MountLaurelTownshipSchools
WorldLanguagesCurriculum
Grade3/Novice-Mid
Unit:Myself…MyFamily…MyFriends
Stage1:DesiredResults
NJCCCS:7.1WorldLanguages:
ModesofCommunication:
AllstudentswillbeabletouseaworldlanguageinadditiontoEnglish StrandA:InterpretiveMode:Studentsdemonstrateunderstanding
toengageinmeaningfulconversation,tounderstandandinterpret
ofspokenandwrittencommunicationwithinappropriatecultural
spokenandwrittenlanguage,andtopresentinformation,concepts,
contexts.
andideas,whilealsogaininganunderstandingoftheperspectivesof
StrandB:InterpersonalMode:Studentsengageindirectoraland
othercultures.Throughlanguagestudy,theywillmakeconnections
or/writtencommunicationwithothers.
withothercontentareas,comparethelanguageandculturestudied
StrandC:PresentationalMode:Studentspresent,orallyand/orin
withtheirown,andparticipateinhomeandglobalcommunities.
writing,information,conceptsandideastoanaudienceoflistenersor
readerswithwhomthereisnoimmediateinteraction.
TransferGoal:Iwantyoutolearnaboutthecultureandlanguageofthetargetcountry(PuertoRico),sothatinthefuture,onyourown,you
willbeabletocommunicateinSpanishaboutyourself,yourfamilyandyourfriendsandunderstandtheculturaldifferences.
EnduringUnderstanding(s):
EssentialQuestions:
• UsingwordsthatIhavelearned,pictures,movements,and
• HowcanIcommunicatewithsomeoneinanotherlanguage?
actingwordsout,canhelpmyclassmates,myteacherand
• HowcanIunderstandadifferentlanguageandculture?
othersunderstandme.
• Whatcanyoulearnaboutaperson’sidentitythroughtheir
• Listeningforfamiliarwordsandwatchingthespeakerforclues
experiences?
mayhelpmefigureoutwhatthespeakerissaying.
• Howdoesmywayoflifecomparetoothercultures?
• EventhoughIdon’tknowallthewordsthatarewritten,Ican
• Whyisitimportanttocommunicateinotherlanguagesand
figureoutthemainideabypayingattentiontotitles,pictures,
experienceothercultures?
andfamiliarexpressions.
• Icanbetterunderstandotherculturesbylisteningandrelating
otherpeoples’experiencestomyown.
• ItisimportanttostudyotherculturesandlanguagessothatI
canbetterunderstandtheworldIlivein.
Studentswillknowthat…
Studentswillbeableto…
ContentStatement
CPI# CumulativeProgressIndicator(CPI)
LINGUISTIC:
7.1.NM.A1 Recognizefamiliarspokenorwrittenwordsandphrases
MountLaurelTownshipSchools
WorldLanguagesCurriculum
Grade3/Novice-Mid
InterpretiveMode:TheNovice-Midlanguagelearner
containedinculturallyauthenticmaterialsusingelectronic
understandsandcommunicatesatthewordlevelandcan
informationsourcesrelatedtotargetedthemes.
independentlyidentifyandrecognizememorizedwordsand
7.1.NM.A.2 Demonstratecomprehensionofsimple,oralandwritten
phrasesthatbringmeaningtotext.
directions,commands,andrequeststhroughappropriate
physicalresponse.
InterpersonalMode:TheNovice-Midlanguagelearner
7.1.NM.A.4 Identifyfamiliarpeople,places,andobjectsbasedonsimpleoral
understandsandcommunicatesatthewordlevelandcanuse
and/orwrittendescriptions.
memorizedwordsandphrasesindependentlyto:
7.1.NM.B.4 Askandrespondtosimplequestions,makerequests,and
• Respondtolearnedquestions.
expresspreferencesusingmemorizedwordsandphrases.
• Askmemorizedquestions.
7.1.NM.B.5 Exchangeinformationusingwords,phrases,andshortsentences
practicedinclassonfamiliartopicsorontopicsstudiedinother
• Stateneedsandpreferences.
contentareas.
• Describepeople,places,andthings.
7.1.NM.C.3 Copy/writewords,phrases,orsimpleguidedtextsonfamiliar
topics.
PresentationalMode:TheNovice-Midlanguagelearner
understandsandcommunicatesatthewordlevelandcanuse 7.1.NM.C.5 Nameandlabeltangibleculturalproductsandimitatecultural
memorizedwordsandphrasesindependentlyto:
practicesfromthetargetculture(s).
• Makelists.
• Stateneedsandpreferences.
• Describepeople,places,andthings.
CULTURAL:
• Personalidentityisdevelopedthroughexperiences
thatoccurwithinone’sfamily,one’scommunity,and
thecultureatlarge.(Topicsthatassistinthe
developmentofthisunderstandingshouldinclude,but
arenotlimitedto:self,friends,family,pets,
physical/personalitydescriptions,andschool.)
• Observingandparticipatinginculturallyauthentic
activitiescontributetofamiliarizationwithcultural
productsandpractices.(Topicsandactivitiesthat
assistinthedevelopmentofthisunderstandingshould
include,butarenotlimitedto:greetings/polite
•
•
•
•
•
MountLaurelTownshipSchools
WorldLanguagesCurriculum
Grade3/Novice-Mid
words,thecelebrationof3KingsDay,authentic
celebrations,songs,anddancesfromthecountryof
PuertoRico.)
Healthyeatinghabitsandfitnesspracticesmayvary
acrosscultures.(Topicsthatassistinthedevelopment
ofthisunderstandingshouldinclude,butarenot
limitedto:foods,fruit,eatingathomeorin
restaurants,andwellnesspractices.)
Manyproductsandpracticesrelatedtohomeand
communityaresharedacrosscultures;othersare
culture-specific.(Topicsthatassistinthedevelopment
ofthisunderstandingshouldinclude,butarenot
limitedto:homelife,objectsinahome,placesinthe
community.)
Whatisperceivedas“basicneeds”variesamongand
withincultures.(Topicsthatassistinthedevelopment
ofthisunderstandingshouldinclude,butarenot
limitedto:foodandshelter.)
Maps,calendars,graphs,andothergraphicorganizers
facilitateunderstandingofinformationonawide
rangeoftopicsrelatedtotheworldandglobalissues.
Theymakecomplexconceptsmoreaccessibleto
second-languagelearnerswhohavelimitedproficiency
inthelanguage.(Contentareasthatassistinthe
developmentofthisunderstandingshouldinclude,but
arenotlimitedto:seasonsandweatherwithinthe
community,history,economics,science,and
geography.)
Learningaboutage-anddevelopmentallyappropriate
contentthatisofhighinteresttostudentsandhasa
directconnectiontotheculturalcontextsofthetarget
languagecultivatesanawarenessofthesharedhuman
MountLaurelTownshipSchools
WorldLanguagesCurriculum
Grade3/Novice-Mid
experience.(Contentthatassistsinthedevelopmentof
thisunderstandingshouldinclude,butisnotlimited
to:allcontentareasandpopularculture.)
Stage2:AssessmentEvidence:
PerformanceTask/BenchmarkAssessment:
OtherAssessments:
EXCITINGNEWS!Youaregoingtoswitchplaceswithastudentwho
livesinSpain.Beforeyougo,youneedtohelptheSpanishstudent
findhiswayaroundyourhouse.Todothis,youwillneedtocreatea
mapofyourhouseandlabelthemap.Thehardpartofmakingthe
mapisgoingtobetellingaboutyourAmericanhouseinSpanish
words.Yourmapmustincludethefollowing:Spanishlabelsofall
rooms,Spanishlabelsforfiveobjectsfoundinyourhouse,and
Spanishlabelsforfivefoodsfoundinyourrefrigerator.
Stage3:LearningPlan
SuggestedLearningActivities:
GreetingsandPoliteWordsActivities:
• Picturebook:SayHolatoSpanishbySusanMiddletonElya
3KingsDayActivities:
DuringMorningMeetingGreetinguseSpanishphrasesfor:
• InformativeWebsitewithAuthenticPicturesat
What’syourname?,Mynameis____________________.,Howoldare
www.studioporto.com/diadelostresreyesmagos/
you?andIam_______yearsold.
• VideoofDoratheExplorer“DoraSavesThe3KingsDay”
• MatchIllustrationtoPolitePhraseinTeachthemSpanishBook
www.nickjr.com/kids-videos/dora-saves-the-three-kings• “HolaMeansHelloSong”(TeachthemSpanishGrade1/P.48)
day.html
• “TheNameChant”(TeachthemSpanishGrade1/P.48)
• Picturebook:HurrayforThreeKings’Day!ByLoriMarie
• WhenleavingtheroompracticeusingdifferentSpanish
Carlson
Goodbyephrases
• Whilepassingoutsuppliesusethephrases“PorFavor”,
FoodsandFruitsActivities:
“Gracias”and“DeNada”
• “FoodSong”(TeachthemSpanishGrade1/P.49)
• FoodRiddles(TeachthemSpanish1/P.25)
ThingsFoundinaRoomofaHouseActivities:
• FoodFlashCards(TeachthemSpanishGrade1/P.83-85)
MountLaurelTownshipSchools
WorldLanguagesCurriculum
Grade3/Novice-Mid
• FindtheFoodGame(TeachthemSpanishGrade1/P.61)
• YouTube–AngryHouseVocab2–AroundtheHouse
• YouTubevideo:ClassicSesameStreetFilm–SpanishMarket
• AroundtheHouseworksheet(TeachthemSpanishGrade2/P.
song
54)ChangeEnglishtoSpanishlabelsofobjects
• Drawpicturesofhouseholditemsonindexcardsandlabel
SeasonsandWeatherActivities:
theminSpanishontheotherside.
• ReadpoemSeasonalVerses(TeachthemSpanishGrade4/P.
• OnACTIVboard,createamapwithoutlabelsandletthe
85).Havethestudentseitherreadandillustrateitor
studentslabelthemapwithSpanishwords
memorizeaverseandreciteit
• InMorningMeetinglabelclassroomobjectswithSpanish
• CreateaweatherposterusingSpanishweatherexpressionsto
descriptors
illustrateandlabeltheposter
• CreateamapofyourbedroomandlabelitwithSpanishwords
• QueTiempoHace?(What’stheWeatherLike?)worksheet
• Play“HomeSweetHome”Bingo(TeachthemSpanishGrade
(TeachthemSpanishGrade4/P.75)wherestudentstranslate
2/P.4)
SpanishweatherphrasestoEnglish
• DuringMorningMeeting,talkaboutwhatseasonitisandwhat BasicPlacesintheCommunityActivities:
theweatherislikeoutside.Compareourweathertothe
• Play“NamethatPlace”game(TeachthemSpanishGrade2/P.
weatherinPuertoRico.UseSpanishweatherwordsas
42)
descriptors
• Play“DrawingChallenge”game(likePictionaryaboutthe
• Havestudentsdrawandwritewhattheirfavoriteseasonisand
community)(TeachthemSpanishGrade2/P.53)
whyusingSpanishweatherdescriptors(TeachthemSpanish
• Createamapofyourcommunity
4/P.29)
• PullupGoogleEarthmapoftheMountLaurelcommunityand
• “AdiosMeansGoodbyeSong”(TeachthemSpanishGrade1/P.
labellandmarks
48)
• UsecluestofigureoutplaceswritteninSpanishonAPlacefor
Riddlesworksheet(TeachthemSpanishGrade1/P.43)
CoreInstructionalMaterials:
TeachthemSpanish(Grades1-4)
MountLaurelTownshipSchools
WorldLanguagesCurriculum
Grade3/Novice-Mid
UnitStrategies/Modifications:
SpecialEducationStudents:
Developmentoftargetvocabulary
Scaffoldingcomprehensionandcontent-areareading
Decreasingtheamountofworkpresentedorrequired
Usingvideos,illustrations,pictures,anddrawingstoexplainorclarifygraphicorganizers
Teachingkeyaspectsofatopic.Eliminatingnonessentialinformation
Providingstudyguides
Allowingstudentstocorrecterrors(lookingforunderstanding)
Markingstudents’correctandacceptablework,notthemistakes
Allowingproducts(projects,timelines,demonstrations,models,drawings,posterboards,charts,graphs,slideshows,videos,etc.)to
demonstratestudent’slearning
Modifyingteststoreflectselectedobjectives
Usingtrue/false,matching,orfillintheblanktestsinlieuofessaytests
Reducingthenumberofanswerchoicesonamultiplechoicetest
Allowingtheuseofnotecardsoropen-bookduringtesting
Utilizinggraphicorganizers
Providingvisuals
Strategicgrouping
GiftedStudents:
GuidedReadingGroups
LiteratureCircles
Flexiblegroupingincontentareas
Independentprojects
Differentiatedproductassignments
StudentChoice
Multipletexts
Multipleintelligenceoptions
Groupinvestigation
Research
MountLaurelTownshipSchools
WorldLanguagesCurriculum
Grade3/Novice-Mid
Bloom’sTaxonomy-Stresshigherorderthinkingskills
HabitsofMind
Webb’sDepthofKnowledge–EmphasisonLevel3and4
StudentsatRiskofFailure:
TIMEMentorProgram
ClassroomInstructionthatWorks
CreatingtheOpportunitytoLearn
Adjusttimeforcompletionofassignments
Allowfrequentbreaks
Modifyassignmentsrequiringcopyinginatimedsituation
Leaveclassforassistance
Preferentialseating
Reduce/minimizedistractions
Emphasizeteaching(auditory,visual,auditory,tactile)
Individual/smallgroupinstruction
Recordlecturesforreplay
Emphasizecriticalinformation/keyconcepts
Pre-teachvocabulary
Providevisualcues
Modifyhomework
Usewrittenbackupfororaldirections
Adjustlengthofassignment
Breakassignmentsintosmallerunits
Readdirectionstostudent
Maintainassignmentnotebook/studentplanner
Positivereinforcement
Frequentchecksforunderstanding
Peertutoring
Emphasizestudy/organizationsskills
Adaptassessments
MountLaurelTownshipSchools
WorldLanguagesCurriculum
Grade3/Novice-Mid
EnglishLanguageLearners:
WIDACan-DoDescriptorshttp://www.wida.us/standards/CAN_DOs/
Developmentoftargetvocabulary
Scaffoldingcomprehension,content-areareading
Decreasingtheamountofworkpresentedorrequired;
Usingvideos,illustrations,pictures,anddrawingstoexplainorclarify.
Graphicorganizers
Teachingkeyaspectsofatopic.
Eliminatingnonessentialinformation.
Allowingstudentstocorrecterrors(lookingforunderstanding);
Markingstudents’correctandacceptablework,notthemistakes;
Showingproducts(projects,timelines,demonstrations,models,drawings,posterboards,charts,graphs,slideshows,videos,etc.)to
demonstratestudent’slearning;
Modifyingteststoreflectselectedobjectives;
Usingtrue/false,matching,orfillintheblanktestsinlieuofessaytests;
Reducingthenumberofanswerchoicesonamultiplechoicetest;
Allowingtheuseofnotecardsoropen-bookduringtesting;
Collaborating(generaleducationteacherandspecialist)tomodifyvocabulary,omitormodifyitemstoreflectobjectivesforthestudent
SuggestedTechnologyIntegration:
http://dotsub.com/hasawiderangeoflanguagevideos
www.google.com/google-d-s/tour1.htmlcreatesurveysforyourstudentsontheSpanishlanguageandculture
www.youtube.comsearchforvideosofSpanishlanguageusingtargetedthemekeywords
www.voicethread.comallowsstudentstorespondtoaquestionorcommentpostedbyteacheroranotherstudent
http://prezi.comallowsstudentstocreateanonlinepresentation
www.epals.comallowsteacherstosearchforaclassroomconnectionthroughouttheworldandrequestspecificconnectionneeds
www.hello-hello.comallowsstudentsandteacherstolearnaboutdifferentlanguagesandfindotherstocommunicatewith
www.skype.comsoftwaretodownloadthatallowsyourclasstotalkandvideocallwithclassroomsacrosstheworld
http://www.123teachme.com/learn_spanish/spanish_for_childrenhasgreatresourcesforteachersandgamesforthestudents
http://www.storyplace.org/listentointeractivechildren’sstoriesinSpanishandEnglish
http://www.learn4good.com/kids/index.htminteractivewebsitewithgamesforstudentsandresourcesforteachers
MountLaurelTownshipSchools
WorldLanguagesCurriculum
Grade3/Novice-Mid
http://www.curriculum21.com/clearinghouseincludeslinkstomanysitesthatmakeintegratingtechnologyeasy
SuggestedLiteracyIntegration:
BookstoTeachFoods:
LosalimentosdeMaisybyLucyCousins
FrutasyvegetalesbyGladyRosaMendoza
BooksonFriendship:
MargaretandMargarita/MargaritayMargaretbyLynnReiser
MyWay/Amimanera–AMargaretandMargaritaStorybyLynnReiser
BooksthatShowSpanishCulture:
TheStoryofFerdinandbyMunroeLeaf
TheDayitSnowedTortillasbyJoeHayes
BooksonFamily:
InMyFamily/EnMiFamiliabyCarmenLomasGarza
ILoveSaturdaysydomingosbyAlmaFlorAda
AbuelabyArthurDorros
PapaandMebyArthurDorros
BooksonImmigration:
MyDiaryfromHeretoTherebyAmandaIrmaPerez
IHateEnglish!byEllenLevine
BookonThankfulPhrases:
Gracias/ThanksbyPatMora
MountLaurelTownshipSchools
WorldLanguagesCurriculum
Grade3/Novice-Mid
BookonColors:
MyColors,MyWorld/Miscolores,mimundobyMayaChristinaGonzalez
MountLaurelTownshipSchools
WorldLanguagesCurriculum
Grade3/Novice-Mid