Washington Township Public Schools
Office of Curriculum & Instruction
Curriculum Guide Checklist
Course Title: / Third Grade SpanishSubmitted By: / Jennie Nilson / Date: / 7/22/09
(Elementary Director or /MS/HS Dept Supervisor please check)
Acceptable / Not Acceptable /N/A
/Comments
X / I. Cover Page (Course Description)II. Demonstrable Proficiencies (MS & HS only)
III. Scope & Sequence (Elementary only)
IV. List of Major Units of Study
V. (For each unit of study include the following A-E)
A. Unit Overview
B. Unit Graphic Organizer (Web)
C. Unit Plan
1. Topics/Concepts
2. Critical Content
3. Skill Objectives
4. Learning Activities
5. Instructional Resources with Title and Page Number
6. Evaluation/Assessment
7. Core Curriculum Standards/Cumulative Progress Indicator References
D. Lesson Plan Detail (Elementary Only)
E. Cross-Content Standards Analysis
D. Curriculum Modification Page Insert
Approval: Principal: / Curriculum Director:
Asst. Superintendent:
Department Supervisor: / Board of Education:
PLEASE NOTE: A completed and signed checklist MUST accompany any course of study that is submitted for approval.
Washington Township Public Schools
Office of Curriculum & Instruction
Course: / Third Grade SpanishWritten By: / Jennie Nilson
Under the Direction of: / Cathy Moncrief
Description: / This is an introductory course, exposing third graders for the first time in their school career to the Spanish language and culture. The course will provide a foundation in basic, relevant vocabulary ,vocabulary, pronunciation, grammar, literacy and conversational skills in Spanish. Culture is an integral part of each lesson.
Joseph A. Vandenberg: / Assistant Superintendent for Curriculum & Instruction
Barbara E. Marciano: / Director of Elementary Education
Jack McGee: / Director of Secondary Education
Written: / 7/22/09
Revised:
BOE Approval:
5
Revised: July 2009
DEMONSTRABLE PROFICIENCIES
COURSE TITLE: / Third Grade SpanishI. CLASSWORK REQUIREMENTS
A. Participation in whole class choral, written and movement activities, group and paired work; completion of homework; written and oral evaluations
II. ATTITUDE & BEHAVIOR
A. Engaged and focused on the lesson; smooth, quiet transitions throughout the lesson; adherence to rules and established routines
III. COURSE OBJECTIVES/OVERVIEW
A. COURSE CONTENT
Introduction to basic Spanish vocabulary, syntax, grammar, pronunciation andand Spanish/ Hispanic culture.
B. SKILLS
Application of the course content through simple conversations, stories, songs, games and written activities.
C. APPRECIATION OF CONCEPTS
Immersion in the language and culture one period a week as well as practice at home.
IV. ATTENDANCE
Attendance: Refer to Board of Education Policy
V. GRADING PROCEDURES
A. Informal and formal observations, participation, homework preparedness, written assessments.
5
Revised: July 2009
MAJOR UNITS OF STUDY
Course Title: / Third Grade Spanish: All About MeI. All About my Spanish Class
Welcome to my classroom!
II. All About Who I Am
I can describe myself.
III. All About My World
My connections over space, time, and continents.
IV. All About Whom and What I Love Most
My family, my favorite food, sports, and animals.
V. All About Celebrating You and Me!!
Holidays and culture
Unit Overview
Unit #: / UNIT 1 OVERVIEW / Unit Title: / All About My Spanish Class
Unit Description:
The unit will include vocabulary necessary for identifying people and items found in the students’ school, body parts, common expressions of interpersonal acknowledgement and courtesy as well as common verbs needed to use the above vocabulary in context.
Enduring Understandings/Generalizations
Students will understand that:
· The Spanish language has a different structure, sound and flow than the English language.
· The ability to begin to understand and apply a second language can be achieved in short period time.
Guiding Questions
1. How do I identify objects and people in Spanish in my immediate environment?
2. How can I be polite and respectful in my interactions with people from the Hispanic culture?
3. What are some basic action words I can physically act out?
4. How do I say the body parts in Spanish?
5. How do I pronounce the vowel and consonant sounds in Spanish?
6. How do I ask questions in Spanish?
7. How do I use the language that I’ve learned in context?
8. How do I respectfully address my teacher in Spanish?
CURRICULUM – Unit Plan
Unit Title: / Unit 1: All About My Spanish Class / WL
7.1 A NM
1,2,3,4,5 / 7.1 C NM
1, 2 / 7.2 B NM
1
Time Allocation: / 9 weeks / 7.1 B NM / 7.2 A NM
1,2,3,4 / 1
Objectives: Students will be able to:
1. Initiate and respond to greetings, farewells, introductions, inquiries of state of being and expressions of courtesy.2. Physically respond to commands incorporating several verbs, classroom objects and people and body parts.
3. Show knowledge of the concept of gender and agreement of gender of nouns and definite articles, of vowel and consonant sounds, accents and interrogative words.
A. CONTENT/SKILLS / B. LEARNING ACTIVITIES / C. SUGGESTED MATERIALS / D. STUDENT EVALUATION /
Greetings
Expressions of leave taking, state of being, courtesy, introductions
Body part vocabulary
Classroom objects and people vocabulary
Respectful manner of addressing adults
Formal and informal use of the pronoun “you” (tú and usted)
Masculine and feminine articles and nouns and gender agreement
Vowel and consonant sounds
Accents / Respond to questions with appropriate greeting: Buenos días, buenas tardes or buenas noches (Good morning, good afternoon, good night); Practice these greetings in pairs and with puppets.
Use greetings at the beginning of each class.
Sing “Hola, chico” (Hello, boy) (or similar song) at the beginning of each class (see song addendum attached at the end).
Compare and contrast “chico” with “chica” (masculine nouns usually end with “o” while feminine nouns usually end with “a”) as well as “el chico” and “la chica” (the boy and the girl); then contrast with the translation in English.
Practice asking and answering “How are you?”” from the song, altnernating with both the formal and informal pronoun and conjugation ( “ Cómo está usted? and “ Cómo estás tú?)
Extend practice with written answers and teaching of material to parent/guardian on homework.
Repeat and practice courtesy words using corresponding signs from American Sign Language (ASL) for: por favor, gracias, and de nada (please, thank you and you’re welcome) and incorporate when appropriate throughout each class. Read from the questions on labels in classroom to politely ask to drink water or go to the bathroom.
Play “Hide the Eraser” where one student leaves the room, another hides an object in the classroom and when the student re-enters, the class must direct him to the hidden object by either softly or loudly repeating “por favor”; when the item is found, the class says “gracias” and the student responds “de nada.”
Wish “salud” (health) for someone who sneezes.
Repeat and practice the vowel sounds then sing “El burro sabe más que tú” (A donkey is smarter than you” from the “Silly Songs” CD.
Practice consonant sounds that differ from English consonants (i.e.: the tongue is positioned farther back on the roof ot the mouth when saying L, T, D, R, in Spanish, the H is silent, the J sounds like an H, the Z is pronounced as an S, etc.)
Sound out classmates’ Spanish names written on their name tags used in each class.
Continue sounding out new vocabulary throughout the year.
Use ASL signs in response to the following verbs: Miren, Escuchen, Escriban, Abran, Cierren, (Look, Listen, Write, Open, Close).
Physically perform the movements for: Corren, Caminen, Toquen, Tóquense, Marchen, Bailen, Hablen, Siéntense, Levántense (Run, Walk, Touch, March, Dance, Talk, Sit down, Stand up).
Decode and sound out classroom objects vocabulary on labels to be posted in classroom (pupitre, silla, mesa, ventana, libros, papel, puerta, reloj); (desk, chair, table, window, books, paper, door, clock).
Identify objects and people that are cognates (look and sound as they do in English): globo, televisión, planta, computadora, radio, telléfono, caldendario, la clase, los estudiantes.
Physically respond to commands incorporating the above mentioned verbs and classroom objects (i.e: Corran a la ventana – Run to the window).
Act out a story “El chico travieso” “The mischievous boy” using the above vocabulary (see Toptal Physical Response Storyitelling (TPRS) addendum) at the end for story).
Answer questions of quién, qué, cuandood, dónde, y cómo (who, what, when, where, and how) about the story.
Sing “Pollito, Chicken,” (or simlar song) pointing to classroom objects in song (see song addendum)
Use TPR to identify body parts. Sing and act out song such as “la cabeza” from the Sing and Dance Tacos CD.
Compare and contrast the use of the definite article before body parts (la cabeza) with the possessive pronoun used in English (my head).
Sing song such as “Adiós mis amigos” (Goodbye, my friends) (see song addendum) at the clopse opf each class / Teacher created homework as well as homework reproduced from “Teach Them Spanish” Grades 1-5,
McGraw-Hill Children’s Publishing; “Hablo español” by Lynn Brisson;
A Bit of Everything by Liza Sernett.
Sing and Dance Tacos CD,
Silly Songs CD
“Hola, chico”
“Pollito, Chicken”
“Adiós, mis amigos”
“Hola niños”
TPRS teachers’ guide by Carol Gaab
Ay de mi! TPRS Units by Deby Doloff / Grade determined using a rubric numbering levels of observed effort; homework, informal and formal observations or oral and written work.
Unit Overview
Unit #: / UNIT 2 OVERVIEW / Unit Title: / All About Who I am
Unit Description:
This unit will provide the ability to describe oneself, introducing color, number and clothing vocabulary.
Enduring Understandings/Generalizations
Students will understand that:
· They will be able to describe themselves and their world through colors and numbers in Spanish.
· Definite articles in Spanish not only have gender but can also be plural and that articles, nouns and adjectives must agree in gender and number.
· Syntax in Spanish is different than in English in that the position of adjectives and nouns in a sentence are reversed in the two languages.
Guiding Questions
1. What number, color and clothing vocabulary words can I recognize because they are similar to English?
2. How do I count to one hundred in Spanish?
3. What is the word order of nouns and adjectives?
4. What are the masculine and feminine and plural forms of nouns, articles and adjectives?
5. How do I say my colors in Spanish?
6. How do I say articles of clothing in Spanish?
CURRICULUM – Unit Plan
Unit Title: / Unit 2: All About Who I Am / WL / 7.1 B NM
1,2,3,4 / 7.2 A NM
Time Allocation: / 9 weeks / 7.1 A NM
1,2,3,4,5 / 7.1 C NM
1,2 / 1, 2, 3
Objectives: Students will be able to:
1. Identify clothing, number and color vocabulary / 4. Sound out and correctly pronounce new vocabulary.2. Produce agreement between articles, nouns and adjectives and place those parts of speech in the correct order in a sentence.
3. Recognize newly presented vocabularies that are cognates.
A. CONTENT/SKILLS / B. LEARNING ACTIVITIES / C. SUGGESTED MATERIALS / D. STUDENT EVALUATION /
Clothing vocabulary
Colors
Numbers
Parts of speech word order and gender and number agreement. / Implement TPR by pretending to put on the following articles of clothing: gorra, camisa, pantalones, zapatos, guantes, calcetines y reloj (hat, shirt, pants, shoes, gloves, socks and watch also pointing to the clock which is the same word in Spanish).
Identify botas, (boots) ennis (sneakers), and suéter (sweater) , chaqueta (jacket)as cognates.
Incorporate vocabulary from previous unit, responding to which articles of clothing are used for which body part and using TPR, for example, students wearing red shirts sit on their desks, students with blue pants dance to the door.
Play a game with a spinner in small groups, dressing a robot.
Sing “los colores” (see addendum) and describe clothing of classmates with colors.
Sing “Los números” from Professor Parrot cassette and describe how many students are wearing various articles of clothing.
Play “A Wind is Blowing” with children sitting in their chairs in a circle with one children in the middle who calls a piece of clothing of a certain color; the children wearing that clothing must run to a different chair; the person without a chair goes in the middle.
Play “Beat Your Own Time” in pairs with your partner timing you as you match number words with numbers.
Play number, color and clothing Bingo (Olé).
Play Snakes and Dragons with numbers to 100.
Play “21”; each student sits on his/herer desk, counting off with 1, 2 or 3 numbers; the next person picks up the count and the person who has to say “21” sits in her chair until there is only one student left.
Play “Buzz”; each student says one number counting up to 100 but for every multiple of 5 the student whose turn it is must say “cha, cha, cha”
Play Bean Bags and “Quiet Ball” identifying the colors of the bean bag or ball that is caught.
Sing song such as “Diez arenas bailan” (Ten Spiders Dance) from the “Silly Songs” CD to practice counting and dance the Mexican Hat Dance in the middle of the song. / See Unit 1 for hw resources.
“Interacitve Spanish” by Cari Lubiner
“Los colores” song
Teacher created materials / Informal and formal observations of students performing TPR
Homework preparedness
Rubric applied to participation
Unit Overview
Unit #: / UNIT 3 OVERVIEW / Unit Title: / All About My World
Unit Description:
This unit will provide a basis for students to explore their global connections through concepts of time, weather, geography, the solar system, and indigenous cultures.
Enduring Understandings/Generalizations
Students will understand that:
· They can achieve a fundamental knowledge in Spanish of the same concepts they are learning in English on subjects such as continents, native peoples, and the solar system.
· They can articulate common daily expressions of dates and weather.
Guiding Questions
1. What are other groups of indigenous people in addition to the groups of Native Americans I am learning about?
2. How do I describe in Spanish what am I learning about the Solar System in my third grade class?
How do I apply my third grade geography knowledge in Spanish?
3. How do I say the date in Spanish?
4. Are all the months in Spanish cognates?
5. How do I describe the weather each day in Spanish?
CURRICULUM – Unit Plan