Elementary Grade 2 Spanish Curriculum (pdf) - North Brunswick ...

Essential QuestionNJCCC StandardCommunicationHow do I developcommunicative competence?What strategies do I need tocommunicate in linguisticallyand culturally appropriateways?CultureHow are cultural perspectives(attitudes, values and beliefs)reflected in a culture’sproducts and social practices?How is language a product ofculture?(Lesson 25)7.1.NM.A.3, 7.1.NM.B.3,7.1.NM.C.2(Lesson 26)7.1.NM.A.3, 7.1.NM.B.3,7.1.NM.C.2(Lesson 27)7.1.NM.A.5, 7.1.NM.B.1,7.1.NM.C.5(Lesson 28)7.1.NM.A.2, 7.1.NM.B.2,7.1.NM.C.2(Lesson 29)7.1.NM.A.2, 7.1.NM.B.4,7.1.NM.C.3(Lesson 30)7.1.NM.A.2, 7.1.NM.B.2,7.1.NM.C.2NJCCCS –Essential SkillsObjective: TLWBAT understand andinterpret spoken and written languageand to present information and ideasby:(Lesson 25)1. Relating rooms in the house toactivities2. Comprehending and extendedconversation about the rooms in ahouse3. Understanding descriptions ofrooms in the house4. Reviewing that the number 7 isoften written with a line through it inSpanish-speaking countries5. Reviewing the phrase Mi casa essu casa and the wave used inSpanish-speaking countries(Lesson 26)6. Understanding extendedconversation about la maestra’shouse7. Practicing the words for familymembers8. Singing “Las vocales”(Lesson 27)9. Comprehending and extendedconversation with Rosco10. Understanding the story“¿Dónde está la familia de Rosco?11. Understanding that the numeral 7is written differently in Spanishspeakingcountries12. Learning that Spanish-speakerssay Ay! (Not ouch) when they are inpain(Lesson 28)13. Learning the first three letters ofthe alphabet14. Learning the command Dale!15. Singing “Fray Felipe”Instructional StrategiesActivities/Materials/TechnologyInterdisciplinary ConnectionsCultural DiversityView episodes of DVD series related tocultural material, vocabulary and grammartopics and complete comprehension activities.Listen to sections of CD series related tocultural material, vocabulary and grammartopics and complete comprehension activities.Complete paired and group communicativeactivities related to cultural material,vocabulary and grammar topics.(Lesson 25)Activity 25A (Sing the elephant song), Activity25B (Cooperative learning-My house is yourhouse), Activity 25C (Let’s march)(Lesson 26)Activity 26A (Using body language), Activity26B (Sing the vowel song), Activity 26C(Family trees)(Lesson 27)Activity 27A (Let’s add and subtract), Activity27B (Sing “Las vocales”) , Activity 27C(Write in Spanish)(Lesson 28)Activity 28A (Speak, write and understandSpanish), Activity 28B (Practice commands),Activity 28C (Sing “Fray Felipe”)(Lesson 29)Activity 29A (¿Dónde está la maestra?),Activity 29B (¿Por qué? And Porque),Activity 29C (The Spanish alphabet)(Lesson 30)Activity 30A (Sending and receivingmessages), Activity 30B (Play “Repaso”),Activity 30C (Sing “Los elefantes 1-10”)ModificationsESL/Special EducationAcademic Support/G&T1. Special seating2. Extra reinforcement ofclassroom oral or writtendirections.3. Draw/sketch ideas then labelwith a peer or teacher4. Draw/sketch sequentialevents then label with a peeror teacher5. Student use of word banks,spelling correction activities,flashcards.6. Extra time for test taking.7. Modifications of assessmenttools to more objectiveformatting.8. Picture prompts9. Shared writing10. Implementing Differentiationof Instruction.AssessmentsFormativeSummative Benchmarks Textbook and teachergenerated assessments:a. simple yes/no responses toquestionsb. long and short answerquestionsc. multiple choiced. true/false questionse. teacher and CD/DVDgenerated listeningcomprehension passages Individual and small grouppresentations Classroom interaction Posters and projects.9PACINGJanuary6 classperiods