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

11Essential 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 socialpractices?How is language a product ofculture?(Lesson 31)7.1.NM.A.2, 7.1.NM.B.2,7.1.NM.C.2(Lesson 32)7.1.NM.A.1, 7.1.NM.B.4,7.1.NM.C.2(Lesson 33)7.1.NM.A.1, 7.1.NM.B.1,7.1.NM.C.3(Lesson 34)7.1.NM.A.2, 7.1.NM.B.4,7.1.NM.C.2(Lesson 35)7.1.NM.A.2, 7.1.NM.B.2,7.1.NM.C.2(Lesson 36)7.1.NM.A.2, 7.1.NM.B.2,7.1.NM.C.2NJCCCS –Essential SkillsObjective: TLWBAT understandand interpret spoken and writtenlanguage and to present informationand ideas by:(Lesson 31)1. Practicing the numbers 91-1002. Listening to the song “Loselefantes 10-100”3. Learning the letters f, g, h, and i4. Hearing the commands Noandes! and No corras!5. Understanding that the letter h issilent in Spanish6. Understanding the different rolesof members of the family(Lesson 32)7. Learning the letters j, k, l, and ll8. Understanding that some wordsin Spanish are borrowed from otherlanguages(Lesson 33)9. Singing “Las vocales enespañol”, a song that combinesconsonants and vowels10. Understanding an extendedconversation about rooms andfurniture11. Learning the letters m, n, and ñ12. Hearing the vocabulary for 4pieces of furniture13. Learning about another letterthat doesn’t exist in the Englishalphabet: ñ(Lesson 34)14. Learning the word for a newitem of furniture15. Learning the letters p, q, r, ands16. Reviewing that the days of theweek in Spanish do not begin with aInstructional StrategiesActivities/Materials/TechnologyInterdisciplinary ConnectionsCultural DiversityComplete aural, oral and written textbookView 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 31)Activity 31A (Commands and letters of thealphabet),Activity 31B (Sing the elephant song with bignumbers), Activity 31C (¿Cómo se llama?)(Lesson 32)Activity 32A (Sing the “Alphabet Rap”),Activity 32B (How is the Spanish alphabetdifferent than the English alphabet), Activity32C (Sing the “Months rap”)(Lesson 33)Activity 33A (Sing the new song combiningthe consonants with the vowels), Activity33B (Compare the alphabets) , Activity 33C(What furniture goes where?)(Lesson 34)Activity 34A (Sing “Las vocales enespañol”), Activity 34B (Muéstrame),Activity 34C (Cooperative learning- ¿De quécolor es?)(Lesson 35)Activity 35A (Search for a room or a piece offurniture), Activity 35B (Sing “Los elefantes10-100), Activity 35C (Draw your favoriteroom)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 responsesto questionsb. long and short answerquestionsc. multiple choiced. true/false questionse. teacher and CD/DVDgenerated listeningcomprehension passages Individual and small grouppresentations Classroom interaction Posters and projects.PACINGFebruary6 class periods