Freehold Borough School District World Language Curriculum Guide 1 FREEHOLD BOROUGH SCHOOL DISTRICT 280 Park Avenue Freehold, NJ 07728 Monmouth County Office of Curriculum and Instruction Course Title: World Languages Grade: 6 Board of Education Adoption Date: September 22, 2014
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Freehold Borough School District World Language Curriculum Guide
1
FREEHOLD BOROUGH SCHOOL DISTRICT 280 Park Avenue
Freehold, NJ 07728 Monmouth County
Office of Curriculum and Instruction
Course Title: World Languages
Grade: 6
Board of Education Adoption Date: September 22, 2014
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Freehold Borough Board of Education
Mrs. Annette Jordan, President Dr. Michael Lichardi, Vice President
Mr. Paul Ceppi
Mrs. Susan Greitz
Mr. James Keelan
Mrs. Maureen MacCutcheon
Mr. Bruce Patrick
Mrs. Margaret Rogers
Mrs. Michele Tennant
District Administration
Rocco Tomazic, Ed. D., Superintendent
James Strimple, Interim School Business Administrator
Cheryl Young, Director of Curriculum & Instruction
Jennifer O’Shea, Director of Special Programs
Jennifer Donnelly, Supervisor of Technology & Assessment / Supervisor of Instruction – Gifted & Talented
Cecilia Zimmer, Supervisor of Instruction – ESL, Bilingual, & World Languages
Ronnie Dougherty, Principal – Freehold Intermediate School
John Brovak, Assistant Principal – Freehold Intermediate School
Patrick Mulhern, Principal – Park Avenue Elementary School
Will Smith, Principal – Freehold Learning Center
Curriculum Committee
Denise Furlong Carolina Garrett
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District Mission
We will inspire the creativity and imagination of all students and empower them as knowledgeable, skillful, and
confident learners who flourish and contribute willingly in a changing world.
Core Beliefs
We believe that:
All people have inherent worth.
Life-long learning is basic to the survival and advancement of society.
The primary influence on the individual's development is the family in all its forms.
Valuing diversity is essential to individual growth and the advancement of society.
All individuals have strengths and human potential has no known limits.
Democracy thrives when individuals accept responsibility for their choices.
Being trustworthy builds trust.
Creativity and imagination are essential for society to flourish.
A safe environment is essential for the well-being of the individual and for society to flourish
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Philosophy
The philosophy for our curriculum is developed with a democratic system of beliefs and values. Believing that
our students deserve the best education, our curriculum is aligned to the most current New Jersey Core
Curriculum Content Standards and current statewide assessments. Our scope and sequence is vertically and
horizontally aligned. The progression of objectives embraces decades of rigorous research, conducted both
independently and at the university level, and acknowledges that children develop differently and that learning
experiences and strategies for performance are differentiated. Our borough is a diverse community, rich in
tradition and spirit. Knowledge is a fusion balancing authentic experience and content, which language arts
literacy skills are integrated with other content areas. Our curriculum contains common expectations that are
rigorous and student centered, and teachers, who are most proximal to the children, will use this document as an
instrument to ensure student success.
To ensure that our children are successful and receive the best education, this curriculum document, our staff
will continuously collaborate on this living document. We will develop purposeful and effective formative and
summative assessments which measure growth of our curriculum and inform our instruction. Finally, we will
continuously seek to grow professionally through professional development, which is aligned to statewide
regulations, but specifically geared to benefit our curriculum, school, and children.
General Curriculum & Instruction Objectives
Teachers will employ lessons that are aligned to our curriculum and framed utilizing current research-
based methods and techniques that focus on student achievement
Our lessons will be structured according to statewide and district standards and our teachers will have
flexibility to ensure that lessons meet the needs of all learners
Units and lessons will be differentiated
Curriculum is be student focused on success and balances developmental theory and psychometric
standards
Democratically developed benchmarks and assessments will be utilized to gauge student and curricular
growth. Assessment will be multidimensional and developed according to student need.
Freehold Borough School District World Language Curriculum Guide
Content Covered – Common questions asked and answered orally
Approximate Dates – Pre-test (within first two weeks of course) and Post-test (last two weeks of course)
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Pacing Guide (M43, M44)
Unit 1 Introduction to Spanish: Greetings vocabulary Geography of Spanish-speaking world Famous Hispanics
Unit 2 Basic information: Calendar vocabulary (months, numbers 1-31, days, seasons) Weather expressions Cognates Alphabet in Spanish
Unit 3 School: Class names/types School materials Cultural differences in schools in Spanish-speaking countries Numbers/mathematics Telling time Preferences
Unit 4 Mexico: Cultural and historical sites Vocabulary associated with city Comparisons with culture of the United States
Unit 5 Family: Family vocabulary Numbers above 31 Expressing age Descriptions
Unit 6 Holidays and special days: May include: Day of Love and Friendship & Cinco de mayo
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WORLD LANGUAGES PROGRAM
PHILOSOPHY
The study of world languages is an essential component in the education of the students of the
21st Century. As the rapid advances of globalization create a growing interdependence between
diverse people and cultures, we must strive to prepare students to participate fully and
responsibly in both local and global communities. Therefore, the Freehold Borough World
Language Department believes that every student should be given the opportunity to study a
world language.
Language and culture are the foundation of human experience. We believe that all students must
develop and maintain proficiency in English and at least one other language. The department
believes that each student must be provided with a broad range of educational and aesthetic
experiences in language study in order to enhance the development of the student’s individual
interests and talents, and to develop a form of empathy which acknowledges the dignity and
worth of all people.
We believe that the World Language curriculum should provide a sequential program of
communicative-based language instruction in grades K- through 8. We believe that language is
acquired through meaningful interactive experiences enriched by culturally authentic content.
Through language instruction students are provided opportunities to reach out to others across
cultural and linguistic boundaries. The National Standards for World Languages instruction
identifies five goals for language education: Communication, Cultures, Connections,
Comparisons, and Communities.
In the world language classroom, standards influence the curriculum, assessment, and
instruction. The three purposes of Communication (interpersonal, interpretive, and presentation)
form the heart. Culture is always embedded in the instruction. Connections, Comparisons, and
Communities enrich the learning activities. The performance standards inform the assessments
that show students their progress toward higher levels of proficiency in using the target language.
The focus is on what students can do with the language they are learning.
We believe World Language instruction must be characterized by progressive learning with
instruction based on inquiry, solving real life problems and upon application of concepts. We
believe that an appreciation of the individual student’s learning style is necessary for success in
language learning.
We believe that the World Language curriculum explores themes across content area and makes
connections to the multicultural dimensions of the 21st century, fostering a greater respect for
ethnic differences and an understanding of world cultures.
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PROGRAM GOALS
Learning world languages is an essential goal for all students. Today's interdependent world
economy and our American society require that we interact with people from other cultures.
Regardless of the specific languages our students learn, learning another language gives students
the tools needed to communicate across cultural borders.
Six general goals are reflected in this student-centered curriculum. Students will be able to:
Develop communicative competence and an understanding of other cultures. As nations become increasingly interdependent, the need to communicate effectively in more
than one language is essential. By interweaving the study of language and culture, our
proficiency-oriented program seeks to broaden students’ communication skills; to expand
understanding and respect for differences; and to foster a sensitive appreciation for the
language and social traditions of others.
Demonstrate their abilities to learn another language.
Students must have experiences beginning in the early grades which lead to an understanding
that language learning is an innate human capacity and that all children who speak one
language should have the opportunity to learn another language commensurate with their
individual learning styles and abilities
Become problem solvers. Students are expected to recognize problems, devise solutions with others, analyze
advantages and disadvantages to the alternatives and evaluate the effectiveness of the
strategies selected.
Read a variety of materials with comprehension and critical analysis. Our sequenced, student-centered program synthesizes the development of reading skills and
cultural awareness through the integrated study of art, music, history, and literature.
Write in clear, concise language for different purposes and audiences.
Students must learn to write and to explore themes and issues across content areas to respond
to the demands created by growing diversity in the United States and economic
interdependence worldwide.
Access technology-based communication and information systems.
Skills in the use of technology will facilitate career planning, improve workplace readiness
and promote lifelong learning.
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IMPLEMENTATION OF CURRICULUM
AND
INSTRUCTIONAL PRACTICES
Students in foreign language courses seek to attain proficiency in listening to, speaking in,
reading in, and writing in another language or other languages. Teachers seek to impart
necessary knowledge and skills to students who are discovering the joy of learning another
language and culture.
To that end the committee relies on the American Council on the Teaching of Foreign
Languages, and the New Jersey Core Curriculum Content Standard
for World Languages.
The standards defined students’ progress in learning a foreign language by ―using clear,
objective criteria, with the hope of transforming topic- and structure-based curricula and
instruction into a coherent and realizable performance-based model.
National Standards for Foreign Language Learning
A Collaborative Project of ACTFL, AATF, AATG, AATI, AATSP, ACL, ACTR, CLASS and A
Collaborative Project of ACTFL, AATF, AATG, AATI, AATSP, ACL, ACTR, CLASS and
NCJLTATJ
With the help of a three-year grant from the US Department of Education and the National
Endowment for the Humanities, an eleven-member task force, representing a variety of
languages, levels of instruction, program models, and geographic regions, undertook the task of
defining content standards -- what students should know and be able to do -- in foreign language
education. The final document, Standards for Foreign Language Learning: Preparing for the 21st
Century, first published in 1996, represents an unprecedented consensus among educators,
business leaders, government, and the community on the definition and role of foreign language
instruction in American education. This visionary document has been used by teachers,
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Wong, W., & Van Patten, B. (2003). The evidence is in, drills are out. Foreign Language Annals, 36(3), 403-
423.
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Content Guide
Learning Goal #1 (M1)
Scale Description
4.0 I can express various greetings in the target language and distinguish among people to whom I should address with certain greetings. I can identify Spanish-speaking countries throughout the world and summarize societal contributions made by famous Hispanics.
3.0 I can express some greetings in the target language and can begin to distinguish among people to whom I should address with certain greetings. I can identify most Spanish-speaking countries throughout the world and identify some societal contributions made by famous Hispanics.
2.0 I can express some greetings in the targets language but cannot distinguish among people to whom I should address with certain greetings. I can identify some Spanish-speaking countries throughout the world and can only identify few contributions made by famous Hispanics.
1.0 I can only express very few greetings in the target languages, but cannot distinguish among people to whom I should address with certain greetings. I can identify only very few Spanish-speaking countries throughout the world and can only identify very few contributions made by famous Hispanics.
Instructional Guidance
Sequence (M43) & Type Lesson Target (deconstructed standards)
Scaffolding Connections Previous knowledge of geography; pop culture knowledge of famous Hispanics in entertainment or sports
Interdisciplinary Connections
Social Studies (geography, culture)
Student Tasks (DQ 2-4) DQ2: 6, 10, 12, 13: Map work, brainstorming activities, puzzles, worksheets, create reference lists for vocabulary, repeat and pronounce all vocabulary
DQ3: 19, 20: Create mnemonic devices, comics, role play, puppets, Internet searching activities, group/pair work
Teacher Tasks (DQ 2-4) DQ2: 6, 7, 9, 13: Begin each class with greetings; show videos and provide guides/quizzes; create worksheets/packets to help break down concepts for easier understanding; model and pronounce all vocabulary; provide scaffolding and connect new information to background knowledge
DQ3: 14, 15, 16, 19, 20: Provide guidelines for Internet search activities and mnemonic devices; organize students into cooperative learning pairs/groups; assign homework to reinforce concepts/skills; use mini-lessons to address errors in grammar/vocabulary or misconceptions
How can I use the Spanish language for basic communication with others and for a better understanding of
the Spanish-speaking world?
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DQ4: 23: Provide resources and guidance, including scales and rubrics; provide comprehensible input at the appropriate level for optimal language acquisition; provide students with opportunities to apply knowledge to complete tasks, evaluate mastery of concepts and use the target language to express themselves.
Print & Other Resources (M45)
Teacher-made materials; maps of Central & South America, the Caribbean and Europe, Paso a Paso A
Technology Resources (M46)
SmartBoard lessons; Enseñame: Introducing Yourself and Someone Else; Teacher’s Discovery: Greetings; The Best of Passport to Latin America
Common Mishaps (M42) Uses of “you” in Spanish (tú, usted, ustedes); confusion of which countries in South and Central America have Spanish as their official language
Assessment: Baseline Greetings are included on the pre-test oral assessment.
Assessment: Formative Class participation; informal teacher assessment; completion of map activities and questionnaires about famous Hispanics; completion of activities practicing greetings; comics produced by students
Assessment: Benchmark Greetings are included on the post-test oral assessment.
Adaptations: SWD’s (M48) Visual and audio cues; extra notes provided; fewer questions/more space provided
Adaptations: ELL’s (M47) Native speakers are provided with daily differentiation of activities to encourage them to focus on writing and spelling skills in the target language. Native speakers will research information about famous Hispanics and write the information entirely in Spanish.
Adaptations: G&T G&T will focus on using the vocabulary they learn to practice reading and writing in the target language.
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Learning Goal #2 (M1)
Scale Description
4.0
I can express calendar and weather vocabulary and categorize this information by season or time of year entirely in the target language. I can identify cognates in the target language and apply this skill to help me understand the target language. I know the alphabet in Spanish and can apply this skill to spell commonly used words in the target language.
3.0
I can express calendar and weather vocabulary and categorize this information by season or time of year using mainly the target language. I can identify cognates in the target language and apply this skill to help me understand the target language. I know the alphabet in Spanish and can apply this skill to spell commonly used words in the target language.
2.0
I can express some calendar and weather vocabulary in the target language, but cannot categorize this information by season or time of year. I can identify some cognates and can apply this skill to help me understand the target language. I know little of the alphabet in Spanish and can only apply this skill to spell few words in the target language.
1.0
I can express only very little calendar and weather vocabulary in the target language and cannot categorize this information by season or time of year. I can identify few cognates and cannot apply this skills to help me understand the target language. I know little of the alphabet in Spanish and cannot apply this skill to spell words in the target language.
Instructional Guidance
Sequence (M43) & Type Lesson Target (deconstructed standards)
Scaffolding Connections Use knowledge of English to identify words in Spanish (cognates) and alphabet.
Interdisciplinary Connections
Mathematics (numbers), Science (weather, climate), English Language Arts (roots of words)
Student Tasks (DQ 2-4) DQ2: 6, 10, 12, 13: Create a reference guide with calendar vocabulary and numbers 1-31; create a picture dictionary with weather vocabulary; identify cognates in months and school subjects; recite/review alphabet in Spanish daily
DQ3: 17, 18, 19, 20: Create charts of class birthdays; ask teachers and family members birthdays in Spanish; spell commonly used words using the alphabet in Spanish; review calendar and weather vocabulary daily; categorize weather expressions by season and month; create Venn diagrams and charts to show weather events that students prefer; express holidays and special days in the target language; identify cognates in writing and orally and determine the equivalent in English; write different activities that one would do for each season or weather event; use sentence starters to express information about different weather events and seasons; create Memory games connecting weather expressions with pictures depicting them; create a collage of weather pictures separated by seasons
How can I use the target language to express information about the world around me?
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Teacher Tasks (DQ 2-4) DQ2: 7, 8, 9, 13: Provide scaffolding and connect new information to background knowledge; create materials to help students practice calendar and weather vocabulary; provide students with picture vocabulary cards for weather; provide students with flashcards and a phonetic chart for the alphabet in Spanish; model and pronounce all vocabulary and alphabet daily; provide students with guidelines and rules for writing dates/days in the target language (capitalization rules, order of expressions); show videos and provide guides/quizzes; create worksheets/packets to help break down concepts for easier understanding
DQ3; 14, 15, 16, 17, 18: Arrange students in small groups/pairs for practice of the target language; provide students with oral and written language to allow them to identify cognates; create Smartboard templates for each day to practice weather and calendar vocabulary; assign homework to reinforce concepts/skills; use mini-lessons to address errors in grammar/vocabulary or misconceptions
DQ4: 21, 23: Provide resources and guidance, including scales and rubrics; provide comprehensible input at the appropriate level for optimal language acquisition; provide students with opportunities to apply knowledge to complete tasks, evaluate mastery of concepts and use the target language to express themselves.
Print & Other Resources (M45)
Teacher made-materials; phonetic chart for alphabet; alphabet cards in room; weather pictures cards; calendar; Chico Chile passages; Paso a Paso A (vocabulary lists)
Technology Resources (M46)
SmartBoard lessons; Teacher’s Discovery: Calendar vocabulary (Moo); Enseñame: Cognates; Teacher’s Discovery: Weather vocabulary (Quack); Enseñame: Days of the Week; Enseñame: Months and Seasons
Common Mishaps (M42) Spelling mistakes for numbers; false cognates; vowels in Spanish
Assessment: Baseline Calendar, alphabet, numbers and weather will be on pre-test oral assessment.
Assessment: Formative Class participation; informal teacher assessment; completion of calendar and weather vocabulary activities; identification of cognates; daily spelling in the target language of commonly used words
Assessment: Benchmark Calendar, alphabet, numbers and weather will be on post-test oral assessment.
Adaptations: SWD’s (M48) Visual and audio cues; extra notes provided; fewer questions/more space provided
Adaptations: ELL’s (M47) Native speakers are provided with daily differentiation of activities to encourage them to focus on writing and spelling skills in the target language. Native speakers will also discuss dates that are celebrated/special in the country from which their family comes.
Adaptations: G&T G&T will focus on using the vocabulary they learn to practice reading and writing in the target language.
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Learning Goal #3 (M1)
Scale Description
4.0
I can express my class schedule, including times in which the classes begin, entirely in the target language. I can summarize activities that I do in each class entirely in the target language. I can express the materials I need to be successful in each class entirely in the target language. I can express things I have (tener), preferences (preferir) and likes (gustar) entirely in the target language.
3.0
I can express my class schedule, including times in which the classes begin, mainly in the target language. I can summarize activities that I do in each class mainly in the target language. I can express the materials I need to be successful in each class mainly in the target language. I can express things I have (tener), preferences (preferir) and likes (gustar) mainly in the target language.
2.0
I can express my class schedule, including times in which the classes begin, with some in the target language. I can summarize activities that I do in each class with some in the target language. I can express the materials I need to be successful in each class with some in the target language. I can express things I have (tener), preferences (preferir) and likes (gustar) with some in the target language.
1.0
I can express my class schedule, including times in which the classes begin, with very little in the target language. I can only summarize activities that I do in each class using little vocabulary in the target language. I have difficulty expressing the materials I need to be successful in each class with little vocabulary in the target language. I have difficulty expressing things I have (tener), preferences (preferir) and likes (gustar) in the target language.
Instructional Guidance
Sequence (M43) & Type Lesson Target (deconstructed standards)
Scaffolding Connections Knowledge of time expressions in English, cognates for class titles and materials
Interdisciplinary Connections
Math (figuring out times and expressing numbers), Social Studies (information about classes/school/schedules in Spanish-speaking countries)
Student Tasks (DQ 2-4) DQ2: 6, 10, 11, 12: Create picture dictionary in notebook for class vocabulary and school materials; compose a list of common time vocabulary words; practice telling time separating the clock into two “halves” (30 minutes and less and over 30 minutes); identify common tasks or homeworks for each academic class; use the singular forms of “tener,” “gustar” and “preferir” in the target language
DQ3: 17, 19: Playing Time Bingo; creating a schedule chart for classes, including times; determining which class is “earlier” or “later” in the day; Venn diagrams for “preferences” for favorite classes; writing expressions of time for various daily activities; compose an email for a penpal in Spain with questions about school and things they like; examine report card presented in Paso a Paso A and compare to the report cards used in Freehold Borough; compare/contrast daily schedules in schools in Spanish-speaking countries with those of the students in the United
How can I express information about school materials and my school schedule in the target language?
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States
Teacher Tasks (DQ 2-4) DQ2: 7, 8, 9: Provide scaffolding and connect new information to background knowledge; model different ways of telling time in the target language; provide students with manipulatives to help them practice time; provide students with vocabulary flashcards for classes and materials for school; fostering connections between their school schedule and times of day; show videos and provide guides/quizzes; create worksheets/packets to help break down concepts for easier understanding
DQ3: 15, 17, 18: Arrange students into groups to practice the target language; provide information about schedules and schools in Spanish-speaking countries for comparison; providing feedback for errors with spelling with cognates (classes) and telling time; assign homework to reinforce concepts/skills; use mini-lessons to address errors in grammar/vocabulary or misconceptions
DQ4: 21, 23: Provide resources and guidance, including scales and rubrics; provide comprehensible input at the appropriate level for optimal language acquisition; provide students with opportunities to apply knowledge to complete tasks, evaluate mastery of concepts and use the target language to express themselves.
Print & Other Resources (M45)
Teacher-made materials; Paso a Paso A (vocabulary lists); student-made Bingo boards; flashcards
Technology Resources (M46)
SmartBoard lessons; Enseñame: Telling Time
Common Mishaps (M42) Math mistakes when telling time; cognates that have different spelling that their English translations
Assessment: Baseline School subjects and preferences will be assessed on the oral pre-assessment.
Assessment: Formative Class participation; informal teacher assessment; quizzes on use of time; charts of school schedules with times
Assessment: Benchmark School subjects and preferences will be assessed on the oral post-assessment.
Adaptations: SWD’s (M48) Visual and audio cues; extra notes provided; fewer questions/more space provided
Adaptations: ELL’s (M47) Native speakers are provided with daily differentiation of activities to encourage them to focus on writing and spelling skills in the target language. Native speakers will be practicing a way of telling time (using “menos”) that may be different from their usual expressions of time.
Adaptations: G&T G&T will focus on using the vocabulary they learn to practice reading and writing in the target language.
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Learning Goal #4 (M1)
Scale Description
4.0
I can identify a key historical or cultural site in Mexico City, make a list of five important facts about it and compose a short story or vocabulary list about it entirely in the target language. I can compare and contrast the culture of Mexico with that of the United States. I can summarize important information about Mexico in the target language. I can identify key cultural vocabulary and concepts associated with Mexico in the target language. I can understand the concept of a “Zócalo” in Mexico and relate it to Freehold Borough using the target language.
3.0
I can identify a key historical or cultural site in Mexico City, make a list of five important facts about it and compose a short story or vocabulary list about it with most of it in the target language. I can compare and contrast the culture of the Mexico with that of the United States. I can summarize important information about Mexico using mostly the target language. I can identify key cultural vocabulary and concepts associated with Mexico in the target language. I can understand the concept of a “Zócalo” in Mexico and relate it to Freehold Borough using mainly the target language.
2.0
I can identify a key historical or cultural site in Mexico City, make a list of five important facts about it and compose a short story or vocabulary list about it with some of it in the target language. I can compare and contrast the culture of the Mexico with that of the United States. I can summarize important information about Mexico using some of the target language. I can identify some key cultural vocabulary and concepts associated with Mexico in the target language. I can understand the concept of a “Zócalo” in Mexico and relate it to Freehold Borough using some of the target language.
1.0
I can identify a key historical or cultural site in Mexico City, make a list of five important facts about it, but can only compose a short story or vocabulary list about it with little of it in the target language. I have difficulty comparing and contrasting the culture of the Mexico with that of the United States. I cannot summarize important information about Mexico. I have difficulty identifying key cultural vocabulary and concepts associated with Mexico in the target language. I can have difficulty understanding the concept of a “Zócalo” in Mexico and relating it to Freehold Borough using the target language.
Instructional Guidance
Sequence (M43) & Type Lesson Target (deconstructed standards)
Scaffolding Connections Build on students’ prior knowledge of Mexico and Mexico City
Interdisciplinary Connections
Social Studies (culture, history, geography)
Student Tasks (DQ 2-4) DQ2: 6, 10, 11, 12, 13: Identify a historical or cultural site that appeals to them; report five interesting facts about the historical site; identify key vocabulary and concepts related to Mexico; create visual representations of historical or cultural sites associated with Mexico
DQ3: 17, 19, 20: Summarize information about Mexico by composing a letter on
How does Mexico’s geography and history affect its culture today?
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a postcard; compose a story or create a list in the target language with relevant vocabulary about a trip to Mexico; compare and contrast cultural concepts of Mexico with those associated with the United States; discuss the concept of a “Zócalo” and relate it to Freehold Borough
Teacher Tasks (DQ 2-4) DQ2: 6, 7, 9, 11: Provide scaffolding and connect new information to background knowledge; provide students with technology and information about Mexico; review cognates and relevant vocabulary and ways to use them while writing in the target language; show videos and provide guides/quizzes; create worksheets/packets to help break down concepts for easier understanding
DQ3: 14, 15, 18, 20: Arrange students to speak in target language with one another and to peer edit each other’s work; provide leading questions and clarifications to help students with stories and open-ended questions; assign homework to reinforce concepts/skills; use mini-lessons to address errors in grammar/vocabulary or misconceptions
DQ4: 21, 23: Provide resources and guidance, including scales and rubrics; provide comprehensible input at the appropriate level for optimal language acquisition; provide students with opportunities to apply knowledge to complete tasks, evaluate mastery of concepts and use the target language to express themselves.
Print & Other Resources (M45)
Teacher-made materials; Chico Chile; pictures of historical and cultural sites in Mexico City; Spanish-English dictionaries
Technology Resources (M46)
SmartBoard lessons; Teacher’s Discovery: Weekend in Mexico City; Countries Around the World: Mexico; Internet searching for fun facts
Common Mishaps (M42) False cognates; concept of Zócalo misinterpreted
Assessment: Baseline Information about Mexico and Mexico City will be part of the written pre-assessment.
Assessment: Formative Class participation; informal teacher assessment
Assessment: Benchmark Students will complete a visual representation about a historical or cultural site in Mexico City and express information about it in the target language. Students will compare/contrast cultures of Mexico and the United States. Students will compose a post card to summarize information about their “trip” to Mexico.
Adaptations: SWD’s (M48) Visual and audio cues; extra notes provided; fewer questions/more space provided
Adaptations: ELL’s (M47) Native speakers are provided with daily differentiation of activities to encourage them to focus on writing and spelling skills in the target language.
Adaptations: G&T G&T will focus on using the vocabulary they learn to practice reading and writing in the target language.
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Learning Goal #5
Scale Description
4.0
I can express family member vocabulary and compose a paragraph about each in the target language. I can apply knowledge of numbers vocabulary to express ages and birthdays for each family member in the target language. I can apply understanding of the verbs gustar, ser and tener to express information about each family member in the target language. I can extend the information about each family member by writing something that makes them unique or special. I can solve all types of mathematical equations using the numbers in Spanish and solve word problems independently in Spanish.
3.0
I can express family member vocabulary and compose a paragraph about each mostly in the target language. I can apply knowledge of numbers vocabulary to express ages and birthdays for each family member in the target language. I can apply understanding of the verbs gustar, ser and tener to express information about each family member, mainly in the target language. I can solve many types of mathematical equations using the numbers in Spanish and solve word problems with little assistance in Spanish.
2.0
I can express family member vocabulary and compose a paragraph about each with some use of the target language. I can only apply knowledge of some numbers vocabulary to express ages or birthdays for family members in the target language. I cannot correctly use the verbs gustar, ser and tener to express information about each family member in the target language. I can solve some types of mathematical equations using the numbers in Spanish and can solve word problems with assistance in Spanish.
1.0
I can only express some family member vocabulary and can only write part of a paragraph in the target language. I cannot express ages or birthdays of family members in the target language. I cannot correctly use the verbs gustar, ser and tener to express information about each family member in the target language. I have difficulty solving mathematical equations in Spanish and cannot solve word problems in Spanish, even with assistance.
Instructional Guidance
Sequence (M43) & Type Lesson Target (deconstructed standards)
Scaffolding Connections Build on previous lessons on numbers
Interdisciplinary Connections
Mathematics (numbers, problem solving)
Student Tasks (DQ 2-4) DQ2: 6, 10, 11, 12: Create reference lists in notebooks for family vocabulary; express family members’ relationship to self without using the actual word; use ser, tener and gustar in the present tense through a variety of situations; describe family traditions and roles of family members in own family
DQ3: 17, 19: Solve mathematical equations using numbers in the target language; design a family tree in which students express names, birthdays, ages, likes, descriptions; express ages along with comparative words (older, younger);
How can I express information about myself and my family?
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interview a friend from a different background with questions about family traditions and report back using target language; create a “time capsule” with information about family members that is current and what they’d like to do in 25 years
Teacher Tasks (DQ 2-4) DQ2: 7, 8, 9: Provide scaffolding and connect new information to background knowledge; model and pronounce family member vocabulary; share picture of a family and describe in the target language; create visual aids for the uses of ser, tener and gustar in the present tense; present flash cards with family vocabulary and activities; show videos and provide guides/quizzes; create worksheets/packets to help break down concepts for easier understanding
DQ3: 15, 17, 18: Create templates for students to use as they organize information for their family tree; provide opportunities for circularity with family vocabulary; assign homework to reinforce concepts/skills; use mini-lessons to address errors in grammar/vocabulary or misconceptions
DQ4: 21, 23: Provide resources and guidance, including scales and rubrics; provide comprehensible input at the appropriate level for optimal language acquisition; provide students with opportunities to apply knowledge to complete tasks, evaluate mastery of concepts and use the target language to express themselves.
Print & Other Resources (M45)
Teacher-made materials; Paso a Paso A (vocabulary lists)
Technology Resources (M46)
SmartBoard lessons; Teacher’s Discovery: Family vocabulary (Moo); Teacher’s Discovery: Family audio flashcards
Common Mishaps (M42) Gender agreement; irregular conjugations of ser and tener; expression of ages using tener
Assessment: Baseline Numbers, family members are on the oral pre-test assessment.
Assessment: Formative Class participation; informal teacher assessment
Assessment: Benchmark Students will complete a family tree assessment (including family vocabulary, expression of birthdays/ages, descriptions, likes/dislikes)
Adaptations: SWD’s (M48) Visual and audio cues; extra notes provided; fewer questions/more space provided; template for family tree reduced
Adaptations: ELL’s (M47) Native speakers are provided with daily differentiation of activities to encourage them to focus on writing and spelling skills in the target language. Native speakers will receive no linguistic support in template for family tree and will have additional “challenge” questions to address within tree.
Adaptations: G&T G&T will focus on using the vocabulary they learn to practice reading and writing in the target language. G&T will receive additional “challenge” questions to address within tree.
Freehold Borough School District World Language Curriculum Guide
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Freehold Borough School District World Language Curriculum Guide
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Learning Goal #6 (M1)
Scale Description
4.0 I can express information about cultural holidays in Spanish-speaking countries entirely in the target language. I can compare traditions with those of cultural holidays in the United States. I can summarize the cultural traditions and historical connections behind the celebrations entirely in Spanish.
3.0 I can express information about cultural holidays in Spanish-speaking countries mainly in the target language. I can compare traditions with those of cultural holidays in the United States. I can summarize the cultural traditions and historical connections behind the celebrations mostly in Spanish.
2.0 I can express information about cultural holidays in Spanish-speaking countries using some of the target language. I can compare some traditions with those of cultural holidays in the United States. I can summarize the cultural traditions and historical connections behind the celebrations with some in Spanish.
1.0
I can only express little information about cultural holidays in Spanish-speaking countries using the target language. I can only compare few traditions with those of cultural holidays in the United States. I have difficulty summarizing the cultural traditions and historical connections behind the celebrations using any Spanish.
Instructional Guidance
Sequence (M43) & Type Lesson Target (deconstructed standards)
Scaffolding Connections Knowledge of cultural traditions in students’ own families and ones that are “typical” of the United States
Interdisciplinary Connections
Social Studies (cultures)
Student Tasks (DQ 2-4) DQ2: 6, 8, 10, 11, 12: Take notes and identify key concepts about cultural traditions having associated with the holiday; describe pictures showing cultural events associated with the holiday using the target language; connect the time of year of the holiday to calendar and weather vocabulary and determine how they may affect how this holiday is celebrates in different countries; identify the historical events that may have influenced this holiday
DQ3: 17; 18; 19, 20: Compare traditions with Venn diagrams between Spanish-speaking countries and the US; compare/contrast traditions in different Spanish-speaking countries for the holiday; compose songs associated with holiday; examine “misconceptions” about holiday; construct models or visual representations of cultural artifacts associated with the holiday
Teacher Tasks (DQ 2-4) DQ2: 6, 9, 11: Provide scaffolding and connect new information to background knowledge; show videos and provide guides/quizzes; create worksheets/packets to help break down concepts for easier understanding
What are some major cultural holidays in Spanish-speaking countries?
Freehold Borough School District World Language Curriculum Guide
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DQ3: 14, 16, 18, 20: Create menu board to address various strengths and multiple intelligences; use mini-lessons to address errors in grammar/vocabulary or misconceptions; assign homework to reinforce concepts/skills
DQ4: 21, 23: Provide resources and guidance, including scales and rubrics; provide comprehensible input at the appropriate level for optimal language acquisition; provide students with opportunities to apply knowledge to complete tasks, evaluate mastery of concepts and use the target language to express themselves.
Print & Other Resources (M45)
Teacher-made materials
Technology Resources (M46)
Use of the Internet to access information about cultural holiday traditions; Teacher’s Discovery: Cinco de mayo
Common Mishaps (M42) Misinformation about Cinco de mayo
Assessment: Benchmark Holidays are addressed in benchmark assessment.
Adaptations: SWD’s (M48) Visual and audio cues; extra notes provided; fewer questions/more space provided; template for family tree reduced
Adaptations: ELL’s (M47) Native speakers are provided with daily differentiation of activities to encourage them to focus on writing and spelling skills in the target language. Native speakers will receive no linguistic support and will have additional “challenge” questions to address within choice boards.
Adaptations: G&T G&T will focus on using the vocabulary they learn to practice reading and writing in the target language. G&T will receive additional “challenge” questions to address within choice boards.