PROPOSED COURSE OF STUDY by Iu8L29JH

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									             HOLMDEL TOWNSHIP PUBLIC SCHOOLS
                   CURRICULUM GUIDE




                             Spanish 5



  Ms. Mary Beth Currie                   Ms. Chantal M. Simonelli
 Assistant Superintendent                    World Languages
Curriculum and Instruction                  Indian Hill School
                                                                                        Table of Contents



Course Description..........................................................................................................................................................................        3
Course Philosophy ..........................................................................................................................................................................        3
Course Goals ...................................................................................................................................................................................    4
Enduring Understandings: ..............................................................................................................................................................             4
Scope and Sequence
     Unit 1       ¡A Empezar! (The Journey Begins) ..........................................................................................................................                       5
     Unit 2       Las Piramides (Mountainous Region) .................................................................................................................                             11
     Unit 3       La Selva Tropical (Tropical Region) ...................................................................................................................                          16
Required Instructional Resources ...................................................................................................................................................               20
Evaluation and Grading ..................................................................................................................................................................          20
New Jersey Core Curriculum Content Standards World Languages ..............................................................................................                                        20
New Jersey Core Curriculum Content Standards – 21st Century Life and Career Skills ...............................................................                                                 21
New Jersey Core Curriculum Content Standards – Technology Literacy ......................................................................................                                          22
Scope and Sequence Overview .......................................................................................................................................................                23




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                                                    PROPOSED COURSE OF STUDY
                                                 HOLMDEL TOWNSHIP PUBLIC SCHOOLS


Course Title: 5th Grade Spanish


Curriculum Area: World Languages                                          Credits:


Length of Course: Full Year              X                                Half Year


New Course                                                                Revision of Existing Course               X


Course Pre-Requisites:


Course Description:
This course addresses the novice students who begin with little or no knowledge of the target language. They will be given the opportunity to
acquire and work with the language as it is spoken and written in the target culture. The emphasis will be on the spoken language using a
communicative approach that is thematic.

Course Philosophy:
The mission of the Holmdel School District World Language program in grades 1-6 is to provide an environment that will nurture young learners
according to their developmental needs. During this introductory period, the schools shall provide a variety of opportunities for the acquisition of
essential skills and for the development of a positive self-concept. Furthermore, we aim to instill in students a sense of values leading to respect
for others and their differences and an appreciation of the Spanish language and its many cultures. Participation in these courses will encourage
students to become more versatile citizens of a global world by enabling them to communicate with Spanish–speaking citizens.




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Course Goals:
   1. To recognize Spanish as a major world language
   2. To explore everyday uses for the Spanish language
   3. To gain competency in the use of spoken Spanish
   4. To initiate lifelong interest in the Spanish language and its many cultures.
   5. To engage students in real-life situations in which they can utilize the Spanish language
   6. To engage students in meaningful activities using the Spanish language.

Enduring Understandings: (List the enduring understandings for each unit.)
    Unit #1 A Empezar - The Journey Begins
    Unit #2 Las Piramides (Mountainous Region)
    Unit #3 La Selva Tropical (Tropical Region)




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Scope and Sequence

Unit # 1: ¡A Empezar! (The Journey Begins)                                       Duration: 16-17 Weeks

Standards:
7.1.NM.A.1, 7.1.NM.A.2, 7.1.NM.A.3, 7.1.NM.A.4, 7.1.NM.A.5,
7.1.NM.B.1, 7.1.NM.B.2, 7.1.NM.B.3, 7.1.NM.B.4, 7.1.NM.B.5,
7.1.NM.C.1, 7.1.NM.C.2, 7.1.NM.C.3, 7.1.NM.C.4, 7.1.NM.C.5
Enduring Understanding:                                                          Essential Question(s):
                                                                                 Where in the world are we?
        Our world is made of many different countries and people                    Which countries are Spanish speaking?
        Our world/classroom consists of many different cultures,                    How are they alike/different?
         backgrounds, and ethnicities that make us unique.                           How do you identify yourself?
                                                                                     What are your family origins?

                                                    EVIDENCE OF STUDENT LEARNING

Performance Tasks: Activities to provide evidence for student learning           Other Evidence of Master (Summative): Student proficiency (for a
of content and cognitive skills.                                                 specific unit or multiple units) is defined for the individual at 80% or
      Your Spanish teacher would like to get to know more about                 better; for the class: 80% of the students attain the established
         you and your family. You are to create a family crest that              minimum standard; an exemplar or rubric should be referenced and
         incorporates family origins, favorite destinations, favorite            included in the Evaluation Section
         animal, and likes/dislikes.
      Using your knowledge of flags and the symbolism behind the
         colors and physical attributes of a flag, you are to create a                  Physical responses to directions and instructions
         personal flag where every feature represents something                         Oral questions and answers
         personal about you or your family.                                             Brainstorming sessions
      You will be asked to present to your peers your crest and/or                     Interpersonal speaking tasks
         flag. You must describe your flag and what each item on your                   Interpretive reading tasks
         flag represents or symbolizes.                                                 Presentational speaking tasks
      As you listen to your peers present their crest and/or flag, you
         are to take notes on the descriptions of their flag and what each
         item symbolizes or represents. Before the class ends your
         teacher will ask you questions to see what you comprehended.
Pasaporte
You are traveling to Guatemala and Costa Rica and you need a passport


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to travel internationally. You are to visit el consulado and request an
application for a passport. You and a partner will role-play a
conversation between the passport agent and the traveler. Your picture
and thumbprint will be taken to authenticate your passport.
Four students will be chosen to take on the identity of four fictitious
passport applicants. You will receive a questionnaire. Based on each
written question you must formulate a new question to get the
information needed. For example the written question may ask for the
birth date of the Cuban. You would then need to ask each applicant for
his or her nationality to determine whom the Cuban is. Once that is
established then you may ask when their birth date is.

Pasaje
You are traveling to Guatemala and Costa Rica and you need an airplane
ticket to travel to these destinations. You are to visit la agencia de viajes
and request a plane ticket. You and a partner will role-play a
conversation between the travel agent and the traveler. You will be
issued a plane ticket that includes all appropriate destinations, dates,
times, and price.
Four students will be chosen to take on the identity of four fictitious
travelers. You will receive a questionnaire. Based on each written
question you must formulate a new question to get the information
needed. For example the written question may ask for the travel date of
the Cuban. You would then need to ask each traveler for his or her
nationality to determine whom the Cuban is.
Once that is established then you may ask when they will be traveling.
                                                             KNOWLEDGE AND SKILLS

Knowledge: Students will know…                                                Skills: Students will be able to …
Reference to NJCCCS, CLCS, TL, for this unit.                                 Reference to NJCCCS, CLCS, TL, for this unit.
    The singular forms of the verbs ser and estar and recognize that              Describe the location of the Spanish-speaking countries using
       ser is used with characteristics and estar with location                        the cardinal points and prepositions of location
    Geographical vocabulary (prepositions of location, land                       Describe the geographical features of countries using the
       formations, and geographical features such as rivers, lakes, and                correct form of tener
       mountains)                                                                  Describe some of the flags of the Spanish-speaking countries
    Names of Spanish-speaking countries                                           Decide appropriate clothing options based on weather


                                                                          6
   Cardinal points of a map                                                   conditions in Latin America
   Colors and shapes                                                         Locate the Latin American countries where the Aztec, Maya,
   Names of symbols found on flags of Spanish-speaking countries              and Inca lived and established communities
   A variety of weather expressions that they might find in Latin            Express family origin and nationalities
    America                                                                   Formulate questions and answers used to gather information
   Names of clothing to pack for the various weather conditions in            about themselves and others
    Latin America                                                             Ask and answers questions regarding personal information
   Personal information found in official documents such as                   found in official documents such as passport and airline tickets
    passports and airline tickets                                             Extend conversations by using simple communication
   Culturally appropriate greetings                                           strategies such as asking for repetition, restating a question,
   Commands (for filling out government forms, packing a                      and asking for a definition of a word or phase
    suitcase, buying an airline ticket, boarding a plane)                     Plan a trip step by step from deciding the destination to
   Historical facts about the origin of the Spanish language and              boarding the plane
    Spain                                                                     Transfer the knowledge gained in the study of Spain to express
                                                                               and describe their own country of origin

                                                      INSTRUCTIONAL PLAN

Unit# Sequence of instructional                               Resources                             Suggested Options for Differentiation
          Topics*
                                               Maps of Central and South America                  Role-play situations at a travel agency
1. Verbs                                       World Map                                          between the employee and the customer as
2. Geography – Identify Spanish                Shower curtain map (to use for Total Physical      they reserve a ticket and plan the activities
   speaking countries                           Response [TPR] activities to familiarize           they will do during the voyage. Students
3. Colors/Sizes/Shapes/Clothing                 students with the names of the countries, flags,   use their brochures that highlight the
4. Personal Info                                directions, and locations of the indigenous        attractions in the country they plan to visit.
5. Commands/Greetings                           populations)
                                               Worksheets on South and Central America            Involve students in a variety of activities,
                                                from Abrir Paso, Libro 1, p. 1, 125, 3, 126        games, and communicative tasks including
                                               Flags of various Latin American countries          some of the following techniques:
                                               Plastic flyswatters for games
                                               Markers & crayons                                  TPR activities using shower curtain maps
                                               Pocket chart                                       of Central and South America to
                                               Gouin series about trip to Guatemala:              familiarize students with the names and
                                               Vamos a viajar por avión.                          locations of the Spanish-speaking



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   Vamos a llegar el lunes por la noche, a las ocho   countries
    y media.
   En Guatemala, la capital, vamos a ir al hotel             Flyswatter game
    que está en la Avenida Bolívar para dejar las             Twenty Questions
    maletas.                                                  Pista o Pregunta
   Este hotel es muy elegante y tiene un                     Where in the world is…?
    restaurante para turistas y una cafeteria.                Treasure Hunt board game to
   Después de comer, vamos a pasear por la                    practice geography
    ciudad.                                                   Concentration
   Por la mañana, vamos a salir para Tikal.                  Draw flags of the different
   Sentence strips to cue students for the Gouin              Spanish-speaking countries.
    series                                                    Identify and describe modes of
   Brochure on Guatemala Traveling Guide                      transportation needed to travel to
    (Teacher made)                                             each country
   Passports                                                 Blindfolded tag the country
   Blank passport form on a transparency                      following classmates’ directions in
   Conversion form-centimeters/inches on                      Spanish
    transparency
   Eye color chart
   Tape measure-metric
   Signs- Passport Office, passport forms, pencils,
    scissors, glue, photographer, “Stop Here”,
   English/Spanish sign
   Masking tape
   Passport Stamp
   Easel Chart
   Markers
   Camera (Polaroid or Digital) or student pictures
   Scissors
   Glue sticks
   Digital camera to take pictures of the students
    for their passports
   Passport and Airline Tickets (Teacher made)
   Articles of clothing and/or visuals
   Calendar


                       8
         Photo series of Christopher Columbus’ journey
          (Teacher made)
      Pattern of a paper suitcase and catalogues with
          pictures of clothing for students to use as they
          assemble a collage of the items they will pack
          for the trip
      Weather reports from Latin American countries
      http://news.searchbeat.com/weather.htm
      Spanish legend
          Possible selections:
               o Don Quijote de la Mancha por Miguel
                   de Cervantes Saavedra – ISBN 84-
                   7189-283-9
               o La Cruz del Diablo por Gustavo Adolfo
                   Becquer – Obras de Gustavo Adolfo
                   Becquer – Tomo Primero 1871
                   (Leyenda #7)
Essential Vocabulary and Functions
El país / los países, La isla, El continente, La América
del Sur, La América Central, El Caribe
El mar, El océano, Las montaňas, La selva tropical, El
río, El lago, La agencia de viaje
El / la cliente, El / la empleado (a), ¿Dónde queda?,
¿Dónde está?, ¿Cómo se llama el país al norte / al sur /
al este / al oeste / al noreste / al noroeste / al sureste / al
suroeste de…?, ¿Cómo es la bandera de…?, ¿Qué
cultura existió en…?
¿Adónde va?, ¿Cuándo va a ir?, Los días de la semana,
Los meses del año, Las fechas, El tiempo, Las
estaciones del año, ¿Cómo llegamos / Como quieres
viajar?, En avión, En tren, En carro, En autobus, En
barco, En bicicleta, En camion, En patines, En patineta,
¿Qué necesitamos?, Una maleta, La ropa, El dinero
Una guía, ¿Qué hora es?, Es la / Son las …
¿A qué hora salimos?, A la / A las …, ¿Cuánto cuesta
un boleto para …?, ¿Estan comodos?, ¿Qué voy a


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conocer / ver?, Vas a conocer / ver…
Imperativos:
Levántese Ud., Camine, Camine lentamente,
Camine rápido, Tome un lápiz, Siéntese Ud.,
Haga cola, Camine al fotógrafo, Sonría
Llene el pasaporte, Suba al avion, Busque su asiento,
Sientese, Abrochese el cinturon,
Apriete el cinturon, Afloje el cinturon,
Desabrochese cinturon, Levantese, Camine hacia el
frente del avion, Bajese del avion, Escuche porfavor, El
avion despega, El avion vuela,
El avion va volando, El avion aterriza, Información
personal:
Nombre, Apellido, Fecha de nacimiento, Edad,
Sexo / Genero, Lugar / Pais de nacimiento,
Nacionalidad, Ciudadania, Firma, Estatura, Quiero /
quisiera / deseo/ me gusta / me gustaría




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Scope and Sequence

Unit # 2: Las Piramides (Mountainous Region)                                 Duration: 10 Weeks

Standards:
7.1.NM.A.1, 7.1.NM.A.2, 7.1.NM.A.3, 7.1.NM.A.4, 7.1.NM.A.5,
7.1.NM.B.1, 7.1.NM.B.2, 7.1.NM.B.3, 7.1.NM.B.4, 7.1.NM.B.5,
7.1.NM.C.1, 7.1.NM.C.2, 7.1.NM.C.3, 7.1.NM.C.4, 7.1.NM.C.5
Enduring Understanding:                                                      Essential Question(s):

        although the Maya may have lived centuries ago, their               What did the Maya leave for us; and how is it important to us?
         impact still influences us today
                                                                                     Where did we all begin?
                                                                                     Why are legends important?
                                                                                     Where do legends come from?
                                                                                     How are stories/legends passed along?
                                                                                     Why were legends created?

                                                    EVIDENCE OF STUDENT LEARNING

Performance Tasks:                                                           Other Evidence of Master (Summative): Student proficiency (for a
                                                                             specific unit or multiple units) is defined for the individual at 80% or
Legend Scramble                                                              better; for the class: 80% of the students attain the established
You have heard the legend of El Rey Colibri. Your teacher has given          minimum standard; an exemplar or rubric should be referenced and
you sentence strips containing different parts of the story. Work as a       included in the Evaluation Section
group to piece the puzzle together.
Mini-Cuentos / Narration                                                              Physical responses to directions and instructions
Your Spanish teacher introduced a set of vocabulary words. Using those
vocabulary words you are now to think of a story, draw four illustrations,            Oral questions and answers
and narrate your story to a group of students.
Mini-Cuentos / Written                                                                Brainstorming sessions
Your Spanish teacher introduced a new set of vocabulary words. Using
these vocabulary words you are now to think of a story, draw four                     Interpersonal speaking tasks
illustrations, and write your story to share with a group of students.
Postcard                                                                              Interpretive reading tasks
You are in Guatemala and you would like to share with your family what


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you have seen. Create a postcard illustrating one of the many sites you   Presentational speaking tasks
have visited and tell your family about it.
                                                          KNOWLEDGE AND SKILLS

Knowledge: Students will know…                                              Skills: Students will be able to …
Reference to NJCCCS, CLCS, TL, for this unit.                               Reference to NJCCCS, CLCS, TL, for this unit.

         Traditional attire of the Maya people in Guatemala.                       Compare and contrast the clothing of the Maya to the
         Similarities and differences between Egyptian and Maya                     clothing of today’s Maya and the clothes people wear in
          pyramids.                                                                  cities in the USA
         The importance and symbolism of the animals to the Maya.                  Describe a Maya pyramid and compare it to the Egyptian
         Characteristics and personalities of specific animals.                     pyramids.
         Basic shapes found in pyramids.                                           Identify and describe animals that were important to the
         The structure of stories and legends.                                      Maya and their symbolism
         The story of El Rey Colibri                                               Choose an animal with which they identify
         The skills needed to narrate a story/legend.                               and talk about this animal’s characteristics and
                                                                                     personalities
                                                                                    Students identify basic shapes found in the pyramids.
                                                                                    Retell an authentic Spanish story or legend.
                                                                                    Enact a legend based on Maya folklore, such as the legend
                                                                                     of the Quetzal.
                                                                                    Write their own stories using the vocabulary acquired
                                                                                     from the legend, El Rey Colibri.
                                                                                    Narrate a story and/or legend.

                                                         INSTRUCTIONAL PLAN

     Unit# Sequence of                                             Resources                                         Suggested Options for
    instructional Topics*                                                                                               Differentiation
                                        Map of country.
   1.    Mayan People                   Map of the city of Tikal.                                               Charades
   2.    Symbolism                      Picture flashcards/visuals/objects (places in a city or town, foods)
   3.    Characteristics                Shower curtain map of downtown area of Tikal, or other site             TPR activities to practice the
   4.    Stories/Legends                 including public buildings and landmarks                                legend sequence
                                        Visual of a typical Hispanic town including the plaza central and


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       public buildings and stores                                      Sentence strips for reading
    Visual of a typical Maya village                                   practice
Maya legend
        Possible selections:                                            Story boards

           o   La Noche que se cayó la Luna por Pat Mora – ISBN 0-      Sentence scramble of the story
               88899-399-3                                              in small groups
           o   La Carrera del Sapo y el Venado por Pat Mora – ISBN 0-
               88899-435-4                                              Narration of student’s original
           o   El Rey Colibri: Una leyenda Guatemalteca Por Argentina   stories
               Palacios ISBN 0-8167-3071-7
           o   La Lagartija y el Sol por Alma Flor Ada – ISBN 0-385-    Writing with illustrations of
               32121-X                                                  original stories
http://www.rialto.k12.ca.us/frisbie/mathfair/pyramid2spanish.html
(Construyendo una pirámide)

http://members.aol.com/lakamha/maya/pyramid.html

Essential Vocabulary and Functions
Personajes
     Animales (El colibri y el quetzal)
     Personas (El jefe, la esposa, el sacerdote, Chiruma y Kukul)
Acciones
      Corre
      Agarra
      Nace
      Da
      Sabe
      Piensa
      Crece
      Roba
      Se cae

El fin
se muere


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cambia / se transforma / se convierte
esta feliz
vive feliz para siempre

Partes de las piramides:
      Altiplano
      Pico
      Gradas
      Piramide Maya / Egipto

**En las comunidades maya, las pirámides eran las estructuras más grandes e
importantes. Tenían niveles diferentes. Encima de la pirámide, los Maya
construyeron un templo para adorar a los dioses. Cada estructura tenía
gradas para subir a la parte mas alta de la piramide.

Formas geometricas:
     circulo
     cuadrado
     rectangulo
     ovalo
     trapezoide
     triangulo


Los Animales Importantes para los Maya:
      El jaguar – fuerza
      El agulia – libertad
      El quetzal – libertad y paz
      La serpiente – mundo oscuro
      El mono – la muerte
      El colibri – Buena suerte

Vocabulary used for El Rey Colibrí:
El jefe, La esposa, Se cae, Agarra, El pajaro, Nace, Hermoso,     La pluma,
El colibrí, Buena/mala suerte, Le da, El sacerdote,      El amuleto de
proteccion, Todo el tiempo, Celoso, Sabe,        Piensa, Se recuerda, La


                                        14
Guerra, La flecha, Crece alto y fuerte,    Debajo, La alfombra, El suelo,
Quiere, Se muere, Robarle,       Cuidado, Peligro, Inteligente, Pacifico, El
pecho, Las alas, La hierba/la grama, La cola, De pronto, La sangre




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Scope and Sequence

Unit # 3: La Selva Tropical (Tropical Region)                                Duration: 10 Weeks

Standards:
7.1.NM.A.1, 7.1.NM.A.2, 7.1.NM.A.3, 7.1.NM.A.4, 7.1.NM.A.5,
7.1.NM.B.1, 7.1.NM.B.2, 7.1.NM.B.3, 7.1.NM.B.4, 7.1.NM.B.5,
7.1.NM.C.1, 7.1.NM.C.2, 7.1.NM.C.3, 7.1.NM.C.4, 7.1.NM.C.5
Enduring Understanding:                                                      Essential Question(s):

                                                                             How does geography affect our lives?
        environment may or may not determine our destiny
        the quality of animal and human life is often related to the        How do people and animals live in the rainforests?
         availability of resources and the ability to adapt to the
         environment                                                         Why do some animals thrive in the rainforest while others cannot?

                                                                             How would my life change if I lived in a rainforest?

                                                    EVIDENCE OF STUDENT LEARNING

Performance Tasks:                                                           Other Evidence of Master (Summative): Student proficiency (for a
                                                                             specific unit or multiple units) is defined for the individual at 80% or
Story Scramble                                                               better; for the class: 80% of the students attain the established
You have heard the story of El Gran Capoquero. Your teacher has given        minimum standard; an exemplar or rubric should be referenced and
you sentence strips containing different parts of the story. Work as a       included in the Evaluation Section
group to piece the puzzle together.
Mini-Cuentos / Narration                                                            Physical responses to directions and instructions
Your Spanish teacher introduced a set of vocabulary words. Using those
vocabulary words you are now to think of a story, draw four illustrations,          Oral questions and answers
and narrate your story to a group of students.
Mini-Cuentos / Written                                                              Brainstorming sessions
Your Spanish teacher introduced a new set of vocabulary words. Using
these vocabulary words you are now to think of a story, draw four                   Interpersonal speaking tasks
illustrations, and write your story to share with a group of students.
Poster                                                                              Interpretive reading tasks
You will take on the identity of a rainforest animal. Using all that you


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have learned, create a poster defining your habitat, your importance to  Presentational speaking tasks
the world, and why your way of life should be preserved.
                                                           KNOWLEDGE AND SKILLS

Knowledge: Students will know…                                               Skills: Students will be able to …
Reference to NJCCCS, CLCS, TL, for this unit.                                Reference to NJCCCS, CLCS, TL, for this unit.
                                                                                  Locate countries where tropical rainforests are found
      Where tropical rainforests are found                                       Describe characteristics of a tropical rain forest:
                                                                                  Found in very warm parts of the world near the Equator;
      Appropriate vocabulary for describing the characteristics of a             Densely forested area where leaves from the trees form a
       tropical rainforest                                                            “roof” high above the ground where plants and animals live;
                                                                                  Tribes of people live in the rain forests without electricity,
      Weather terminology as it pertains to rainforests                              refrigerators, televisions, or cars.
                                                                                  Read authentic weather reports from the country
      The different levels of a tropical rainforest                              Talk about the weather in a tropical rainforest
                                                                                  Describe the levels of a tropical rain forest, plant life,
      The names of animals that inhabit this region                                  animals, and products typically found in these locations:
                                                                                  Canopy-top layer made of leaves at the tops of trees. Many
      Some products and foods that originate in the rainforest                       animals live in canopy because there is plenty of light and
                                                                                      food.
      The importance the rainforest has on our lives                             Understory-made up of tree trunks, young trees, and air plants
                                                                                  Forest floor-made up mostly of dead parts of plants. Few
      How our daily choices and actions affect our environment                       plants grow because soil is very thin.
                                                                                  Identify and describe the animals of the rain forest
      How to express their own views and opinions on this issue                  Talk about why rain forest are important:
                                                                                  Products such as wood
                                                                                  Food such as bananas, cashew, Brazil nuts, chocolate from the
                                                                                      cacao tree
                                                                                  Medicines such as quinine
                                                                                  Be familiar with some of the environmental threats to the
                                                                                      existence of the tropical rainforests
                                                                                  Engage in conversation provide & obtain information,
                                                                                      express feelings and emotions and exchange opinion
                                                                                  Answer the question: Is there a tropical rainforest in the
                                                                                      U.S.A.?


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                                                    INSTRUCTIONAL PLAN

 Unit# Sequence of                                            Resources                                      Suggested Options for
instructional Topics*       Maps/Globes                                                                         Differentiation

1.   Tropical Rainforests   Suggested websites:                                                                 Flyswatter game
2.   Characteristics                                                                                            Twenty Questions
3.   Weather                http://www.ran.org/kids_action/                                                     Pista o Pregunta
4.   Animals                                                                                                    Where in the world
5.   Environmental Issues   http://www.ran.org/info_center/teacherstudent.html                                   is…?
                                                                                                                Treasure Hunt board
                            http://www.ran.org/info_center/curriculum/download.html                              game to practice
                                                                                                                 geography
                            Construction paper, markers, crayons
                                                                                                                Concentration
                                                                                                                Draw flags of the
                            Visuals and/or objects denoting animals, clothing, fruits, and products of the
                                                                                                                 different Spanish-
                            rainforest
                                                                                                                 speaking countries.
                            Research and Stories of Rainforests                                                 Identify and describe
                                                                                                                 modes of transportation
                            Possible selections:                                                                 needed to travel to each
                                                                                                                 country
                                El Gran Capoquero por Lynne Cherry – ISBN 0-7857-3311-6
                                                                                                                Blindfolded tag the
                                La Selva Loca por Tracey and Andrew Rogers – ISBN 958-04-4633-
                                                                                                                 country following
                                    4
                                                                                                                 classmates’ directions
                                Focus on Science & Math by Heining Boynton/S. Torres Quinones,
                                                                                                                 in Spanish
                                    p. 18
                                Saving Our Word: Rain Forests, by Jane Parker IBSN-0-7613-3258-
                                    8
                                Small Worlds: A Rain Forest Tree by Lorien Kite ISBN-0-7787-
                                    0132-8
                                Living in a Rain Forest by Allan Fowler ISBN-0-516-2155-8
                                Las Maravillas de la Selva Tropical por Janet Craig ISBN 0-8167-
                                    3258-2




                                                                  18
Essential Vocabulary and Functions

La Selva Loca By Tracey and Andrew Rogers

El Avestruz, El Elefante, El Cocodrilo, El Tigre, La Jirafa, El Mono, La
Serpiente / La Culebra

El Gran Capoquero By Lynne Cherry

La Boa constrictora / La Serpiente, La Abeja, El Mono, El Tucan, El
Guacamayo, El Gallo, La Rana arborea, El Jaguar, El Puercoespin, El Oso
hormiguero / El Tamandua, El Perezoso de tres dedos

Animales adicionales de la selva tropical:
El Leopardo, La Iguana, El Ocelote, La Mariposa, El Loro, El Aguila, Los
Insectos, El Oposum, El Hipopotamo, El Gorila, El Quetzal,
Frutas tropicales:
La Papaya, El Chocolate, El Coco, La Fresa, El Mango, La Pina,      El
Limón, La Manzana, El Aguacate, La Sandía, El Durazno / El Melocoton, La
Banana, La Pera

Expressions that denote movements:
Lento, Rapido, Corre, Camina, Salta, Vuela, Se desliza, Sube




                                    19
Required Instructional Resources
          o Don Quijote de la Mancha por Miguel de Cervantes Saavedra – ISBN 84-7189-283-9
          o La Cruz del Diablo por Gustavo Adolfo Becquer – Obras de Gustavo Adolfo Becquer – Tomo Primero 1871 (Leyenda #7)
          o Abrir Pasos – ISBN 978-2-921554-58-9 (http://www.miraflores.org)
          o Gouin Series
          o La Noche que se cayó la Luna por Pat Mora – ISBN 0-88899-399-3
          o La Carrera del Sapo y el Venado por Pat Mora – ISBN 0-88899-435-4
          o El Rey Colibri: Una leyenda Guatemalteca Por Argentina Palacios ISBN 0-8167-3071-7
          o La Lagartija y el Sol por Alma Flor Ada – ISBN 0-385-32121-X
          o El Gran Capoquero por Lynne Cherry – ISBN 0-7857-3311-6
          o La Selva Loca por Tracey and Andrew Rogers – ISBN 958-04-4633-4
          o Saving Our Word: Rain Forests, by Jane Parker IBSN-0-7613-3258-8
          o Small Worlds: A Rain Forest Tree by Lorien Kite ISBN-0-7787-0132-8
          o Living in a Rain Forest by Allan Fowler ISBN-0-516-2155-8
          o Las Maravillas de la Selva Tropical por Janet Craig ISBN 0-8167-3258-2

Evaluation and Grading

Physical responses to directions and instructions, Oral questions and answers, Brainstorming sessions, Interpersonal speaking, tasks, Interpretive
reading tasks, Presentational speaking tasks, written quizzes/tests, projects, homework completion.

                         Assessment                                Weight
                Tests & Quizzes                                     25%
                Oral Assessments                                    25%
                Homework                                            25%
                Projects & Presentations                            25%

New Jersey Core Curriculum Content Standards

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.
Interpretive Mode



                                                                        20
7.1.NH.A.1 Recognize familiar words and phrases, understand the main idea, and infer the meaning of some highly contextualized, unfamiliar
spoken or written words contained in culturally authentic materials using electronic information sources related to targeted themes.
7.1.NH.A.2 Demonstrate comprehension of a series of oral and written directions, commands, and requests through appropriate physical response.
7.1.NH.A.3 Recognize some common gestures and cultural practices associated with target culture(s).
7.1.NH.A.4 Identify people, places, objects, and activities in daily life based on oral or written descriptions.
7.1.NH.A.5 Demonstrate comprehension of short conversations and brief written messages on familiar topics.
7.1.NH.A.6 Identify the main idea and other significant ideas in readings from age- and level-appropriate, culturally authentic materials.

Interpersonal Mode
7.1.NH.B.2 Give and follow a series of oral and written directions, commands, and requests for participating in age- and level- appropriate
classroom and cultural activities.
7.1.NH.B.3 Imitate appropriate gestures, intonation, and common idiomatic expressions of the target culture(s)/language during daily interactions.
7.1.NH.B.4 Ask and respond to questions, make requests, and express preferences in various social situations.
7.1.NH.B.5 Converse on a variety of familiar topics and/or topics studied in other content areas.

Presentational Mode
7.1.NH.C.1 Recombine basic information at the word and sentence level related to self and targeted themes to create a multimedia-rich
presentation to be shared virtually with a target language audience.
7.1.NH.C.2 Create and present brief messages, poems, rhymes, songs, short plays, or role-plays using familiar vocabulary orally or in writing.
7.1.NH.C.3 Describe in writing people and things from the home and school environment.
7.1.NH.C.4 Tell or retell stories from age- and level-appropriate, culturally authentic materials orally or in writing.
7.1.NH.C.5 Tell or write about cultural products associated with the target culture(s), and simulate common cultural practices.



New Jersey 21st Century Life & Career Skills Standards

9.1 21st-Century Life & Career Skills: All students will demonstrate the creative, critical thinking, collaboration, and problem-solving skills
needed to function successfully as both global citizens and workers in diverse ethnic and organizational cultures.

9.2 Personal Financial Literacy: All students will develop skills and strategies that promote personal and financial responsibility related to
financial planning, savings, investment, and charitable giving in the global economy.

9.3 Career Awareness, Exploration, and Preparation: All students will apply knowledge about and engage in the process of career awareness,
exploration, and preparation in order to navigate the globally competitive work environment of the information age.




                                                                         21
New Jersey Technological Literacy Standards

8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve
problems individually and collaboratively and to create and communicate knowledge.

8.2 Technology Education, Engineering, and Design: All students will develop an understanding of the nature and impact of technology,
engineering, technological design, and the designed world, as they relate to the individual, global society, and the environment.




                                                                        22
Scope and Sequence Overview:

      1               2              3              4           5          6            7                 8    9
                              A Empezar – The Journey Begins


     10               11             12             13          14        15            16                17   18

                              A Empezar – The Journey Begins


     19               20             21             22          23        24            25                26   27
                              Las Piramides – Mountinous Region


     28               29             30             31          32        33            34                35   36
                              La Selva Tropical – Tropical Region




Submitted by: Chantal M. Simonelli                                              Date:        10/15/2010

Board of Education Curriculum and Instruction Committee:             Approved   Date:        11/15/2010

Board of Education:                                                  Approved   Date:        11/17/2010




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