Www.lawnside.k12.nj.us



Grade 7SUBJECT: World Language - SpanishSTANDARD: 7.1.NML.A-1, 2, 3, 4, 5. 6; B-1, 2. 3. 4. 5; C – 1, 2, 3, 4 All students will be able to communicate in at least one world language in addition to English8.1.A-B; 8.2 – All students will use computer applications to gather and organize information and to solve problems and develop an understanding of the nature and impact of technology: through different presentations, projects, research and assignments. Unit 1: The BasicsTRANSFER (How will this apply to their lives?)Students will be able to independently use their knowledge to…Greet others, introduce themselves, and have a polite introductory conversationLearn aspects of the calendar incorporating numbers and changes in climateLearn what clothing is appropriate to different seasons and climatesRole play meeting persons from Spanish culturesCrete a calendar with pictorial descriptionsPresent seasonal fashion showMEANINGUNDERSTANDINGS Identify components of the calendarIdentify differences in Spanish calendarsComplete activities that test these components Describe how weather affects clothingCompare weather and clothing for various culturesPractice greetings and expressions of courtesyESSENTIAL QUESTIONSAre you able to interact in Spanish?Will you be able to dress appropriately in various Hispanic cultures?How will calendar knowledge help you schedule activities?District Formative Assessment PlanDistrict Summative Assessment PlanFormative assessment informs instruction and is ongoing throughout a unit to determine how students are progressing against the standards.Teacher ObservationClassroom participationPartner dialogueSummative assessment is an opportunity for students to demonstrate mastery of the skills taught during a particular unit. Teacher made testsTeacher made quizzesVocabulary quizzesAlternative AssessmentsEvaluative CriteriaAssessment EvidenceSuggested Performance Rubric: Use the following or similar rubric to evaluate students’ performance on lesson assessments:4 -Innovating3 - Applying2 - Developing1 - BeginningUnit 1 PerformanceStudents will speak and write using Spanish words and phrases on grade level appropriate to the topicObserve student use of language during role playStudent will self-assess knowledge during partner activitiesCreate a 12 month pictorial calendarCooperative group presentation of fashion showUse internet to research weather reports from different Hispanic countriesDistrict TextsDistrict Supplementary Resources NA Teacher generated worksheetsGamesPosters for classInterdisciplinary Connections ELA3.1.6.D.13.3.6.D.7Math4.1.6.A.44.3.6.A.1Social Studies6.4.4.A.421st Century Skills/Career Education8.1.4.A.28.1.4.B.7Technology9.1.4.A.29.1.4.B.39.2.4.B.29.2.4.C.2Modifications and AccommodationsSpecial Education StudentsSmall groupDirect instructionrestate/rephrasegraphic organizersmodified assignmentschunkingintentional groupingextended timeEnglish Language LearnersLabelsword banksvisualsstudent friendly definitionsextended timechunkingintentional groupingStudents at Risk of School Failure graphic organizersmodified assignmentskinesthetic activitiesrestate/rephrasechunkingintentional groupingGifted and Talentedleadership rolesintentional groupingTargeted learning from assessmentStudents with 504 Plansbreakschunkingpreferential seatingvisual remindersrestate/rephraseUnit Duration: Instructional Days13 weeksGrade 7SUBJECT: World Language - SpanishSTANDARD: 7.1.NML.A-1, 2, 3, 4, 5. 6; B-1, 2. 3. 4. 5; C – 1, 2, 3, 4 All students will be able to communicate in at least one world language in addition to English8.1.A-B; 8.2 – All students will use computer applications to gather and organize information and to solve problems and develop an understanding of the nature and impact of technology: through different presentations, projects, research and assignments. Unit 2: School and CareerTRANSFER (How will this apply to their lives?)Students will be able to independently use their knowledge to…Learn vocabulary and structures related to the school environmentDiscuss topics such as schedules, activities, likes, and/or dislikesIdentify the locations of various places and objects Identify locations of various places and objects associated with their scholastic careersCompare their own educational experiences with those of students in Spanish culturesMEANINGUNDERSTANDINGS The differences between the educational systems of target culturesWhat part culture plays in choosing a favorite activityHow the educational process affects career goalsESSENTIAL QUESTIONSHow do you express time in Spanish?Can you compare your schedule to that of a student in the target culture?What affects your choice of favorite activities?How does your culture affect your choice of activity and career?District/School Formative Assessment PlanDistrict/School Summative Assessment PlanFormative assessment informs instruction and is ongoing throughout a unit to determine how students are progressing against the standards.Teacher ObservationClassroom participationPartner dialogueSummative assessment is an opportunity for students to demonstrate mastery of the skills taught during a particular unit. Teacher made testsTeacher made quizzesVocabulary quizzesAlternative AssessmentsEvaluative CriteriaAssessment EvidenceSuggested Performance Rubric: Use the following or similar rubric to evaluate students’ performance on lesson assessments:4 -Innovating3 - Applying2 - Developing1 - BeginningUnit 2 PerformanceCreation and presentation of Lawnside Public School PBSIS Handbook in SpanishOperate a “classroom supply shop” using artificial currency of target countriesObserve student use of Spanish during role playStudents will self assess knowledge during partner activitiesStudents will use the internet to communicate with schools from different target countriesDistrict TextsDistrict Supplementary Resources NA Teacher generated worksheetsGamesPosters for classInterdisciplinary Connections ELA3.1.6.D.13.3.6.D.7Math4.1.6.A.44.3.6.A.1Social Studies6.4.4.A.421st Century Skills/Career Education8.1.4.A.28.1.4.B.7Technology9.1.4.A.29.1.4.B.39.2.4.B.29.2.4.C.2Modifications and AccommodationsSpecial Education StudentsSmall groupDirect instructionrestate/rephrasegraphic organizersmodified assignmentschunkingintentional groupingextended timeEnglish Language LearnersLabelsword banksvisualsstudent friendly definitionsextended timechunkingintentional groupingStudents at Risk of School Failure graphic organizersmodified assignmentskinesthetic activitiesrestate/rephrasechunkingintentional groupingGifted and Talentedleadership rolesintentional groupingTargeted learning from assessmentStudents with 504 Plansbreakschunkingpreferential seatingvisual remindersrestate/rephraseUnit Duration: Instructional Days13 weeksGrade 7SUBJECT: World Language - SpanishSTANDARD: 7.1.NML.A-1, 2, 3, 4, 5. 6; B-1, 2. 3. 4. 5; C – 1, 2, 3, 4 All students will be able to communicate in at least one world language in addition to English8.1.A-B; 8.2 – All students will use computer applications to gather and organize information and to solve problems and develop an understanding of the nature and impact of technology: through different presentations, projects, research and assignments. Unit 3: My Family and ITRANSFER (How will this apply to their lives?)Students will be able to independently use their knowledge to…Describe family relationshipsDescribe themselves and othersAsk for and give personal informationDescribe the importance of immediate extended family in target culturesMEANINGUNDERSTANDINGSFamily dynamics change according to cultureThe importance of noun/adjective agreement in SpanishHow to express possessionHow to express opinionsHow to express and ask for personal informationESSENTIAL QUESTIONSWhat words describe family relationships?How do you describe physical traits and personality?How do you express ownership?How do you express what you think?How do you express information about yourself?District Formative Assessment PlanDistrict Summative Assessment PlanFormative assessment informs instruction and is ongoing throughout a unit to determine how students are progressing against the standards.Teacher ObservationClassroom participationPartner dialogueSummative assessment is an opportunity for students to demonstrate mastery of the skills taught during a particular unit. Teacher made testsTeacher made quizzesVocabulary quizzesAlternative AssessmentsEvaluative CriteriaAssessment EvidenceSuggested Performance Rubric: Use the following or similar rubric to evaluate students’ performance on lesson assessments:4 -Innovating3 - Applying2 - Developing1 - BeginningUnit 3 PerformanceStudents will describe family members depicted in an authentic work of art and create a “living” family portraitObserve students use of language during role playStudent will self-assess knowledge during partner activitiesStudents will research famous Hispanic personStudents will interview each other for passport applicationStudents will use PowerPoint to create a family albumCreate family portraitDistrict TextsDistrict Supplementary ResourcesNA Teacher generated worksheetsGamesPosters for classInterdisciplinary Connections ELA3.1.6.D.13.3.6.D.7Math4.1.6.A.44.3.6.A.1Social Studies6.4.4.A.421st Century Skills/Career Education8.1.4.A.28.1.4.B.7Technology9.1.4.A.29.1.4.B.39.2.4.B.29.2.4.C.2Modifications and AccommodationsSpecial Education StudentsSmall groupDirect instructionrestate/rephrasegraphic organizersmodified assignmentschunkingintentional groupingextended timeEnglish Language LearnersLabelsword banksvisualsstudent friendly definitionsextended timechunkingintentional groupingStudents at Risk of School Failure graphic organizersmodified assignmentskinesthetic activitiesrestate/rephrasechunkingintentional groupingGifted and Talentedleadership rolesintentional groupingTargeted learning from assessmentStudents with 504 Plansbreakschunkingpreferential seatingvisual remindersrestate/rephraseUnit Duration: Instructional Days13 weeks ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download