ROSE TREE MEDIA SCHOOL DISTRICT

COURSE CURRICULUM

COURSE TITLE: /
Spanish
GRADE LEVEL: / 7
CREATION DATE: /

June, 2004

Essential Question, Concept or Theme: A. Communication: Engaging in conversations, providing and obtaining information, expressing feelings and emotions, and exchanging opinions. Understanding and interpreting written and spoken language on a variety of topics. Presenting information, concepts, and ideas to an audience of listeners or readers on a variety of topics. / Approx. Time Allotment: /
PA Standards: 1.1, 1.2, 1.3 /
Benchmark/Skills / Assessment / Aligned Materials/
Resources/Technology / Instructional Strategies /
Review of all skills from WORLD LANGUAGE-SPANISH GRADE 6 program.
Family members,Strong Family ties and allegiances, Gender-defined roles, Family events,
Value of friendship, Personal physical characteristics, Describing people, animals and things, Telling age, Formation of first and last names in Hispanic culture, Indicating possession, How many, Clothing, Specialty stores and public market places, Colors, Prices, Numbers 101-199, Position of adjectives, Demonstrative Adjectives, Direct Object pronouns, Shopping, Expressing time with hace, Nature, Travel, Weather, Querer/pensar, Seasonal clothing, Tener, Ser , Talking about and planning a vacation, Discussing things to do on a vacation, Leisure time, Expressing satisfaction, Saying when events occur, Expressing ability or permission (poder), Discussing the house (rooms, furniture, appliances and chores), Discussing where someone lives, Architectual influences, Indicating whether someone is right or wrong, IR verbs, Poner, Hacer, Preferir, Possessives SU and NUESTRO, Describing how one is feeling, Body parts, Suggesting things that you and others can do to feel better and maintain health, Dormir, Indirect object complements ME, TE, LE, Hace...que expressions,Using adjectives as nouns. / Produce and perform brief guided conversations related to student’s needs and interests (e.g.. home, school, family)
Create brief conversations related to public place functions in simulation- food shopping, preferences
Tell about simple daily routines
Prepare and respond to basic directions, instructions, commands, and requests in the classroom
Describe state of being and feelings
Propose and answer simple questions
Generate conversations integrating basic routine social situations including greetings, leave takings, and simple introductions to self and family
Describe daily environmental related topics-weather, time, seasons in routine conversations and apply these concepts as appropriate
Count and use numbers in other functions-temperature, time, money, clothing size, to indicate quantity
Devise a simple narrative about a personal experience or event
State preferences pertaining to everyday life
Demonstrate comprehension of short face to face and audio conversations on familiar topics
Assess main idea of simple oral/written narratives and texts on familiar topics
Distinguish words and phrases heard or seen in songs
Utilize appropriate responses to oral and/or written requests, directions and other information
Identify people and objects based on oral and written descriptions
Demonstrate comprehension and use for contextualized understanding of isolated words or phrases in authentic but unfamiliar printed material or announcements from target culture
Repeat unfamiliar words that recombine familiar sound patterns and letter combinations
Use knowledge of linguistic system (grammar, word patterns) to derive meaning from unfamiliar material
Use cognates to facilitate comprehension
Read aloud familiar stories, passages, dialogues etc. with appropriate intonation and compre- hensible pronunciation
Recite proverbs, nursery rhymes, short poems, and songs
Compose and present simple guided texts on familiar topics
Reproduce in written form most language that is used orally
Use oral or written language to give messages, write reports, etc.
Use oral and written language to produce and share illustrated stories or projects
Use target language pronunciation and spelling for specific vocabulary imbedded in native language presentations (e.g.. names of places people, things that appear in more complex presentations made in English )
Interpret and use gestures germaine to the language
Practice skills “Teacher of the Day”
Evaluate communicative skills using discrete point quizzes and prochievement chapter tests
Recite dialogues
Create role plays
Describe a family member or a friend
Introduce a new friend
Select and order from a cafe menu
Discuss daily activities
Produce projects calendars, daily logs, family trees)
Develop oral presentations
Construct reports
Assess listening skills through TPR
Assess aural comprehension via dictations / Text:
Paso a Paso (Prentice Hall, 2000) and all ancillaries:( LEVEL I )
Student text
Teacher’s annotated edition
Overhead transparencies
Audio tapes and CD’s
Vocabulary Art Blackline Masters for Hands-On Learning
Video
Student Practice Workbook
Writing, Audio, and Video Activities
Communicative Activity Blackline Masters
TPR Storytelling
Assessment Program
Test Generator
Scholastic Magazine: Qué tal?
Verbsheets
Hardware:
CD player
Cassette tape recorder
VCR
Computer
DVD
Overhead projector
Viewer projector / Oral presentations
Simulated activities through role playing
Paired communicative activities
Memorization
Drilling
TPR activities
Visual and Verbal cues (situation cards)
Modeling
Realia
Audio tapes activities
Videotapes activities
Computer software
Overhead transparencies activities
Songs, skits, games and puzzles
Cloze activities
Speaking and writing activities (e.g. workbook exercises, taking notes, listing, categorizing, labeling, summarizing, comparing, contrasting)
Cooperative learning groups
Activating prior knowledge
Interviewing
Reading aloud-teacher
Reading aloud-student
Brainstorming
Include internet activities
Essential Question, Concept or Theme: A. Communication: Engaging in conversations, providing and obtaining information, expressing feelings and emotions, and exchanging opinions. Understanding and interpreting written and spoken language on a variety of topics. Presenting information, concepts, and ideas to an audience of listeners or readers on a variety of topics. / Approx. Time Allotment: /
PA Standards: 1.1, 1.2, 1.3 /
Adaptations/Inclusion Techniques / Enrichment Strategies / Remediation Strategies / Multicultural/Interdisciplinary
Connection /
Point out features of the program
Review prior knowledge and skills
Emphasize cognates as a learning strategy
Model pronunciation
Use organizers
Employ TPR
Extend or adapt written practice
Allow extra time for practice and assessment
Limit or modify activities assignments and assessments
Examine patterns
Reinforce and review
Clarify expectations and goals
Provide tutoring and peer mentoring
Explain unfamiliar concepts in terminology
Use contextual clues
Assist in developing possibilities
Support with realia
Color code or highlight
Employ memory techniques
Give advanced notice regarding future assignments
Note taking by classmate for reproduction
Communicate with Special Ed Personnel re: student data / World Language Departmental Initiatives
Immersion trips to Mexico
Reciprocal exchange program to Spain
District World Language Contest and Fete (award program)
Phyllis Kavanaugh Scholarship
National Contests
World Language Honor Society
Fun Day
Level I Opportunities
Field trips
Music
Rank Level I projects
Challenge for credit
Independent Study
Bridge program
Enhancement activities (e.g. provide extra reading material, extra listening and speaking opportunities)
Guest speakers/visiting artists
Student designed activities
Out of class enhancement activities
( e.g. movies related to or in target language, language luncheon groups) / World Languages: French, German, Latin, and Spanish. Compare and contrast languages within the discipline.
Mathematics: monetary exchange, measurement systems, ancient math systems
Geography: maps, demographics, climate, cultural and natural sites
Language Arts: etymology, linguistics, literature, writing, public speaking, grammar and syntax, theater and cinema
Social Studies: culture, civics, history, humanities, economics, ethnicity, government
Music: folk songs and dances, popular music, native instruments
Art: art history, folk art, crafts, student art projects, architecture
Science: famous scientists, ecology, natural sciences, weather
Consumer Science: cuisine, etiquette, fashion, advertising, value of currency
Physical Education: sports, recreational activities, health and fitness
Technology Education: student projects and research utilizing all phases of technology
Essential Question, Concept or Theme: B. CONNECTIONS: Reinforcing and furthering knowledge of other disciplines through the World Language. Acquiring information and recognizing the distinctive viewpoints that are only available through the world language and its culture. COMPARISONS: Recognizing that different languages use different ways to communicate and can apply that knowledge to their own language. Demonstrating an understanding of the concept of culture through comparisons of cultures studied and their own. COMMUNITY: Using the language both within and beyond the school setting. Using language for leisure and personal enrichment. / Approx. Time Allotment: /
PA Standards: 3.1, 3.2, 4.1, 4.2, 5.1, 5.2 /
Benchmark/Skills / Assessment / Aligned Materials/
Resources/Technology / Instructional Strategies /
Review of all skills from WORLD LANGUAGE-SPANISH GRADE 6 program.
Family members, Strong family ties and allegiances, Gender- defined roles, Family events, Value of friendship, Personal physical characteristics, Describing people, animals and things, Telling age, Formation of first and last names in Hispanic culture, Indicating possession, How many, Clothing, Specialty stores and public market places, Colors, Prices, Numbers 101-199, Position of adjectives, Demonstrative Adjectives, Direct Object pronouns, Shopping, Expressing time with hace, Nature, Travel, Weather, Querer/pensar, Seasonal clothing, Tener, Ser , Talking about and planning a vacation, Discussing things to do on a vacation,Leisure time, Expressing satisfaction, Saying when events occur, Expressing ability or permission (poder), Discussing the house (rooms, furniture, appliances and chores), Discussing where someone lives,Architectual influences, Indicating whether someone is right or wrong, IR verbs, Poner, Hacer, Preferir, Possessives SU and NUESTRO, Describing how one feels, Body parts, Suggesting things you or others can do to feel better and maintain good health, Dormir, Indirect object pronouns ME, TE, LE, Hace...que expressions, Using adjectives as nouns. / CONNECTIONS
Use every day number skills to do simple math problems and to calculate currency equivalencies in the target language
Make, label and read maps using appropriate geographical terms in the target language
Manipulate the applications of the metric system in talking about weather, height, weight, distance
Recognize famous historical events, people, landmarks, places, products from the target culture
Examine American historical events, place names, famous people and events from the target culture perspective and influence
Discuss and express preferences about sports, games and equipment for these in the target language
Demonstrate knowledge of other forms of government
Apply as appropriate language arts skills to the target language-punctuation, dictionary skills, reading and writing skills
Demonstrate awareness of artistic and musical contributions, and practices present in the target culture-famous works of art, special musical instruments, famous artists or composers, well known songs
Use computer, multimedia, traditional texts and printed material to find information on familiar themes to integrate in other target language activities (menus, phone book ads, TV and movie listings)
Analyze form, presentation, layout of target culture products to examine culturally imbedded features
COMPARISONS
Recognize borrowed words from the target language
Recognize Anglicisms present in the target language
Compare grammatical structures, pronunciation and writing systems between native and target languages
Identify different social conventions( e.g. forms of address, idiomatic expressions, phone etiquette)
Demonstrate understanding that vocabulary terms mean different things in different cultures
Identify and understand cognates between languages
Understand and use appropriate nonverbal communication of the target language
Use the target language in a manner appropriate to the etiquette of the native speaker
Compare and contrast basic conditions in the various target cultures( e.g. weather, seasons, food customs)
Speculate and defend perceptions on why certain products are important in the target culture
Compare target culture products toys, games, foods, with those in native culture
Compare target culture daily practices (e.g. grocery shopping) with native culture
Compare celebrations and holidays common to the cultures of the target language and the native culture (U.S.)
(e.g. Thanksgiving only celebrated in U.S., why and where is Cinco de Mayo celebrated)
COMMUNITY
Identify the target language in the students' daily life ( e.g. restaurant menus, recipes, TV commercials, travel programs, movies)
Find connections with the target culture through the use of technology, media and authentic sources
Participate in structured curricular programs designed to extend learning beyond the classroom (e.g. visiting artists, field trips)
Discover and utilize rich resources within the RTM community
Explore and interface with Hispanic communities in close proximity to RTM ( e.g. Wilmington, Philadelphia, West Chester, Kennett Square, Lancaster, New York City)
Use target language to respond to basic target language situations encountered in the students' daily life (e.g. read a menu, write to a pen pal, give directions to a visitor, thank visiting artists)
Listen to music, sing songs, and/or play instruments from target culture
Participate in games and sports from target culture
Read age-appropriate and linguistically appropriate materials from target culture
Experience new foods from target culture
View age-appropriate and linguistically appropriate films from target culture
Appreciate target culture elements that are related to travel experiences
Demonstrate survival skills in an immersion experience
Evaluate communicative skills and cultural knowledge using discrete point quizzes and prochievement chapter tests
Recite dialogues
Create role plays
Assess aural comprehension via dictation
Select and order from a cafe menu
Discuss daily activities and current events
Produce projects( e.g. calendars, daily logs, family trees)
Construct reports
Develop oral presentations using relevant vocabulary, grammatical concepts and cultural knowledge. / Text:
Paso a Paso (Prentice Hall, 2000) and all ancillaries:
Student text
Teacher’s annotated edition
Overhead transparencies
Audio tapes and CD’s
Vocabulary Art Blackline Masters for Hands-On Learning
Video
Student Practice Workbook
Writing, Audio, and Video Activities
Communicative Activity Blackline Masters
TPR Storytelling
Assessment Program
Test Generator
Scholastic Magazine: Qué tal?
Verb sheets
Hardware:
CD player
Cassette tape recorder
VCR
Computer
DVD
Overhead projector
Viewer projector / Oral Presentations
Simulated activities through role playing
Paired communicative activities
Cooperative learning groups
Drilling
Memorization
Dictation
TPR activities
Visual and verbal cues ( e.g. situation cards )
Modeling
Realia
Audio tape activities
Videotape activities
Overhead transparency activities
Computer software activities
Games, skits, songs and puzzles
Speaking and writing activities ( e.g. Workbook exercises, taking notes, listing, categorizing, labeling, summarizing, comparing, contrasting)
Activating prior knowledge
Interviewing
Reading aloud- teacher
Reading aloud- student
Brainstorming
Include Internet activities
Power Point Presentations
Essential Question, Concept or Theme: B. CONNECTIONS: Reinforcing and furthering knowledge of other disciplines through the World Language. Acquiring information and recognizing the distinctive viewpoints that are only available through the world language and its culture. COMPARISONS: Recognizing that different languages use different ways to communicate and can apply that knowledge to their own language. Demonstrating an understanding of the concept of culture through comparisons of cultures studied and their own. COMMUNITY: Using the language both within and beyond the school setting. Using language for leisure and personal enrichment. / Approx. Time Allotment: /