Atlas - Spanish Curriculum K Page 1 of 1 Green Brook Township School District Spanish Curriculum K Kindergarten, Foreign Language, District Elementary Curriculum Sep Unit: Oct Nov Dec Jan Feb Mar Apr May Jun 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 Mexico Greetings Numbers 1-20 Shapes and Colors Animals Last Updated: Monday, October 8, 2012, 8:43PM Atlas Version 8.0 © Rubicon International 2013. All rights reserved http://greenbrook.rubiconatlas.org/Atlas/Browse/View/UnitCalendar?SourceSiteID=& CurriculumMapID=1104& YearID=2014 8/31/2013 Atlas - Mexico Page 1 of 4 Green Brook Township School District Spanish Curriculum K > Mexico Kindergarten, Foreign Language, District Elementary Curriculum Unit: Mexico (Week 1, 8 Weeks) New Jersey Core Curriculum Standards 2009 CCCS: Standard 7: World Languages, Novice-Mid, A. Interpretive Mode 7.1 World Languages: All students will be able to use a world language in addition to English to engage in meaningful conversation, to understand and interpret spoken and written language, and to present information, concepts, and ideas, while also gaining an understanding of the perspectives of other cultures. Through language study, they will make connections with other content areas, compare the language and culture studied with their own, and participate in home and global communities. Linguistic: The Novice-Mid language learner understands and communicates at the word level and can independently identify and recognize memorized words and phrases that bring meaning to text. 7.1.NM.A.3 Recognize a few common gestures and cultural practices associated with the target culture(s). 7.1.NM.A.4 Identify familiar people, places, and objects based on simple oral and/or written descriptions. 2009 CCCS: Standard 7: World Languages, Novice-Mid, B. Interpersonal Mode Linguistic: The Novice-Mid language learner understands and communicates at the word level and can use memorized words and phrases independently to: -Respond to learned questions. -Ask memorized questions. -State needs and preferences. -Describe people, places, and things. 7.1.NM.B.3 Imitate appropriate gestures and intonation of the target culture(s)/language during greetings, leave-takings, and daily interactions. 2009 CCCS: Standard 7: World Languages, Novice-Mid, C. Presentational Mode Linguistic: The Novice-Mid language learner understands and communicates at the word level and can use memorized words and phrases independently to: -Make lists. http://greenbrook.rubiconatlas.org/Atlas/Browse/UnitMap/View/Default?SourceSiteID=& UnitID=4121& YearID=2014& Curric... 8/31/2013 Atlas - Mexico Page 2 of 4 -State needs and preferences. -Describe people, places, and things. 7.1.NM.C.2 Imitate, recite, and/or dramatize simple poetry, rhymes, songs, and skits. 7.1.NM.C.5 Name and label tangible cultural products and imitate cultural practices from the target culture(s). Description of Unit In this unit, students will learn about the history of Mexico and the Aztec people. They will also learn about Mexican traditions and customs, such as, la quineañera (15th birthday) and la piñata. They will be introduced to Mexican gestures, customs (i.e. how to greet someone in the Hispanic culture). This unit also covers Mexico's geography and some of Mexico's important cities, such as, Merida and Guadalajara. Students will also learn about Mexican food and music. They will learn about the importance of corn in Mexican meals and Mariachi bands. Essential Questions How is corn important to Mexican culture? How does Mexico's history influence Mexican life today? How is Mexican food and music different from food and music in the United States? How does Mexican greetings reflect their beliefs as a culture? How does the geography of a city or country influence the way the people live? Knowledge Skills Students will know that: Students will be able to: The Aztec people came from Mexico The Mexican flag tells a story of how Mexico was discovered Mexico City is the biggest city in the world explain the significance of the emblem in the Mexican flag recognize the Aztec Calendar locate Mexico on a map explain the history of Mexico City http://greenbrook.rubiconatlas.org/Atlas/Browse/UnitMap/View/Default?SourceSiteID=& UnitID=4121& YearID=2014& Curric... 8/31/2013 Atlas - Mexico Page 3 of 4 Mexico is located south of the United States and north of Guatemala and Belize Mexicans greet each other by giving a kiss on the cheek Mexican parties include papel picado and a piñata Corn is an important ingredient in Mexican food Tacos, enchiladas, fajitas are all types of Mexican food Mexico is known for their Mariachi music locate two important Mexican cities and describe basic facts about the cities describe how Mexicans greet each other name and describe two Mexican dishes identify corn as being an important ingredient in Mexican food recognize Mariachi music Assessments The Discovery of Mexico City Summative: Dramatization Students work in groups and reenact how the Aztecs discovered the city of Tenochtitlan, today known as Mexico City. Mexican Food and Music Formative: Other oral assessments Students answer questions about popular Mexican dishes and music. Geography Summative: Oral Report Students present their favorite city in Mexico and describe why it is their favorite. Traditions and Customs Formative: Other oral assessments Students answer basic questions about Mexican holidays and Hispanic traditional gestures and behavior. What do you know? Diagnostic: Other visual assessments Using the Smartboard, students respond to questions about cultural images (i.e. a Mariachi band). Activities Create individual Mexican flags by coloring and cutting out the flag and then gluing it to a popsicle stick. Using the Smart Board, students travel through Mexico and create a slide show of the trip. Activities to Differentiate Instruction Instead of coloring and cutting out the Mexican flag, create the flag on the computer Tiered questions and methods of responding Visual and tactile aids to instruction http://greenbrook.rubiconatlas.org/Atlas/Browse/UnitMap/View/Default?SourceSiteID=& UnitID=4121& YearID=2014& Curric... 8/31/2013 Atlas - Mexico Have a Mexican fiesta which results from group work to plan food, music and decorations. Listen to Mariachi music and identify the different instruments in the music Learn traditional Mexican games and songs such as, la pequeña arana *see link Page 4 of 4 *see links Mexican Map Mexican Kid Games Mexican Kids Songs Mexican Flag Integrated/Cross-Disciplinary Instruction Mexican decoration, papel picado. (Art) History of Mexico, such as, the Aztecs, the city of Tenochtitlan, the Aztec Calendar and "Cinco de Mayo". (History) *see links Resources Mexico Worksheets Mexican Songs and Games Mexico Websites "Cinco de Mayo" video Mexico Video Mexico Pictures *see links papel picado Mexico Worksheets Mexico Map and Worksheets Mexico Coloring Pages Mexico Pictures Mexico Website << Previous Year Last Updated: Monday, October 8, 2012, 8:35PM Atlas Version 8.0 © Rubicon International 2013. All rights reserved http://greenbrook.rubiconatlas.org/Atlas/Browse/UnitMap/View/Default?SourceSiteID=& UnitID=4121& YearID=2014& Curric... 8/31/2013 Atlas - Greetings Page 1 of 4 Green Brook Township School District Spanish Curriculum K > Greetings Kindergarten, Foreign Language, District Elementary Curriculum Unit: Greetings (Week 9, 7 Weeks) New Jersey Core Curriculum Standards 2009 CCCS: Standard 7: World Languages, Novice-Mid, A. Interpretive Mode 7.1 World Languages: All students will be able to use a world language in addition to English to engage in meaningful conversation, to understand and interpret spoken and written language, and to present information, concepts, and ideas, while also gaining an understanding of the perspectives of other cultures. Through language study, they will make connections with other content areas, compare the language and culture studied with their own, and participate in home and global communities. Linguistic: The Novice-Mid language learner understands and communicates at the word level and can independently identify and recognize memorized words and phrases that bring meaning to text. 7.1.NM.A.3 Recognize a few common gestures and cultural practices associated with the target culture(s). 7.1.NM.A.5 Demonstrate comprehension of brief oral and written messages using age- and level-appropriate, culturally authentic materials on familiar topics. 2009 CCCS: Standard 7: World Languages, Novice-Mid, B. Interpersonal Mode Linguistic: The Novice-Mid language learner understands and communicates at the word level and can use memorized words and phrases independently to: -Respond to learned questions. -Ask memorized questions. -State needs and preferences. -Describe people, places, and things. 7.1.NM.B.3 Imitate appropriate gestures and intonation of the target culture(s)/language during greetings, leave-takings, and daily interactions. 7.1.NM.B.4 Ask and respond to simple questions, make requests, and express preferences using memorized words and phrases. 7.1.NM.B.5 Exchange information using words, phrases, and short sentences practiced in class on familiar topics or on topics studied in other content areas. 2009 CCCS: Standard 7: World Languages, Novice-Mid, C. Presentational Mode http://greenbrook.rubiconatlas.org/Atlas/Browse/UnitMap/View/Default?SourceSiteID=& UnitID=4129& YearID=2014& Curric... 8/31/2013 Atlas - Greetings Page 2 of 4 Linguistic: The Novice-Mid language learner understands and communicates at the word level and can use memorized words and phrases independently to: -Make lists. -State needs and preferences. -Describe people, places, and things. 7.1.NM.C.2 Imitate, recite, and/or dramatize simple poetry, rhymes, songs, and skits. 7.1.NM.C.3 Copy/write words, phrases, or simple guided texts on familiar topics. Description of Unit Essential Questions This unit includes greetings and introductions (i.e. how to say hello and ask someone's name). Students will be able to ask basic greeting questions to respond to these questions. This unit also introduces different ways to say goodbye in Spanish. Students will learn gestures related to greeting someone and to saying goodbye. How do greetings tell us about a person's culture? How do greetings differ around the world? Why is tú and usted important in Hispanic culture? Knowledge Skills Students will know that: Students will be able to: People can greet each other by using: Hola, Buenos días, Buenas tardes, or Buenas noches (depending on the time of day) ¿Cómo estás? is the informal way of asking how someone is doing ¿Cómo está usted? is the formal way of asking how someone is doing To respond to ¿Cómo estás?, students can say bien (good), así, así (so,so) or mal (bad) tú means "You" informal and usted means "You" formal To respond to ¿Cómo te llamas?, you say Me llamo (I am called) followed by your name To say goodbye, students can use adiós, hasta luego, hasta la vista, nos vemos Women greet others with a kiss on the cheek orally greet others in Spanish orally ask basic questions when introducing themselves or others orally respond to basic greeting questions recognize the difference between tú and usted say goodbye in different ways in Spanish http://greenbrook.rubiconatlas.org/Atlas/Browse/UnitMap/View/Default?SourceSiteID=& UnitID=4129& YearID=2014& Curric... 8/31/2013 Atlas - Greetings Page 3 of 4 Men greet each other with a firm handshake and a pat on the back and men greet women with a kiss on the cheek Assessments How much do you know? Diagnostic: Other oral assessments Students will answer questions about greetings vocabulary. Greetings Skit Formative: Dramatization Students will work in groups to create a skit using the greetings vocabulary. Tu vs. Usted Formative: Other visual assessments Students will view images of different people on the Smart Board. They must determine if they will address the person by using tú or usted. Greetings Summative: Other written assessments This assessment will be read aloud to the students. Students will circle the appropriate response to the greeting question or phrase. Activities Work with a partner and practice asking greeting questions and responding in Spanish Watch a Spanish cartoon and interpret the greetings vocabulary Make a list/drawing of people they would address using tú and address using usted Create a cartoon using the greetings vocabulary Activities to Differentiate Instruction Review greetings by playing games on the computer Create flashcards for vocabulary Learn a Spanish greetings song Play a Bingo Vocabulary Review game *see links http://greenbrook.rubiconatlas.org/Atlas/Browse/UnitMap/View/Default?SourceSiteID=& UnitID=4129& YearID=2014& Curric... 8/31/2013 Atlas - Greetings Page 4 of 4 *see link Greetings Cartoon Integrated/Cross-Disciplinary Instruction Draw a self-portrait and write a sentence introducing oneself (Art) Spanish greetings song (Music) *see link http://www.youtube.com/watch?v=IQ6rL9QNN70 Greetings- Hangman Greetings Game Spanish Greetings Song Resources Greetings Video Greetings Worksheets Review Websites Greetings Flashcards Buen Viaje Book Dime Book Exploring Spanish (Green Book) *see links Greetings Video Dora's Greeting Flashcards Review Game Greeting Worksheets Spanish Greetings Website Spanish Greetings Website II << Previous Year Last Updated: Monday, October 8, 2012, 8:37PM Atlas Version 8.0 © Rubicon International 2013. All rights reserved http://greenbrook.rubiconatlas.org/Atlas/Browse/UnitMap/View/Default?SourceSiteID=& UnitID=4129& YearID=2014& Curric... 8/31/2013 Atlas - Numbers 1-20 Page 1 of 4 Green Brook Township School District Spanish Curriculum K > Numbers 1-20 Kindergarten, Foreign Language, District Elementary Curriculum Unit: Numbers 1-20 (Week 16, 8 Weeks) New Jersey Core Curriculum Standards 2009 CCCS: Standard 7: World Languages, Novice-Mid, A. Interpretive Mode 7.1 World Languages: All students will be able to use a world language in addition to English to engage in meaningful conversation, to understand and interpret spoken and written language, and to present information, concepts, and ideas, while also gaining an understanding of the perspectives of other cultures. Through language study, they will make connections with other content areas, compare the language and culture studied with their own, and participate in home and global communities. Linguistic: The Novice-Mid language learner understands and communicates at the word level and can independently identify and recognize memorized words and phrases that bring meaning to text. 7.1.NM.A.1 Recognize familiar spoken or written words and phrases contained in culturally authentic materials using electronic information sources related to targeted themes. 7.1.NM.A.5 Demonstrate comprehension of brief oral and written messages using age- and level-appropriate, culturally authentic materials on familiar topics. 2009 CCCS: Standard 7: World Languages, Novice-Mid, B. Interpersonal Mode Linguistic: The Novice-Mid language learner understands and communicates at the word level and can use memorized words and phrases independently to: -Respond to learned questions. -Ask memorized questions. -State needs and preferences. -Describe people, places, and things. 7.1.NM.B.4 Ask and respond to simple questions, make requests, and express preferences using memorized words and phrases. 7.1.NM.B.5 Exchange information using words, phrases, and short sentences practiced in class on familiar topics or on topics studied in other content areas. 2009 CCCS: Standard 7: World Languages, Novice-Mid, C. Presentational Mode http://greenbrook.rubiconatlas.org/Atlas/Browse/UnitMap/View/Default?SourceSiteID=& UnitID=4130& YearID=2014& Curric... 8/31/2013 Atlas - Numbers 1-20 Page 2 of 4 Linguistic: The Novice-Mid language learner understands and communicates at the word level and can use memorized words and phrases independently to: -Make lists. -State needs and preferences. -Describe people, places, and things. 7.1.NM.C.2 Imitate, recite, and/or dramatize simple poetry, rhymes, songs, and skits. 7.1.NM.C.3 Copy/write words, phrases, or simple guided texts on familiar topics. Description of Unit Essential Questions In this unit, students will learn the numbers 1-20 in Spanish. They will also learn how to answer basic questions using numbers vocabulary. How can Spanish numbers help you with English number vocabulary? How can you use this vocabulary in a Spanish-speaking country? Why/How do some students already know this unit's vocabulary? Knowledge Skills Students will know that: Students will be able to: to ask the number of items, they must use Cuántos/Cuántas (depending on the item's gender) then state the item, and conclude with hay (there is/there are) recognize numbers 1-20, spoken and written orally ask and respond to "How many items are there?" http://greenbrook.rubiconatlas.org/Atlas/Browse/UnitMap/View/Default?SourceSiteID=& UnitID=4130& YearID=2014& Curric... 8/31/2013 Atlas - Numbers 1-20 Page 3 of 4 to respond to the number of items question, students begin with hay (there is/there are), then state the amount, and conclude with the name of the item 16-19 can be written separately or together: diez y ocho or dieciocho Assessments Numbers Pre-assessment Diagnostic: Other written assessments Students match the number with the correct Spanish word when the word is presented orally. Numbers Project Formative: Personal Project Students create a poster using the numbers 1-20. They draw their favorite things to represent the quantity of each number( i.e. under uno they may draw one dog). Numbers Test, 1-20 Summative: Other written assessments Students match the number with the Spanish word for the number. Students will also write the number to show the amount of items shown. Number Questions Summative: Other oral assessments Students respond to the questions using numbers vocabulary and express numbers 1-20. Activities Play the game,"Caramba". This game resembles "Sparkle". All students stand and begin counting from 1 to 20, each saying a number as they proceed around the room. The person after twenty says "caramba" and must sit down. Play a game called "la loteria" to review number comprehension. The teacher will pretend to announce the winning lottery numbers Activities to Differentiate Instruction Learn a song using numbers 1-20 Play review games on the computer Create flashcards Play a Bingo Game to review unit vocabulary *see link http://greenbrook.rubiconatlas.org/Atlas/Browse/UnitMap/View/Default?SourceSiteID=& UnitID=4130& YearID=2014& Curric... 8/31/2013 Atlas - Numbers 1-20 on Spanish radio. Students respond by telling the teacher the winning number. Learn a song to review numbers 1-20 Integrated/Cross-Disciplinary Instruction Numbers Song (music) Number Project (art) *see link Spanish Numbers Song Page 4 of 4 Spanish Games Resources Numbers Worksheets Numbers Video Numbers Song Numbers Computer Games Websites reviewing numbers Dime Workbook Spanish Vocabulary Workbook Exploring Spanish (Green Book) *see links Numbers Worksheets and Games Numbers Song Numbers Video Hangman Number Game Spanish Review Website Spanish Review Website II << Previous Year Last Updated: Monday, October 8, 2012, 8:39PM Atlas Version 8.0 © Rubicon International 2013. All rights reserved http://greenbrook.rubiconatlas.org/Atlas/Browse/UnitMap/View/Default?SourceSiteID=& UnitID=4130& YearID=2014& Curric... 8/31/2013 Atlas - Shapes and Colors Page 1 of 4 Green Brook Township School District Spanish Curriculum K > Shapes and Colors Kindergarten, Foreign Language, District Elementary Curriculum Unit: Shapes and Colors (Week 24, 8 Weeks) New Jersey Core Curriculum Standards 2009 CCCS: Standard 7: World Languages, Novice-Mid, A. Interpretive Mode 7.1 World Languages: All students will be able to use a world language in addition to English to engage in meaningful conversation, to understand and interpret spoken and written language, and to present information, concepts, and ideas, while also gaining an understanding of the perspectives of other cultures. Through language study, they will make connections with other content areas, compare the language and culture studied with their own, and participate in home and global communities. Linguistic: The Novice-Mid language learner understands and communicates at the word level and can independently identify and recognize memorized words and phrases that bring meaning to text. 7.1.NM.A.1 Recognize familiar spoken or written words and phrases contained in culturally authentic materials using electronic information sources related to targeted themes. 2009 CCCS: Standard 7: World Languages, Novice-Mid, B. Interpersonal Mode Linguistic: The Novice-Mid language learner understands and communicates at the word level and can use memorized words and phrases independently to: -Respond to learned questions. -Ask memorized questions. -State needs and preferences. -Describe people, places, and things. 7.1.NM.B.4 Ask and respond to simple questions, make requests, and express preferences using memorized words and phrases. 7.1.NM.B.5 Exchange information using words, phrases, and short sentences practiced in class on familiar topics or on topics studied in other content areas. 2009 CCCS: Standard 7: World Languages, Novice-Mid, C. Presentational Mode Linguistic: The Novice-Mid language learner understands and communicates at the word level and can use memorized words and phrases independently to: http://greenbrook.rubiconatlas.org/Atlas/Browse/UnitMap/View/Default?SourceSiteID=& UnitID=4132& YearID=2014& Curric... 8/31/2013 Atlas - Shapes and Colors Page 2 of 4 -Make lists. -State needs and preferences. -Describe people, places, and things. 7.1.NM.C.3 Copy/write words, phrases, or simple guided texts on familiar topics. 7.1.NM.C.5 Name and label tangible cultural products and imitate cultural practices from the target culture(s). Description of Unit Essential Questions The unit focuses on shapes, colors, and numbers. Students will understand shapes vocabulary and will ask and respond to basic number and color questions (i.e. How many circles are in the picture? What color is the triangle?). How do the Spanish and English vocabulary for shapes compare and contrast? How do names of colors in Spanish differ from names of colors in English? What patterns can you recognize when counting to 20 in English and in Spanish? Knowledge Skills Students will know that: Students will be able to: ¿Qué es esto? means "What is this?" To respond to ¿Qué es esto? one says Es (It is) and then the name of the shape To ask how many shapes, one says Cuántos/Cuántas (depending on the item's gender), then the name of the shape in plural form, followed by hay (there is/there are) To respond to the how many shapes question, one begins with hay (there is/there are) then states the amount, then states the shape To ask the color of a shape, one states the question, ¿Qué color es? To respond to the color of the shape question, one replies Es (It is) followed by the correct color name recognize shapes vocabulary, written and orally recognize number words 1-10 written, 11-20 orally orally ask and respond to questions about shapes and colors recognize colors, written and orally express Spanish colors orally http://greenbrook.rubiconatlas.org/Atlas/Browse/UnitMap/View/Default?SourceSiteID=& UnitID=4132& YearID=2014& Curric... 8/31/2013 Atlas - Shapes and Colors Page 3 of 4 Assessments Pre-assessment Diagnostic: Other visual assessments The students will identify the shapes on the Smart Board in Spanish. Shapes Project Formative: Personal Project Students will create a poster in which they form a picture using different shapes. Students will attach labels in Spanish to the shapes on their posters. Shapes Test Summative: Other written assessments Students will draw and color the shapes dictated orally by the teacher. Activities Students work with a partner on a translation activity. One student will give directions using Spanish shapes, numbers and colors vocabulary. The other student will interpret the directions and draw the picture. Students play I Spy in Spanish (Veo, Veo). They will describe the item using its shape and color. Students will play a "Total Physical Response" game in which students pick cultural objects out of a bag and answer questions about the item's shape and color. Students play a game to review color words using bean bags of different colors and a bucket. The teacher tosses the bean bag to a student and asks him/her to identify the color. The student names the color and tosses the bean bag into the bucket. Integrated/Cross-Disciplinary Instruction Activities to Differentiate Instruction Play review games on the computer Learn a song about colors Watch a video about shapes and colors Create flashcards to practice vocabulary *see links Colors Song Shapes and Colors Video Colors and Shapes Review Game Resources http://greenbrook.rubiconatlas.org/Atlas/Browse/UnitMap/View/Default?SourceSiteID=& UnitID=4132& YearID=2014& Curric... 8/31/2013 Atlas - Shapes and Colors Drawing Shapes (art) Song (music) *see link Colors Song Page 4 of 4 Colors and Shapes Review Games Colors and Shapes Video Colors and Shapes Worksheets Colors Website Dime Workbook Buen Viaje Workbook Exploring Spanish (Green Book) *see links Colors and Shapes Video Personalized Colors and Shapes Worksheets Colors and Shapes Printable Worksheets Review Game Spanish Colors Website << Previous Year Last Updated: Monday, October 8, 2012, 8:41PM Atlas Version 8.0 © Rubicon International 2013. All rights reserved http://greenbrook.rubiconatlas.org/Atlas/Browse/UnitMap/View/Default?SourceSiteID=& UnitID=4132& YearID=2014& Curric... 8/31/2013 Atlas - Animals Page 1 of 4 Green Brook Township School District Spanish Curriculum K > Animals Kindergarten, Foreign Language, District Elementary Curriculum Unit: Animals (Week 32, 8 Weeks) New Jersey Core Curriculum Standards 2009 CCCS: Standard 7: World Languages, Novice-Mid, A. Interpretive Mode 7.1 World Languages: All students will be able to use a world language in addition to English to engage in meaningful conversation, to understand and interpret spoken and written language, and to present information, concepts, and ideas, while also gaining an understanding of the perspectives of other cultures. Through language study, they will make connections with other content areas, compare the language and culture studied with their own, and participate in home and global communities. Linguistic: The Novice-Mid language learner understands and communicates at the word level and can independently identify and recognize memorized words and phrases that bring meaning to text. 7.1.NM.A.1 Recognize familiar spoken or written words and phrases contained in culturally authentic materials using electronic information sources related to targeted themes. 7.1.NM.A.5 Demonstrate comprehension of brief oral and written messages using age- and level-appropriate, culturally authentic materials on familiar topics. 2009 CCCS: Standard 7: World Languages, Novice-Mid, B. Interpersonal Mode Linguistic: The Novice-Mid language learner understands and communicates at the word level and can use memorized words and phrases independently to: -Respond to learned questions. -Ask memorized questions. -State needs and preferences. -Describe people, places, and things. 7.1.NM.B.4 Ask and respond to simple questions, make requests, and express preferences using memorized words and phrases. 7.1.NM.B.5 Exchange information using words, phrases, and short sentences practiced in class on familiar topics or on topics studied in other content areas. 2009 CCCS: Standard 7: World Languages, Novice-Mid, C. Presentational Mode http://greenbrook.rubiconatlas.org/Atlas/Browse/UnitMap/View/Default?SourceSiteID=& UnitID=4133& YearID=2014& Curric... 8/31/2013 Atlas - Animals Page 2 of 4 Linguistic: The Novice-Mid language learner understands and communicates at the word level and can use memorized words and phrases independently to: -Make lists. -State needs and preferences. -Describe people, places, and things. 7.1.NM.C.2 Imitate, recite, and/or dramatize simple poetry, rhymes, songs, and skits. 7.1.NM.C.3 Copy/write words, phrases, or simple guided texts on familiar topics. 7.1.NM.C.4 Present information from age- and level-appropriate, culturally authentic materials orally or in writing. Description of Unit Essential Questions In this unit, students will learn Spanish vocabulary for various common animals and will use vocabulary learned in previous units to describe the animals. They will also be introduced to masculine and feminine nouns (i.e el gato is a male cat; la gata is a female cat). How does the Spanish vocabulary for animals differ from the English vocabulary for the same animals? Why does the bird in English say "tweet" and in Spanish say "pio, pio"? Knowledge Skills Students will know that: Students will be able to: ¿Qué es esto? means "What is this?" To respond to the question, "what is this?", students state, Es (It is) and then the name of the animal ¿El animal es grande?, is asking if the animal is big ¿El animal es pequeño?, is asking if the animal is small To respond to the big or small question, the students will use Sí, es (size) or No, no es (size) To ask the color of the animal, students state the question, ¿Qué color es? To respond, to the color question, students state, Es (It is), followed by the color recognize and express animal vocabulary recognize the Spanish names for animal noises answer basic questions about animals in Spanish orally ask questions about animals orally describe animals in Spanish http://greenbrook.rubiconatlas.org/Atlas/Browse/UnitMap/View/Default?SourceSiteID=& UnitID=4133& YearID=2014& Curric... 8/31/2013 Atlas - Animals Page 3 of 4 Some of the noises that are associated with animals in Spanish are different than the noises that are associated with animals in English Assessments Pre-assessment Diagnostic: Other visual assessments Students identify the Spanish word for the animals projected on the Smart Board and respond to basic questions about the animals. Animal Project Diagnostic: Oral Report Students create a poster of their favorite animals and present the poster to the class in Spanish. Animals Test Other written assessments Students identify the Spanish word for each animal picture and identify the animal based upon the Spanish sound that the animal makes. Students answer basic questions about various Spanish animals. Activities Read a famous story, such as The Three Little Pigs, in Spanish. Students identify the story and circle the Spanish vocabulary that they recognize. Students select different animals from a bag and answer color and size questions about the animal. Illustrate a farm and paste on labels for the names of the animals Sing "Old McDonald" in Spanish to review animal vocabulary *see link Activities to Differentiate Instruction Smart Board Activities Animal review games on the computer Create flashcards to review vocabulary Bingo review game *see link Spanish Animal Game Animal Review Game (Quia) Spanish Quia Review Game Old McDonald (Spanish) Integrated/Cross-Disciplinary Instruction Resources http://greenbrook.rubiconatlas.org/Atlas/Browse/UnitMap/View/Default?SourceSiteID=& UnitID=4133& YearID=2014& Curric... 8/31/2013 Atlas - Animals "Old McDonald" (music) The Three Little Pigs (Language Arts) *see link "Old McDonald" Spanish Song Page 4 of 4 Animal Review Worksheets "Old McDonald" Song Animal Worksheets Animal Review Games Smart Board Activities Spanish animal websites Dime Workbook Spanish Vocabulary Workbook *see links Spanish Animals Printable Worksheets More Spanish Animal Worksheets Spanish Animal Game "Old McDonald" Spanish Song Spanish Animal Website Spanish Animal Website II Smart Board Activities << Previous Year Last Updated: Monday, October 8, 2012, 8:43PM Atlas Version 8.0 © Rubicon International 2013. All rights reserved http://greenbrook.rubiconatlas.org/Atlas/Browse/UnitMap/View/Default?SourceSiteID=& UnitID=4133& YearID=2014& Curric... 8/31/2013