAGE IN ADDITION TO ENGLISH.
Progress indicators:
7.2.1 Demonstrate an awareness of culture.
7.2.2 Demonstrate knowledge of the cultures of speakers of the language studied.
7.2.4 Recognize and explore the process of stereotyping.
7.2.5 Compare the customs of their own culture and the studied culture.
7.2.7 Demonstrate an awareness of contributions made in many fields by men and women of diverse cultures.
OUTCOMES:
Students will ask and answer questions about careers using the target language.
ASSESSMENT:
On going assessment will include: observation of student participation, monitoring of independent or paired activities; final
assessment will include: students’ oral/written presentation of chart showing a day of activities in a specific career.
61
Plainfield Public Schools
Thematic Units for the teaching of World Languages
Language: Spanish Introductory Level 5.2
Overall Theme: Profesiones Y Oficios
Second Semester: All in a days work
Functional
Language
Describing
activities
specifics to a
job.
Asking/
Answering
about a career.
Subject
Content
Culture
Vocabulary
Social Studies:
Compare/Contrast
life in Rivera’s
and Velaquez’
countries and
centuries(Web
search).
Introduction of
famous
Hispanic men
and women.
Nouns for:
Different
Careers or
occupations
Fine Arts:
Comparing/
Contrasting
paintings by
Diego Rivera and
Diego Velazquez.
Expressing
likes and
dislikes, i.e.
paintings by
different artists
Math: telling
such as
Velazquez and time, making a
chart or table.
Rivera.
Expressing
knowledge
about hispanic
personalities
and their
careers.
Expressing
interest in a
career.
5.2
Music: singing
songs related to
the topic.
Technology:
Web search, CD
Rom
Encyclopedia
NCS Learn:
Vamos a leer
Math Corner
Paintings by
Diego Rivera
and Diego
Velasquez.
Verbs: querer,
ser, poder,
pintar, hablar,
escribir,
apagar, batear,
Grammatical
Structures
Conditional: Si
yo fuera…
Yo…
Si yo pudiera,
yo…
Subjunctive:
Yo quiero que
tú seas….
Mi mama
quiere que yo
sea…
Materials
Lesson Topic/Major
Activities
Children’s books:
La Princesa Y El
Pintor, El Pintor de
Trenes,
Introduction of famous
Hispanic men and women
on different professions.
Clifford el perro
bombero
Read stories about D.
Rivera (Diego), and D.
Velazquez, (La Princesa y
el Pintor).
Diego
Sammy Sosa
Doctor DeSoto
Frida Kahlo
Azul y Verde
Teacher
Resources:
16 Extraordinary
Hispanic
Americans
Copies of Diego
Rivera’s & Diego
Velazquez art
(Book Azul Y
verde or download
from internet)
Reading about
Famous Hispanic
Americans
Professions Matching
Game
Chart to show different
activities performed
through the day by a
firefighter, and astronaut, a
teacher, etc…
Identify/Name countries of
origins of famous Hispanic
men and women.
Describe paintings of
D.Rivera and D.Velasquez
Compare/Contrast
paintings.
Research Internet to
identify
requirements/specifications
for selected careers.
62
Plainfield Public Schools
World Languages Program
Appendices
63
Resource Materials:
Children’s Books
64
World Languages Curriculum
Resource Materials
Children’s Books
Publisher / Distributor: Spectrum Books (Available at the schools’ libraries)
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
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Oso Pardo, Oso Pardo, ¿Que Ves Ahí?
Diez Deditos
De Colores
Tres Amigos
The Cat in The Hat
Esta Casa Esta Hecha de Lodo
El Desierto es Mi Madre
Calor
¡Viva Una Piñata!
A Gift For Abuelita
Está Bien Ser Diferente
El Libro Apestoso
Me Gusto Como Soy
Huevos Verdes Con Jamón
El Árbol Generoso
La Verdadera Historia de los Tres Cerditos
La Asombrosa Graciela
Gente
La Oruga Muy Hambrienta
Julieta y su Caja de Colores
¿Por que Zumban los Mosquitos?
Cuando Jessie Cruzó el Océano
Podría Haber sido Peor
Bastante Grande
Sol A Sol
Cool Salsa
Los Zapaticos de Rosa
Laughing Tomatoes and Other Spring Poems
Salsa
65
Publisher / Distributor: LECTORUM
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Buenas Noches , Luna
El Viaje en Tren
La Clase de Dibujo
Amigos en la Escuela
Doctor De Soto
Tomas Y La Señora de La Biblioteca
Béisbol en los Barrios
Así Vamos a la Escuela
The Dancer / La Bailarina
Salsa
¡Fiesta!
Diego
Cuba Linda Y Perdida
Libros de Arte Para Niños: Diego Rivera
La Princesa y el Pintor
Picasso Y Sylvette
Pablo Picasso (ages 5-7)
Picasso (ages 10 and up)
Amigos
Publisher / Distributor: Troll


Let’s Go To School (Big Book/Spanish)
Spanish Treasury (6 titles pkg.)
Publisher / Distributor: Children’s Book Press
 In My Family / En Mi Familia
 Family Pictures / Cuadros de Familia
Publisher / Distributor: Scholastics
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Sammy Sosa
Una Niña Llamada Frida Kahlo
David Va Al Colegio
Así Vamos a La Escuela
A Contar Cheerios
66
Publisher / Distributor: Hampton Brown
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En El Restaurante de Mis Tíos
En La Ciudad
Voy a la Escuela
My Mexico/Mexico Mio
The Piñata Maker / El Piñatero
The Flute Player / El Flautista
La Cucaracha Martina
Fiesta USA
La Isla
Publisher / Distributor: Teacher’s Discovery

Set of 5 Easy Readers:
La Cinturita de Anansi
Junto a la Bahía
Contando de Dos en Dos
La Colcha de Retazos
Levantemos el Cielo
Publisher / Distributor: Santillana
Author: Alma Flor Ada
 Pimpón (poetry)
 Azul y Verde (art)
 Sonrisas (biographies)
 Pasos (biographies)
 Brocha Y Pincel (art)
 Lienzo Y Papel (art)
 Caminos (biographies)
 Mambrú (poetry)
 Chuchurumbe (poetry)
 Voces (biographies)
 Caballete (art)
 Amigos
 Me Gustaría Tener
 El Canto del Mosquito
 Una Extraña Visita
 ¿Quien Nacerá Aquí?
67
Publisher / Distributor: Santillana
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¡Huakala! A los miedos
Caperucita Roja, tal como se lo contaron a Jorge
El Niño que tenia dos ojos
La niña sin nombre
Timoteo va a la escuela
Eduardo: El primer DIA de colegio
Publisher / Distributor: Dominie Press, Inc.
 AEIOU ¿Que ves tú?
 Libros Alegría Sets C1 – D2
 Colección de Cuentos Tradicionales Dominie
o La Gallinita Roja
o La Cenicienta
o Los Tres Cerditos
o Los Tres Cabritos
o El Hombrecito Galleta
Publisher / Distributor: Steck Vaughn
 Serie En Parejas / Etapa de Apresto
Publisher / Distributor: FireFly Books
 La Princesa Vestida con Una Bolsa De Papel
World Languages Curriculum: Spanish
Addendum: Resource Materials
Children’s Books
68
Resource Materials:
Teacher’s Resources
69
World Languages Curriculum
Spanish
Teacher’s Resource Materials
Audio Cassettes, Videos, CDs, CD-ROMs
Publisher / Distributor: Lectorum

“De Colores” And Other Latin American Folk Songs For Children
Publisher/Distributor: Santillana

¡Bravo, Bravo! Program
Components: books, workbooks, audiocassettes, masks, posters, picture cards
Publisher / Distributor: Hampton – Brown
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
De Canciones a Cuentos – Cassettes or CDs
Dias y Dias de Poesia
 Anthology Book
 Song Tapes
 Poetry Tapes
 Charts
Reproducible Books
Publisher / Distributor: Scholastics
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15 Reproducible Spanish Write-and-Read Books
Sight Words in Spanish
25 Spanish Science Mini-Books
25 Spanish Emergent Reader Mini-Books
25 Bilingual Mini-Books
70
Children’s Literature
No.
Title
Author
El Canto del Mosquito
Alma Flor Ada
Fue el Gorila
Barbara Shook
Hazen
Theme
Skills/Vocab.
Publisher/Distributor
Santillana
Libros
Colibri/Aladdin
Paperbacks
Imaginary
friend
Me gusta vivir en el
campo
La Trompa de un
Elefante
Rodrigo
Gonzalez
Country
Life
Action Words
Laredo Publishing
Valerie Tripp
Elephant
Action words
Houghton Mifflin
No, David!
David Shannon
Mother's
love
Action words
Scholastics
Somos un Par*
Ena Keo
Belonging
Action Words
Steck Vaughn
Los Zoomies Y sus
Amigos*
Kiki Kaye
Action words /
Animals
Laredo Publishing
Pollita Chiquita
Friendship
Sky is
falling
¿Oso Pardo, Oso Pardo
Que ves ahí?
A walk thru
the woods
Animals/colors
Spectrum Books
Animals
Quien Nacerá Aquí?
Alma Flor Ada
Birds
Animals: matching
Santillana
Yo (workbook)
Me / family
Body parts/colors
Santillana
Friendship
Sick at
home
Classifying objects
Steck Vaughn
Mira
Alma Flor Ada
Michael K.
Smith
Michael
Grejniec
Los Zoomies Y los
Colores*
Kiki Kaye
Colors
Colors/Animals
Los Amigos*
Clothing/seasons/colors
Laredo Publishing
*easy reading/minimal vocabulary
71
Children’s Literature
El Ratoncito de Colores*
Sylvia Iniquez
Lively
mouse
Colors/winter
clothes
Laredo
Publishing
Me gustaría tener
Alma Flor Ada
Fanciful
wishing
Common objects /
animals
Santillana
Una Extraña Visita
Alma Flor Ada
Visitors
Days of
week/animals
Santillana
La Familia Pérez
(pictures)
Family
Family
Los Tres Osos
Family/
Intruder
Family
Ricitos de Oro y los tres
Ositos
Family/
Intruder
Family
Scholastics
Azul Y Verde
Art
(paintings);
family
Family / seasons/
days of week
Santillana
Emotions
Feelings
Scholastics
Birthday
Food
Ediciones NorteSur
Food
Food
Food/instruments /
animals
Spectrum Books
Piñata Books/
Arte Publico
Press
Bedtime
Household objects
Lectorum
Counting
by Twos
Numbers
GoodYear Books
Sentimientos
Alma Flor Ada
Susan
Canizares
Una Torta de
Cumpleaños para Osito
Max Velthuijs
La Oruga Muy
Hambrienta
Delicious Hullabaloo /
Pachanga Deliciosa
Pat Mora
Buenas Noches, Luna*
Contando de dos en dos
Suzanne Hardin
Fiesta/Food
*easy reading/minimal vocabulary
72
Children’s Literature
A Contar Cheerios*
Numbers
Numbers
Scholastics
Numbers
Laredo
Publishing
Los Zoomies y los
Números*
Kiki Kaye
A E I O U Que Ves Tu?
Bengie JaimeMorgan
Looking at
nature
Outdoor items
Dominie press,
Inc.
David Va al Colegio
David Shannon
School
School
Scholastics
Uno, Dos, Hola y Adiós
David LeJars
Questions
Seasons, family,
home
Scholastics
Amigos*
Alma Flor Ada
Diversity
Shapes/colors
Santillana
Los Zoomies y las
Formas*
Kiki Kaye
Shapes
Shapes/colors
Laredo
Publishing
Los Zoomies y los
Deportes*
Kiki Kaye
Sports
Sports
Presents
Toys
Que Tienes Para Mi?*
Laredo
Publishing
Laredo
Publishing
*easy reading/minimal vocabulary
73
Español Para Ti
Program Content
Lessons 1 – 14: The Classroom; numbers 1-10
Lessons 15 – 19: Colors and days of the week
Lessons 20 - 23: Numbers 1 – 20
Lesson 24: Review lesson
Lessons 25 - 27: Body parts
Lessons 28 - 30: Animals
Lesson 31: Articles of clothing
Lesson 32: Physical feelings
Lesson 33: Animals and their sounds
Lesson 34-35: Expressing fear and age
Lesson 36: Numbers 21 – 30
Lessons 37-40: Review lessons
Lesson 41-42: Food and family members
Lesson 43: Possessives mi, tu;
Lesson 44-45: Weather expressions
Lessons 46-47: Review lessons
Lesson 48: Expression “ Hay siete dias de la semana”
Lesson 49: Review
Lessons 50- 52: Additional vocabulary for clothing, numbers 31 - 40
Lesson 53: Review
Lesson 54: Combined sentences using “y” and “cuando”
Lesson 55: Present tense of verb to go
Lesson 56: Review
Lesson 57: Numbers 41-50
Lesson 58: Months of the year
Lesson 59- 60: Review
Lesson 62-63: Asking questions about age and month of birth
Lesson 64: Review; use “ustedes”
Lesson 65: Review
Lesson 66: Birthday party vocabulary
74
Lesson Planning
75
Teacher: _________________ Unit: ______________
Grade Levels: _________
Week of: _____________________________
Standards:
NJCCCS 7.1
NJCCCS 7.2
Objectives:
Activities:

Resources and Materials:
Vocabulary:
Assessment:
76
Cultural Unit Plan (Sample)
Level: 5.2
Theme: Profesiones y Oficios (Careers)
Expected Outcome: SWBAT express likes and dislikes: Fine Arts
Standards:
NJCCCS 7.1.3
NJCCCS 7.2.1
Main Concepts:
(Objectives)
1. SWBAT name two Hispanic artists: Diego Velazquez & Diego Rivera
2. SWBAT match paintings with the artist
3. SWBAT name and locate country of origin for these artists
Key Vocabulary (in Target Language):
1.
2.
3.
4.
Names of artists
Names of countries of origin: España, Mexico
Colors: azul, rojo, blanco, amarillo, verde, anaranjado, pálido, oscuro, claro, vívido, etc.
Nouns for People and daily objects: niños, hombre, mujer, casa, árbol, etc.
Possible Activities (for each artist):
1.
2.
3.
4.
5.
Read brief story about artist: key biographical info.
Work with copies of a painting to identify style, inspiration, etc.
Express likes/ dislikes using previous knowledge
Name the Artist: game to match artist to his paintings
Oral/Written presentation about artist and his paintings
Resources:
Books: Libros de Arte para Niños: Diego Rivera
Diego
Azul y Verde
Internet Sites:
77
Teacher: ________
Unit: Winter Holidays
Grade Levels: 1 - 5
Week of: ________________
Standards:
NJCCCS 7.1
NJCCCS 7.2
Objectives:
SWBAT identify, name, and describe holiday symbols from Spanish speaking countries.
SWBAT sing Spanish holiday songs.
Activities:
 Compare holidays USA Vs. Mexico, Spain, Dominican Rep., Puerto Rico
 Complete Venn Diagram after class/group discussion
 Select specific holiday symbols to talk about in small groups: color, shape, use, etc...
 Color holiday symbols from Spanish speaking countries: three kings, piñata, etc…
 Intro. Musical instruments: students play w/ typical instruments
 Identify, describe musical instruments and the countries where they are mostly played
 Draw/color musical instruments
 Listen to, sing along, and play along holiday songs from various Hispanic countries.
 Make holiday cards in Spanish

Resources and Materials:
Musical instruments
Musical CD’s
Worksheets: holiday symbols, musical instruments
Vocabulary:
Navidad
arbolito
nacimiento
posadas
aguinaldos
mañanitas
Año Nuevo Tres reyes
parrandas
José Feliciano
Camellos
Feliz Navidad y Prospero Año Nuevo
Nochebuena
Assessment:
Class participation: use of Spanish in small groups and whole class activities
Completion of worksheets
78
Teacher: _________________ Unit: Musical Instruments
Grade Levels: _________
Week of: _____________________________
Standards:
NJCCCS 7.1.1 Respond to and initiate simple statements
NJCCCS 7.1.3 Express likes, dislikes and differences
NJCCCS 7.1.5 Obtain information on familiar topics
NJCCCS 7.2.1Demonstrate an awareness of culture
Objectives:
1. To explore, describe and play ethnic musical instruments.
2. To create and respond to simple phrases, questions and sentences about musical instruments.
3. To share information about instruments with classmates
4. To play instruments and sing short song
Activities:
 Teacher will introduce and practice vocabulary orally
 Students will put together short sentences to describe instruments
 Small group activity: students will write dialogue about a given instrument
 Students will perform dialogue
 Students will sing some verses of song “Saludos, saludos”
Resources and Materials:
 Musical instruments
Vocabulary:
Instrumento
Pandereta
Guitarra
Palitos
Guiro
grande, pequeño, bonito, colores
dura, áspera, redonda
fea, bonita, cuerdas
Madera, color café, dos
áspero, semilla de planta
Sentence Structures:
¿Como se llama ese instrumento?
¿De que color es?
¿Como se toca ese instrumento?
¿Como es?
Esto es un _____________
Es de color _____________
Es grande. / Es pequeño
Assessment:
Students will describe the instrument in dialogue form to other members of the class.
79
Internet Resources
80
Internet Resources
 www.escritoras.com
 www.laberinto-sun.com/novelas.htm
 www.paquebot.com/libros/NAL026.html
 www.monmouth.edu/~pgacarti
 www.casareal.es/casareal/cast/familia2.html
 www.geocities.com/Athens/Delphi/5230/Picasso/picasso1.html
 http://www3.mcps.k12.md.us/schools/wjhs/mediactr/forlangpathfinde
r/famhisp4/famhis4.html
 http://coloquio.com/famosos/alpha.html
 www.univision.com
 www.esmas.com
 www.yupi.com
 www.hispanicbusiness.com
 www.actfl.org
 www.spainembedu.org/deparenpar
 www.anacleta.homestead.com
 www.parentspatch.com
 www.kokone.com.mx/index.html
81
 www.state.nj.us/njded/worldlanguages/
 www.nabe.org
 www.njtesol-njbe.org
 www.cnnenespanol.com
 www.prensalaatina.com
 www.mundolatino.com
 www.mundolatino.org
 www.cultura.udg.mx/
 ilam.org
 espanol.yahoo.com
 www.pasoapaso.com
 www.pamplona.net
 www.carnaval.com.do









//www-ed.fnal.gov/linc/fall95/projects/scavhunt/Welcome/people.html
http://members.yourlink.net/kappa/espanole/gente.html
//auden.webster.edu/~coverhol/
//coloquio.com/famosos.html
//coloquio.com/famosos/alpha.html
//coloquio.com/famosos/writers.html
//www.gale.com/free_resources/chh.htm
//www.hepm.org/womeninlead.htm
//www.mcps.k12.md.us/schools/wjhs/mediactr/forlangpathfinder/fam
hisp4/famhis4.html
 //www.education-world.com/a_lesson/00-2/lp2156.shtml
 http://amillionlives.com/Collect_spec5.html
 http://www.hispanic.org/
82
Spanish Vocabulary and
Grammar Addendum
83
World Language Curriculum
Addendum
Spanish Vocabulary and Grammar
Phrases / Expressions
Greetings/ Introductions
Buenos días. / Buenas tardes. / Buenas noches.
Hola
¿Como estas?
Muy bien, gracias. / Bien, gracias. / No muy bien.
¿Como te va?
Bastante bien. / Muy bien. / Bien
¿Que tal?
¿Que hay?
/ ¿Que hay de nuevo?
¿Como te llamas?
Me llamo…
Te presento a…
Mucho gusto.
El gusto es mío.
Adiós
Hasta luego.
Classroom Expressions
No comprendo. / No entiendo.
¿Como se dice… en español?
Lo repite, por favor.
Tengo una pregunta.
Puedo ir a…
Necesito…
Lo siento, perdóname.
Gracias.
De nada
¿Puedo hablar inglés ahora?
¿Que necesita?
¿Que quiere?
No se.
Polite words and Phrases
Gracias / Muchas gracias
De nada.
No hay porque.
No hay de que.
Lo siento.
¡Que lastima!
Expressions of Agreement and Disagreement
¡Como no!
¡Claro!
¡Por supuesto!
¡Claro que si!
¡De acuerdo!
Es verdad.
84
¡Creo que si!
No estoy de acuerdo.
No es verdad.
Creo que no.
No, no es así.
¡Que va!
Making Introductions
Te presento a….
Esta es mi amiga…
Este es mi amigo…
Permíteme presentarte a…
Permítame presentarme. Me llamo…
Responses
Encantado(a) de conocerle. / Encantado(a) de conocerte. / Encantado(a)
Mucho gusto. Mucho gusto en conocerlo(a) El gusto es mío.
Congratulations
¡Felicitaciones!
¡Que bien!
¡Feliz Cumpleaños!
¡Te felicito!
¡En hora buena!
¡Feliz Navidad!
¡Felicidades!
¡Buena Suerte!
Nouns
Classroom Objects
El lápiz / un lápiz
El cuaderno / un cuaderno
El libro / un libro
El escritorio / un escritorio
El papel / un papel
El escritorio / un escritorio
El pupitre / un pupitre
El bolígrafo / un bolígrafo
El basurero / un basurero
El mural / un mural
El boletín / un boletín
El sacapuntas / un sacapuntas
El impresor / un impresor
La copiadora / una copiadora
La mesa / una mesa
La mochila / una mochila
La regla / una regla
La silla / una silla
La papelera / una papelera
El basurero
La pizarra / una pizarra
La computadora / una computadora
85
El reloj / un reloj
Parts of the House
La cocina
el comedor
El comedor la escalera
El sótano
el techo
El patio
el jardín
Furniture
Los muebles La alfombra
El estante
La lámpara
El sillón
La estufa
la sala
el garaje
el piso
el dormitorio
el cuarto
el baño
la chimenea
la ventana
la puerta
la pared
El sofá
La cama
El radio
El refrigerador
El televisor / la televisión
La cómoda / el gavetero
People
At School:
El estudiante / un estudiante
La estudiante / una estudiante
El maestro/ un maestro
La maestra / una maestra
Los alumnos /unos alumnos
Las alumnas / unas alumnas
El amigo / un amigo
La amiga / una amiga
Los amigos / unos amigos
El director
La directora
La sub-directora
El sub-director
La secretaria
El consejero
At Home:
Mamá / mami / madre
Papa / papi / padre
hijo; hija
abuelo; abuela
tío; tía;
hermano; hermana
primo; prima
sobrino; sobrina
vecino; vecina
nieto; nieta
padrastro
madrastra
padrino
madrina
esposo / esposa
86
In the Neighborhood / Places
La bodega
el parque
La escuela
la casa
El supermercado
la alcaldía
El restaurante
la cafetería
La oficina de correos
la estación de gasolina
La estación de bomberos
la estación de policías
El estacionamiento
el salón de belleza
In the Neighborhood/ Careers & Occupations
El cartero
El bombero
El policía
El reverendo/ el ministro/ el sacerdote/
El vendedor / la vendedora
El (la) obrero(a)
El carpintero
El (la) dentista
El enfermero/la enfermera
El hombre de negocios / la mujer de negocios
El (la) programador(a) de computadoras
El (la) psicólogo(a)
El (la) sociólogo(a)
El doctor/ la doctora
El (la) ingeniero(a)
Nationalities
Alemán(a)
Argentino(a)
Brasileño(a)
Boliviano(a)
Canadiense
colombiano(a)
cubano(a)
chileno(a)
costarricense
dominicano(a)
la iglesia
la sinagoga
el cine
el teatro
el centro comercial
el estadio
la gasolinera
el edificio
la barbería
El (la) abogado(a)
El (la) arquitecto(a)
El ama de casa
El (la) piloto
El zapatero
El joyero
El comerciante
El actor / la actriz
El (la) comediante
El (la) cocinero(a)
El (la) fotógrafo(a)
El (la) camarero(a)
El (la) mesero(a)
El plomero
El periodista
español(a)
ecuatoriano(a)
guatemalteco(a)
hondureño(a)
francés(a)
venezolano(a)
puertorriqueño(a)
mejicano(a)
portugués(a)
peruano(a)
Sports
Baloncesto, béisbol, balompié, fútbol, fútbol americano; bate, pelota, balón, bola, malla, gol, casco,
uniforme, cancha, protector, estadio, campo,
Shopping
Centro comercial, juguetería, zapatería, relojería, panadería, tienda de departamentos, escaleras
eléctricas, elevador, venta especial, ganga, baratillo, impuesto de ventas,
87
Calendar / Weather
Months
Meses del ano
octubre
enero febrero marzo
noviembre diciembre
abril
Days of the Week
Días de la semana
lunes martes miércoles
¿Que día es hoy? Hoy es…
¿Cual es la fecha de hoy? Hoy es...
Seasons of the Year
Estaciones del año primavera
verano
mayo
jueves
junio
julio
agosto septiembre
viernes sábado domingo
otoño
invierno
The weather
El tiempo
¿Que tiempo hace? ¿Como esta el día? ¿Como esta el tiempo?
Hace frío.
Hace calor. Esta lloviendo.
Esta nevando. Esta soleado.
Esta nublado. Está ventoso. Hay neblina. Hay truenos y relámpagos. Hace mucho viento. Esta
despejado. Hay mal tiempo. Es un día de tormenta. Es un día claro.
Body Parts
La cabeza
El cuello
La mano
El hueso
El codo
Los dientes
la boca
el corazón
el dedo
el músculo
el hombro
las muelas
la nariz
el brazo
la pierna
el pulmón
la clavícula
la lengua
los ojos
la garganta
el pie
el estomago
las unas
las costillas
las orejas
el pecho
la rodilla
la sangre
el cabello
el cuerpo
el oído
la espalda
la cadera
la frente
el pelo
Clothes
camisa
zapatos
pantalón
abrigo
calcetines
medias
botas
sombrero
blusa
sueter
falda
guantes
Basic TPR Commands
Camina... Siéntate… Toca tu cabeza… Canta… Salta… Toca tus hombros…
Siéntate… Toca tus ojos… Llora…
Ríete…
Toca tus brazos… Levántate…
Toca tus dedos… Toca tus piernas… Toca tus pies… Salta… Voltéate… Toca tu boca…
Sonríe… Voltea la cabeza… Toca tus orejas… Camina… Corre a la puerta… Camina a la silla…
Toca la mesa… Toca la bola… Señala tu nariz… Coge el lápiz… Coge la pelota… Recoge el
libro… Escribe tu nombre… Borra tu nombre… Frota tus brazos… Toca tu frente…
Mira
la
ventana… Muéstrame un libro Dibuja una nariz… Coloréala de rojo…Dame dos lápices amarillos…
Pon cuatro lápices debajo del libro… Cuenta hasta diez… Muéstrame el numero siete… Suma cinco
mas dos…Resta siete menos cuatro… Dobla el papel en la mitad… Pásame el papel…
88
Location Vocabulary
En la esquina
al lado
enfrente de
Cerca
a la izquierda
a la derecha
Adentro
afuera
detrás de
delante de
entre
arriba
encima de
lejos
abajo
Adjectives
Colors
Rojo
Azul
Verde
Amarillo
Blanco
Anaranjado / color naranja
morado / púrpura / violeta
Negro
Marrón / castaño / color café/ pardo
azul marino
verde claro
Size and Shape
Redondo
cuadrado
Alto
bajo
Gordo
robusto
ovalado
largo
grande
corto
pequeño
flaco
mediano
delgado
Feelings and Emotions:
Alegre
triste
sediento
hambriento
enojado
acalorado
emocionado
tímido
cansado
Preocupado
aburrido
nervioso
Entusiasmado
Ordinal Numbers
Primero
Segundo
octavo
noveno
tercero
décimo
cuarto
quinto
sexto
séptimo
Other Adjectives
Frío caliente
fácil difícil
fuerte débil
Interesante
famoso
rápido despacio
Bonita feo
atractivo elegante
pálido
Nuevo
inteligente tonto
simpático popular
Adverbs finalmente, simplemente, rápidamente, etc.…
caro barato
lento ultimo
Viejo joven
favorito
Prepositions por, para, en, entre, con, contra, de, desde,
Conjunctions y, ni, no,
89
Verbs
-ar
Hablar
Jugar
Cantar
Mirar
Gustar
Necesitar
Viajar
Caminar
Contar
Usar
Tomar
Bailar
Trabajar
Estudiar
Practicar
Estar
Visitar
Presentar
Dar
Cocinar
Cruzar
Mandar
Celebrar
Regresar
Planear
Llegar
Nadar
Esquiar
Volar
Saltar
Montar
Disfrutar
Cerrar
Encontrar
-er
-ir
ser
leer
ver
comer
poner
beber
aprender
comprender
vender
entender
creer
deber
tener
conocer
ofrecer
traer
detener
hacer
vivir
reír
sentir
escribir
recibir
discutir
asistir
ir
venir
salir
decir
dormir
abrir
medir
90
Tenses
Infinitivo: three endings, ar, er, ir
Presente:Presente de verbos regulares (-ar, -er, -ir)
Presente de verbos irregulares (tener, venir, ir, ser, estar, decir, volar, etc.)
Presente de verbos reflexivos (levantarse, bañarse, cepillarse, peinarse, etc...)
Pretérito: pretérito de verbos regulares (-ar, -er, -ir) jugué, comí, escribí,;
jugaste, comiste, escribiste
Pretérito de verbos irregulares (tener, ir, decir, etc.); tuve, fui, dije
tuviste, fuiste, dijiste
Pretérito Imperfecto: verbos regulares (-ar, -er, -ir): jugaba, comía, escribía
verbos irregulares (ser, ir, etc.) era, iba,
Subjuntivo: presente subjuntivo de verbos regulares (-ar, -er, -ir)
Ejemplos: Es posible que yo juegue baloncesto esta tarde.
Quizás yo escriba una carta a mi tía.
Puede que el sea ingeniero algún DIA.
Futuro: (ar) -are, -aras, -ara, -aremos, -aran
(er) -ere, -eras, -era, -eremos, -eran
(ir) -iré, irás, -irá, -iremos, -irán
Imperativo: (er): come, bebe, corre, lee
(ar): habla, juega, dibuja, colorea, traza, salta, camina
(ir): ríe, escribe,
91
Cancionero:
Songs and Poems
92
World Language Curriculum
Spanish
Addendum: Songs and Poems
Cancionero
La Bamba
Estribillo
Para bailar la bamba,
Para bailar la bamba, se necesita
Una poca de gracia,
Una poca de gracia y otra cosita,
¡Ay! Arriba y arriba
¡Arriba y arriba, y arriba iré!
Yo no soy marinero, yo no soy marinero, por ti
seré, por ti seré, por ti seré.
Una cucaracha pinta
Una vez yo te dije, una vez yo te dije que eras
bonita, se te puso la cara, se te puso la cara
coloradita,
¡Ay! ¡Arriba y arriba,
Arriba y arriba, y arriba iré!
Yo no soy marinero, yo no soy marinero, Soy
capitán, soy capitán, soy capitán.
Todas las muchachas tienen
En los ojos dos estrellas,
Pero las mejicanitas
De seguro son mas bellas (Repita)
Para subir al cielo, para subir al cielo
Se necesita, una escalera grande,
Una escalera grande y otra chiquita.
¡Ay! Arriba y arriba, arriba y arriba
Y arriba iré, yo no soy marinero,
Yo no soy marinero por ti seré, por ti seré, por
ti seré.
Le dijo a la colorada:
Vamonos para mi tierra
A pasar la temporada. (Repita)
Estribillo
Estribillo
Una cosa me da risa,
Pancho Villa sin camisa,
Ya se van los carrancistas,
Porque vienen los villistas. (Repita)
Estribillo
Las Mañanitas
La Cucaracha
Estribillo:
La cucaracha, la cucaracha,
Ya no puede caminar;
Porque no tiene, porque le falta
Dinero para gastar.
Estas son las mañanitas
Que cantaba el rey David,
A las muchachas bonitas
Te las cantamos a ti.
Despierta, mi bien, despierta,
Mira que ya amaneció,
Ya los pajarillos cantan,
La luna ya se metió.
93
Si el sereno de la esquina
Me hiciese ese favor
De apagar su linternita
Mientras pasa mi amor.
De colores, de colores es el arco iris que vemos
lucir;
Y por eso los grandes amores de muchos
colores me gustan a mí;
Y por eso los grandes amores de muchos
colores me gustan a mí.
Guantanamera
Guantanamera, guajira guantanamera,
Guantanamera, guajira guantanamera.
Yo soy un hombre sincero
De donde crece la palma;
Yo soy un hombre sincero
De donde crece la palma;
Y antes de morirme quiero,
Echar mis versos del alma.
Canta el gallo, canta el gallo con su quiri-quiri,
quiri-quiri-quiri;
La gallina, la gallina con su coro-coro, corocoro-coro
Los pollitos, los pollitos con su pio-pio, piopio-pa
Y por eso los grandes amores de muchos
colores me gustan a mí.
Y por eso los grandes amores de muchos
colores me gustan a mí.
Estribillo
Mi verso es de un verde claro
Y de un carmín encendido;
Mi verso es de un verde claro
Y de un carmín encendido.
Mi verso es un ciervo herido
Que busca en el monte amparo.
Cielito Lindo
Estribillo
De la sierra morena,
Cielito lindo, viene bajando,
Un par de ojitos negros,
Cielito lindo, de contrabando.
Con los pobres de mi tierra
Quiero yo mi suerte echar;
Con los pobres de mi tierra
Quiero yo mi suerte echar.
El arroyo de la sierra,
Me complace más que el mar.
¡Ay, ay, ay, ay!
Canta y no llores,
Porque cantando se alegran,
Cielito lindo, los corazones.
Estribillo
El Barco Chiquito
Estribillo
De Colores
Había una vez un barco chi quitito,
Había una vez un barco chi quitito,
Que no podía, que no podía,
Que no podía caminar.
De colores, de colores se visten los campos en
la primavera.
De colores, de colores son los pajaritos que
vienen de afuera.
Pasaron una, dos, tres, cuatro,
Cinco, seis, siete semanas;
Pasaron una, dos, tres, cuatro,
Chinchoseéis, siete semanas,
94
Y los víveres, y los víveres,
Empezaron a escasear.
En barco no se puede ir a la Guerra,
En barco no se puede ir a la Guerra,
Me lo dijo, me lo dijo,
Me lo dijo el capitán.
Te voy a hacer unos calzones,
Como los que usa el ranchero,
Te los comienzo de lana,
Te los termino de cuero.
Allá en el rancho grande,
Allá donde vivía,……
Eres Tú
Como una promesa eres tú, eres tú.
Como una mañana de verano,
Como una sonrisa eres tú, eres tú,
Así, así, eres tú.
Toda mi esperanza eres tú, eres tú,
Como lluvia fresca en mis manos,
Como fuerte brisa eres tú, eres tú,
Así, así eres tú.
Eres tú, como el agua de mi fuente,
Eres tú, el fuego de mi hogar.
Eres tú como el fuego de mi hoguera,
Eres tu, así, así, eres tu.
Como mi poema, eres tú, eres tú,
Como una guitarra en la noche.
Como mi horizonte eres tú,
Así, así, eres tú.
Eres tú como el agua de mi fuente,
Eres tú, el fuego de mi hogar,
Eres tú, como el fuego de mi hoguera,
Eres tú el trigo de mi pan.
Eres tú como el agua de mi fuente,
Eres tu, así, así, eres tu.
Allá en el Rancho Grande
Allá en el rancho grande,
Allá donde vivía,
Había una rancherita
Que alegre me decía,
Que alegre me decía:
Mi Barquito
Había una vez un barco chi quitito,
Había una vez un barco chi quitito,
Había una vez un barco chi quitito,
Que no podía, que no podía,
Que no podía navegar.
Pasaron una dos tres cuatro semanas,
Pasaron una dos tres cuatro semanas,
Pasaron soles tormentas y huracanes,
Y el barquito, y el barquito,
Y el barquito navego.
Y si la historia no les parece mala
Y si la historia no les parece mala,
Se la volvemos, se la volvemos a cantar.
Pin-Uno Pin –Dos
(Tradicional)
Pin-uno, pin-dos, pin-tres,
Pin-cuatro, pin-cinco, pin-seis,
Pin-siete, pinocho, pingüino.
Mi Carita
(Emma Holguín/Conchita Morales)
Una boquita para comer,
Una naricita para oler,
Dos ojitos para ver,
Dos oídos para oír,
Y la cabecita para dormir.
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Palmas para Aplaudir
((Emma Holguín/Conchita Morales)
Con la mano derecha,
Y la mano izquierda,
Se juntan las palmas para aplaudir;
Fuerte, quedo, quedito.
El Burro Enfermo
A mi burro, a mi burro
Le duele la cabeza;
El medico le ha puesto
Una corbata negra.
A mi burro, a mi burro
Le duele la garganta;
El medico le ha puesto
Una corbata blanca.
A mi burro, a mi burro
Le duelen las orejas;
El medico le ha puesto
Una gorrita negra.
A mi burro, a mi burro
Le duelen las pezuñas;
El medico le ha puesto
Emplasto de lechugas.
A mi burro, a mi burro
Le duele el corazón;
El medico le ha dado
Jarabe de limón.
A mi burro, a mi burro
Ya no le duele nada;
El medico le ha dado
Jarabe de manzana.
“CUCU” Cantaba la Rana
Cu-cú, cantaba la rana,
Cu-cú, debajo del agua,
Cu-cú, pasó un caballero,
Cu-cú, con capa y sombrero,
Cu-cú, pasó una señora,
Cu-cú, con falda de cola.
Cu-cú, pasó una criada,
Cu-cú, llevando ensalada,
Cu-cú, pasó un marinero,
Cu-cú, vendiendo romero,
Cu-cú, le pidió un ramito,
Cu-cú, no lo quiso dar,
Cu-cú, y se echo a llorar,
Cu-cú, pasó un estudiante,
Cu-cú, con la capa adelante,
La capa del estudiante
Parece un jardín en flores,
Toda llena de remiendos
De diferentes colores.
96
Famous Hispanics:
Past and Present
97
Arts
Diego Velasquez
Pablo Picasso
Diego Rivera
Frida Kahlo
Goya (Francisco de Goya)
Salvador Dahli
Francisco Oller
Education
Jaime Escalante
Alma Flor Ada
Film, Theater, TV
Jimmy Smits
Benjamin Bratt
Cameron Diaz
Salma Hayek
Jennifer Lopez
Edward James Olmos
Andy Garcia
Paul Rodriguez
Cheech Marin
Cristian de la Fuente
Audrey Puente
Raul Julia
Rita Moreno
Antonio Banderas
Ricardo Montalban
Penelope Cruz
Esai Morales
Fashion
Oscar de la Renta (designer)
Carolina Herrera (designer)
Daisy Fuentes (model)
Paloma Picasso (designer)
Literature
Alma Flor Ada (kids’ books)
Carmen Lomas Garza (kids’ books)
Julia Alvarez
Esmeralda Santiago
Nicholasa Mohr
Isabel Allende
Pablo Neruda
Ruben Dario
Jose Marti
Music
Tito Puente (musician, producer, songwriter)
Carlos Santana (musician, songwriter,producer)
Jose Feliciano(singer, songwriter)
Gloria Estefan(singer, songwriter)
Emilio Estefan(musician, producer)
Jon Secada (singer)
Enrique Iglesias (singer, songwriter)
Ricky Martin (singer)
Jennifer Lopez (singer, actress,)
Jaci Velasquez (singer)
Cristina Aguilera (singer)
Selena (singer)
Andres Segovia (musician)
Shakira (singer)
Marc Anthony (singer)
Politics
Federico Pena (Former Secretary of
Transportation)
Nydia Velazquez (NY CongressWoman)
Bill Richardson (Secretary DOE)
Science
Dr. Carlos Finlay
Dr. Antonia Novello (Former Surgeon General)
Ellen Ochoa (astronaut)
Franklin Chang-Diaz (astronaut)
Mario Molina (chemist,Nobel prize winner)
98
Sports
Felipe Alou, (Baseball Team Manager)
Gigi Fernandez (tennis player)
Bernie Williams (baseball player)
Sammy Sosa (baseball player)
Roberto Clemente (baseball player)
Pedro Martinez (baseball player)
Juan Gonzalez (baseball player}
Juan Encarnacion (baseball player)
Alex Rodriguez (baseball player)
Nancy Lopez (golf player)
Oscar de la Hoya (boxer)
Diego Maradona (soccer)
Tino Martinez (baseball)
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