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Flemington-Raritan Regional School DistrictFlemington, New JerseyWorld Language CurriculumGrades 5-6Mr. Gregory Nolan, SuperintendentMr. Daniel Bland, Assistant SuperintendentShannan WhorleyLori ZiminskiCouncil of Instruction Review:January 12, 2011Staff Review/Vote:February 9, 2011BOE Curriculum Committee Review:January 12, 2011Board of Education Approval:February 28, 2011World Language CurriculumGrades 5-6Table of ContentsDistrict Mission Statement3Philosophy4Program Description5Assessment – Grades 5-6 Spanish and French6Pacing Guide – Grade 5-6 – Spanish7-9Benchmark Assessments – Grade 5-610Scope and Sequence11Grades 5 and 6 SpanishGeography/Culture/Cognates12Greetings/Farewells and Courtesy/Expressions13Classroom Commands, the School, Numbers to 6014Telling Time15Calendar and Colors16-17Body Parts, Family and Weather18-19Alphabet20Clothing21Grade 6 FrenchPacing Guide – Grade 6 - French22Greetings/Farewells and Courtesy/Expressions23Common Classroom Commands, Objects in the School and Numbers to 6024-25 Months, Dates and Colors26Personal Questions and Culture27-28District Mission StatementThe Flemington-Raritan Regional School District provides our students with an exceptional education, empowering them to become problem solvers, collaborators and critical thinkers. The district creates a culture in which students act responsibly and communicate effectively in preparing to become productive citizens in a changing, global society. It is the expectation of the Flemington-Raritan School District that all pupils achieve the New Jersey Core Curriculum content Standards at all grade levels.World Language CurriculumGrades 5-6PhilosophyWebster’s Dictionary defines communication as a process by which meanings are exchanged by individuals through a common system of symbols. Educators have recognized language, one of the symbols used in communication, as a vital instrument in promoting peace and understanding. The World Language curriculum should be one that capitalizes on the student’s natural desire to communicate and emphasizes active student participation.The curriculum meets the needs of all learners by providing a multi-sensory approach through the use of audio, video, and kinesthetic, tactile, and communication activities. The use of Differentiated Instruction in lesson design will aid in accomplishing this goal.As our students strive to master the basic skills of a World Language, they will also gain an appreciation of other people and other cultures. Not only is this important in our own diverse society, but also in the global village.Our philosophy is to arouse interest and enthusiasm in our young people to be receptive to other people’s values and behavior patterns.“…no man is an island.” John DonneWorld Language CurriculumGrades 5-6Program DescriptionThe World Language program is designed to promote sequential learning organized from the most basic to more complex skills.Using a communicative, multi-sensory approach, the program additionally supports critical thinking skills. World Language is offered for 30 hours per year in grades 5 and 6. In 5th grade, students are introduced to Spanish only. In 6th grade, Spanish and French are offered in two 15 hour programs. The program is delivered on two days out of a six day cycle.The program addresses comprehension, speaking, reading, and writing. The course also includes the opportunity to connect disciplines such as social studies, mathematics, geography, language arts, science and health to World Language.World Language CurriculumGrades 5-6AssessmentSpanish and FrenchFifty percent Oral and Written QuizzesFifteen percent Homework (see criteria below)Twenty percent Participation (see criteria below)Fifteen percent Preparation for ClassHomework:Participation: Complete1. Cooperative learning activities On Time2. Works well with others Neat3. Demonstrates positive attitude Accurate4. Active participation in class5. Stays on task6. Completes class work assignmentsPacing Guide – Grade 5 SpanishCycleDay 1Day 21Introduction/Prior knowledgeIntroduce and practice cognates2Introduce alphabetPractice alphabet3Introduce greetingsPractice greetings4Introduce numbers 0-20Greetings quiz, Practice numbers 0-205Introduce time on the hourNumbers quiz, Practice time6Introduce colorsTime quiz, Practice colors7Introduce foodColors quiz, Practice food8Introduce activities, like/dislikesFood quiz, Practice activities9Introduce familyActivities quiz, Practice family10Introduce school suppliesFamily quiz, Practice school supplies11Practice school/Introduce commandsSchool quiz, Practice commands12Introduce body partsPractice body parts13Introduce clothingBody parts quiz, Practice clothing14*Culture activity: Day of the Dead(MP1)/Culture activity: Cinco de mayo(MP4) *fits in according to calendarClothing quiz/Review activity15*Review activityReview activityPacing Guide – Grade 6 Spanish – 2010-2011 Transitional YearCycleDay 1Day 215th grade review5th grade review2Introduce foodReview quiz, Practice foodCulture activity – Spanish speaking countries3Introduce activities and likes/dislikesFood quizPractice activities and likes/dislikes4Introduce familyPractice family activityQuiz5Introduce school suppliesPractice school suppliesIntroduce classroom commandsFamily quiz6Introduce body partsPractice classroom commandsPractice bodySchool quiz7*Introduce clothingPractice clothingBody quiz8Culture activityBilingual reading experience (Mexico)Marking period reviewactivityPacing Guide – Grade 6 Spanish – 2011-2012 CycleDay 1Day 21Review numbers, colors and greetingsReview including time2Introduce numbers to 60Review quizReview time on hour, introduce to the minute3Reintroduce family, introduce pronouns yo, el, ella, nosotrosNumber to 60 quizPractice family questions4Introduce body vocabulary and health issuesPractice body vocabulary and health issues5Introduce clothing, descriptions with adjective agreementBody quizPractice clothing descriptions6Introduce weather expressions and seasonsClothing quizPractice weather and seasons7Introduce calendar expressionsWeather./seasons quizReview calendar8Subject pronouns ellos, ellas, ustedes relating to schoolReview activityWorld Language 5-6 Benchmark AssessmentsThe topics/themes are outlined within this curriculum ic/ThemeAssessment 5A to includeTopic/ThemeAssessment 5B to includeB.1, B.2.Greetings / Courtesy ExpressionsC.1Class CommandsC.3.Numbers to 20C.2School Objects/ PeopleE.3ColorsF.1Body PartsA.3CognatesAssessment Type: review quizAssessment Type: yes/no rubric; individual conferences with performanceTopic/ThemeAssessment 6S to includeTopic/ThemeAssessment 6F to includeE.1DaysI.1, I.2Greeting /Courtesy ExpressionsE.2Months/DatesJ.3Numbers to 60F.2FamilyK.2ColorsL.3CognatesAssessment Type: teacher-made paper-pencil testAssessment Type: Question and AnswerScope and SequenceCognatesAlphabetGreetings and IntroductionsNumbers 0-60Telling timeColorsLikes/dislikesFoodFamilyThe SchoolBody PartsClothesThe CalendarThe WeatherGeographyCultureSpanish Grades 5 and 6Topic/Theme: A. Geography/Culture/CognatesPrincipal Essential Question(s): How do we use the target language in oral and written expression to apply to real-life situations?Knowledge/Skills/Understandings(Objectives)Standards &IndicatorsLearning ExperiencesResources1Reading - Students will demonstrate the ability to recognize the printed word in the aforementioned categories.7.1.A.17.1.A.27.1.B.22Culture – Students will be able to understand cultural differences as they apply to greetings, gestures, formal and informal address, calendars, and family names.7.1.A.37.1.B.37.1.C.5Students read cultural passages in English about where the target language is spoken.Students will read to develop an appreciation of differences among peopleStudents choose Spanish name and learn about Saints’ Days.Realia (from Spanish speaking country)Teacher-made materials3Cognates – Students will be able to recognize words that cross languages due to common origin7.1.A.14Geography – Students will demonstrate the ability to recognize where Spanish is spoken.7.1.A.1Maps – countries, capitalsLocation activitiesLabelingTeacher-made packetsMovies5Writing – Students will be able to correctly write the words in the identified topics.7.1.B.57.1.B.47.1.C.3Composition writingTeacher-made packet*** 21Century Skills and Interdisciplinary Connections to be embedded into the unit’s learning experiences and appropriately noted.Spanish Grades 5 and 6Topic/Theme: B. Greetings/Farewells and Courtesy/ExpressionsPrincipal Essential Question(s): How do we use the target language in oral and written expression to apply to real-life situations?Knowledge/Skills/Understandings(Objectives)Standards &IndicatorsLearning ExperiencesResourcesOral Comprehension – The student will be able to recognize sounds, patterns, and to associate meaning with sound when presented in the target language in the following topics: 1. Greetings and Farewells7.1.A.37.1.B.37.1.C.2Teacher modelingStudent repetitionStudents greet each otherStudents use new vocabulary on entering and exiting the classroomSing SongsInside-outside circlePair shareDraw your own illustrated conversationSpeaking – The student will be able to imitate sounds, respond to oral or visual clues, and respond to questions or statements such as: Courtesy Expressions7.1.C.57.1.B.47.1.B.3Teacher modelingStudent repetition chorally and individuallyStudents will ask for the object passed around the room and say thank you and you’re welcomeRole playingMini-dialogue using expressions learnedTeacher-made packetMovies*** 21Century Skills and Interdisciplinary Connections to be embedded into the unit’s learning experiences and appropriately noted.Spanish Grades 5 and 6Topic/Theme: C. Classroom Commands, the School, Numbers to 60Principal Essential Question(s): How do we use the target language in oral and written expression to apply to real-life situations?Knowledge/Skills/Understandings(Objectives)Standards &IndicatorsLearning ExperiencesResourcesVocabulary – Students will be able to understand as well as articulate vocabulary used in the following topics: Common Classroom CommandsObjects and people in the schoolNumbers to 607.1.A.27.1.B.27.1.C.27.1.A.47.1.B.57.1.C.37.1.C.37.1.B.47.1.A.4 Teacher modeling and demonstrationStudents carry out the command, e.g. stand up, raise your hand, open the book, etc.PuzzlesChoral repetitionTeacher holds up objects and models in the target languageTPR (Total Physical Response): Students hold up object the teacher says or they point to it or touch it Teacher modelsStudents repeat individually and chorallyStudents do simple mathStudents play BingoStudents play BuzzStudents tell phone numberPuzzlesDice GameSequencingTeacher-made packetsTeacher-made packetsTeacher-made packets*** 21Century Skills and Interdisciplinary Connections to be embedded into the unit’s learning experiences and appropriately noted.Spanish Grades 5 and 6Topic/Theme: D. Telling TimePrincipal Essential Question(s): How do we use the target language in oral and written expression to apply to real-life situations?Knowledge/Skills/Understandings(Objectives)Standards &IndicatorsLearning ExperiencesResources1. Telling Time7.1.A.57.1.B.27.1.B.47.1.B.57.1.C.3Review No. 1-60Teacher demonstrates using clock with removable handsTeacher tells time, student set handsConstruct individual clocksStudents write the time they hear in number and in wordsTeacher sets clock, students tell the time in the target languageMini dialoguesTeacher-made packets*** 21Century Skills and Interdisciplinary Connections to be embedded into the unit’s learning experiences and appropriately noted.Spanish Grades 5 and 6Topic/Theme: E. Calendar, ColorsPrincipal Essential Question(s): How do we use the target language in oral and written expression to apply to real-life situations?Knowledge/Skills/Understandings(Objectives)Standards &IndicatorsLearning ExperiencesResourcesVocabulary – Students will be able to understand as well as articulate vocabulary used in the following topics:Days of the week and related vocabularyMonths and DatesColors7.1.B.47.1.B.57.1.A.17.1.C.37.1.B.47.1.B.57.1.A.17.1.A.37.1.A.47.1.A.57.1.B.57.1.C.3 Teacher modelingStudent repetition, individually and chorallyStudent tells favorite dayQuestions and answersDo Teacher-made worksheetsUse calendar page to tell what day is October 7Mini-dialoguesSequencingTeacher modelingStudent repetitionStudents tell their birthdays, favorite month when holidays fallMini-dialoguesLine up by birthdayTranslationsTeacher modelingStudent repetitionTPR – e.g. stand up if you’re wearing greenManipulativesQuestions and answersColor and labelDial gameColor flashcardsBingoColor by numberPuzzleFlashcardsTeacher-made packetsTeacher-made packetsTeacher-made packets*** 21Century Skills and Interdisciplinary Connections to be embedded into the unit’s learning experiences and appropriately noted.Spanish Grades 5 and 6Topic/Theme: F. Body Parts, Family, WeatherPrincipal Essential Question(s): How do we use the target language in oral and written expression to apply to real-life situations?Knowledge/Skills/Understandings(Objectives)Standards &IndicatorsLearning ExperiencesResourcesVocabulary – Students will be able to understand as well as articulate vocabulary used in the following topics:Body PartsFamilyWeather7.1.A.57.1.A.27.1.B.57.1.C.27.1.C.37.1.A.17.1.B.57.1.C.47.1.A.47.1.A.17.1.B.57.1.C.3Using TPR method, teacher modelsStudents observe and repeatDraw person on board from cues in the target languageLabel worksheet with word bankCreate body part puppetPlay Simon SaysUsing picture cards, tell what body part is missing Teacher modelingStudent repetition, individual and chorallyTell names of uncles, etc.Tell number of brothers and sisterMake a Family TreeWord searchSongPuzzle Teacher modelingStudent repetitionPantomime/guessTell what weather is like in various monthsBring in weather picturesDraw weather pictures and labelTeacher-made packetTeacher-made packetFlashcardsTeacher-made packet*** 21Century Skills and Interdisciplinary Connections to be embedded into the unit’s learning experiences and appropriately noted.Spanish Grades 5 and 6Topic/Theme: AlphabetPrincipal Essential Question(s): G. How do we use the target language in oral and written expression to apply to real-life situations?Knowledge/Skills/Understandings(Objectives)Standards &IndicatorsLearning ExperiencesResources1. Alphabet7.1.A.47.1.B.47.1.C.3SongTeacher-made packet and student-made dialoguesSpanish Grades 5 and 6Topic/Theme: H. ClothingPrincipal Essential Question(s): How do we use the target language in oral and written expression to apply to real-life situations?Knowledge/Skills/Understandings(Objectives)Standards &IndicatorsLearning ExperiencesResourcesClothing – The students will be able to:Identify articles of clothing and describe clothesTalk about colorsIndicate a specific item or itemsAddress peopleStart a conversation7.1.A.27.1.A.57.1.B.57.1.B.27.1.C.27.1.C.3Label flashcardsLabel clothing posterWrite a “wish list” shopping spreeWear, model and describe clothes in target language (fashion show)Teacher-made materials*** 21Century Skills and Interdisciplinary Connections to be embedded into the unit’s learning experiences and appropriately noted.French – Grade 6th Suggested Pacing GuideDay 1Day 2Cycle #1Introduce Greetings/IntroductionsPractice greetings/ introductions – student dialogueCycle #2Introduce and practice cognatesIntroduce numbers 1-20Greetings/introductions quizPractice numbers 1-20Introduce numbers 21-60Cycle #3Practice number 1-60Introduce number questionsNumber quizIntroduce colorsCycle #4Practice colorsIntroduce personal information questionsPractice personal information questionsIntroduce preferencesCycle #5Practice preferencesIntroduce letter writingComplete letter writingIntroduce descriptions of peopleCycle #6Practice descriptionsReview personal questionsADMINISTER BENCHMARK ASSESSMENTSelf-portrait (written)Speaking quizCycle #7Introduce café scenePractice café sceneCycle #8Cultural experience:The everyday life of a student in FranceIntroduce calendarOptional/Substitute CycleIntroduce classroom objects/commandsPractice objects/commandsFrench – Grade 6Topic/Theme: I. Greetings, Farewells and Courtesy ExpressionsPrincipal Essential Question(s): How do we use the target language in oral and written expression to apply to real-life situations?Knowledge/Skills/Understandings(Objectives)Standards &IndicatorsLearning ExperiencesResourcesOral Comprehension – The students will be able to recognize sounds, patterns, and to associate meaning with sound when presented in the target language in the following topics:Greetings and FarewellsSpeaking – The students will be able to imitate sounds, respond to oral or visual clues, and respond to question or statements such as: Courtesy Expressions7.1.A.37.1.B.37.1.C.27.1.C.57.1.B.47.1.B.3Teacher modelingStudent repetitionStudents greet each otherStudents use new vocabulary on entering and exiting the classroomSing songsInside-outside circlePair/ShareDraw your own illustrated conversationTeaching modelingStudent repetition chorally and individuallyStudents will ask for the object passed around the room and say thank you and you’re welcomeRole-playingMini-dialogue using expressions learnedCooperative Learning StrategiesTeacher-made packetMovies*** 21Century Skills and Interdisciplinary Connections to be embedded into the unit’s learning experiences and appropriately noted.French – Grade 6Topic/Theme: J. Common Classroom Commands, Objects in the School and Numbers to 60Principal Essential Question(s): How do we use the target language in oral and written expression to apply to real-life situations?Knowledge/Skills/Understandings(Objectives)Standards &IndicatorsLearning ExperiencesResourcesVocabulary – The students will be able to understand, as well as articulate, vocabulary used in the following topics;Common Classroom CommandsObjects in the schoolNumbers to 607.1.A.27.1.B.27.1.C.27.1.A.47.1.B.57.1.C.37.1.C.37.1.B.47.1.A.4modeling and demonstrationStudents carry out the command; e.g., stand up, raise your hand, open the book, etc.PuzzlesChoral repetitionTeacher holds up objects and models in the target languageTPR (Total Physical Response) Students hold up object the teacher says or they point to it or touch it) Teacher modelsStudents repeat individually and chorallyStudents do simple mathStudents tell their agesStudents play BuzzStudents tell phone numberPuzzlesDice GameSequencingPractice time using clockTeacher-made packetsTeacher-made packetsFlash cardsTeacher-made packets*** 21Century Skills and Interdisciplinary Connections to be embedded into the unit’s learning experiences and appropriately noted.French – Grade 6Topic/Theme: K. Months, Dates and ColorsPrincipal Essential Question(s): How do we use the target language in oral and written expression to apply to real-life situations?Knowledge/Skills/Understandings(Objectives)Standards &IndicatorsLearning ExperiencesResourcesVocabulary – The students will be able to understand, as well as articulate vocabulary used in the following topics: Months and Dates Colors7.1.B.47.1.B.57.1.A.17.1.A.37.1.A.47.1.A.57.1.B.57.1.C.3 Teacher modelingStudent repetitionStudents tell their birthdays, favorite month, when holidays fallMini-dialoguesLine up by birthdayTranslations Teacher modelingStudent repetitionTPR – e.g., stand up if you’re wearing greenManipulativesQuestions and answersColor and labelDial gameColor flash cardsBingoColor by numberPuzzleTeacher-made packetsTeacher-made packet French*** 21Century Skills and Interdisciplinary Connections to be embedded into the unit’s learning experiences and appropriately noted.French – Grade 6Topic/Theme: L. Personal Questions and CulturePrincipal Essential Question(s): How do we use the target language in oral and written expression to apply to real-life situations?Knowledge/Skills/Understandings(Objectives)Standards &IndicatorsLearning ExperiencesResourcesReading – The students will demonstrate the ability to recognize the printed word in the target language.Culture – The students will be able to understand cultural differences as they apply to greetings, gestures, formal and informal address, calendars and family names.Vocabulary – The students will be able to understand, as well as articulate, vocabulary used in the following topics:Simple personal questions and answersAlphabetCognates7.1.A.17.1.A.27.1.B.27.1.A.37.1.B.37.1.C.57.1.A.27.1.A.57.1.B.47.1.B.57.1.A.47.1.B.47.1.C.37.1.A.1Students will interpret basic vocabulary cartoons.Students will imitate culturally appropriate greetings.Students will interact in a café scene Students will observe and discuss French children in their everyday activitiesStudent pairs dialogueTeacher asks questionsStudents ask questionsStudents tape record conversations SongRealia (from French) Speaking CountriesTeacher-made materialsFilm excerptsTeacher-made dialogues and student made dialogues*** 21Century Skills and Interdisciplinary Connections to be embedded into the unit’s learning experiences and appropriately noted. ................
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