Download - Curriculum Guide Seventh Grade World Language Grade 8 · 2015-07-02 · Eighth Grade World Language (Grade 8) Introduction: The Eighth Grade World Language course is a requirement

Belleville Public Schools Belleville, New Jersey 07109

Curriculum Guide Seventh Grade World Language

Grade 8 Prepared by:

Karen Andros and Caterina Viscomi

Eighth Grade World Language (Grade 8) Introduction: The Eighth Grade World Language course is a requirement for all students in the State of New Jersey and Belleville Middle School. The course is typically taught to 8th grade students over the course of one year. In the 8th grade World Language curriculum, students will concentrate on preparing students for the high school World Language program. Upon successful completion of the year, students will be prepared to enter World Language I in high school. This curriculum is aligned with both the 2009 New Jersey Core Curriculum Content Standards and the Common Core State Standards for English Language Arts. The document specifically cross-references the four 21st Century themes and primary inter-disciplinary connections. This document is a tool that will provide an overview as to what to teach, when to teach it, and how to assess student progress. As well, with considerations made for altered pacing, modifications, and accommodations; this document is to be utilized for all students enrolled in this course, regardless of ability level, native language, or classification. It is meant to be a dynamic tool that we, as educators, will revise and modify as it is used during the course of the school year. Mapping/Sequence: The curriculum is written following the parameters of Understanding by Design. The document is written as a series of units containing established transfer goals, enduring understandings, essential questions, and the necessary skills and knowledge a student must attain in a school year. Each unit also stipulates both required and suggested activities and assessments. Teachers are expected to design lessons that will meet the requirements within this curriculum; however, there is flexibility is how they choose to meet these demands. Pacing: The Eighth Grade World Language curriculum is divided into four sections. Each section provides a time frame that averages six weeks in length. Resources: Electronic and text resources are listed in each unit. Teachers will be able to access the curriculum document on the district website. Textbook: Board Approved Textbook

Established Goals: New Jersey Core Curriculum Content Standards http://www.state.nj.us/education/cccs/2009/ http://www.corestandards.org/the-standards/english-language-arts-standards Overarching Understandings: 1. Effective communication requires knowing how, when, and why to say something to someone. 2. An ability to communicate in another language fosters an appreciation of cultural similarities and differences and an understanding of my place in the world. 3. Learning other languages and exploring their cultures enables an individual to interact within our global community and beyond the classroom Skills acquired in one language support, reinforce, and develop skills in other languages and disciplines.

Section Greetings Grade Level 8th Grade Curriculum Area World Language 8 Time Frame 6 Weeks Developed by Karen Andros and Caterina Viscomi

Desired Results (Stage 1) Established Goals

NJ STANDARD 7.1 (COMMUNICATION) All students will be able to use a world language in addition to English to engage in meaningful conversation, to understand and interpret spoken and written language, and to present information, concepts, and ideas while also gaining an understanding of the perspectives of other cultures. Through language study, they will make connections with other content areas, compare the language and culture studied with their own and participate in home and global communities. STRAND A – Interpretive Mode of communication: Students demonstrate understanding of spoken and written communication within appropriate cultural contexts. Examples of this kind of “one-way” reading or listening include cultural interpretations of printed texts, videos, online texts, movies, radio and television broadcasts, and speeches. 7.1.NM.A.1: Recognize familiar spoken or written words and phrases contained in culturally authentic materials using electronic information sources related to targeted themes. 7.1.NM.A.2: Demonstrate comprehension of simple, oral and written directions, commands, and requests through appropriate physical response. 7.1.NM.A.3: Recognize a few common gestures and cultural practices associated with the target culture. 7.1.NM.A.4: Identify familiar people, places, and objects based on simple oral and/or written descriptions. 7.1.NM.A.5: Demonstrate comprehension of brief oral and written messages using age-level appropriate culturally authentic materials on familiar topics. STRAND B – Interpersonal Mode: Students engage in direct oral and/or written communication with others. Examples of this “two-way communication include conversing face-to-face, participating in online discussions or videoconferences, instant messaging and text messaging, and exchanging personal letters or e-mail messages. 7.1.NM.B.1: Use digital tools to exchange basic information at the memorized word/phrase level related to self and targeted themes. 7.1.NM.B.2: Give and follow simple oral and written directions, commands, and requests when participating in age-appropriate classroom and cultural activities. 7.1.NM.B.3: Imitate appropriate gestures and intonation of the target culture/language during greetings, leave takings, and daily interactions. 7.1.NM.B.4: Ask and respond to simple questions, make requests, and express preferences using memorized words and phrases. 7.1.NM.B.5: Exchange information using words, phrases and short sentences practiced in the classroom on familiar topics or on topics studied in other content areas. STRAND C – Presentational Mode: Students present orally and/or in writing, information, concepts and ideas to an audience of listeners or readers with whom there is no immediate interaction. Examples of this “one-‐to-‐many mode of communication include a presentation to a group, posting an online video or webpage, creating and posting a podcast or video cast and writing an article for a newspaper.

7.1.NM.C.1: Use basic information at the memorized word/phrase level to create a multimedia-rich presentation on targeted themes to be shared virtually with a target language audience. 7.1.NM.C.2: Imitate, Recite, and/or Dramatize simple poetry, rhymes, songs, and skits. 7.1.NM.C.3: Copy/Write words, phrases, or simple guided texts on familiar topics and themes. 7.1.NM.C.4: Present information from age-appropriate level culturally authentic materials orally or in writing. 7.1.NM.C.5: Name and label tangible cultural products and imitate cultural practices from the target culture. NJ STANDARD 7.2 (CULTURE) All Students Will Be Able To Demonstrate An Understanding Of The Interrelationship Between Language And Culture For At Least One World Language In Addition To English: The acquisition of another language focuses attention on how language and culture interacts. This interaction helps students reflect on cultural patterns and thus gain insight into their own language and culture. Exploration of a new culture helps students to frame issues about their own world view while investigating another. Comparing and contrasting languages and cultures promotes cross-cultural discourse and understanding which are at the heart of the humanities. STRAND A – Interpretive Mode 1. Identify daily practice of people in the target language. 2. Identify distinctive cultural products of the target language. STRAND B – Interpersonal Mode 1. Imitate culturally appropriate etiquette in verbal and nonverbal communication during greetings, leave-takings, and daily classroom interactions. 2. Participate in a variety of oral and/or written activities after listening to age appropriate, culturally authentic selections. STRAND C – Presentational Mode 1. Reproduce a variety of tangible products typical of the target culture. 2. Identify and reproduce expressive products typical of the target culture.

Primary Interdisciplinary Connections NJ STANDARD 8.1.8: TECHNOLOGY A.3: Create a multimedia presentation including sound and images. A.5: Select and use appropriate tools and digital resources to accomplish a variety of tasks and to solve problems. D.1: Model appropriate online behaviors related to cyber safety, cyber bullying, cyber security, and cyber ethics. NJ STANDARD 9.1: CAREER EDUCATION AND CONSUMER, FAMILY AND LIFE SKILLS: Students will develop career awareness and planning, employability skills and foundational knowledge necessary for success in the workplace. Students will explore career opportunities and make informed choices based on aptitudes and interest. Students will identify and pursue career goals, apply communication skills in work-‐relevant situations, and organize and present information. STRAND 9.1.8A: Analyze personal interests, abilities, and skills through various measures including self-assessments NJ STANDARD 9.2 CONSUMER, FAMILY, AND LIFE SKILLS: Students will demonstrate critical life skills in order to be functional members of society. 9.2.8 B.3: Explain the need for and advantages of lifelong learning. 9.2.8 C.1: Demonstrate respect and flexibility in interpersonal and group situations. 9.2.8 C.2: Organize thoughts to reflect logical thinking and speaking. 9.2.8 C.3: Work cooperatively with others to solve a problem. 9.2.8 C.4: Demonstrate appropriate social skills within group activities. 9.2.8 D1: Explain and demonstrate how character and behavior affects and influences the actions of others in the home, school and community. 9.2.8 D2: Describe and demonstrate appropriate character traits, social skills and positive attitudes needed for the home, school, community and the workplace. L.8.3: Use knowledge of language and its conventions when writing, speaking, reading, or listening. L.8.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. 21st Century Interdisciplinary Themes: __XX_ Global Awareness _____ Financial, economic, business, and entrepreneurial literacy __XX_ Civic Literacy _____ Health Literacy

Transfer Students will be able to independently use their learning to… T1: Communicate orally and in writing using memorized words and phrases to talk about familiar topics related to school, home, and the community. T2: Communicate orally and in writing using words, lists, and simple sentences to ask and answer questions, to handle simple transactions related to everyday life, and to talk about subject matter studied in other classes. T3: Communicate orally and in writing using simple sentences to ask and answer questions, to handle simple transactions related to everyday life, and to talk about subject matter studied in other classes.

Meaning Understandings- Essential Questions

Students will understand that… Students will keep considering… U1: Communicating in another language is essential to gaining knowledge and understanding of one’s own language. U2: Study of another culture leads to a deeper understanding of one’s own culture. U3: Noting grammatical similarities and differences of two or more languages helps them better understand their own. U4: Comprehension is easier by comparing and contrasting two or more languages. U5: Looking out for cognates is a way to figure out meaning and a form of “context clues”.

Q1: How do greetings and leave-taking differ in Target language? Q2: How is the Target language alphabet similar to the English alphabet? Q3: Why are numbers important? Q4: Why are some Personal Pronouns masculine or feminine? Q5: How can I tell the difference between a “true” cognate and a “false” cognate.?

Acquisition Knowledge Students will know…

Skills Students will be able to…

K1: Translate “How do you say“_____” and “What does _______ mean” in the target language K2: Cognates K3: Classroom Commands and Requests K4: Alphabet K5: Greetings K6: Feelings/Health/Emotions K7: Personal Pronouns K8: The verb (to be) K9: Days of the week and Months of the year K10: Numbers 1 – 1,000 K11: Time K12: Question Words

S1: Ask for meaning and translation of given vocabulary words: What does “target langugage word” mean? and, How do you say “English word” in target language? S2: Identify cognates from a list and create simple sentences. Identify “false” cognates within a sentence. S3: State the day’s date. S4: Greet someone and introduce selves. S5: Recite the alphabet and use it to spell out certain words S6: Count and tell time

Evidence (Stage 2) Checks for Alignment

Evaluation Criteria

Performance is judged in terms of…

Assessment Evidence

T: 1 – 3 Q: 1 – 5 U: 1 – 5 K: 1 – 12 S: 1 – 5

Aural and oral responses Practice Demonstrate Lecture Model Graph/Chart Translate Matching Discussion Compare/Contrast Grouping Label Copy Independent study Guided practice Peer Practice Role-Playing Instructional Games

Transfer Task(s) Formative: • Teacher observation • Q & A • Physically respond to teacher/student directed commands • Respond to visual cues • TPR • Choral repetition • Pronunciation practice of vowel and consonant sound • Spelling Bee of studied vocabulary • Role Play

Summative: Multiple choice, fill-in-the-blank, short-response, translation quiz/tests. • Short written assignment • Written Projects • Presentations via technology • Response to short reading passages • Reading for meaning

Other Evidence Formative: • Effort • Teacher Observation • Teaching Proficiency through Reading and Storytelling (TPRS) ________________________ Summative: • Homework • Notebooks/Journals • Class Participation Oral Presentations

Learning Plan (Stage 3) Checks for alignment Summary of Key Learning Events and Instruction and best practice The teaching and learning needed to achieve the unit goals. Required Activities Required Resources

T:1, U: 3 – 5, Q: 2 – 4, K: 1 – 12, S: 2 – 5

Utilize flashcards in order to elicit oral and written responses.

Paso-A-Paso Textbook

T:1, U: 3 – 5 Q: 2-3, K:4, S: 1, 4

Spell their names and specific vocabulary words

Paso-A-Paso Workbook

T: 2 – 3, U: 3 – 5, Q: 3, K: 5, S: 1, 3

Greet someone depending on time of day and take leave depending on the situation.

Notebooks and Handouts

T: 2 – 3, U: 3 – 5, Q: 2 – 3, K: 10, S: 1, 5

Identify and use numbers orally and in writing to solve simple mathematical problems and indicate prices. (“The Price is Right”)

T: 1, U: 3 – 5, Q: 2 – 3, K: 7, S: 1

Copy, Label, Identify, Recall, TRP all Personal Pronouns

T: 2 – 3, U: 3 – 5, Q: 2 – 3, K: 5, S:1 – 3

Ask and respond to how he and someone else is feeling.

T: 1 – 3, U: 3 – 5, Q: 2 – 3 , K: 9 – 10, S: 1, 3

Express date of various Target language Culture holidays and celebrations and those of the US.

T: 1, U: 1 – 3, Q: 1 – 3, K: 1, 10, S: 1

Identify question words and TPR with corresponding physical and facial expressions.

T: 1, U: 3 – 5, Q: 2 – 3, K: 2, S: 2

Pronunciation practice utilizing cognates.

Suggested Activities Suggested Resources T: 1 – 3, U:1 – 5, Q:2 – 5

Songs, Poems http://www.learner.org/resources/series201.html

T:1, U:4, Q:1 – 3 K:4, S:5

Spelling Bee http://www.uni.edu/becker/Target language3.html

T:1, U: 3 – 5, Q: 1, S:1 – 6

Create flashcards of targeted vocabulary in order to play “Matching/Concentration”, Hands Off!

http://www.lifeprint.com/asl101/pages-layout/concepts.htm

T:1, S: 1 – 6

Word Searches and Crossword Puzzles

www.makebeliefscomix.com

T:1 – 3 , U:3 – 5, U:1, S: 1 – 6

Relay/Race, Four Corners, Around the World

www.storybird.com

T: 1 – 3, U: 1 – 5, Q: 1 – 4, K:1, 5, 5, 8, 12 S: 1 – 6

Role-Play a patient/doctor asking and responding to Health/Feelings and Emotions. Asking for meaning (“How do you say“_____” and “What does _______ mean” in the target language) Leave taking. Use of cognates when the doctor “prescribes” something

www.photostory.com

T:1, U:3 -5, Q:1 – 3, K:12

In pairs students will pantomime question words.

http://zachary-jones.com/zambombazo/

T:1 -3, U:3 – 5, K:6, 8 S: 1 - 6

Create/Illustrate a short story about people meeting for the first time.

www.teachertube.com

T:1, U:3 – 5 K:1 – 12, S: 1 – 6

Use of White-Erase Lap Boards for quick assessments

www.quzlet.com

Strategies for Differentiation Students Below Target: Students Meeting or Exceeding Target: Paired/Group Activity Role Play Guided practice Cooperative Learning Role Play Independent Study Learning Buddies Interest Based Mini Lessons Cooperative Learning Tiered Products /Activities Learning Buddies Choice Menus Varied Rubrics Advance notice of assignments Mentorships Teach organizational skills Small Group Instruction Test modifications Visual cues found on worksheets Time extensions Advance notice of assignments Review with study skills and strategies training.

Section What do you like to eat?

Grade Level 8th Grade

Curriculum Area World Language 8 Time Frame 6 Weeks Developed by Karen Andros and Caterina Viscomi


NJ STANDARD 7.1 (COMMUNICATION) All students will be able to use a world language in addition to English to engage in meaningful conversation, to understand and interpret spoken and written language, and to present information, concepts, and ideas while also gaining an understanding of the perspectives of other cultures. Through language study, they will make connections with other content areas, compare the language and culture studied with their own and participate in home and global communities. STRAND A – Interpretive Mode of communication: Students demonstrate understanding of spoken and written communication within appropriate cultural contexts. Examples of this kind of “one-way” reading or listening include cultural interpretations of printed texts, videos, online texts, movies, radio and television broadcasts, and speeches. 7.1.NM.A.1: Recognize familiar spoken or written words and phrases contained in culturally authentic materials using electronic information sources related to targeted themes. 7.1.NM.A.2: Demonstrate comprehension of simple, oral and written directions, commands, and requests through appropriate physical response. 7.1.NM.A.3: Recognize a few common gestures and cultural practices associated with the target culture. 7.1.NM.A.4: Identify familiar people, places, and objects based on simple oral and/or written descriptions. 7.1.NM.A.5: Demonstrate comprehension of brief oral and written messages using age-level appropriate culturally authentic materials on familiar topics. STRAND B – Interpersonal Mode: Students engage in direct oral and/or written communication with others. Examples of this “two-way communication include conversing face-to-face, participating in online discussions or videoconferences, instant messaging and text messaging, and exchanging personal letters or e-mail messages. 7.1.NM.B.1: Use digital tools to exchange basic information at the memorized word/phrase level related to self and targeted themes. 7.1.NM.B.2: Give and follow simple oral and written directions, commands, and requests when participating in age-appropriate classroom and cultural activities. 7.1.NM.B.3: Imitate appropriate gestures and intonation of the target culture/language during greetings, leave takings, and daily interactions. 7.1.NM.B.4: Ask and respond to simple questions, make requests, and express preferences using memorized words and phrases. 7.1.NM.B.5: Exchange information using words, phrases and short sentences practiced in the classroom on familiar topics or on topics studied in other content areas. STRAND C – Presentational Mode: Students present orally and/or in writing, information, concepts and ideas to an audience of listeners or readers with whom there is no immediate interaction. Examples of this “one-‐to-‐many mode of communication include a presentation to a group, posting an online video or webpage, creating and posting a podcast or video cast and

writing an article for a newspaper. 7.1.NM.C.1: Use basic information at the memorized word/phrase level to create a multimedia-rich presentation on targeted themes to be shared virtually with a target language audience. 7.1.NM.C.2: Imitate, Recite, and/or Dramatize simple poetry, rhymes, songs, and skits. 7.1.NM.C.3: Copy/Write words, phrases, or simple guided texts on familiar topics and themes. 7.1.NM.C.4: Present information from age-appropriate level culturally authentic materials orally or in writing. 7.1.NM.C.5: Name and label tangible cultural products and imitate cultural practices from the target culture. NJ STANDARD 7.2 (CULTURE) All Students Will Be Able To Demonstrate An Understanding Of The Interrelationship Between Language And Culture For At Least One World Language In Addition To English: The acquisition of another language focuses attention on how language and culture interacts. This interaction helps students reflect on cultural patterns and thus gain insight into their own language and culture. Exploration of a new culture helps students to frame issues about their own world view while investigating another. Comparing and contrasting languages and cultures promotes cross-cultural discourse and understanding which are at the heart of the humanities. STRAND A – Interpretive Mode 1. Identify daily practice of people in the target language. 2. Identify distinctive cultural products of the target language. STRAND B – Interpersonal Mode 1. Imitate culturally appropriate etiquette in verbal and nonverbal communication during greetings, leave-takings, and daily classroom interactions. 2. Participate in a variety of oral and/or written activities after listening to age appropriate, culturally authentic selections. STRAND C – Presentational Mode 1. Reproduce a variety of tangible products typical of the target culture. 2. Identify and reproduce expressive products typical of the target culture.


Students will understand that… Students will keep considering… U1: Communicating in another language is essential to gaining knowledge and understanding of one’s own language. U2: Study of another culture leads to a deeper understanding of one’s own culture. U3: Noting grammatical similarities and differences of two or more languages helps them better understand their own. U4: Comprehension is easier by comparing and contrasting two or more languages. U5: Looking out for cognates is a way to figure out meaning and a form of “context clues”.

Q1: Why do nouns have gender? Q2: How can I differentiate between masculine and feminine nouns? Q3: How can the verb endings help me figure out who’s talking? Q4: How is food a component of culture?



K1: Foods and Beverages K2: Definite and Indefinite Articles, K3: Daily Meals K4: Adjectives K5: The verb To Like K6: The verb To Eat K7: The verb To Drink K8: The verb To Have

S1: In target language ask for meaning and translation of given vocabulary words: What does “target language word” mean? and, How do you say “English word” in target language? S2: Describe foods S3: Apply Definite and Indefinite Articles to nouns S4: Order food at a restaurant


Evaluation Criteria


Assessment Evidence

T: 1 – 3 U: 1 – 5 Q: 1 – 5 K: 1 – 8 S: 1 – 4






T:1, U: 3 – 5, Q: 2 – 4, K: 1 – 8

Utilize flashcards in order to elicit oral and written responses.

Textbook

T:1, U: 3 – 5 Q: 2-3, K:1, 3

Create a restaurant menu to display Breakfast, Lunch, Dinner, Desserts, Drinks and prices.

Workbook

T: 1, U: 3 – 5, Q: 1, K: 1

Copy, Label, Identify, Recall Foods vocabulary

Notebooks

T: 2 – 3, U: 3 – 5, Q: 2 – 3, K: 1, 2 S: 3

Apply corresponding Definite and Indefinite Article to the targeted vocabulary.

Teacher Created Materials

T: 1, U: 3 – 5, Q: 2 – 3, K: 1, 3

Create/Illustrate a restaurant menu

T: 1, U: 3 – 5, Q: 1, K: 1, S:1

Create/Illustrate the most recent Food Pyramid

T: 1 – 3, U: 3 – 5 Q: 2 – 3 , K: 1,2,4 S: 2 – 3

Describe certain foods and drinks stating whether those foods are good or bad for your health.

T: 1 – 3, U: 3 – 5, Q:1 – 3, K: 1 – 7, S: 2- 3

Express their likes and dislikes in reference to foods and beverages.

T: 1 - 3 U: 3 - 5, Q: 1 – 3, K: 1 - 5 S: 1

Express why they like or don’t like certain foods.

T: 1 - 3 U: 3 – 5, Q: 2 – 3, K: 1, 2, S: 3

Ask and respond to price of specific food items in a supermarket or other realia.

T:1, U: 3 – 5

Create/Illustrate a healthy school lunch menu

Q: 2 – 3, K:1,3 S:3

Learning Plan (Stage 3) T:1 – 3 U:1,3 – 5 Q: 1 – 5, K: 1 – 8 S:1 – 4

Order food from a fast food place or in a restaurant setting.

T: 1 – 3, U:1, 3 – 5 Q: 1 – 5, K: 1 – 8, S: 1 – 4

Create a “restaurant” scene where students give and take orders.

T: 1 – 3, U:1, 3 – 5 Q: 1 – 5, K: 1 – 8, S: 1 – 4

Role-Play a waiter and a customer (or an entire family as customers) in a restaurant setting

Suggested Activities Suggested Resources T: 1 – 3, U:1 – 5, Q:2 – 5

Songs, Poetry http://www.learner.org/resources/series201.html

T:1, U:4, Q:1 – 3 K:4, S:1 – 4


www.quizlet.com

T:1, S: 1 – 6

Word Searches and Crossword Puzzles


T:1, S: 1 – 4

Relay Race, Four Corners, Around the World, Fly Swatter


T:1 – 3 , U:3 – 5, U:1, S: 1 – 4

Set up different food stations in the classroom, and from a list with a “budget” students will “go shopping”

www.storybird.com

T: 1 – 3, U: 1 – 5, Q: 1 – 4, K:1, S: 1 – 4

Spelling Bee www.photostory.com

T:1, U:3 -5, Q:1 – 3, K:1

“The Price is Right” – Using flashcards teams will guess the price of a selected food items.


T:1 -3, U:3 – 5, K: 1 - 8 S: 1 - 4

Read and discuss a short article which compares the eating customs of a Target language speaking country.

www.teachertube.com

T:1 - 3 U:1 – 5 Q: 1 - 5 K:1 – 8, S: 1 –4

Given a checklist and a “budget” students will visit centers around the classroom and “go shopping”.

http://www.choosemyplate.gov/

T:1, U:3 – 5 K:1 – 12, S:


www.quzlet.com

1 – 6

Learning Plan (Stage 3) T:1 - 3 U: 1 – 5, Q: 1 – 5 K:1 – 8, S: 1 - 4

Sitting back-to-back, given a picture of a place setting, 1st

student describes placing of food/table items while 2nd

student uses realia or draws/illustrates correct place/table setting.

T:1 U: 2 – 4 Q:1 K: 1,3 S:2

Create a place setting depicting a “typical” breakfast, lunch or dinner items form a specific Target language speaking country.

T:1 U:1 Q:3 -5 K; 1 – 3 S: 2 -3

Research food groups

T: 1 – 3 U:1 – 5 Q: 1 – 5 S: 1 – 4

CONJUGATION RACE – each row is assigned a different verb with the same list of pronouns and race to be 1st to conjugate correctly.

T: 1 – 3 U: 1 – 5 Q: 1 – 5, S: 1 – 4 K: 1 – 8

Analyze their diet and get a personalized diet plan via the internet.

T: 1 – 3 U: 1 – 5 Q: 1 – 5 K: 5 - 8

TPR- Physically present what each verb and pronoun means

T: 1 K: 5 – 8

Graphic Organizer for verbs

T:1 - 3 U: 1 – 5, Q: 1 – 5 K:1 – 8, S: 1 - 4

Sitting back-to-back, given a picture of a place setting, 1st

student describes placing of food/table items while 2nd

student uses realia or draws/illustrates correct place/table setting.

Section My Family Grade Level 8th Grade Curriculum Area World Language 8 Time Frame 6 Weeks Developed by Karen Andros and Caterina Viscomi




Students will understand that… Students will keep considering… U1: Communicating in another language is essential to gaining knowledge and understanding of one’s own language. U2: Study of another culture leads to a deeper understanding of one’s own culture. U3: Noting grammatical similarities and differences of two or more

Q1: Why are adjectives masculine or feminine? Q2: How can I figure out when some adjectives are “neutral”? Q3: How is family a product of culture?



K1: Family vocabulary K2: The verb To Be K3: The Verb To Have K4: The verb To Like K5: Possessive Adjectives K6: Adjectives (Physical Traits) K7: Adjectives (Personal Characteristics) K8: Customs in reference to marriages and how last names are formed

S1: : In target language ask for meaning and translation of given vocabulary words: What does “target language word” mean? and, How do you say “English word” in target language? S2: Identify cognates from a list and create simple sentences. S3: Identify “false” cognates within a sentence. S4: Describe selves and others S5: Talk about their family members


Evaluation Criteria


Assessment Evidence

T: 1 – 3 U: 1 – 5 Q: 1 – 5 K: 1 – 8 S: 1 – 4






T:1, U: 3 – 5, Q: 1 - 3, K: 1 – 7 S: 3,4

Utilize flashcards in order to elicit oral and written responses

Textbook

T:1, U: 3 – 5, Q: 1 – 3, K: 1 – 7

Spell targeted vocabulary words

Notebook

T: 1 - 3 U: 1 – 5, Q: 1 – 5, K: 1 – 8 S: 1 - 4

Describe self and family members using to be and to have.


T: 1 - 3 U: 1 – 5, Q: 1 - 5, K: 1 - 7 S:1 – 4

State their own, and family members’ name, age, birth date, place of origin, and family relationship.

T: 1 U: 3 – 5 Q: 2 – 3 , K: 1,2,4 S: 2 – 3

Apply possessive adjectives when referring to one’s own and someone else’s family member.

T: 1 – 3, U: 3 – 5, Q:1 – 3, K: 1 – 7, S: 1 – 4

Apply Possessive Adjectives when describing physical traits of their own and of various family members.

T: 1 - 3 U: 3 - 5 Q: 1 – 3, K: 1 - 5 S: 1

Express where they and their family is from.

T: 1 - 3 U: 3 – 5, Q: 2 – 3, K: 1 S: 4

Apply corresponding Definite and Indefinite Article to the targeted vocabulary.

T: 1 – 3, U: 1 – 5, Q:1 – 5, K: 1 – 7, S: 1 – 4

Express their likes and dislikes of family members in reference to foods, beverages and pastime activities.

T:1, U: 3 – 5, Q: 2 – 4, K:1 S:4

Create a “family” within the class

T:1 - 3, U: 1 – 5 Q: 1 - 5, K:1 - 8 S:1 - 4

Read and discuss a short story about a family

Learning Plan (Stage 3) T:1 - 3, U: 1 – 5 Q: 1 - 5, K:1 – 8 S: 1 - 4

Write a letter to a family member

T: 1, U: 3 – 5, Q: 2 – 3, K: 1, 8 S: 4

From the “family within the classroom” form the full names of each member of the family.

T:1 - 3, U: 1 – 5 Q: 1 - 5, K:1 – 8 S: 1 - 4

Write a letter to a family member

Suggested Activities Suggested Resources T:1 - 3, U: 1 – 5 Q: 1 - 5, K:1 – 8 S: 1 - 4


T: 1 , U: 3 - 5 Q: 2 - 3 K: 1 – 7, S: 2- 3

Spelling Bee http://www.uni.edu/becker/Target language3.html

T: 1 - 3 U: 3 - 5, Q: 1 – 3, K: 1 - 5 S: 1



T: 1 - 3 U: 3 – 5, Q: 2 – 3, K: 1, 2, S: 3

Word Searches and Crossword Puzzles Teacher Created Board Games


T: 1 – 3, U: 3 – 5, Q:1 – 3, K: 1 – 8, S: 1 – 4

Relay/Race, Four Corners, Around the World

www.storybird.com

T: 1 – 3, U: 1 – 5, Q:1 – 5 K: 1 – 8, S: 3 – 4

Create/Illustrate a family album either from their own family or class created family.

www.photostory.com

T: 1 – 3, U: 1 – 5, Q:1 – 5, K: 1 – 8, S: 3- 4

“Locate” each family member within the classroom asking and responding to what their first and last name is in order to form a predetermined number of families. (Depending on number of students within the class)

Excerpts from various films such as: Familia, In the Time of the Butterflies”

Learning Plan (Stage 3) T: 1 – 3, U: 1 – 5, Q:1 – 5, K: 1 – 8, S: 3 – 4

Bring in a picture of a person they admire most and write a descriptive paragraph describing them and explaining why they admire that person and present to class.


T: 1 – 3, U: 1 – 5, Q:1 – 5, K: 1 – 8, S: 1 - 4

Read and discuss an article or story describing individual members of the family (i.e. the Presidential Family).

www.teachertube.com

T: 1 – 3, U: 3 – 5, Q:1 – 3, K: 1 – 7, S: 2- 4

Game: Who is it? Read aloud descriptions of celebrities and famous persons and/or classmates as class tries to guess who it is. (From a written list on board)

www.quzlet.com

T: 1 U: 3 – 5, Q:1 – 3, K: 1 – 8


T: 1 – 3, U: 1,3 5, Q:1, 3, 5 K: 1 – 7, S: 2 -4

Sitting back-to-back, given a picture of a cartoon character, one student describes clothing while 2nd students draws or colors in description.

Section What You`re Wearing Grade Level 8th Grade Curriculum Area World Language 8 Time Frame 6 Weeks Developed by Karen Andros and Caterina Viscomi




Students will understand that… Students will keep considering… U1: Communicating in another language is essential to gaining knowledge and understanding of one’s own language. U2: Study of another culture leads to a deeper understanding of one’s own culture.

Q1: How is clothing a component/product of culture? Q2: In what ways can I describe clothing? Q3: Why does the proper placement of adjectives matter?



K1: Clothing K2: Colors, Size, Fit K3: Demonstrative adjectives K4: Places to go to… K5: The verb Ir (To Go) K6: Seasons and Weather Expressions K7: Target language speaking countries

S1: In Target language ask for meaning and translation of given vocabulary words: What does “Target language word” mean? and, How do you say “English word” in Target language? S2: Identify cognates from a list and create simple sentences. Identify “false” cognates within a sentence. S3: Describe clothing S4: Shop for specific clothing items S5: Plot countries and capitals


Evaluation Criteria


Assessment Evidence

T: 1 – 3 U: 1 – 5 Q: 1 – 5 K: 1 – 7 S: 1 - 4




Other Evidence Formative: • Effort • Teacher Observation • Teaching Proficiency through Reading and Storytelling (TPRS) ________________________ Summative: • Homework • Notebooks/Journals • Class Participation


T: 1 – 3 U: 1 – 5 Q: 1 – 5 K: 1 – 7 S: 1 – 3

Role-Play a store customer clerk and a sales person

Textbook

T: 1 – 3 U: 1 – 5 Q: 1 – 5 K: 1 – 7 S: 1 – 3

Create and present a fashion show

Workbook

T: 1 – 3 U: 1 – 5 Q: 1 – 5 K: 1 – 7 S: 1 – 4

Role-Play two friends inviting each other to go someplace asking and responding to how weather conditions and what s/he will be wearing

Notebooks

T: 1 – 3 U: 1 – 5 Q: 1 – 5 K: 1 – 7 S: 3

Create a web page for a fictitious clothing store


Q: 1 – 5 K: 1 – 7 S: 3

Utilize flashcards in order to elicit oral and written responses

T: 1 U:1,3,4,5 Q:1,2 K:1 S: 1,2

Copy, Label, Identify, Recall clothing vocabulary

T:1 -3 U:3,4,5 Q:1,2,3 K:1 – 3 S: 3

Describe clothing based on color, size and fit

T: 1 – 3 U: 1,3,4,5 Q: 1 – 3 K:1,2,3 S: 3

State how certain clothing items fit

T: 1 – 3 U: 3-5 Q: 1 – 3 K: 1 – 3 S: 3, 4

State what color they prefer/like/don’t like

T: 1 – 3 U: 3-5 Q: 1 – 3 K: 1 – 3 S: 3, 4

State what he and someone else is wearing

T: 1 – 3 U:1, 3-5 Q: 1 – 3 K: 1 – 3 S: 3, 4

TPR - Apply Demonstrative Adjectives to differentiate between This, That, These, Those

Learning Plan (Stage 3) T: 1 – 3 U:1,3,4,5 Q: 1 – 5 K:1 – 5 S: 3,4

Choose which clothing is most appropriate to go to the park, the beach, the gym, a formal party, work, etc.

T: 1 – 3 U: 1, 3,4,5, Q: 1 – 3 K: 1 – 3, S: 3, 4

Apply the verb “to go” when speaking about self and others

T:1 U: 1, 3 – 5 Q: 1 – 3 K: 1, 6 S: 3, 4

Choose clothing items that are appropriate for each season of the year

T:1 U:2 Q:4 K: 7 S:5

Label, Plot and Identify Target language speaking countries and their capitals

T: 1 U: 2 Q: 4,5 K1, 2, 6, 7 S: 3 – 5

Read and discuss the typical dress of indigenous peoples in Target language speaking countries

T: 1 – 3 U: -5 Q: 1 – 3 K: 1 – 3 S: 3, 5

Read and analyze a weather report form a Target language-speaking country.

T: 1 – 3 U: 2 Q: 5 K: 6

Write a daily journal entry stating date, the day’s weather conditions and temperature, and how s/he is feeling.

Suggested Activities Suggested Resources T: 1 – 3, U:1 – 5, Q:1 – 5 K: 1 – 7 S: 1 - 5


T:1 K: 1 - 7 Spelling Bee of studied vocabulary

www.teachertube.com

T:1, K: 1 – 7 Create flashcards of targeted vocabulary in order to play “Matching/Concentration”, Hands Off!


T:1, K: 1 – 7 Word Searches and Crossword Puzzles Teacher Created Board Games


T:1 K: 1 – 7 Relay/Race, Four Corners, Around the World

www.storybird.com

T:1 – 3 , K: 1 – 7

“The Price is Right” – Using flashcards teams will guess the price of a selected clothing items.

www.photostory.com

T: 1 – 3, U: 1 – 5, Q: 1 – 4, K: 1 -

Given a checklist and a “budget” students will visit centers around the

http://www.uni.edu/becker/Target language3.html

5 S: 3,4

classroom and “go shopping”.

Suggested Activities Suggested Resources T:1, K: 1 – 7 Use of White-Erase Lap

Boards for quick assessments

www.quzlet.com

T:1 -3, K: 1, 2 S: 3

Orally describe what someone else is wearing and class guesses who it is.


T:1 - 3, U:3 –5 Q: 3 - 5 K:1 – 2, S: 3

Sitting back-to-back, given a picture of a cartoon character, one student describes clothing while 2nd

students draws or colors in description.

T:1- 3, U: 1 - 3 Q: 1 – 3 K: 1 – 3 S: 3

Using Demonstrative Adjectives students describe their possessions and that of others and the expression of possession using the preposition “of”

Download - Curriculum Guide Seventh Grade World Language Grade 8 · 2015-07-02 · Eighth Grade World Language (Grade 8) Introduction: The Eighth Grade World Language course is a requirement

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