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.
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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
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Atlas - Mexico
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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
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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
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Atlas - Greetings
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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
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Atlas - Greetings
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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
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Atlas - Greetings
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*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
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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?"
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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:
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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
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Atlas - Shapes and Colors
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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
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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
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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
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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
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Last Updated: Monday, October 8, 2012, 8:43PM
Atlas Version 8.0
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