Harrison School District
Curricular Documentation
th
th
Fine Arts 7 – 12
2007-2008
Pam Jones
Curriculum Coordinator
1
The following curricular documents reflect a collaborative effort by the
teachers and administrators of the Harrison School District to meet the
Arkansas Learning Standards:
From the Arkansas Department of Education:
Arkansas’ Learning Standards are defined in the Arkansas Curriculum
Frameworks, which are discipline-based and clearly describe what students
must know and be able to do in each academic content area. The rigorous
academic content standards and the student learning expectations within
each document provide the focus for instruction for each local school district,
without rigidly prescribing every element of the local curriculum.
Student demonstration of the standards and learning expectations within the
Arkansas Curriculum Frameworks is the anchor for the entire education
system, with instructional programs, state-level assessments, professional
development, school improvement planning, teacher/administrator licensure,
and accountability sharing the common goal of improved student learning
and performance around these standards.
2
Harrison School District
Curricular Documentation
Ninth Grade
Grade Spanish
2007-2008
Pam Jones
Curriculum Coordinator
3
August 2007 - May 2008
RAMEWORKS
CONTENT
1st Nine Weeks
COM.1.1
COM.1.2
COM.1.3
COM.1.4
COM.1.5
COM.1.6
COM.1.7
COM.1.8
COM.1.9
COM.1.10
COM.1.11
CUL.2.1
CUL.2.2
CUL.2.3
CUL.2.4
CUL.2.5
CUL.2.6
Hispanic Cultures
Geography of Mexico/South America
Greetings
Introductions
Descriptions
Clothing
Family
Ages/Birthdays
Possession
Alphabet
Grammar
Pronunciation Rules
Familiar & Formal Greetings
Definite & Indefinite Articles
Noun/Adjective Agreement
Number & Gender
Verb Conjugation – Tener
Possessive using “de”
Possessive Adjectives
Subject Pronouns
Teacher: Trudie Young
Grade: __9__ Subject: Spanish
SKILLS
The student will be able to communicate (listen, speak, read, write),
observe, and demonstrate effectively in a variety of situations in
languages other than their own through the following :
• Use basic syntactic patterns of Spanish effectively
• Examine and analyze main ideas and details of Spanish text
• Analyze, critique, and respond to Spanish in such contexts as interviews, lectures,
news items, etc.
• Initiate, sustain, and bring to closure a wide variety of communicative tasks in
Spanish (conversing, questioning, lecturing, writing, reporting, etc.)
• Use reading strategies to derive meaning from and analyze a variety of texts in
Spanish
• Employ the writing process including peer editing
• Employ the writing process for both directed and original compositions
• Synthesize data from printed materials, technological resources and audio visual
materials
• Take notes and synthesize information from oral and written discourse dealing with
familiar topics
• Evaluate and select appropriate technological tools to complete a variety of
communicative tasks
The student will be able to demonstrate understanding of cultural
perspectives other than their own through the following:
• Compare and contrast the cultural aspects common to all humanity while
recognizing the uniqueness of each individual
• Apply appropriate language and behaviors that are common to the Spanish culture in
authentic situations
• Analyze the contributions of perspectives, practices, and products of the target
culture in authentic situations
• Analyze the effects of the target culture’s contributions on other societies
• Analyze the social and geographical factors that affect cultural practices
• Access contributions of ethnic and cultural groups within target countries
The student will be able to use language other than their own to establish
and expand connections with other areas of knowledge within and beyond
the school setting through the following:
CON.3.1
CON.3.2
CON.3.3
CON.3.4
•
•
•
Interact appropriately in the target language in real-life situations
Compare and contrast the influence of the target language on other languages,
cultures, and disciplines
Maintain connections with Spanish through the use of technology, media and
4
CON.3.5
CON.3.7
•
•
ACTIVITIES
Repetition games
Work Sheets
Workbooks
Video reinforcement
Board Work
Modeling pronunciation
Classroom role play
Oral activities
authentic sources
Use authentic resources to analyze the role of the United States in the world as
viewed by other cultures
Analyze the interdependence that exists between their own cultures and the world
ASSESSMENTS
Teacher-made tests
Projects
Observation
Performance
Journal/Writing
Oral presentations
5
RESOURCES
http://spanish.allinfoabout.com/tests/testudentquiz.html
http://www.unitedstreaming.com/
http://www.colby.edu/~bknelson/exerci
ses/index.html
http://www.rocketspanish.com/
http://www.southalabama.edu/language
s/spanish/worksheets.html
http://www.lessonplanspage.com/LAJH.
htm
CURRICULUM MAP: Harrison School District
Harrison School District
August 2007 - May 2008
FRAMEWORKS
2
COM.1.1
COM.1.2
COM.1.3
COM.1.4
COM.1.5
COM.1.6
COM.1.7
COM.1.8
COM.1.9
COM.1.10
COM.1.11
nd
CONNT
Nine Weeks
Descriptions of classes
Description of classroom objects
Obligations
Time
Food requests
Discussion of plans
Event sequence
Places/people discussion
Grammar
Present tense of regular “ar” verbs
Adverbs of frequency
Tener que, Hay que
Verb – Ir
Verb – Estar
Present tence of “er” & “ir” verbs
Irregular “Yo” forms
Personal A
Teacher: Trudie Young___________
Grade: __9__ Subject: Spanish___
SKILLS
The student will be able to communicate (listen, speak, read, write), observe, and
demonstrate effectively in a variety of situations in languages other than their own
through the following :
Use basic syntactic patterns of Spanish effectively
Examine and analyze main ideas and details of Spanish text
Analyze, critique, and respond to Spanish in such contexts as interviews, lectures, news items,
etc.
• Initiate, sustain, and bring to closure a wide variety of communicative tasks in Spanish
(conversing, questioning, lecturing, writing, reporting, etc.)
• Use reading strategies to derive meaning from and analyze a variety of texts in Spanish
• Employ the writing process including peer editing
• Employ the writing process for both directed and original compositions
• Synthesize data from printed materials, technological resources and audio visual materials
• Take notes and synthesize information from oral and written discourse dealing with familiar
topics
• Evaluate and select appropriate technological tools to complete a variety of communicative tasks
The student will be able to demonstrate understanding of cultural perspectives
other than their own through the following:
•
•
•
•
•
CUL.2.1
CUL.2.2
CUL.2.3
CUL.2.4
CUL.2.5
CUL.2.6
•
•
•
•
Compare and contrast the cultural aspects common to all humanity while recognizing the
uniqueness of each individual
Apply appropriate language and behaviors that are common to the Spanish culture in authentic
situations
Analyze the contributions of perspectives, practices, and products of the target culture in
authentic situations
Analyze the effects of the target culture’s contributions on other societies
Analyze the social and geographical factors that affect cultural practices
Access contributions of ethnic and cultural groups within target countries
The student will be able to use language other than their own to establish and
expand connections with other areas of knowledge within and beyond the school
setting through the following:
•
•
•
Interact appropriately in the target language in real-life situations
Compare and contrast the influence of the target language on other languages, cultures, and
disciplines
Maintain connections with Spanish through the use of technology, media and authentic sources
6
CON.3.1
CON.3.2
CON.3.3
CON.3.4
CON.3.5
CON.3.7
•
ACTIVITIES
Video Reinforcement
Oral Activities
Work Sheets
Textbook Activities
Classroom Role Play
Pop Quizzes
Modeling Pronunciation and repetition
Reinforcement games
Use authentic resources to analyze the role of the United States in the world as viewed by other
cultures
Analyze the interdependence that exists between their own cultures and the world
ASSESSMENTS
Teacher-made tests
Projects
Observation
Performance
Journal/Writing
Oral presentations
RESOURCES
http://spanish.allinfoabout.com/tests/te-studentquiz.html
http://www.unitedstreaming.com/
http://www.colby.edu/~bknelson/exercises/in
dex.html
http://www.rocketspanish.com/
http://www.southalabama.edu/languages/spa
nish/worksheets.html
http://www.lessonplanspage.com/LAJH.htm
CURRICULUM MAP: Harrison School District
Harrison School District
August 2007 - May 2008
FRAMEWORKS
CONTENT
3rd Nine Weeks
COM.1.1
COM.1.2
COM.1.3
COM.1.4
COM.1.5
COM.1.6
COM.1.7
COM.1.8
Invitations
Phone Conversations
Feelings
Past Occurrences
Sports
Preferences
Comparisons
Weather
Clothing & Accessories
Statement of Opinion
Teacher: Trudie Young_____________
Grade: __9__ Subject: Spanish_____
SKILLS
The student will be able to communicate (listen, speak, read, write),
observe, and demonstrate effectively in a variety of situations in languages
other than their own through the following :
•
•
•
•
•
•
Use basic syntactic patterns of Spanish effectively
Examine and analyze main ideas and details of Spanish text
Analyze, critique, and respond to Spanish in such contexts as interviews, lectures,
news items, etc.
Initiate, sustain, and bring to closure a wide variety of communicative tasks in Spanish
(conversing, questioning, lecturing, writing, reporting, etc.)
Use reading strategies to derive meaning from and analyze a variety of texts in Spanish
Employ the writing process including peer editing
7
COM.1.9
COM.1.10
COM.1.11
CUL.2.1
CUL.2.2
CUL.2.3
CUL.2.4
CUL.2.5
CUL.2.6
Description of Feelings
Grammar
Estar – adjectives
Infinitives
Verb – Venir
Nos, os, les
Verb – Jugar
Stem Changing Verbs
Verb – Saber
Comparatives
Weather Expressions
Direct Object Pronouns
Present Progressive
•
•
•
•
Employ the writing process for both directed and original compositions
Synthesize data from printed materials, technological resources and audio visual
materials
Take notes and synthesize information from oral and written discourse dealing with
familiar topics
Evaluate and select appropriate technological tools to complete a variety of
communicative tasks
The student will be able to demonstrate understanding of cultural
perspectives other than their own through the following:
•
•
•
•
•
•
Compare and contrast the cultural aspects common to all humanity while recognizing
the uniqueness of each individual
Apply appropriate language and behaviors that are common to the Spanish culture in
authentic situations
Analyze the contributions of perspectives, practices, and products of the target culture
in authentic situations
Analyze the effects of the target culture’s contributions on other societies
Analyze the social and geographical factors that affect cultural practices
Access contributions of ethnic and cultural groups within target countries
The student will be able to use language other than their own to establish
and expand connections with other areas of knowledge within and beyond
the school setting through the following:
CON.3.1
CON.3.2
CON.3.3
CON.3.4
CON.3.5
CON.3.7
•
•
•
•
Interact appropriately in the target language in real-life situations
Compare and contrast the influence of the target language on other languages, cultures,
and disciplines
Maintain connections with Spanish through the use of technology, media and authentic
sources
Use authentic resources to analyze the role of the United States in the world as viewed
by other cultures
Analyze the interdependence that exists between their own cultures and the world
8
ACTIVITIES
Library Work
LCD projects and work
Oral Activities
Posters
Reports, Games
Board Work, Group Activites
Games reinforcing learning, worksheets, homework
ASSESSMENTS
Teacher-made tests
Projects
Observation
Performance
Journal/Writing
Oral presentations
RESOURCES
http://spanish.allinfoabout.com/tests/te-studentquiz.html
http://www.unitedstreaming.com/
http://www.colby.edu/~bknelson/exercise
s/index.html
http://www.rocketspanish.com/
http://www.southalabama.edu/languages/
spanish/worksheets.html
http://www.lessonplanspage.com/LAJH.ht
m
CURRICULUM MAP: Harrison School District
Harrison School District
August 2007 - May 2008
FRAMEWORKS
COM.1.1
COM.1.2
COM.1.3
COM.1.4
COM.1.5
COM.1.6
COM.1.7
COM.1.8
COM.1.9
COM.1.10
COM.1.11
CUL.2.1
CUL.2.2
CUL.2.3
CUL.2.4
CONTENT
4th Nine Weeks
Identify Places
Addresses
Transportation
Directions
Instructions
Shop
Make Purchases
Bargain
Expressing Extremes
Grammar
Prepositions
Regular Affirmatives
Tu commands
Indirect Object Pronouns/placement
Affirmative, negative words
Stem Changing Verbs
Teacher: Trudie Young___________
Grade: __9__ Subject: Spanish_____
SKILLS
The student will be able to communicate (listen, speak, read, write), observe,
and demonstrate effectively in a variety of situations in languages other than
their own through the following :
•
•
•
•
•
•
•
•
•
•
Use basic syntactic patterns of Spanish effectively
Examine and analyze main ideas and details of Spanish text
Analyze, critique, and respond to Spanish in such contexts as interviews, lectures, news
items, etc.
Initiate, sustain, and bring to closure a wide variety of communicative tasks in Spanish
(conversing, questioning, lecturing, writing, reporting, etc.)
Use reading strategies to derive meaning from and analyze a variety of texts in Spanish
Employ the writing process including peer editing
Employ the writing process for both directed and original compositions
Synthesize data from printed materials, technological resources and audio visual
materials
Take notes and synthesize information from oral and written discourse dealing with
familiar topics
Evaluate and select appropriate technological tools to complete a variety of
communicative tasks
The student will be able to demonstrate understanding of cultural
perspectives other than their own through the following:
•
Compare and contrast the cultural aspects common to all humanity while recognizing
the uniqueness of each individual
9
CUL.2.5
CUL.2.6
•
•
•
•
•
Apply appropriate language and behaviors that are common to the Spanish culture in
authentic situations
Analyze the contributions of perspectives, practices, and products of the target culture
in authentic situations
Analyze the effects of the target culture’s contributions on other societies
Analyze the social and geographical factors that affect cultural practices
Access contributions of ethnic and cultural groups within target countries
The student will be able to use language other than their own to establish
and expand connections with other areas of knowledge within and beyond
the school setting through the following:
CON.3.1
CON.3.2
CON.3.3
CON.3.4
CON.3.5
CON.3.7
•
•
•
•
ACTIVITIES
Homework, Oral Activities
Chart making
Games
Workbooks
Tape activities
Group Activities
Cultural Activities & Art
Interact appropriately in the target language in real-life situations
Compare and contrast the influence of the target language on other languages, cultures,
and disciplines
Maintain connections with Spanish through the use of technology, media and authentic
sources
Use authentic resources to analyze the role of the United States in the world as viewed
by other cultures
Analyze the interdependence that exists between their own cultures and the world
ASSESSMENTS
Teacher-made tests
Projects
Observation
Performance
Journal/Writing
Oral presentations
10
RESOURCES
http://spanish.allinfoabout.com/tests/te-studentquiz.html
http://www.unitedstreaming.com/
http://www.colby.edu/~bknelson/exercises/
index.html
http://www.rocketspanish.com/
http://www.southalabama.edu/languages/s
panish/worksheets.html
http://www.lessonplanspage.com/LAJH.htm
Harrison School District
Curricular Documentation
th
th
7 – 9 Grade Art
2007-2008
Pam Jones
Curriculum Coordinator
11
CURRICULUM MAP: Harrison Junior High School
Harrison School District
August 2007 - May 2008
FRAMEWORKS
WEEK 1
A. 1.1., A.1.5, A.3.1,
A.3.3, A.3.6, A.3.9
CONTENT
Basic Art Concepts
• Functions of Art
• Art Forms
• Art Media
• Subjects and Themes
• Elements & Principles of Art
9-WEEK COURSE
SKILLS
a. Explore the four main reasons artists create
art.
b. Discuss art forms, the media they are
created from and what types of subjects and
themes artists use to develop their own
personal styles.
c. Develop an overview of the elements and
principles of design.
Teacher: HARRIS
Grade: 7th Content: ART
ASSESSMENTS/ACTIVITIES
1. Class discussion.
2. Worksheet and test over material discussed.
3. Notes
4. Test
RESOURCES:
A World of Images, Davis Publications.
Images from internet showing various art forms: drawing (pastels, pencil, charcoal, pen & ink), painting (watercolor, tempera, acrylic, oil), sculpture (various types of
medium).
Personal Experiences and examples.
1. Class discussions
WEEK 1 & 2
Element of Line
a. Class discussion on the 5 types of lines and
A.1.2, A.1.4, A.1.7,
characteristics.
2. Observations
• Types of lines and characteristics
b. Observation of line artwork
3. Notes
A.2.1, A.2.2, A.2.3,
o 5 types and discuss
4. Project: Create a line drawing that utilizes the
A.2.5, A.3.1, A.3.6
c. Discussion on how lines are used to show
directional uses in art
various types of line to create rhythm and
moods
and
expressions,
and
how
they
are
• Rhythm
placed
together
balance.
• Contour and outlines
5. Rubric Assessment
d. Examine the difference between contour
and outlines.
RESOURCES:
A World of Images, Davis Publications.
Introducing Art, Glencoe McGraw-Hill.
Scholastic Art Magazine:
September/October 1999, Vincent Van Gogh Working with Line.
November 2005, Ice Age Art Working with Line
GRADE 7 ART
12
WEEK 2&3
A.1.1, A.1.7, A.1.11,
A.2.1, A.2.2, A.2.3,
A.2.6, A.3.1, A.3.2.,
A.3.4
Element of Texture
• Visual, Implied and Actual texture
a. Discuss the difference between the types of
textures.
b. Examine various examples of texture
1. Teacher demonstration
2. Create a textural image that uses at least 5
different types of textures.
3. Rubric
4. Observation
RESOURCES:
A World of Images, Davis Publications.
Introducing Art, Glencoe McGraw-Hill.
Scholastic Art Magazine/s:
September/October 2004, Gustave Klimt Working with Pattern.
February 2005, African Textile Designers Working with Repetition and Variation
Textural Rubbings
Adventures in Drawing (I, II, & III), Jay Conley
WEEK 3&4
A.1.1, A.1.2, A.1.4,
A.1.8, A.1.10,A.2.1,
A.2.2, A.2.5, A.2.6,
A.3.3, A.3.4, A.3.6,
A.3.8
Element of Shape & Space
• Geometric and Free-form
• Positive and Negative Space
• Movement, Balance, Repetition,
Pattern, Overlapping
• Transparent & Opaque
a. Discuss the geometric and free-form shapes
b. Examine and identify the use of positive
and negative space in artwork.
1. Notes/Journal
2. Create a continuous repeating pattern that
incorporates the use of geometric or free-form
shape and positive/negative space.
3. Rubric
4. Observation
RESOURCES:
A World of Images, Davis Publications.
Introducing Art, Glencoe McGraw-Hill.
Adventures in Drawing (I, II, & III), Jay Conley
Scholastic Art Magazine/s:
February 2005, African Textile Designers Working with Repetition and Variation
September/October 2005 Amedeo Modigliani, Working with Space
November 2006, Chinese Painters, Working with Space
GRADE 7 ART
13
WEEK 5 & 6
A.1.2, A.1.3, A.1.4,
A.1.8, A.1.5, A.1.9,
A.1.11, A.2.1, A.2.2,
A.2.3, A.2.5, A.2.6,
A.2.8, A.3.2, A.3.4,
A.3.7, A.3.8, A.3.9
Perspective
• One and Two-Point
• Use of foreground, middle ground,
and background
a. Identify and use all the following ways of
creating the appearance of perspective:
overlapping, size, position, color and detail
b. Examine examples of various artists works
and identify the use of perspective
1. Notes/Vocabulary and Test
2. Observation of student work
3. Create a one-point perspective image of their
name using correct drawing techniques.
4. Create a two-point perspective image of a
checkerboard using correct perspective
techniques.
a. Identify various color schemes: warm, cool,
triad, analogous, complementary and
monochromatic.
b. Discuss color schemes in artwork and how
it is applied to create moods and expressions.
c. Examine the use of tints and shades.
1. Class discussion/Notes/Vocabulary
2. Create a color wheel showing proper
placement of colors.
3. Create a value scale from light to dark.
4. Create a Kaleidoscope image that uses a
chosen color scheme and a range of at least 3
values within the image.
RESOURCES:
A World of Images, Davis Publishing.
Perspective Made Easy, Ernest R. Norling
Perspective, William F. Powell
Adventures in Drawing (I, II, & III), Jay Conley
WEEK 7 & 8
A.1.4, A.1.5, A.1.11,
A.2.1, A.2.2, A.2.3,
A.2.6, A.3.1, A.3.2,
A.3.6, A.3.8
Color Theory
• Primary, Secondary and
Intermediate
• Color Wheel and Color Mixing
• Hard-Edged Painting
• Tints and Shades
RESOURCES:
A World of Images, Davis Publications.
Introducing Art, Glencoe McGraw-Hill.
Adventures in Drawing (I, II, & III), Jay Conley
Scholastic Art Magazine/s:
March 2006, Helen Frankenthaler, Working with Abstraction
September/October 2006, The Fauves Working with Color
GRADE 7 ART
14
WEEK 8 & 9
A.1.1, A.1.2, A.1.4,
A.1.6, A.1.8, A.1.10,
A.1.11, A.2.1, A.2.2,
A.2.3, A.2.5, A.2.6,
A.3.1, A.3.3, A.3.4,
A.3.8
Form/Value
•
•
•
•
2-D and 3-D
Geometric versus Free-form
Gradation
Actual and Implied light
source
a. Demonstrate the use of gradation with in an
image to create three-dimensions.
b. Explore the use of value within the space of
an artwork to create dimensions.
c. Discuss work as it is created to develop an
understanding of the development of their
work.
1. Demonstration
2. Worksheets/Vocabulary/Tests
3. Create a realistic still-life image using
gradation.
4. Use the techniques learned to create an image
that uses a range of values to emphasize the
various parts of a picture plane.
a. Discuss the importance of keeping a
portfolio of work.
b. Explore the various portfolios
combinations.
1. Create a portfolio of work that demonstrates
the process of art or the product of art.
RESOURCES:
A World of Images, Davis Publications.
Introducing Art, Glencoe McGraw-Hill.
Adventures in Drawing (I, II, & III), Jay Conley
Scholastic Art Magazine/s:
April/May 2005, Andy Goldsworthy Working with Ideas
April/May 2006, Frank Gehry Working with Form
WEEK 9
A.3.5
Portfolio
• Process
• Products
RESOURCES:
Portfolio and Assessment Techniques, Glencoe (booklet)
Exploring Visual Design, The Elements and Principles, Davis Publishing
CURRICULUM MAP: Harrison Junior High School
Harrison School District
August 2007- May 2008
FRAMEWORKS
WEEK 1
A.1.2, A.1.3, A.1.4,
A.1.11, A.2.1, A.2.2,
A.2.5, A.2.6, A.3.1,
A.3.2, A.3.4, A.3.6
CONTENT
Balance
• Symmetrical and Asymmetrical
• Internal and external
Texture
• Visual vs. Actual
Font and Text Styles
Unity and Variety
Native American Plains & Southwest
Tribes
• Cultural and Environment
9-WEEK COURSE
Teacher: Harris
Grade: 8 /Content: ART
SKILLS
The student will be able to :
a. Observe and demonstrate the ability to create visual texture.
b. Utilized number and letters in various fonts to create different visual textures.
c. Illustrate the use of balance within an image creating unity and variety.
Understand the cultural and environmental similarities and differences between plains and
southwestern tribes.
15
Differences and Similarities
ASSESSMENTS/ACTIVITIES
1. Class discussion, observation.
2. Demonstrations and examples
3. Create a visually textured image using letters or numbers in various text styles
and font sizes.
4. Grading rubric and self-assessments
FRAMEWORKS
WEEK 2
A. 1.1, 2,3 5,7
A.2.1,2,3,4,5,6,7,8
A.3.1,2,3,4,6,9
CONTENT
Symbolism
Pictographs and petroglyphs
• Similarity to other symbols used in
history and modern day
Acoma Indians
Present and Past
Pottery
Lines
• Types of lines
RESOURCES
Exploring Visual Design/Elements and Principles-Ch.6 Texture, Davis Publishing
Internet resources to research Native Tribes
North American Indians, Yenne & Garratt
Personal Experience
SKILLS
The student will be able to :
• Understand the use of symbols and images to relate stories and meaning to events which
occur/ed in daily life, natural and spiritual.
• Demonstrate the ability to create personal symbols to use in their own art.
• Demonstrate the skill to produce 3-D art from 2-D images.
• Identify characteristics of the Acoma Indian tribe of New Mexico.
ASSESSMENTS/ACTIVITIES
1. Class discussion.
2. Research Southwest Native American Tribes.
3. Symbol handout and brainstorming of symbols.
4. Create a sand painting to emphasis a story using only symbols.
5. Class observation, grading rubric, and self-assessments.
RESOURCES:
Internet images of Newspaper Rock in Utah, Nile Mile Canyon in Utah, Salt River
in Missouri (near New London), Canyonlands National Park in Utah.
American Art Appreciation Activities Kit, Helen D. Hume.
American Crafts, Reid, Jr.
North American Indians, Yenne & Garratt
Southwestern Indian Arts & Crafts, Bahti and Bahti
Southwestern Indian Pottery, Hucko
School Arts, The Art Education Magazine, February 1992
Original Sand art from New Mexico.
16
FRAMEWORKS
CONTENT
SKILLS
WEEK 3
A. 1.1, 2,3,7
A.2.1,2,3,5,6,7,8
A.3.1,2,3,4,6,8,9
ACTIVITIES/ASSESSMENTS
1. Teacher Demonstration
2. Student observations
3. Handouts and actual clay examples from Acoma, New Mexico
4. Project: Create a hand-built seed pot using the pinch method.
5. Rubric Assessment
6. Class critiques
7. Self-assessments
FRAMEWORKS
WEEK 4
A. 1.2,3,4,7
A.2.1,2,3,5,6
CONTENT
Finish Underglaze on Pottery
Masks
• Various techniques and materials
• Three-dimensional sculptures
• Plaster tape vs. paper paste
methods
RESOURCES:
North American Indians, Yenne & Garratt
Southwestern Indian Arts & Crafts, Bahti and Bahti
Southwestern Indian Pottery, Hucko
Acoma: People of the White Rock, H.L.James;
American Art Appreciation Activities Kit, Helen D. Hume.
Scholastic Art Magazine:
November 1995, American Tribal Art Working with Nature
Exploring Visual Design, Davis Publishing
Internet resource site, http://www.migrations.com/traditionalacoma.html ,
http://www.acomazuni.com/acoma.cfm , http://southwestindianpottery.com
Personal Experience and images gathered in Sky City, Acoma Pueblo in New
Mexico.
SKILLS
Students will be able to:
a. Examine various techniques in creating masks.
b. Research and discuss masks in various cultures.
c. Discuss creating of form for three-dimensions from 2-D ideas.
d. Demonstrate skill in forming materials to meet desired sculpture.
e. Demonstrate skill in proper tool usage.
A.3.1,2,3,6,8,9
ACTIVITIES/ASSESSMENTS
1. Teacher Demonstration and Introduction
2. Class discussions and examples of masks.
3. Handouts
4. Project: Create a mask based on an animal or person, creating emphasis on one
feature or characteristic of that animal or person.
5. Class critique and Assessment rubric
17
RESOURCES:
American Art Appreciation Activities Kit, Helen D. Hume.
Internet Resources: http://www.umfa.utah.edu, and various other sites for image
examples.
FRAMEWORKS
WEEK 5
A. 1.1, 2,3,4 5,7,10
A.2.1,2,3,4,5,6
A.3.1,3,4,6,8,9
CONTENT
Continue with Masks/Finalize
Hex Signs
• Symbolism based on nature and
personal meanings.
• Color
o Meanings
o Skill in painting
o Stencils
• Geometric patterning
o 5 pointed star
• Positive and Negative Space
SKILLS
Students will be able to:
a. View various works of art and how color is utilized to create feelings and emotions.
b. Utilize various techniques with various tools to create a visual representation.
c. Examine the Pennsylvania Dutch, their heritage and uncover the myths related to hex signs to
gain an understanding of cultural heritages and symbolism.
d. Demonstrate the ability to create a piece of work with personal meanings.
ACTIVITIES/ASSESSMENTS
1. Class demonstration
2. Research Hex Signs
3. Create a hex design based on traditional ideas.
4. Teacher observation, assessment rubric and class critique
FRAMEWORKS
WEEK 6
A. 1.1, 2,3,6,8
A.2.1,2,3,4,5
A.3.3,6,7,8,9
CONTENT
Complete Hex signs
House/Building Designs
• Victoria Era & Early 20th C
• Towers, turrets, millwork
• History of Painted Ladies
(American Victorian Houses)
• Traditional/Modern Architecture
o Frank Gehry
RESOURCES:
Internet sites: http://www.kinderart.com/folkart/hex.shtml,
http://midatlantic.rootsweb.com/padutch/, http://www.the-artistic-garden.com/hexsigns.html, http://www.welcome-to-lancaster-county.com/amish-hex-signs.html
American Art Appreciation Activities Kit, Helen D. Hume.
The Golden Book of Colonial Crafts, Golden Press
SKILLS
Students will be able to:
a. Develop ideas based on Victorian Houses or turn of the century houses from the community
buildings.
b. Design a building/house that demonstrates and understanding of architectural designs/details.
c. Utilize various tools in the creation of their artwork.
18
ACTIVITIES/ASSESSMENTS
1. Teacher introduction/demonstration
2. Student research on building designs.
3. Create an unique house/building design.
4. Grading rubric, self-assessment, class critique
FRAMEWORKS
WEEK 7
A. 1.1, 2,3, 5,7,8,10
CONTENT
CONT. BUILDINGS
Tag Board Sculptures
• Tool Usage
• David Smith & Louise Bourgeois
A.2.1,2,3,5
RESOURCES:
American Art Appreciation Activities Kit, Helen D. Hume.
Scholastic Art Magazine: April/May 06, Frank Gehry
Architectural Rendering in Wash, Magonigle
Early American Doorways, Frary
SKILLS
Students will be able to:
a. Demonstrate the ability to cut cardboard into geometric forms.
b. Create a piece of artwork using cardboard creating a well-balanced sculpture.
c. Draw preliminary thumbnail sketches to establish their compositions/arrangements.
d. Recognize differences between artists and artists choice of materials.
A.3.1,3,4,6,8
ACTIVITIES/ASSESSMENTS
1. Teacher Demonstrations
2. Examples and class discussion
3. Create a tagboard sculpture.
4. Grading Rubric, Class Critique
RESOURCES:
American Art Appreciation Activities Kit, Helen D. Hume.
Internet source: Artcyclopedia and Art Lex
19
FRAMEWORKS
WEEK 8
A. 1.1, 2,3,4 5,6,7
A.2.1,2,3,4,5,6,7,8
CONTENT
Collages
• 3-D/Assemblage
• montage
• photomontage
• personal/cultural
• Romare Bearden
• Red Grooms
SKILLS
Students will be able to:
a. Distinguish the difference between different types of collages.
b. Identify the personal integrity of art.
c. Demonstrate ideas through personal and visual communications.
d. Create a collage based on a personal experience or idea.
A.3.1,3,8,9
ACTIVITIES/ASSESSMENTS
RESOURCES
1. Examples and Demonstration
2. Notes and brainstorming of ideas
3. Create a collage
4. Grading Rubric, class critique, self-assessment
American Art Appreciation Activities Kit, Helen D. Hume.
Exploring Visual Design, Davis Publishing
FRAMWORKS
CONTENT
SKILLS
WEEK 9
Op Art
•
•
•
•
Students will be able to:
A. 1.1,3,7,9
A.2.1,2,3,5
A.3.1,3,4,8
Line and shape in patterns
Visual movement
Contrast
Movement
a. Examine the Op art movement and discuss its significance.
b. Utilize various tools.
c. Demonstrate knowledge of creating a pattern with variety and patterns.
20
ACTIVITIES/ASSESSMENTS
1. Teacher Demonstration
2. Student research and practice
3. Create an optical illusion using shapes and lines
4. Grading Rubric, Self-Assessment, Class Discussions
RESOURCES:
American Art Appreciation Activities Kit, Helen D. Hume.
Internet images
Optical Illusions And the Visual Arts, Thruston & Carraher
CURRICULUM MAP: Harrison Junior High School
Harrison School District
August 2007 - May 2008
FRAMEWORKS
AUGUST
A.1.1, A.1.3, A.1.6,
A.3.7
(1-2 days)
CONTENT
Description of Art
• affects of art
• hobbies, careers, credits
• relationships to
curriculums/disciplines
Teacher: Harris/Milan
Grade: 9-12 Content: Art I/A
SKILLS
a. Identify the transfer of ideas and purposes of
the visual arts with other disciplines while
investigating visual art career opportunities.
ASSESSMENTS/ACTIVITIES
1. Observation
2. Notes/Journal
a. Ability to analyze, describe, interpret, and
judge students own work and of others.
1. Detailed checklist on the four steps.
2. Teacher demonstration.
3. Notes/Journal
4. Test over Art Criticism
RESOURCES:
United Streaming Careers Videos
Internet
A.1.2, A.1.3, A.1.7
A.3.2, A.3.3
(1-2 days intro,
continual throughout
the course)
Art Criticism
• steps: describe, analysis, judgment,
interpretation
• self-critique
• peer/group critiques
b. Create written and verbal dialogue for selfassessment.
RESOURCES:
21
ArtTalk textbook Ch. 2
Aesthetic Article from United Streaming
A.1.1, A.1.2, A.1.3,
A.1.4. A.1.5, A.1.6,
A.1.9, A.2.1, A.2.2,
A.2.3, A.2.4, A.2.5,
A.3.2, A.3.3
(5 days)
Lettering
• ruler usage, consistent
measurements
• creation of single line into thick
letters
a. Relay a visual idea after reviewing a variety of
text styles and their origins while exploring the
techniques used to design letters from a single
line into a more complex block letters.
1. Demonstration
2. Practice/performance
3. Project
4. Observation of tool usage and letter
formation
b. Explore the nature of creativity while using a
ruler to make consistent and accurate
measurements.
RESOURCES:
Internet-Microsoft Word text styles
Various Examples
The Speedball Textbook, 22nd Edition, Fink
SEPTEMBER
A.1.4, A.1.9, A.2.2,
A.2.3, A.2.5, A.3.1,
A.3.2, A.3.4, A.3.6
(5 days)
Element of Line
• types, characteristics, directions
a. Recognize the different line types, their
directions, and characteristics by exploring a
variety of sources.
b. Create a visual representation using a variety of
lines.
22
1. Demonstration
2. Notes/Journal over line
3. Project
4. Observation of various line usage
RESOURCES:
Text books and natural uses of line
A.1.4, A.1.9, A.2.2,
A.2.3, A.2.5, A.3.1,
A.3.2, A.3.4, A.3.6
(3-4 days)
Element of Shape
• organic
• geometric
• relationship to geometry
FRAMEWORKS
CONTENT
a. Use the three primary colors to accurately
produce/mix the secondary and intermediate
colors while understanding the relationships these
colors have to the light spectrum.
1. Demonstration on color mixing
2. Notes/Journal
3. Practice/Performance in mixing and color
relationships
4. Project
5. Observation of various techniques and
color usage
RESOURCES:
Posters
Natural and mathematical shapes
A.1.1, A.1.2, A.1.3,
A.1.4, A.1.7, A.1.8,
A.1.9, A.2.1, A.2.2,
A.2.3, A.2.4, A.2.5,
A.2.6, A.3.1, A.3.2,
A.3.3, A.3.4, A.3.5,
A.3.6, A.3.7
(3-4 days)
Element of Color
• spectral colors/color wheel
• primary, secondary, intermediate
• value scales
• relationship to Science
b. Research and recognize how color is used to
represent ideas and feelings.
c. Produce a color value scale that produces a
range from a tint to a shade using the 3 primary
colors.
RESOURCES:
ArtTalk textbook
Color Wheel Charts
Various internet resources
Scholastic Art Magazines
The Enjoyment and Use of Color, Sargent
23
A.1.1, A.1.2, A.1.3,
A.1.4, A.1.7, A.1.8,
A.1.9, A.2.1, A.2.2,
A.2.3, A.2.4, A.2.5,
A.2.6, A.3.1, A.3.2,
A.3.3, A.3.4, A.3.5,
A.3.6, A.3.7
(3-4 days)
Element of Texture
• difference between real and implied
• texture rubbings
a. Observe and recognize the difference between
real and implied textures.
1. Demonstration of various texture usage
2. Notes/Journal
3. Practice/Performance of textures
b. Utilized texture rubbings for future projects.
RESOURCES:
ArtTalk textbook, Discover Drawing Book
Scholastic Art Magazines
OCTOBER
Shading Techniques
• hatching, cross-hatching, stippling,
blending
A.1.2, A.1.9, A.2.1,
A.2.2, A.2.3, A.2.5,
A.3.1, A.3.2, A.3.4,
A.3.7
a. Recognize how artists have used different
shading techniques to create the illusion of space
and form.
1. Demonstration
2. Practice and Observation
b. Recognize and utilize the different shading
techniques, their applications, and different
mediums.
Element of Value
• range of values, tints and shades
• identify and produce:
o cone, cube, sphere,
cylinder, blob/gourd
a. Create three-dimensional forms utilizing a
shading technique.
1. Demonstration
2. Practice and Class Participation
3. Project
4. Observation
RESOURCES:
ArtTalk and Discover Drawing Books
Internet resources
Personal Experiences
FRAMEWORKS
NOVEMBER
A.1.5, A.2.3, A.2.5,
A.3.2, A.3.3, A.3.4,
A.3.5
CONTENT
Portfolio
• organize and arrangement of art
work and written work
• presentation of art work
SKILLS
a. Build a collection of visual and written work
based on artwork throughout the course
24
1. Demonstration and organization of
portfolio
2. Observation
RESOURCES:
Designing a Portfolio, Glencoe
Internet Resources
A.1.2, A.1.4, A.1.7,
A.1.9, A.2.1, A.2.2,
A.2.5, A.3.1, A.3.4
Ink Drawing
• utilize tools associated with ink
drawing: quill pen, India ink, and
various drawing tools
• utilize shading techniques and
value ranges within these
techniques
a. Re-examine the elements and principles of
design
1. Project and Rubric Assessment
2. Observation of Performance
b. Create an ink drawing with a quill pen along
with the drawing tools that follows specified
directions.
c. Utilize the four shading techniques with a full
range of value
RESOURCES:
Albrect Durer Images
Personal Experiences
DECEMBER
A.1.5, A.1.7, A.1.9,
A.2.1, A.2.2, A.2.3,
A.2.5, A.3.2, A.3.7
Calligraphy
• historical and cultural aspects of
the alphabet and written language
• lettering techniques
• font and letter styles
a. Examine historical and cultural backgrounds
along with the evolution of the different alphabets
and written language
1. Demonstration
2. Observation
3. Project & Rubric Assessment
b. Demonstrate a calligraphic writing style
c. Create a famous quote (10-15 word selection),
using a selected calligraphy font
A. 1.4, A.1.5. A.2.2,
A.2.4, A.2.5, A.3.1,
A.3.4, A.3.7
Still Life Drawing
• measurement (visual), spatial
relationships, aerial perspective,
contour structure
a. Examine and utilize observation and analysis
techniques
b. Create a realistic representation of a still life
composition using a full value range
25
1. Review of tools of observation
2. Teacher Demonstration
3. Student performance
4. Observation and Project Assessment
RESOURCES:
Calligraphic Examples
Internet resources, images
JANUARYFEBRUARY
(8-9 weeks)
A.1.1,A.1.2,A.1.3,
A.1.4,A.1.5,A.1.6,
A.1.7,A.1.8,A.1.9,
A.2.1,A.2.2,A.2.3,
A.2.4,A.2.5,A.2.6,
A.3.1,A.3.2,A.3.4
Pottery
• pottery techniques,
historical/cultural significance
o slab construction (2 wks)
o coil construction (2 wks)
o pinch method (2 wks)
o pottery wheel (2 wks)
a. Explore the language and building techniques
and historical/cultural significance
b. Identify and understand responsible safety
precautions.
1. Demonstration
2. Observation of students and teacher
guidance.
3. Project Assessment.
c. Define and observe various examples of
pottery.
d. Create a slab, coil and pinch project
demonstrating correct procedures
e. Create a cylindrical shaped project using the
potters wheel (optional)
RESOURCES:
Scholastic Art Magazine, December 04/Jan05
Ceramics, Brennan
Exploring Visual Design, Davis Publishing
Claywork, 3rd Edition, Nigrosh
Ceramic Creations, Fournier & Bonanza
MARCH
Linear and Aerial Perspective
(10-15 days)
• Eye levels
A.1.1,A.1.2,A.1.3,
o On
A.1.4,A.1.5,A.1.6,
o Above
A.1.8,A.1.9,A.2.1,
o Below
A.2.2,A.2.3,A.2.4,
• Viewpoints
A.2.6,A.3.2,A.3.3,
o One
A.3.6
o Two
o Three
• Perspective Buildings
a. Explore language and definitions associated
with perspective
b. Examine the historical background of
perspective (linear & aerial)
c. Re-examine line qualities and directions
d. Explore and examine the three types of
perspective (one, two & three) and how they are
viewed from all eye levels
e. Demonstrate use of linear (drawn lines) and
aerial perspective to create the illusion of depth or
space
f. Create a two-point perspective building in an
appropriate environment
26
1.Teacher Demonstration.
2.Observation of Student/ tool Interaction.
3.Practice worksheets/ notes.
4.Projects.
RESOURCES:
Perspective Made Easy, Norling
Perspective, Powell
MARCH-APRIL
(15-20 days)
A.1.8,A.1.9,A.2.1,
A.2.2,A.2.3,A.3.1,
Paper Mache
• Construction materials
• Historical /Cultural Applications
a. Explore the different methods and materials
used in construction: chicken wire, newspaper,
wood, balloons, etc.
1. Demonstration
2. Teacher/Student Interaction.
3. Project
b. Discuss cultural and historical applications
c. Using prior knowledge and a variety of sources
for subject matter
RESOURCES:
APRIL- MAY
(2-3 weeks)
A.1.4,A.1.8,A.1.9,
A.2.3,A.2.6,A.3.2,
A.3.3,A.3.4,A.3.6,
A.3.7
Tessellations
• Escher
• Math correlations: geometric
shapes, formulas, metamorphosis
• Technology
a. Use angles and geometric shapes to create a
repeated pattern
b. Explore different tessellating shapes to create
simple or complex designs
c. Create/Design a simple pattern using a
computer program.
RESOURCES:
27
1. Teacher Demonstration.
2. Observation of Student/tool
Interaction.
3. Project.
M.C. Escher Video and Posters
Teaching Tessellating Art, Britton & Britton
28
Harrison School District
Curricular Documentation
th
th
6 – 12
Music
2007-2008
Pam Jones
Curriculum Coordinator
29
The following curricular documents reflect a collaborative effort by the
teachers and administrators of the Harrison School District to meet the
Arkansas Learning Standards:
From the Arkansas Department of Education:
Arkansas’ Learning Standards are defined in the Arkansas Curriculum
Frameworks, which are discipline-based and clearly describe what students
must know and be able to do in each academic content area. The rigorous
academic content standards and the student learning expectations within
each document provide the focus for instruction for each local school district,
without rigidly prescribing every element of the local curriculum.
Student demonstration of the standards and learning expectations within the
Arkansas Curriculum Frameworks is the anchor for the entire education
system, with instructional programs, state-level assessments, professional
development, school improvement planning, teacher/administrator licensure,
and accountability sharing the common goal of improved student learning
and performance around these standards.
30
CURRICULUM MAP: Harrison School District
Harrison School District
August 2007 - May 2008
FRAMEWORKS
M.1.1
M.3.1
M.3.3
M.3.2
M.4.2
M.4.4
CONTENT
Vocal Registration
Unison Singing
Ear Training
Part Independence
Music Literacy
Concert Etiquette
Teacher: Rickman_____________
Grade: 7___ Subject: Vocal Music___
Timeframe (9 Weeks/Month/Semester): First Quarter
SKILLS
-Students will sing using the proper registration for their voice type.
-Students will sing unison passages and partner songs using accurate
intonation and proper vowel indications.
-Students will clap and sing rhythms up to and including eighth notes.
-Students will locate the tonic in all flat keys, using FFR=4(Fa) Method.
-Students will recognize, name, and sing solfege syllables or numbers, as
they pertain to the written staff. (Level 1 – Unison – Diatonic – Flat Keys)
-Students will display behaviors appropriate for performance both on stage
and in the audience.
ACTIVITIES
-Descending vocalizations beginning in the upper
(head) voice.
-Vocal exercises that outline ‘speaking voice’ and
‘singing voice’
-Vocalizations that can be memorized quickly, and
repeated each day.
-Singing songs using limited range
(tessitura of C4 to E5 for Girls)/(tessitura of A3 to A4
for Boys)
-Sightreading Football
-Sightreading Flash Book
-Viewing stellar examples of proper stage presence
on video and in person.
-Singing scales using solfege or numbers hand
signals.
-Working from board in finding tonic.
-Reading from sightreading materials (handouts,
method books)
ASSESSMENTS
Auditory/Recorded
Numbering Worksheets
Fall Concert
31
RESOURCES
Sightreading Flash Book
Silver Burdett World of Choral Music
Essential Elements for Choir
HJHS Choral Library
Music Literacy for Young Singers –
Patti DeWitt
Sighreading Fun – Unison – Carl W.
Vandre
The Sightreading Singer – Linda
Spevacek
HJHS Compiled Sightreading Works
The Ultimate Warm-Up Book - Alfred
Choral Performance DVDs
Concert Etiquette Worksheet
CURRICULUM MAP: Harrison School District
Harrison School District
August 2007 - May 2008
FRAMEWORKS
M.1.2
M.1.3
M.4.3
M.4.1
M.4.5
Teacher: Rickman_____________
Grade: 7___ Subject: Vocal Music___
Timeframe (9 Weeks/Month/Semester): Second Quarter
CONTENT
SKILLS
Ear Training/Part Independence
-Students will sing simple homophonic harmonies and begin to demonstrate
Harmonic Partner Singing
part independence.
Ethnic/Cultural Exposition
Music Literacy
-Students will sing simple texts in foreign languages, using accurate
vowels/consonants as indicated by the instructor.
-Students will locate the tonic in all sharp keys, using FSR=7(Ti) Method.
-Students will recognize, name, and sing solfege syllables or numbers, as
they pertain to the written staff. (Level 1 – Unison – Diatonic – Sharp)
ACTIVITIES
-Singing songs with homophonic harmonies, that are
written in such a way as to promote easy harmonic
progression.
-Singing songs using simple non-English incipits.
-Reading from sight reading materials (handouts,
method books)
-Singing scales using solfege or numbers hand
signals.
-Working from board in finding tonic.
ASSESSMENTS
Auditory/Recorded
Numbering Worksheets
Christmas Concert
32
RESOURCES
Sight reading Flash Book
Silver Burdett World of Choral Music
Essential Elements for Choir
HJHS Choral Library
Music Literacy for Young Singers –
Patti DeWitt
Sight reading Fun – Unison – Carl W.
Vandre
The Sight reading Singer – Linda
Spevacek
HJHS Compiled Sight reading Works
The Ultimate Warm-Up Book - Alfred
CURRICULUM MAP: Harrison School District
Harrison School District
August 2007 - May 2008
FRAMEWORKS
M.1.1
M.3.1
M.3.3
M.3.2
M.4.2
M.4.4
M.1.2
M.1.3
M.4.3
M.4.1
M.4.5
CONTENT
Cultural Exposition
Genre/Style
Self-Assessment
Performance Practice
Music Literacy
Teacher: Rickman_____________
Grade: 7___ Subject: Vocal Music___
Timeframe (9 Weeks/Month/Semester): Third Quarter
SKILLS
-Students will expand their knowledge of different genres of music, including
baroque, classical, and romantic eras.
ACTIVITIES
-Singing songs from Arkansas Master Approval List,
and from the --University Interscholastic League
(UIL) Preferred music list.
-Completion of evaluation worksheets for past
rehearsal recordings.
-Viewing prime examples of proper performance.
-Performing at Ozark Mountain Country Music Festival
Sight reading practice at the beginning of class.
-Students will evaluate their own performance from recordings.
-Students will improve stage presence for cultivated performances.
-Students will sight read music on Level 1 Unison in all keys.
ASSESSMENTS
Auditory/Recorded
Self-Assessment Worksheets
Sight reading Scoring Rubric
Pre-Festival Concert
Choral Performance Assessments
Evaluative Festivals
33
RESOURCES
Arkansas Approved Titles List
University Interscholastic League PML
Marantz CD Recorder
Tascam CD Recorder
Sight reading Flash Book
Silver Burdett World of Choral Music
Essential Elements for Choir
HJHS Choral Library
Music Literacy for Young Singers –
Patti DeWitt
Sight reading Fun – Unison – Carl W.
Vandre
The Sight reading Singer – Linda
Spevacek
HJHS Compiled Sight reading Works
The Ultimate Warm-Up Book - Alfred
CURRICULUM MAP: Harrison School District
Harrison School District
August 2007 - May 2008
FRAMEWORKS
M.5.5
M.2.1
M.2.2
Teacher: Rickman_____________
Grade: 7___ Subject: Vocal Music___
CONTENT
Timeframe (9 Weeks/Month/Semester): Fourth Qtr
SKILLS
-Students will sing music of a lighter/popular genre with appropriate style.
Style/Genre
Dance/Movement
Composition/Arrangement
-Students will sing while using light choreography.
-Students will use their own creativity in making pop music authentic.
ACTIVITIES
-Viewing of supporting materials (musicals/movies)
for the performance of lighter works.
-Choreographic practice.
-Viewing of show choir materials
-Small working groups in choreography and edition.
ASSESSMENTS
Auditory
Spring Concert
RESOURCES
HJHS Choral Library
The Ultimate Warm-Up Book – Alfred
Show Choir Performance DVDs
CURRICULUM MAP: Harrison School District
Harrison School District
August 2007 - May 2008
FRAMEWORKS
M.1.1
M.3.1
M.3.3
M.3.2
M.4.2
M.4.4
Teacher: Rickman_____________
Grade: 8___ Subject: Vocal Music___
Timeframe (9 Weeks/Month/Semester): First Quarter
CONTENT
SKILLS
Intonation/Part Independence
-Students will sing homophonic passages in two and three parts using
Music Literacy
accurate intonation and proper vowel indications.
Concert Etiquette
-Students will clap and sing rhythms up to and including sixteenth notes and
rests.
-Students will recognize, name, and sing solfege syllables or numbers, as
they pertain to the written staff. (Level 2 – SA – Diatonic)
34
-Students will display behaviors appropriate for performance both on stage
and in the audience.
ACTIVITIES
-Advanced vocalises where harmonies are
implemented.
-Singing songs using two parts with small three part
divisi.
-Sight reading Football
-Sight reading Basketball
-Reading from sight reading materials (handouts,
method books)
-Singing scales using solfege or numbers hand
signals.
-Working from board in sight reading procedures.
-Viewing stellar examples of proper stage presence
on video and in person.
ASSESSMENTS
Auditory/Recorded
Numbering Worksheets
Fall Concert
RESOURCES
Sight reading Flash Book
Silver Burdett World of Choral Music
Essential Elements for Choir
HJHS Choral Library
Music Literacy for Young Singers –
Patti DeWitt
Sight reading Fun – SSA/TTB – Carl W.
Vandre
The Sightreading Singer – Linda
Spevacek
HJHS Compiled Sight reading Works
The Ultimate Warm-Up Book - Alfred
CURRICULUM MAP: Harrison School District
Harrison School District
August 2007 - May 2008
FRAMEWORKS
M.1.2
Teacher: Rickman_____________
Grade: 8___ Subject: Vocal Music___
Timeframe (9 Weeks/Month/Semester): Second Quarter
CONTENT
SKILLS
Multiple Part Independence
-Students will sing advanced three part music, and will display part
Ear Training
independence.
Critical Listening
-Students will sing more advanced texts in foreign languages, using accurate
Cultural Exposition
vowels/consonants as indicated by the instructor.
35
ACTIVITIES
Singing songs with homophonic three part harmonies,
and some four part divisi.
ASSESSMENTS
Auditory
Self-Assessment Exercise
Christmas Concert
Singing songs using full Latin and German Texts.
RESOURCES
Sight reading Flash Book
Silver Burdett World of Choral Music
Essential Elements for Choir
HJHS Choral Library
Music Literacy for Young Singers –
Patti DeWitt
Sigh reading Fun – SSA/TTB – Carl W.
Vandre
The Sight reading Singer – Linda
Spevacek
HJHS Compiled Sight reading Works
The Ultimate Warm-Up Book - Alfred
CURRICULUM MAP: Harrison School District
Harrison School District
August 2007 - May 2008
FRAMEWORKS
M.1.3
M.4.3
M.4.1
M.4.5
Teacher: Rickman_____________
Grade: 8___ Subject: Vocal Music___
Timeframe (9 Weeks/Month/Semester): Third Quarter
CONTENT
SKILLS
Genre/Style
-Students will expand their knowledge of different genres of music, including
Music History
baroque, classical, and romantic eras.
Self-Assessment
-Students will evaluate their own performance from recordings.
Stage Presence
Music Literacy
-Students will improve stage presence for cultivated performances.
-Students will sight read music on Levels 2 and Three in all keys
ACTIVITIES
Singing songs from Arkansas Master Approval List,
and from the University Interscholastic League (UIL)
Preferred music list.
ASSESSMENTS
Auditory
Self-Assessment Worksheet
Visual Assessment
Completion of evaluation worksheets for past
rehearsal recordings.
Viewing prime examples of proper performance.
Performing at Choral Performance Assessment
36
RESOURCES
Arkansas Approved Titles List
University Interscholastic League PML
Marantz CD Recorder
Tascam CD Recorder
Sight reading Flash Book
Silver Burdett World of Choral Music
Essential Elements for Choir
HJHS Choral Library
Music Literacy for Young Singers –
Patti DeWitt
Sight reading Rehearsals, and sight reading of
concert literature
Sighreading Fun – SSA/TTB – Carl W.
Vandre
The Sightreading Singer – Linda
Spevacek
HJHS Compiled Sightreading Works
The Ultimate Warm-Up Book - Alfred
CURRICULUM MAP: Harrison School District
Harrison School District
August 2007 - May 2008
FRAMEWORKS
M.5.5
M.2.1
M.2.2
Teacher: Rickman_____________
Grade: 8___ Subject: Vocal Music___
Timeframe (9 Weeks/Month/Semester): Fourth Quarter
CONTENT
SKILLS
Genre/Style
-Students will sing music of a lighter/popular genre with appropriate style.
Performance Practice
Dance/Movement
-Students will sing while using light choreography.
-Students will use their own creativity in making pop music authentic.
ACTIVITIES
Viewing of supporting materials (musicals/movies) for
the performance of lighter works.
Choreographic practice.
Viewing of show choir materials
Small working groups in choreography and edition.
ASSESSMENTS
Auditory
Spring Concert
37
RESOURCES
HJHS Choral Library
The Ultimate Warm-Up Book – Alfred
Show Choir Performance DVDs
CURRICULUM MAP: Harrison School District
Harrison School District
August 2007 - May 2008
FRAMEWORKS
M.1.1
M.3.1
M.3.3
M.3.2
M.4.2
M.4.4
Teacher: Rickman_____________
Grade: 9___ Subject: Vocal Music___
Timeframe (9 Weeks/Month/Semester): First Quarter
CONTENT
SKILLS
Intonation/Part Independence
-Students will sing homophonic passages in two and three parts using
Tone Quality
accurate intonation and proper vowel indications.
-Students will sing with proper registration and depth as it pertains to their specific level.
Music Literacy
Concert Etiquette
-Students will clap and sing rhythms up to and including sixteenth notes and
Leadership
rests.
-Students will recognize, name, and sing solfege syllables or numbers, as
they pertain to the written staff. (Level 2 – SA – Diatonic)
-Students will display behaviors appropriate for performance both on stage
and in the audience.
-Students will exhibit qualities commensurate with the leadership of an older student.
ACTIVITIES
-Advanced vocalises where harmonies are
implemented.
-Singing songs using two parts with small three part
divisi.
-Sightreading Football
-Sightreading Basketball
-Reading from sightreading materials (handouts,
method books)
-Singing scales using solfege or numbers hand
signals.
-Working from board in sightreading procedures.
-Viewing stellar examples of proper stage presence
on video and in person.
ASSESSMENTS
Auditory/Recorded
Numbering Worksheets
Fall Concert
38
RESOURCES
Sightreading Flash Book
Silver Burdett World of Choral Music
Essential Elements for Choir
HJHS Choral Library
Music Literacy for Young Singers –
Patti DeWitt
Sighreading Fun – SSA/TTB – Carl W.
Vandre
The Sightreading Singer – Linda
Spevacek
HJHS Compiled Sightreading Works
The Ultimate Warm-Up Book - Alfred
CURRICULUM MAP: Harrison School District
Harrison School District
August 2007 - May 2008
FRAMEWORKS
M.1.2
Teacher: Rickman_____________
Grade: 9___ Subject: Vocal Music___
Timeframe (9 Weeks/Month/Semester): Second Quarter
CONTENT
SKILLS
-Students will sing advanced three part music, and will display part
Multiple Part Independence
independence.
Ear Training
Critical Listening
Cultural Exposition
-Students will sing advanced divisi and descants.
-Students will sing more advanced texts in foreign languages, using accurate
vowels/consonants as indicated by the instructor.
ACTIVITIES
Singing songs with homophonic three part harmonies,
and some four part divisi.
ASSESSMENTS
Auditory
Self-Assessment Exercise
Christmas Concert
Singing songs using full Latin and German Texts.
RESOURCES
Sightreading Flash Book
Silver Burdett World of Choral Music
Essential Elements for Choir
HJHS Choral Library
Music Literacy for Young Singers –
Patti DeWitt
Sighreading Fun – SSA/TTB – Carl W.
Vandre
The Sightreading Singer – Linda
Spevacek
HJHS Compiled Sightreading Works
The Ultimate Warm-Up Book - Alfred
CURRICULUM MAP: Harrison School District
Harrison School District
August 2007 - May 2008
FRAMEWORKS
M.1.3
M.4.3
M.4.1
Teacher: Rickman_____________
Grade: 9___ Subject: Vocal Music___
Timeframe (9 Weeks/Month/Semester): Third Quarter
CONTENT
SKILLS
Genre/Style
-Students will expand their knowledge of different genres of music, including
Music History
baroque, classical, and romantic eras.
Self-Assessment
39
M.4.5
Stage Presence
Music Literacy
Leadership
-Students will provide leadership in sightreading situations, taking charge in
their specific section.
-Students will evaluate their own performance from recordings.
-Students will improve stage presence for cultivated performances.
ACTIVITIES
Singing songs from Arkansas Master Approval List,
and from the University Interscholastic League (UIL)
Preferred music list.
Completion of evaluation worksheets for past
rehearsal recordings.
Viewing prime examples of proper performance.
Performing at Choral Performance Assessment
Sightreading Rehearsals, and sightreading of concert
literature
-Students will sightread music on Levels 2 and Three in all keys
ASSESSMENTS
RESOURCES
Auditory
Arkansas Approved Titles List
Self-Assessment Worksheet
University Interscholastic League PML
Visual Assessment
Marantz CD Recorder
Tascam CD Recorder
Sightreading Flash Book
Silver Burdett World of Choral Music
Essential Elements for Choir
HJHS Choral Library
Music Literacy for Young Singers –
Patti DeWitt
Sighreading Fun – SSA/TTB – Carl W.
Vandre
The Sightreading Singer – Linda
Spevacek
HJHS Compiled Sightreading Works
The Ultimate Warm-Up Book - Alfred
CURRICULUM MAP: Harrison School District
Harrison School District
August 2007 - May 2008
Teacher: Rickman_____________
Grade: 9___ Subject: Vocal Music___
Timeframe (9 Weeks/Month/Semester): Fourth Quarter
FRAMEWORKS
M.5.5
M.2.1
M.2.2
CONTENT
Genre/Style
Performance Practice
Dance/Movement
Leadership
Organization
SKILLS
-Students will sing music of a lighter/popular genre with appropriate style.
-Students will sing while using light choreography.
-Students will use their own creativity in making pop music authentic.
-Students will organize a “Passing Freshman” production for the spring
concert.
40
ACTIVITIES
Viewing of supporting materials (musicals/movies) for
the performance of lighter works.
Choreographic practice.
Viewing of show choir materials
Small working groups in choreography and edition.
ASSESSMENTS
Auditory
Spring Concert
RESOURCES
HJHS Choral Library
The Ultimate Warm-Up Book – Alfred
Show Choir Performance DVDs
CURRICULUM MAP: Harrison School District
Harrison School District
August 2007 - May 2008
FRAMEWORKS
M.1.1
M.3.1
M.3.3
M.3.2
M.4.2
M.4.4
Teacher: Rickman_____________
Grade: 9___ Subject: Vocal Music - Select___
Timeframe (9 Weeks/Month/Semester): First Quarter
CONTENT
SKILLS
Intonation/Part Independence
-Students will sing polyphonic passages in three and four parts using
Critical Listening
accurate intonation and proper vowel indications.
Tone Quality
-Students will sing with proper registration and depth as it pertains to their specific level.
Music Literacy
Concert Etiquette
-Students will learn to listen for other parts in a mixed choir situation.
Leadership
-Students will clap and sing rhythms up to and including syncopation and
irregular meter.
-Students will recognize, name, and sing solfege syllables or numbers, as
they pertain to the written staff. (Level 3 SAB/SATB – Diatonic)
-Students will display behaviors appropriate for performance both on stage
and in the audience.
-Students will exhibit qualities commensurate with the leadership of an older student.
ACTIVITIES
-Advanced vocalises where harmonies are
implemented.
-Singing songs using two parts with small three part
divisi.
-Sightreading Football
-Sightreading Basketball
-Reading from sightreading materials (handouts,
method books)
-Singing scales using solfege or numbers hand
ASSESSMENTS
Auditory/Recorded
Numbering Worksheets
Fall Concert
41
RESOURCES
Sightreading Flash Book
Silver Burdett World of Choral Music
Essential Elements for Choir
HJHS Choral Library
Music Literacy for Young Singers –
Patti DeWitt
Sighreading Fun – SAB/SATB – Carl W.
Vandre
The Sightreading Singer – Linda
signals.
-Working from board in sightreading procedures.
-Viewing stellar examples of proper stage presence
on video and in person.
Spevacek
HJHS Compiled Sightreading Works
The Ultimate Warm-Up Book - Alfred
CURRICULUM MAP: Harrison School District
Harrison School District
August 2007 - May 2008
FRAMEWORKS
M.1.2
Teacher: Rickman_____________
Grade: 9___ Subject: Vocal Music - Select___
Timeframe (9 Weeks/Month/Semester): Second Quarter
CONTENT
SKILLS
Multiple Part Independence
-Students will sing advanced four part music, and will display part
Ear Training
independence.
Critical Listening
Cultural Exposition
-Students will sing advanced divisi and descants.
-Students will sing more advanced texts in foreign languages, using accurate
vowels/consonants as indicated by the instructor.
ACTIVITIES
Singing songs with homophonic three part harmonies,
and some four part divisi.
ASSESSMENTS
Auditory
Self-Assessment Exercise
Christmas Concert
Singing songs using full Latin and German Texts.
42
RESOURCES
Sightreading Flash Book
Silver Burdett World of Choral Music
Essential Elements for Choir
HJHS Choral Library
Music Literacy for Young Singers –
Patti DeWitt
Sighreading Fun – SAB/SATB – Carl W.
Vandre
The Sightreading Singer – Linda
Spevacek
HJHS Compiled Sightreading Works
The Ultimate Warm-Up Book - Alfred
CURRICULUM MAP: Harrison School District
Harrison School District
August 2007 - May 2008
FRAMEWORKS
M.1.3
M.4.3
M.4.1
M.4.5
Teacher: Rickman_____________
Grade: 9___ Subject: Vocal Music - Select___
CONTENT
Genre/Style
Music History
Self-Assessment
Stage Presence
Music Literacy
Leadership
Timeframe (9 Weeks/Month/Semester): Third Quarter
SKILLS
-Students will expand their knowledge of different genres of music, including
baroque, classical, and romantic eras.
-Students will provide leadership in sightreading situations, taking charge in
their specific section.
-Students will evaluate their own performance from recordings.
-Students will improve stage presence for cultivated performances.
ACTIVITIES
Singing songs from Arkansas Master Approval List,
and from the University Interscholastic League (UIL)
Preferred music list.
Completion of evaluation worksheets for past
rehearsal recordings.
Viewing prime examples of proper performance.
Performing at Choral Performance Assessment
Sightreading Rehearsals, and sightreading of concert
literature
-Students will sightread music on Level 3 in all keys
ASSESSMENTS
RESOURCES
Auditory
Arkansas Approved Titles List
Self-Assessment Worksheet
University Interscholastic League PML
Visual Assessment
Marantz CD Recorder
Tascam CD Recorder
Sightreading Flash Book
Silver Burdett World of Choral Music
Essential Elements for Choir
HJHS Choral Library
Music Literacy for Young Singers –
Patti DeWitt
Sighreading Fun – SAB/SATB – Carl W.
Vandre
The Sightreading Singer – Linda
Spevacek
HJHS Compiled Sightreading Works
The Ultimate Warm-Up Book - Alfred
43
CURRICULUM MAP: Harrison School District
Harrison School District
August 2007 - May 2008
Teacher: Rickman_____________
Grade: 9___ Subject: Vocal Music - Select___
Timeframe (9 Weeks/Month/Semester): Fourth Quarter
FRAMEWORKS
M.5.5
M.2.1
M.2.2
CONTENT
Genre/Style
Performance Practice
Dance/Movement
Leadership
Organization
SKILLS
-Students will sing music of a lighter/popular genre with appropriate style.
-Students will sing while using light choreography.
-Students will use their own creativity in making pop music authentic.
-Students will organize a “Passing Freshman” production for the spring
concert.
ACTIVITIES
Viewing of supporting materials (musicals/movies) for
the performance of lighter works.
Choreographic practice.
Viewing of show choir materials
Small working groups in choreography and edition.
ASSESSMENTS
Auditory
Spring Concert
44
RESOURCES
HJHS Choral Library
The Ultimate Warm-Up Book – Alfred
Show Choir Performance DVDs
CURRICULUM MAP: HARRISON JR. HIGH BAND
Harrison School District
FRAMEWORKS
1st Semester:
M.1.1
M.1.2
M.2.1
M.2.2
CONTENT
•
•
•
•
•
•
•
•
M.3.1
M.3.2
Grade: 6 – Beginning Band
•
Instrument assembly
Instrument maintenance
Posture, Hand Position, Breathing
Basic Tone Production
Basic Rhythm – rhythm tree: whole,
half, quarter, eighth notes and rests
Articulation – whole, half, and quarter
notes
Basic Theory
Fundamental playing:
o Brass – long tones, lip slurs
o Woodwinds – long tones, finger
exercises
o Percussion – scale studies,
advanced rhythm studies
Basic note reading
SKILLS
•
•
•
•
•
•
M.3.3
•
M.4.3
•
M.5.1
•
M.5.4
•
ASSESSMENTS
Sing and/or play a musical instrument
accurately with correct fundamentals and
techniques as developmentally
appropriate.
Sing and/or play music of varied genres
and styles with appropriate expression,
interpretation, and phrasing.
Improvise simple melodies and/or
accompaniments and compose short
pieces within specified guidelines.
Create and arrange rhythmic and melodic
phrases.
Read and notate simple and compound
meters, rhythm, pitch, and dynamics using
standard symbols and terminology.
Use technology, when applicable, to
develop reading and notating skills.
Sight-read music in treble and/or other
clefs in various keys and meters within
specified guidelines.
Compare and contrast two or more styles
of music.
Identify commonalities between music
and the other fine arts (e.g.,
rhythm/movement, timbre/color, etc.
Demonstrate ways music and other
disciplines are integrated
45
•
•
•
•
Monitor by director
Playing Tests/Quizzes
Worksheets
Practice Records
2nd Semester:
Add the following
frameworks:
M.1.3
•
•
M.4.1
Music performance at appropriate
levels of difficulty in formal and/or
informal concerts.
Performance evaluation through critical
listening for the purpose of selfcorrection.
•
•
•
•
•
•
•
•
Review Fundamentals:
o Assembly/Maintenance of Instrument
o Posture, Hand Position, Breathing
o Tone Production
Rhythm – add sixteenth notes and rests
Articulation – add triplet and sixteenth
notes
Continue Basic Theory
Fundamental Playing:
o Brass – Add scale studies: Bb, F, Ab,
G, Chromatic
o Woodwinds – Add scale studies: Eb,
F, G, Ab, Bb, Chromatic
o Clarinets – Crossing the break
o Percussion – Continue scale studies,
snare drum rudiments, timpani
technique and tuning
Continue basic note reading
Prepare music for Spring Concerts
Music for Band Camp
•
•
•
•
•
•
Monitor by director
Playing Tests/Quizzes
Worksheets
Practice Records
Spring Concert Performance
Perform for 5th-Graders (recruiting concert)
CURRICULUM MAP: HARRISON JR. HIGH BAND
Harrison School District
FRAMEWORKS
1st 9-Weeks:
M.1.1
M.1.2
CONTENT
•
•
•
•
•
M.1.3
M.2.1
M.2.2
Grade: 7 – Intermediate Band
•
Fundamentals review– posture, hand
position, breathing, embouchure
Basic theory review
Articulation practice – quarter, eighth,
and triplet patterns
Beginning band book – # 6-100 review
Rhythm practice – whole, half, quarter,
and eighth notes and rests
Band Cheers – music for football game
SKILLS
•
•
•
•
•
•
ASSESSMENTS
Sing and/or play a musical instrument
accurately with correct fundamentals and
techniques as developmentally
appropriate.
Sing and/or play music of varied genres
and styles with appropriate expression,
interpretation, and phrasing.
Perform music at appropriate levels of
difficulty in formal and/or informal
concerts.
Improvise simple melodies and/or
accompaniments and compose short
pieces within specified guidelines.
Create and arrange rhythmic and melodic
phrases.
Read and notate simple and compound
46
•
•
•
•
•
Monitor by director
Chair Tests/Playing Tests
Worksheets
Practice Records
Performance at football game
•
Review fundamentals – posture, hand
position, breathing, embouchure
Review basic theory
Articulation practice – quarter, eighth, and
triplet patterns
Review beginning band book – # 6-100
Rhythm practice – whole, half, quarter, and
eighth notes and rests
Band Cheers – music for football game
•
•
•
•
•
M.3.1
•
M.3.2
•
M.3.3
•
M.4.1
•
M.4.3
•
M.5.1
•
M.5.4
nd
2 9-Weeks:
Continue each 9weeks with the
aforementioned
frameworks
Fundamentals and theory review
continuation
• Basic theory review continuation
• Articulation practice – add sixteenth
• notes; increase tempo to 100 bpm
• Beginning band book - # 101-end
Rhythm practice – add dottedquarter/eighth and eighth/quarter/eighth
patterns
• Scale studies – Eb, F, G, Ab, Bb
(brass/woodwinds); all scales
(percussion)
• Christmas concert music
3rd 9-Weeks:
•
•
meters, rhythm, pitch, and dynamics using
standard symbols and terminology.
Use technology, when applicable, to
develop reading and notating skills.
Sight-read music in treble and/or other
clefs in various keys and meters within
specified guidelines.
Evaluate performance through critical
listening for the purpose of selfcorrection.
Compare and contrast two or more styles
of music.
Identify commonalities between music
and the other fine arts (e.g.,
rhythm/movement, timbre/color, etc.)
Demonstrate ways music and other
disciplines are integrated.
•
•
•
•
•
•
Advanced theory
Articulation – increase tempo to 120
bpm
Begin Intermediate Band Method
Rhythm practice – begin “7th-Grade
Rhythms” worksheets
Scale studies – C, Db, major; g, a, c, d
minors; chromatic
Prepare solos and small ensembles
Preparation for spring concert
47
•
•
•
•
•
Monitor by director
Chair Tests/Playing Tests
Worksheets
Practice Records
Christmas Concert Performance
•
•
•
•
•
Monitor by director
Chair Tests/Playing Tests
Worksheets
Practice Records
Perform at Solo & Ensemble Festival
4th 9-Weeks:
•
•
•
•
•
•
•
Advanced theory continuation
Articulation continuation
Intermediate Band Method
continuation
7th-Grade Rhythms worksheets
continuation
All-Region scales
Band Camp music
Spring concert music
•
•
•
•
•
•
•
Monitor by director
Chair Tests/Playing Tests
Worksheets
Practice Records
Spring Concert Performance
Final Exam – Written (over music theory)
Final Exam – Playing (over scales and band
camp/all-region music)
CURRICULUM MAP: HARRISON JR. HIGH BAND
Harrison School District
FRAMEWORKS
1st 9-Weeks:
M.1.1
M.1.2
M.1.3
M.2.1
M.2.2
M.2.3
M.3.1
Grade: 8 – Jr. Varsity Band
CONTENT
SKILLS
Fundamentals review– posture, hand
position, breathing, embouchure
• Basic theory - review
• Articulation practice – quarter, eighth,
triplet, and sixteenth patterns
• Warm-up routine – Remington F,
Remington Bb, lip slurs
• Rhythm practice – whole, half, quarter,
and eighth notes and rests
• All-Region Scales
• Band Cheers (perform at football
game)
Other football music
•
•
•
•
•
•
•
•
•
M.3.2
•
M.3.3
•
Sing and/or play a musical instrument
accurately with correct fundamentals and
techniques as developmentally
appropriate.
Sing and/or play music of varied genres
and styles with appropriate expression,
interpretation, and phrasing.
Perform music at appropriate levels of
difficulty in formal and/or informal
concerts.
Improvise simple melodies and/or
accompaniments and compose short
pieces within specified guidelines.
Create and arrange rhythmic and melodic
phrases.
Explore the role of technology in the
creation/composition of music.
Read and notate simple and compound
meters, rhythm, pitch, and dynamics using
standard symbols and terminology.
Use technology, when applicable, to
develop reading and notating skills.
Sight-read music in treble and/or other
clefs in various keys and meters within
specified guidelines.
Evaluate performance through critical
48
ASSESSMENTS
• Monitor by director
• Chair Tests/Playing Tests
• Worksheets
• Performance at home football games
M.4.1
•
M.4.3
M.5.1
listening for the purpose of selfcorrection.
Compare and contrast two or more styles
of music.
•Identify commonalities between music
and the other fine arts (e.g.,
rhythm/movement, timbre/color, etc.)
•Demonstrate ways music and other
disciplines are integrated.
M.5.4
2nd 9-Weeks:
Continue each 9weeks with the
aforementioned
frameworks
3rd 9-Weeks:
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
4th 9-Weeks:
•
•
•
•
•
•
•
•
•
Fundamentals and theory review
contination
Articulation practice – increase tempo
to 100 bpm
Warm-up routine conutinuation
Rhythm practice – add dottedquarter/eighth and
eighth/quarter/eighth patterns
All-Region Scales continuation
All-Region etudes preparation
Intermediate Band Method book
Christmas concert music
Advanced Theory
Articulation – increase tempo to 120
bpm
Begin high school warm-up routine
Rhythm practice – sixteenth notes
Continue playing from Intermediate
Band Method book
Sight reading practice
Region Festival music
•
•
•
•
•
Monitor by director
Chair Tests/Playing Tests
Worksheets
All-Region auditions
Christmas Concert Performance
•
•
•
Monitor by director
Chair Tests/Playing Tests
Perform at Region Concert and SightReading Festival
Advanced Theory continuation
High school warm-up routine
continuation
Rhythm practice continuation
Technical Exercises – Key of Bb, F,
Eb, Ab, C, G
Spring Concert Music
Band Camp music
HHS Graduation Music
Marching fundamentals
High school marching band music
•
•
•
•
•
Monitor by director
Chair Tests/Playing Tests
Spring Concert Performance
Final Exam – Written (over music theory)
Final Exam – Playing (over scales and band
camp/all-region music)
Percussion – Audition for HS Drumline
Performance at Graduation
•
•
49
Harrison School District
Curricular Documentation
French I
2007-2008
Pam Jones
Curriculum Coordinator
50
CURRICULUM MAP: Harrison School District
Harrison School District
August 2007 - May 2008
FRAMEWORKS
August
COM 1.1 Basic
COM 1.2
COM 1.4
COM 1.5
COM 1.6
COM 1.7
COM 1.8
CULTURE 2.4
CULTURE 2.5
CULTURE 2.6
CONN 3.1
CONN 3.2
CONN 3.4
September
(Basic)
COM 1.1
COM 1.5
COM 1.6
COM 1.8
CULTURE 2.4
CULTUR 2.8
CONN 3.1
CONN 3.2
October
(Basic)
COM 1.1
COM 1.2
COM 1.5
COM 1.8
CULTURE 2.4
CULTURE 2.7
Grade: 9-11 Subject: French I
CONTENT
Introductions
Personal and general information
The alphabet & spelling
Counting and pronunciation
Greetings & good-byes
Expressions of how you are how others are
Names and ages
The French speaking world
The importance of learning French
Gestures to accompany speaking
SKILLS
The student will be able to….
Pronounce, practice and repeat
Use in context w/ grammar
Pronounce and spell words
Identify, pronounce and spell
Create dialogs of hellos/goodbyes/ask simple questions
Ask others’ names, ages, respond
Describe/ explain impt. of language learning
Demonstrate French gestures in speaking
Expressions of likes, dislikes, preferences ie
things & activities
Agreement & disagreement
Sharing of information
Expression of class times & schedules
Statements & expression of opinions
Gender
Definite articles
Regular -er verbs
Communicate preferences in French
Express likes and dislikes
Respond to questions ie likes and dislikes
Express class times and discuss schedules
Conjugate regular –er verbs
Recognize noun genders *& assign definite articles to them
Develop confidence in communication in target language
Negation of a sentence
Leisure time activities
The French Educational System
Curriculum in French schools
L’heure officielle
The French grading system
The verb AVOIR ‘to have’
Requests and responses
Statements of need with “il faut”
Communicate thee negative of a sentence
Understand and discuss the French Educational System
Memorize and use the verb avoir, to have.
Ask & respond to questions & requests.
Express the time in French.
Understand the difference between conversational & official time
Use ‘il faut’ to express need or what you have to do
51
CONN 3.1
CONN 3.2
Preference statements that use to do, to
have
November
(Basic)
COM 1.1
COM 1.2
COM 1.5
COM 1.7
COM 1.8
CULTURE 2.1
CULTURE 2.4
CULTURE 2.8
CULTURE 3.1
CULTURE 3.2
CULTURE 2.4
Sports and pastimes
Attention grabbers
Information requests
Responses: positive & negative
Indefinite articles
Adjective agreement & placement
Expressions with faire & jouer
Idiomatic expressions
Question formation
December
(Basic)
COM 1.1
COM 1.2
COM 1.5
COM 1.7
COM 1.8
CULTURE 2.1
CULTURE 2.2
CONN 3.1
CONN 3.4
January
(Basics)
COM 1.1
COM 1.2
COM 1.7
COM 1.8
The use of ‘de’ after a negative
The verb FAIRE
The impersonal ‘on’
Adverbs of frequency
Purchases
School supplies
French currency
Christmas in France
French Christmas carols
Paris and its Landmarks
Statements to make & respond to requests
Expressions of need
Preferences : to have & to do
Information requests
Expressions of thanks
Degrees of liking & disliking
Suggestions & responses: positive &
negative
Indefinite articles
Demonstrative adjectives
Adverbs of frequency
De after a negative
FAIRE
The pronoun ‘on’
Employ titles Madame, Monsier, Mademoiselle
Express thank yous to hosts, friends
Identify & respond to questions in a negative manner
Make proper agreement & placement of adjectives and nouns
Memorize the verb FAIRE, to do or to make
Use idiomatic expressions that employ faire
Demonstate proper usage of faire and jouer
Recognize situations where ‘de’ is required
Demonstrate proper use of the pronoun ‘on’
Employ & position adverbs in a sentence
Demonstrate understanding & use of currency.
Contrast francs and Euros.
Sing Christmas carols
Demonstrate understanding of the French Revolution
Match the major personalities & causes of the Revolution
Compare & contrast France & U.S.
Compare & Contrast practices of going out, tipping,
Recreation, dating practices in FR and U.S.
Compare & Contrast Conversational vs Official time
Analyze and describe the human instinct of greed. The universal need
for love & survival. Write an essay re: the film ‘Jean de Florette.’
Describe family membership roles
Introduce people
Describe characteristics
Give permissions
Express what is needed
Give commands/make requests
52
Offer foods
Employ possessive adjectives
Memorize and utilize the verb ETRE to be.
February
(Basics)
COM 1.1
COM 1.2
COM 1.5
COM 1.6
COM 1.8
Culture 2.1
Culture 2.8
Culture 2.9
CONN 3.1
CONN 3.3
CONN 3.4
MARCH
(Basics)
COM 1.1
COM 1.2
Com 1.3
Com 1.6
Com 1.8
Culture 2.1
Culture 2.4
Culture 2.8
Conn 3.1
CONN 3.2
Conn 3.4
APRIL
(Basics)
COM 1.1
COM 1.2
COM 1.5
Foods/beverages served in a café
Waitpersons as professionals
Suggestions & excuses “Si on …?”
Expression of likes & dislikes
Payment after a meal
Extension of and response to Invitations
Social conventions and meetings
The verb PRENDRE, to take/to have food
The verb ALLER, to go
ALLER plus the infinitive to express “going
to do” something
The verb VOULOIR to want
Information questions:
where, when, why, what?
Role play a café setting
Order food & beverages
Make recommendations of food, drinks
Express likes & dislikes
Demonstrate paying for the meal
Extend and respond to questions
Memorize & utilize the verb PRENDRE
Employ ALLER + infinitive to express near future
Memorize & utilize VOULOIR
Demonstrate understanding of question words by
showing proper usage of them
Food served in a French café
Waitpersons as professionals
Tipping
La Litote—Understatement
Going out in France
Parks, zoos, cinemas, etc
Dating in France
MJC’s (youth centers)
Conversational time
Films: Jean de Florette
Manon des Sources
Compare & contrast FR & U.S.
restaurant etiquette differences
waiters, tipping,
Discuss cultural differences re: going out,
recreation, dating practices, marriage
Analyze & describe the human instinct of
greed the universal need for love and
for survival
Write an essay on this topic and other aspects of the films.
Family member vocabulary
Introductions
Descriptions/characterizations of people
Permissions: asking, granting, refusing
Describe family members/roles
Introduce people
Describe characteristics of what people are like
Give permission
53
COM 1.7
COM 1.8
CONN 3.1
Conn 3.4
Possession with the possessive adjectives
The verb ETRE ‘to be’
Express what is needed ‘Tu dois…’
Give commands ie chores, requirements
Make requests
Offer foods
Employ possessive adjectives
Memorize & utilize the verb ETRE
MAY
(Basics)
COM 1.1
COM 1.2
Com 1.5
COM 1.6
COM 1.8
CULTURE 2.1
CULTURE 2.4
CULTURE 2.8
CONN 3.1
CONN 3.2
ONN 3.4
Partitives
Need: Avoir Besoin de
The verb POUVOIR: can, may, to be able
Expressions of Quantity with ‘de’
The pronoun ‘en’
Family life
Pets in France
Ivorian market
Grocery shopping
The Metric system
Foods –Cote d’Ivoire diet
Mealtimes in Francophone countries
Films: My Father’s Glory
My Mother’s Castle
Employ parties correctly
Express need with avoir besoin de
Memorize and utilize the verb POUVOIR
Express quantities
Employ ‘en’ correctly
Compare & contrast traditional family life
Compare & contrast pet ownership
Discuss and evaluate market place shopping
Ivory Coast vs U.S.
Compare using the metric system w/our system
Compare & contrast diets & mealtime customs
Discuss and contrast family life in earlier times
vs in the 21st century
ACTIVITIES
Repeating
Drilling
Role playing
Video watching
Current events
Directed conversations
Journals
Discussions
Workbooks
Essays
ASSESSMENTS
Teacher created Vocab quizzes
Paired conversations
Directed Question/Answer
Verb quizzes (teacher created)
Essays
Role-playing
Workbook exercises
Journal writing
Teacher observations
Unit/ Chapter testing over material
covered
54
RESOURCES
ALLEZ, VIENS! Holt Level I French text
ALLEZ, VIENS! Work Book
Supplementary worksheets from other
French sources
Films (may vary):
In Love with Paris
La Guillotine
Jean de Florette
Manon des Sources
My Father’s Glory
My Mother’s Castle
LIFE IS BEAUTIFUL
Au Revoir, Les Enfants
The Red Balloon
French Kiss
Phantom of the Opera (etc…)
Harrison School District
Curricular Documentation
Documentation
French II
2007-2008
Pam Jones
Curriculum Coordinator
55
CURRICULUM MAP: Harrison School District
Harrison School District
August 2007 - May 2008
FRAMEWORKS
AUGUST
COM 1.1
COM 1.5
COM 1.8
CULT 2.2,2.3,
2.4,.2.8
CONN 3.1
CONN 3.4
Grade: 10-12 Subject: French II
CONTENT
General Review of FR I. Why are we here?
The Benefits of foreign language study.
Norman Conquest, English is 40% French.
Greetings & Introductions, Numbers, Dates,
Colors, Question words(why where when
etc) Family, physical descriptions, telling
time, Regular verb formation, irregular
verbs. Present tense, passé compose, and
imparfait. Aller + infinitive to express
future.
SKILLS
The student will be able to….
Pronounce, recite, verify greetings, intros, tell time, Demonstrate the understand
of usage by correct employment of numbers, verb forms, tenses, and will be
able to explain and discuss the Norman Conquest and why English is so full of
French.
SEPTEMBER
COM 1.1
1.5
1.8
CULT 2.1
CULT 2.8
CONN 3.3
CONN 3.4
Passé Composé
-re verbs
The history of ARLES, FR
The French telephone system
Phone habits of French teens.
Chores around the home
Sharing confidences and consoling friends
Advice sharing with friends
Adverb Placement with passé compose
Utilize Avoir to form the past tense.
Employ –re verbs in conversation
Compare and contrast FR/ U.S. ie phone habits, phone systems, typical household
chores, Describe compare & contrast levels of sharing with friends, acquaintances,
classmates,
Position adverbs corrently in passé Composé sentences.
OCTOBER
COM 1.1
1.5
1.7
1.8
CULT 2.3
2.4
2.5
CONN 3.1
3.4
CLOTHING—vocab,/ choices
Needs—opinions, compliments, criticitisms,
making decisions, hesitations, on fit and
style, preferences,
Descriptions of past events,
Locations, places and things,
Directions to a certain place or location,
Mettre, porter and –ir verbs
Passé compose with Etre.
Recognize French clothing articles and be able to name them.
Give opinions on various items of clothing, complement people, criticize someone’s
clothing choice.
Express your wishes, indecision, or opinions about clothing.
Describe past events using passé compose.
Give directions, describe locations.
Employ mettre and porter correctly when discussing clothing.
Use partir, dormir, sortir
Converse using the passé composé of Etre
56
NOVEMBER
COM 1.1
1.2
1.3
1.5
1.6
1.8
CULT 2.1
2.2
2.8
CONN 3.1
3.2, 3.4
DECEMBER
COM 1.1
1.5, 1.6, 1.8
CULT 2.1
2.2, 2.8
CONN 3.2, 3.4
JANUARY
COM 1.1
1.2, 1.5., 1.6,
1.8
CULT 2.1
2.2, 2.3, 2.4
CONN 3.1
3.3, 3.4
Direct Object pronouns le, la, les
C’est vs. Il est, elle est
Prepositions à and en
VOULOIR
Review: Imperative, aller + infinitive
Contractions with à and de
Family vocab
Needs being expressed
Excuse making
Invitations
Culture: How clothing sizes vary US/
Europe
Fashion—francophone countries
Responses to compliments
Colonies de vacances
Vacations/ Travel and study abroad
Store hours in France and Martinique
Making “small talk” in francophone countries
Travel documents
Drivers’ licenses / requirements
DOM’s and TOM’s
Public areas in downtown
Christmas customs in France
Christmas carols
VERB REVIEW
Adjectives- agreement & Placement
Polite behavior with guests
Reflexive verbs
Descriptions/ Characterizations
Advice & suggestions
Series of events
Welcomes
Compliments
Directions
Purchases
Expansions—Food: offer, give, refuse
Demonstrate us of the Direct object pronoun
Demonstrate correct usage of C’est or il est, elle est.
Correctly employ à and en for countries and cities you are going to
Memorize and correctly use VOULOIR
Demonstrate correct use of the imperative
Express future events with aller + infinitive
Utilize contractions of à and de correctly
Extend invitations to others
Accept and refuse invitations you are given.
Compare and contrast clothing, shoe sizes
Discuss fashion styles and how they differ
Respond to compliments
Speak about summer camps, vacation activities, travel
Discuss study abroad
Relate the role of “Small talk” in the U.S. to the role it has in francophone countries
Compare and contrast regulations ie getting one’s driver’s license
Discuss French overseas departments and territories
Discuss and be aware of how French towns are set up, public areas, public squares.
Watch video re: Christmas in France
Sing French carols, sing Traditional carols in French
Utilize verbs, adjectives, pronouns in speaking
Demonstrate polite behaviors
Describe and characterize people
Demonstrate correct use of adjectives & agreement
Give advice and make suggestions
Relate a series of events in sequence
Give compliments
Ask for directions/ Give directions
Demonstrate making a purchase
Offer food and drinks to others
Role-play accepting and refusing with a partner
57
FEBRUARY
COMM 1.1
1.2, 1.5,
1.6, 1.8
CULT 2.1,
2.3, 2.8
CONN 3.1
3.4
Extension of good wishes
Greeting cards, announcements—wedding,
birth, etc
Adjective agreement
Interrogative adjective QUEL, which?
IR verbs Choisir, finir, etc
Ethnic Restaurants
Adjectives that precede the noun
Partitives
Notre Dame de Chartres
CARNIVAL—Mardi Gras
MARCH
COM 1.1
1.5, 1.8
CULT 2.1
2.4, 2.8
CONN 3.1
3.3, 3.4
The EURO monetary unit
Courses of a meal/ typical French meals
Housing
Special occasions
Liason
Clothing & Colors
Weather expressions
Time expressions
Requests for iinfor on locations
Emphasis—likes & dislikes
Expressions of concern, satisfaction,
frustration, sympathy, consolation, excuses
APRIL
COM 1.1
1.5, 1.8
CULT 2.1
2.2
CONN 3.1
3.4
Congratulations and reprimands
Opinions: Expressions of enthousiasm,
indifference, dissatisfaction
Disbelief, doubt
Advice
Etre—passé compose
Relative pronouns ce qui, ce que
Adverbs of frequency
C’était: THE IMPARFAIT describing what
happened in the past
OUVRIR
La ville de Saint-Pierre
Yoles Rondes
Express congratulations
Write and create greeting cards
Demonstrate correct adjective agreement
Employ QUEL and its forms to ask questions
Utilize in correct conjugated form IR verbs
Contrast ethnic restaurants with traditional American restaurants
Place adjectives that precede their noun into sentences correctly
Describe and discuss Chartres Cathedrale
Describe and discuss CARNAVAL and Mardi Gras in francophone countries.
Compare & contrast monetary units: Euros, francs, dollars, pounds, etc
Compare & Contrast courses of meals, types of foods eaten at certain meals
Special occasions
Demonstrate Liason in speaking
Use weather expressions to describe the weather.
Employ time expressions
Emphasize likes and dislikes.
Express concern, frustration
Demonstrate sympathy, consolation
Make excuses
Voice congratulations
Make reprimands
Express enthusiasm, indifference, dissatisfaction, doubt,
Give advice
Use etre in the passé compose
Speak using the correct pronoun—ce qui (subject) and ce que (as an object)
Utilize and correctly place adverbs of frequency correctly in a sentence.
Relate a story or tale, using c’était…
Conjugate and use OUVRIR, to open, correctly
Discuss St. Pierre and its history
Speak about the Yoles Rondes and the Creole language and its use in Martinique
Understand the role of music and dance in the culture of Martinique
58
Creole language
Carnaval
Music and Dance in Martinique
MAY
COM 1.1
1.3, 1.6
1.7, 1.8
CULT 2.1
2.4
CONN 3.1
3.3, 3.4
French grades and report cards
Chateaux in FRANCE
Busses and trains in FRANCE
Expression of prices
Round trip and one-way tickets
Attending a show
Touring
Sound and light shows
Amusement parks and rides
Guided tours
Expressions of disbelief and doubt
You’re joking, Yea, right, etc.
FILMS to finish out the year.
ACTIVITIES
Listening and Pronunciation
Cd listening to native speakers
Oral activities
Role Playing
Workbooks
Homework
Video reinforcement of the text
Occasional films (average once in a 9-week period)
Cultural enrichment
Reports
Internet research projects
Understand and discuss the French system of grading
Appreciate the chateaux culture and what remains of it today
Role-play buying a ticket to an event or attraction
Discuss the various things to do on a tour or at an event or attraction
Practice again the use of the passé compose in speaking.
Express disbelief in what your friend or partner tells you.
Tell someone “You’re joking!”
Watch some or other films:
Green Card,
Les Miserables, French Kiss, Life is Beautiful, etc
ASSESSMENTS
AUGUST
Vocab Quizzes (teacher made)
Role-playing
Interaction with a partner
Class participation in discussion &
response
Verb quizzes (teacher made)
Journal writing
Chapter Test (textbook generated)
SEPTEMBER
Quizzes (vocab & verb)
Workbook exercises
Journal writing
Chapter test
OCTOBER
Oral evaluation
Correct conversational response
59
RESOURCES
HOLT FRENCH LEVEL I text
ALLEZ VIENS, I
ALLEZ VIENS workbook
Video series accompanying the text
Various films as mentioned above
(may vary from year to year)
Journal writing
Role-playing
Workbooks
Vocab quizzes
Verb quizzes
Chapter test
NOVEMBER
Journal writing
Role-playing
Verb Worksheets
Oral participation
Conversational responses
Workbooks
Quizzes
Chapter Test
DECEMBER
WorkBooks
Verb Worksheets
Oral participation
Journal writing
Quizzes—vocab and verbs
Chapter Test
FINAL EXAM -- 1st semester
JANUARY
Journal writing
Workbooks
Oral participation
Quizzes-- both vocabulary and verbs
Poetry memorization for foreign language
district competition
FEBRUARY
A student-created greeting card
Workbook exercises
Verb worksheets
Journal writing
Oral participation/correct responses
Role Playing
Quizzes, both vocab and verbs
Chapter Test
60
MARCH
Journal writing
Oral participation
Role-Playing
Workbook exercises
Verb worksheets
Teacher created quizzes, vocab & verb
Chapter test
Essays assigned over film/films watched
APRIL
Journal writing
Role-playing
Teacher created quizzes, both vocab and
verbs
Chapter Test
Verbal expression and oral participation
Workbook exercises
Test over film/films watched
MAY
Quizzes (vocab and verbs)
Class participation
Journal writing
Workbook exercises
Chapter test
FINAL 2nd semester Exam
61
Harrison School District
Curricular Documentation
HHS Spanish I
2007-2008
Pam Jones
Curriculum Coordinator
62
CURRICULUM MAP: Harrison School District
Harrison School District
August 2006 - May 2007
FRAMEWORKS
August
COM 1.1 Basic
COM 1.2
COM 1.4
COM 1.5
COM 1.6
COM 1.7
COM 1.8
CULTURE 2.4
CULTURE 2.5
CULTURE 2.6
CONN 3.1
CONN 3.2
CONN 3.4
September
(Basic)
COM 1.1
COM 1.5
COM 1.6
COM 1.8
CULTURE 2.4
CULTUR 2.8
CONN 3.1
CONN 3.2
October
(Basic)
COM 1.1
COM 1.2
COM 1.5
COM 1.8
CULTURE 2.4
CULTURE 2.7
Teacher: J. Monteith
Grade: 9-11 Subject: French I
CONTENT
Introductions
Personal and general information
The alphabet & spelling
Counting and pronunciation
Greetings & good-byes
Expressions of how you are how others are
Names and ages
The French speaking world
The importance of learning French
Gestures to accompany speaking
SKILLS
The student will be able to….
Pronounce, practice and repeat
Use in context w/ grammar
Pronounce and spell words
Identify, pronounce and spell
Create dialogs of hellos/goodbyes/ask simple questions
Ask others’ names, ages, respond
Describe/ explain impt. of language learning
Demonstrate French gestures in speaking
Expressions of likes, dislikes, preferences ie
things & activities
Agreement & disagreement
Sharing of information
Expression of class times & schedules
Statements & expression of opinions
Gender
Definite articles
Regular -er verbs
Communicate preferences in French
Express likes and dislikes
Respond to questions ie likes and dislikes
Express class times and discuss schedules
Conjugate regular –er verbs
Recognize noun genders *& assign definite articles to them
Develop confidence in communication in target language
Negation of a sentence
Leisure time activities
The French Educational System
Curriculum in French schools
L’heure officielle
The French grading system
The verb AVOIR ‘to have’
Requests and responses
Statements of need with “il faut”
Communicate thee negative of a sentence
Understand and discuss the French Educational System
Memorize and use the verb avoir, to have.
Ask & respond to questions & requests.
Express the time in French.
Understand the difference between conversational & official time
Use ‘il faut’ to express need or what you have to do
63
CONN 3.1
CONN 3.2
Preference statements that use to do, to
have
November
(Basic)
COM 1.1
COM 1.2
COM 1.5
COM 1.7
COM 1.8
CULTURE 2.1
CULTURE 2.4
CULTURE 2.8
CULTURE 3.1
CULTURE 3.2
CULTURE 2.4
Sports and pastimes
Attention grabbers
Information requests
Responses: positive & negative
Indefinite articles
Adjective agreement & placement
Expressions with faire & jouer
Idiomatic expressions
Question formation
December
(Basic)
COM 1.1
COM 1.2
COM 1.5
COM 1.7
COM 1.8
CULTURE 2.1
CULTURE 2.2
CONN 3.1
CONN 3.4
January
(Basics)
COM 1.1
COM 1.2
COM 1.7
COM 1.8
The use of ‘de’ after a negative
The verb FAIRE
The impersonal ‘on’
Adverbs of frequency
Purchases
School supplies
French currency
Christmas in France
French Christmas carols
Paris and its Landmarks
Statements to make & respond to requests
Expressions of need
Preferences : to have & to do
Information requests
Expressions of thanks
Degrees of liking & disliking
Suggestions & responses: positive &
negative
Indefinite articles
Demonstrative adjectives
Adverbs of frequency
De after a negative
FAIRE
The pronoun ‘on’
Employ titles Madame, Monsier, Mademoiselle
Express thank yous to hosts, friends
Identify & respond to questions in a negative manner
Make proper agreement & placement of adjectives and nouns
Memorize the verb FAIRE, to do or to make
Use idiomatic expressions that employ faire
Demonstate proper usage of faire and jouer
Recognize situations where ‘de’ is required
Demonstrate proper use of the pronoun ‘on’
Employ & position adverbs in a sentence
Demonstrate understanding & use of currency.
Contrast francs and Euros.
Sing Christmas carols
Demonstrate understanding of the French Revolution
Match the major personalities & causes of the Revolution
Compare & contrast France & U.S.
Compare & Contrast practices of going out, tipping,
Recreation, dating practices in FR and U.S.
Compare & Contrast Conversational vs Official time
Analyze and describe the human instinct of greed. The universal need
for love & survival. Write an essay re: the film ‘Jean de Florette.’
Describe family membership roles
Introduce people
Describe characteristics
Give permissions
Express what is needed
Give commands/make requests
64
Offer foods
Employ possessive adjectives
Memorize and utilize the verb ETRE to be.
February
(Basics)
COM 1.1
COM 1.2
COM 1.5
COM 1.6
COM 1.8
Culture 2.1
Culture 2.8
Culture 2.9
CONN 3.1
CONN 3.3
CONN 3.4
MARCH
(Basics)
COM 1.1
COM 1.2
Com 1.3
Com 1.6
Com 1.8
Culture 2.1
Culture 2.4
Culture 2.8
Conn 3.1
CONN 3.2
Conn 3.4
APRIL
(Basics)
COM 1.1
COM 1.2
COM 1.5
Foods/beverages served in a café
Waitpersons as professionals
Suggestions & excuses “Si on …?”
Expression of likes & dislikes
Payment after a meal
Extension of and response to Invitations
Social conventions and meetings
The verb PRENDRE, to take/to have food
The verb ALLER, to go
ALLER plus the infinitive to express “going
to do” something
The verb VOULOIR to want
Information questions:
where, when, why, what?
Role play a café setting
Order food & beverages
Make recommendations of food, drinks
Express likes & dislikes
Demonstrate paying for the meal
Extend and respond to questions
Memorize & utilize the verb PRENDRE
Employ ALLER + infinitive to express near future
Memorize & utilize VOULOIR
Demonstrate understanding of question words by
showing proper usage of them
Food served in a French café
Waitpersons as professionals
Tipping
La Litote—Understatement
Going out in France
Parks, zoos, cinemas, etc
Dating in France
MJC’s (youth centers)
Conversational time
Films: Jean de FLorette
Manon des Sources
Compare & contrast FR & U.S.
restaurant etiquette differences
waiters, tipping,
Discuss cultural differences re: going out,
recreation, dating practices, marriage
Analyze & describe the human instinct of
greed the universal need for love and
for survival
Write an essay on this topic and other aspects of the films.
Family member vocabulary
Introductions
Descriptions/characterizations of people
Permissions: asking, granting, refusing
Describe family members/roles
Introduce people
Describe characteristics of what people are like
Give permission
65
COM 1.7
COM 1.8
CONN 3.1
Conn 3.4
Possession with the possessive adjectives
The verb ETRE ‘to be’
Express what is needed ‘Tu dois…’
Give commands ie chores, requirements
Make requests
Offer foods
Employ possessive adjectives
Memorize & utilize the verb ETRE
MAY
(Basics)
COM 1.1
COM 1.2
Com 1.5
COM 1.6
COM 1.8
CULTURE 2.1
CULTURE 2.4
CULTURE 2.8
CONN 3.1
CONN 3.2
ONN 3.4
Partitives
Need: Avoir Besoin de
The verb POUVOIR: can, may, to be able
Expressions of Quantity with ‘de’
The pronoun ‘en’
Family life
Pets in France
Ivorian market
Grocery shopping
The Metric system
Foods –Cote d’Ivoire diet
Mealtimes in Francophone countries
Films: My Father’s Glory
My Mother’s Castle
Employ parties correctly
Express need with avoir besoin de
Memorize and utilize the verb POUVOIR
Express quantities
Employ ‘en’ correctly
Compare & contrast traditional family life
Compare & contrast pet ownership
Discuss and evaluate market place shopping
Ivory Coast vs U.S.
Compare using the metric system w/our system
Compare & contrast diets & mealtime customs
Discuss and contrast family life in earlier times
vs in the 21st century
ACTIVITIES
Repeating
Drilling
Role playing
Video watching
Current events
Directed conversations
Journals
Discussions
Workbooks
Essays
ASSESSMENTS
Teacher created Vocab quizzes
Paired conversations
Directed Question/Answer
Verb quizzes (teacher created)
Essays
Role-playing
Workbook exercises
Journal writing
Teacher observations
Unit/ Chapter testing over material
covered
66
RESOURCES
ALLEZ, VIENS! Holt Level I French text
ALLEZ, VIENS! Work Book
Supplementary worksheets from other
French sources
Films (may vary):
In Love with Paris
La Guillotine
Jean de Florette
Manon des Sources
My Father’s Glory
My Mother’s Castle
LIFE IS BEAUTIFUL
Au Revoir, Les Enfants
The Red Balloon
French Kiss
Phantom of the Opera (etc…)
CURRICULUM MAP: Harrison School District
Harrison School District
August 2007 - May 2008
FRAMEWORKS
AUGUST
COM 1.1
COM 1.5
COM 1.8
CULT 2.2,2.3,
2.4,.2.8
CONN 3.1
CONN 3.4
Teacher: J. Monteith
Grade: 10-12 Subject: French II
CONTENT
General Review of FR I. Why are we here?
The Benefits of foreign language study.
Norman Conquest, English is 40% French.
Greetings & Introductions, Numbers, Dates,
Colors, Question words(why where when
etc) Family, physical descriptions, telling
time, Regular verb formation, irregular
verbs. Present tense, passé compose, and
imparfait. Aller + infinitive to express
future.
SKILLS
The student will be able to….
Pronounce, recite, verify greetings, intros, tell time, Demonstrate the understand
of usage by correct employment of numbers, verb forms, tenses, and will be
able to explain and discuss the Norman Conquest and why English is so full of
French.
SEPTEMBER
COM 1.1
1.5
1.8
CULT 2.1
CULT 2.8
CONN 3.3
CONN 3.4
Passé Composé
-re verbs
The history of ARLES, FR
The French telephone system
Phone habits of French teens.
Chores around the home
Sharing confidences and consoling friends
Advice sharing with friends
Adverb Placement with passé compose
Utilize Avoir to form the past tense.
Employ –re verbs in conversation
Compare and contrast FR/ U.S. ie phone habits, phone systems, typical household
chores, Describe compare & contrast levels of sharing with friends, acquaintances,
classmates,
Position adverbs corrently in passé Composé sentences.
OCTOBER
COM 1.1
1.5
1.7
1.8
CULT 2.3
2.4
2.5
CONN 3.1
3.4
CLOTHING—vocab,/ choices
Needs—opinions, compliments, criticitisms,
making decisions, hesitations, on fit and
style, preferences,
Descriptions of past events,
Locations, places and things,
Directions to a certain place or location,
Mettre, porter and –ir verbs
Passé compose with Etre.
Recognize French clothing articles and be able to name them.
Give opinions on various items of clothing, complement people, criticize someone’s
clothing choice.
Express your wishes, indecision, or opinions about clothing.
Describe past events using passé compose.
Give directions, describe locations.
Employ mettre and porter correctly when discussing clothing.
Use partir, dormir, sortir
Converse using the passé composé of Etre
67
NOVEMBER
COM 1.1
1.2
1.3
1.5
1.6
1.8
CULT 2.1
2.2
2.8
CONN 3.1
3.2, 3.4
DECEMBER
COM 1.1
1.5, 1.6, 1.8
CULT 2.1
2.2, 2.8
CONN 3.2, 3.4
JANUARY
COM 1.1
1.2, 1.5., 1.6,
1.8
CULT 2.1
2.2, 2.3, 2.4
CONN 3.1
3.3, 3.4
Direct Object pronouns le, la, les
C’est vs. Il est, elle est
Prepositions à and en
VOULOIR
Review: Imperative, aller + infinitive
Contractions with à and de
Family vocab
Needs being expressed
Excuse making
Invitations
Culture: How clothing sizes vary US/
Europe
Fashion—francophone countries
Responses to compliments
Colonies de vacances
Vacations/ Travel and study abroad
Store hours in France and Martinique
Making “small talk” in francophone countries
Travel documents
Drivers’ licenses / requirements
DOM’s and TOM’s
Public areas in downtown
Christmas customs in France
Christmas carols
VERB REVIEW
Adjectives- agreement & Placement
Polite behavior with guests
Reflexive verbs
Descriptions/ Characterizations
Advice & suggestions
Series of events
Welcomes
Compliments
Directions
Purchases
Expansions—Food: offer, give, refuse
Demonstrate us of the Direct object pronoun
Demonstrate correct usage of C’est or il est, elle est.
Correctly employ à and en for countries and cities you are going to
Memorize and correctly use VOULOIR
Demonstrate correct use of the imperative
Express future events with aller + infinitive
Utilize contractions of à and de correctly
Extend invitations to others
Accept and refuse invitations you are given.
Compare and contrast clothing, shoe sizes
Discuss fashion styles and how they differ
Respond to compliments
Speak about summer camps, vacation activities, travel
Discuss study abroad
Relate the role of “Small talk” in the U.S. to the role it has in francophone countries
Compare and contrast regulations ie getting one’s driver’s license
Discuss French overseas departments and territories
Discuss and be aware of how French towns are set up, public areas, public squares.
Watch video re: Christmas in France
Sing French carols, sing Traditional carols in French
Utilize verbs, adjectives, pronouns in speaking
Demonstrate polite behaviors
Describe and characterize people
Demonstrate correct use of adjectives & agreement
Give advice and make suggestions
Relate a series of events in sequence
Give compliments
Ask for directions/ Give directions
Demonstrate making a purchase
Offer food and drinks to others
Role-play accepting and refusing with a partner
FEBRUARY
Express congratulations
68
COMM 1.1
1.2, 1.5,
1.6, 1.8
CULT 2.1,
2.3, 2.8
CONN 3.1
3.4
Extension of good wishes
Greeting cards, announcements—wedding,
birth, etc
Adjective agreement
Interrogative adjective QUEL, which?
IR verbs Choisir, finir, etc
Ethnic Restaurants
Adjectives that precede the noun
Partitives
Notre Dame de Chartres
CARNIVAL—Mardi Gras
MARCH
COM 1.1
1.5, 1.8
CULT 2.1
2.4, 2.8
CONN 3.1
3.3, 3.4
The EURO monetary unit
Courses of a meal/ typical French meals
Housing
Special occasions
Liason
Clothing & Colors
Weather expressions
Time expressions
Requests for iinfor on locations
Emphasis—likes & dislikes
Expressions of concern, satisfaction,
frustration, sympathy, consolation, excuses
APRIL
COM 1.1
1.5, 1.8
CULT 2.1
2.2
CONN 3.1
3.4
Congratulations and reprimands
Opinions: Expressions of enthousiasm,
indifference, dissatisfaction
Disbelief, doubt
Advice
Etre—passé compose
Relative pronouns ce qui, ce que
Adverbs of frequency
C’était: THE IMPARFAIT describing what
happened in the past
OUVRIR
La ville de Saint-Pierre
Yoles Rondes
Creole language
Carnaval
Write and create greeting cards
Demonstrate correct adjective agreement
Employ QUEL and its forms to ask questions
Utilize in correct conjugated form IR verbs
Contrast ethnic restaurants with traditional American restaurants
Place adjectives that precede their noun into sentences correctly
Describe and discuss Chartres Cathedrale
Describe and discuss CARNAVAL and Mardi Gras in francophone countries.
Compare & contrast monetary units: Euros, francs, dollars, pounds, etc
Compare & Contrast courses of meals, types of foods eaten at certain meals
Special occasions
Demonstrate Liason in speaking
Use weather expressions to describe the weather.
Employ time expressions
Emphasize likes and dislikes.
Express concern, frustration
Demonstrate sympathy, consolation
Make excuses
Voice congratulations
Make reprimands
Express enthusiasm, indifference, dissatisfaction, doubt,
Give advice
Use etre in the passé compose
Speak using the correct pronoun—ce qui (subject) and ce que (as an object)
Utilize and correctly place adverbs of frequency correctly in a sentence.
Relate a story or tale, using c’était…
Conjugate and use OUVRIR, to open, correctly
Discuss St. Pierre and its history
Speak about the Yoles Rondes and the Creole language and its use in Martinique
Understand the role of music and dance in the culture of Martinique
69
Music and Dance in Martinique
MAY
COM 1.1
1.3, 1.6
1.7, 1.8
CULT 2.1
2.4
CONN 3.1
3.3, 3.4
French grades and report cards
Chateaux in FRANCE
Busses and trains in FRANCE
Expression of prices
Round trip and one-way tickets
Attending a show
Touring
Sound and light shows
Amusement parks and rides
Guided tours
Expressions of disbelief and doubt
You’re joking, Yea, right, etc.
FILMS to finish out the year.
ACTIVITIES
Listening and Pronunciation
Cd listening to native speakers
Oral activities
Role Playing
Workbooks
Homework
Video reinforcement of the text
Occasional films (average once in a 9-week period)
Cultural enrichment
Reports
Internet research projects
Understand and discuss the French system of grading
Appreciate the chateaux culture and what remains of it today
Role-play buying a ticket to an event or attraction
Discuss the various things to do on a tour or at an event or attraction
Practice again the use of the passé compose in speaking.
Express disbelief in what your friend or partner tells you.
Tell someone “You’re joking!”
Watch some or other films:
Green Card,
Les Miserables, French Kiss, Life is Beautiful, etc
ASSESSMENTS
AUGUST
Vocab Quizzes (teacher made)
Role-playing
Interaction with a partner
Class participation in discussion &
response
Verb quizzes (teacher made)
Journal writing
Chapter Test (textbook generated)
SEPTEMBER
Quizzes (vocab & verb)
Workbook exercises
Journal writing
Chapter test
OCTOBER
Oral evaluation
Correct conversational response
Journal writing
70
RESOURCES
HOLT FRENCH LEVEL I text
ALLEZ VIENS, I
ALLEZ VIENS workbook
Video series accompanying the text
Various films as mentioned above
(may vary from year to year)
Role-playing
Workbooks
Vocab quizzes
Verb quizzes
Chapter test
NOVEMBER
Journal writing
Role-playing
Verb Worksheets
Oral participation
Conversational responses
Workbooks
Quizzes
Chapter Test
DECEMBER
WorkBooks
Verb Worksheets
Oral participation
Journal writing
Quizzes—vocab and verbs
Chapter Test
FINAL EXAM -- 1st semester
JANUARY
Journal writing
Workbooks
Oral participation
Quizzes-- both vocabulary and verbs
Poetry memorization for foreign language
district competition
FEBRUARY
A student-created greeting card
Workbook exercises
Verb worksheets
Journal writing
Oral participation/correct responses
Role Playing
Quizzes, both vocab and verbs
Chapter Test
71
MARCH
Journal writing
Oral participation
Role-Playing
Workbook exercises
Verb worksheets
Teacher created quizzes, vocab & verb
Chapter test
Essays assigned over film/films watched
APRIL
Journal writing
Role-playing
Teacher created quizzes, both vocab and
verbs
Chapter Test
Verbal expression and oral participation
Workbook exercises
Test over film/films watched
MAY
Quizzes (vocab and verbs)
Class participation
Journal writing
Workbook exercises
Chapter test
FINAL 2nd semester Exam
CURRICULUM MAP: Harrison School District
Harrison School District
August 2007 - May 2008
FRAMEWORKS
CONTENT
1 Nine Weeks
st
Hispanic Cultures
Geography of Mexico/South America
Greetings
Teacher: Jeannie Monteith Campbell_
Grade: 10-12 Subject: Spanish_I____
SKILLS
The student will be able to communicate (listen, speak, read, write), observe,
and demonstrate effectively in a variety of situations in languages other than
their own through the following :
•
Use basic syntactic patterns of Spanish effectively
72
COM.1.1
COM.1.2
COM.1.3
COM.1.4
COM.1.5
COM.1.6
COM.1.7
COM.1.8
COM.1.9
COM.1.10
COM.1.11
Introductions
Descriptions
Clothing
Family
Ages/Birthdays
Possession
Alphabet
Grammar
Pronunciation Rules
Familiar & Formal Greetings
Definite & Indefinite Articles
Noun/Adjective Agreement
Number & Gender
Verb Conjugation – Tener
Possessive using “de”
Possessive Adjectives
Subject Pronouns
•
•
•
•
•
•
•
•
•
The student will be able to demonstrate understanding of cultural
perspectives other than their own through the following:
•
CUL.2.1
CUL.2.2
CUL.2.3
CUL.2.4
CUL.2.5
CUL.2.6
Examine and analyze main ideas and details of Spanish text
Analyze, critique, and respond to Spanish in such contexts as interviews, lectures, news
items, etc.
Initiate, sustain, and bring to closure a wide variety of communicative tasks in Spanish
(conversing, questioning, lecturing, writing, reporting, etc.)
Use reading strategies to derive meaning from and analyze a variety of texts in Spanish
Employ the writing process including peer editing
Employ the writing process for both directed and original compositions
Synthesize data from printed materials, technological resources and audio visual
materials
Take notes and synthesize information from oral and written discourse dealing with
familiar topics
Evaluate and select appropriate technological tools to complete a variety of
communicative tasks
•
•
•
•
•
Compare and contrast the cultural aspects common to all humanity while recognizing the
uniqueness of each individual
Apply appropriate language and behaviors that are common to the Spanish culture in
authentic situations
Analyze the contributions of perspectives, practices, and products of the target culture in
authentic situations
Analyze the effects of the target culture’s contributions on other societies
Analyze the social and geographical factors that affect cultural practices
Access contributions of ethnic and cultural groups within target countries
The student will be able to use language other than their own to establish and
expand connections with other areas of knowledge within and beyond the
school setting through the following:
CON.3.1
CON.3.2
CON.3.3
CON.3.4
CON.3.5
CON.3.7
•
•
•
•
•
Interact appropriately in the target language in real-life situations
Compare and contrast the influence of the target language on other languages, cultures,
and disciplines
Maintain connections with Spanish through the use of technology, media and authentic
sources
Use authentic resources to analyze the role of the United States in the world as viewed by
other cultures
Analyze the interdependence that exists between their own cultures and the world
73
ACTIVITIES
ASSESSMENTS
Teacher-made tests
Projects
Observation
Performance
Journal/Writing
Oral presentations
Repetition games
Workbooks
Video reinforcement
Board Work
Modeling pronunciation
Classroom role play
Listening to native speakers on CD
RESOURCES
McDougal Littell
EN ESPANOL Textbook
Mas Practica EN ESPANOL workbook
Various Films including but not limited to
James Michener’s TEXAS
SELENA
Other selected films
CURRICULUM MAP: Harrison School District
Harrison School District
August 2007 - May 2008
FRAMEWORKS
COM.1.1
COM.1.2
COM.1.3
COM.1.4
COM.1.5
COM.1.6
COM.1.7
COM.1.8
COM.1.9
COM.1.10
COM.1.11
CONTENT
2nd Nine Weeks
Descriptions of classes
Description of classroom objects
Obligations
Time
Food requests
Discussion of plans
Event sequence
Places/people discussion
Grammar
Present tense of regular “ar” verbs
Adverbs of frequency
Tener que, Hay que
Verb – Ir
Verb – Estar
Present tence of “er” & “ir” verbs
Irregular “Yo” forms
Personal A
Teacher: Jeannie Monteith Campbell
Grade: 10-12 Subject: Spanish I_
SKILLS
The student will be able to communicate (listen, speak, read, write), observe,
and demonstrate effectively in a variety of situations in languages other than
their own through the following :
•
•
•
•
•
•
•
•
•
•
Use basic syntactic patterns of Spanish effectively
Examine and analyze main ideas and details of Spanish text
Analyze, critique, and respond to Spanish in such contexts as interviews, lectures, news
items, etc.
Initiate, sustain, and bring to closure a wide variety of communicative tasks in Spanish
(conversing, questioning, lecturing, writing, reporting, etc.)
Use reading strategies to derive meaning from and analyze a variety of texts in Spanish
Employ the writing process including peer editing
Employ the writing process for both directed and original compositions
Synthesize data from printed materials, technological resources and audio visual
materials
Take notes and synthesize information from oral and written discourse dealing with
familiar topics
Evaluate and select appropriate technological tools to complete a variety of
communicative tasks
The student will be able to demonstrate understanding of cultural
perspectives other than their own through the following:
CUL.2.1
CUL.2.2
•
Compare and contrast the cultural aspects common to all humanity while recognizing the
uniqueness of each individual
74
CUL.2.3
CUL.2.4
CUL.2.5
CUL.2.6
•
•
•
•
•
Apply appropriate language and behaviors that are common to the Spanish culture in
authentic situations
Analyze the contributions of perspectives, practices, and products of the target culture in
authentic situations
Analyze the effects of the target culture’s contributions on other societies
Analyze the social and geographical factors that affect cultural practices
Access contributions of ethnic and cultural groups within target countries
The student will be able to use language other than their own to establish and
expand connections with other areas of knowledge within and beyond the
school setting through the following:
CON.3.1
CON.3.2
CON.3.3
CON.3.4
CON.3.5
CON.3.7
•
•
•
•
ACTIVITIES
Video Reinforcement
Oral Activities
Workbooks
Textbook Activities
Classroom Role Play
Pop Quizzes
Modeling Pronunciation and repetition
CD listening to native speakers
Interact appropriately in the target language in real-life situations
Compare and contrast the influence of the target language on other languages, cultures,
and disciplines
Maintain connections with Spanish through the use of technology, media and authentic
sources
Use authentic resources to analyze the role of the United States in the world as viewed by
other cultures
Analyze the interdependence that exists between their own cultures and the world
ASSESSMENTS
Teacher-made tests
Projects
Observation
Performance
Journal/Writing
Oral presentations
75
RESOURCES
McDOugal Littell EN ESPANOL
McDougal Littell MAS PRACTICA
Various films
Internet
HHS Media Center/Library
CURRICULUM MAP: Harrison School District
Harrison School District
August 2007 - May 2008
FRAMEWORKS
Teacher: Jeannie Monteith Campbell_
Grade: 10-12__ Subject: Spanish_____
CONTENT
rd
3 Nine Weeks
COM.1.1
COM.1.2
COM.1.3
COM.1.4
COM.1.5
COM.1.6
COM.1.7
COM.1.8
COM.1.9
COM.1.10
COM.1.11
CUL.2.1
CUL.2.2
CUL.2.3
CUL.2.4
CUL.2.5
CUL.2.6
Invitations
Phone Conversations
Feelings
Past Occurrences
Sports
Preferences
Comparisons
Weather
Clothing & Accessories
Statement of Opinion
Description of Feelings
Grammar
Estar – adjectives
Infinitives
Verb – Venir
Nos, os, les
Verb – Jugar
Stem Changing Verbs
Verb – Saber
Comparatives
Weather Expressions
Direct Object Pronouns
Present Progressive
SKILLS
The student will be able to communicate (listen, speak, read, write), observe,
and demonstrate effectively in a variety of situations in languages other than
their own through the following :
•
•
•
•
•
•
•
•
•
•
Use basic syntactic patterns of Spanish effectively
Examine and analyze main ideas and details of Spanish text
Analyze, critique, and respond to Spanish in such contexts as interviews, lectures, news
items, etc.
Initiate, sustain, and bring to closure a wide variety of communicative tasks in Spanish
(conversing, questioning, lecturing, writing, reporting, etc.)
Use reading strategies to derive meaning from and analyze a variety of texts in Spanish
Employ the writing process including peer editing
Employ the writing process for both directed and original compositions
Synthesize data from printed materials, technological resources and audio visual
materials
Take notes and synthesize information from oral and written discourse dealing with
familiar topics
Evaluate and select appropriate technological tools to complete a variety of
communicative tasks
The student will be able to demonstrate understanding of cultural
perspectives other than their own through the following:
•
•
•
•
•
•
Compare and contrast the cultural aspects common to all humanity while recognizing the
uniqueness of each individual
Apply appropriate language and behaviors that are common to the Spanish culture in
authentic situations
Analyze the contributions of perspectives, practices, and products of the target culture in
authentic situations
Analyze the effects of the target culture’s contributions on other societies
Analyze the social and geographical factors that affect cultural practices
Access contributions of ethnic and cultural groups within target countries
The student will be able to use language other than their own to establish and
expand connections with other areas of knowledge within and beyond the
school setting through the following:
76
CON.3.1
CON.3.2
CON.3.3
CON.3.4
CON.3.5
CON.3.7
•
Interact appropriately in the target language in real-life situations
•
Compare and contrast the influence of the target language on other languages, cultures,
and disciplines
Maintain connections with Spanish through the use of technology, media and authentic
sources
Use authentic resources to analyze the role of the United States in the world as viewed by
other cultures
Analyze the interdependence that exists between their own cultures and the world
•
•
ACTIVITIES
Oral Activities, Reports, Games
Board Work, Group Activites
CD listening to native speakers
Occasional film watching
Journal writing
Discussing current events
Directed Conversations
Role playing
ASSESSMENTS
Teacher-made tests
Projects
Observation
Performance
Journal/Writing
Oral presentations
RESOURCES
McDougal Littell EN ESPANOL
McDougal Littell MAS PRACTICA workbook
Various films
Internet research
HHS Library access
CURRICULUM MAP: Harrison School District
Harrison School District
August 2007 - May 2008
FRAMEWORKS
Teacher: Jeannie Monteith Campbell
Grade: 10-12 Subject: Spanish I_
CONTENT
4th Nine Weeks
COM.1.1
COM.1.2
COM.1.3
COM.1.4
COM.1.5
COM.1.6
Identify Places
Addresses
Transportation
Directions
Instructions
Shop
SKILLS
The student will be able to communicate (listen, speak, read, write), observe,
and demonstrate effectively in a variety of situations in languages other than
their own through the following :
•
•
•
•
Use basic syntactic patterns of Spanish effectively
Examine and analyze main ideas and details of Spanish text
Analyze, critique, and respond to Spanish in such contexts as interviews, lectures, news
items, etc.
Initiate, sustain, and bring to closure a wide variety of communicative tasks in Spanish
77
COM.1.7
COM.1.8
COM.1.9
COM.1.10
COM.1.11
CUL.2.1
CUL.2.2
CUL.2.3
CUL.2.4
CUL.2.5
CUL.2.6
Make Purchases
Bargain
Expressing Extremes
Grammar
Prepositions
Regular Affirmatives
Tu commands
Indirect Object Pronouns/placement
Affirmative, negative words
Stem Changing Verbs
•
•
•
•
•
•
The student will be able to demonstrate understanding of cultural
perspectives other than their own through the following:
•
•
•
•
•
•
CON.3.1
CON.3.2
CON.3.3
CON.3.4
CON.3.5
CON.3.7
(conversing, questioning, lecturing, writing, reporting, etc.)
Use reading strategies to derive meaning from and analyze a variety of texts in Spanish
Employ the writing process including peer editing
Employ the writing process for both directed and original compositions
Synthesize data from printed materials, technological resources and audio visual
materials
Take notes and synthesize information from oral and written discourse dealing with
familiar topics
Evaluate and select appropriate technological tools to complete a variety of
communicative tasks
Compare and contrast the cultural aspects common to all humanity while recognizing the
uniqueness of each individual
Apply appropriate language and behaviors that are common to the Spanish culture in
authentic situations
Analyze the contributions of perspectives, practices, and products of the target culture in
authentic situations
Analyze the effects of the target culture’s contributions on other societies
Analyze the social and geographical factors that affect cultural practices
Access contributions of ethnic and cultural groups within target countries
The student will be able to use language other than their own to establish and
expand connections with other areas of knowledge within and beyond the
school setting through the following:
•
•
•
•
Interact appropriately in the target language in real-life situations
Compare and contrast the influence of the target language on other languages, cultures,
and disciplines
Maintain connections with Spanish through the use of technology, media and authentic
sources
Use authentic resources to analyze the role of the United States in the world as viewed by
other cultures
Analyze the interdependence that exists between their own cultures and the world
78
ACTIVITIES
Homework, Oral Activities
Games, Boardwork
Workbooks
Tape or CD activities—listening to native speakers
Group Activities
Cultural Activities & Art
Library work—reports
Occasisonal film watching
ASSESSMENTS
Teacher-made tests
Projects
Observation
Performance
Journal/Writing
Oral presentations
79
RESOURCES
Harrison School District
District
Curricular Documentation
HHS Spanish II
2007-2008
Pam Jones
Curriculum Coordinator
80
CURRICULUM MAP: Harrison School District
Harrison School District
August 2007 - May 2008
FRAMEWORKS
1st 9 Weeks
1.1, 1.2, 1.3,
1.4.,1.5.,1.7,1.8,
2.1,2.2,2.5,2.6
(Beginning)
1.2,1.3
2.1,2.2,2.3.2.4.2
.5
(Intermediate)
1.1,1.5,1.9
(Advanced)
Teacher: Dianne Beard
Grade: 10-12 Subject: Spanish II
Timeframe (9 Weeks/Month/Semester): _9 Weeks____
CONTENT
SKILLS
Vocabulary themes – Review of:
Translate, spell and pronounce correctly Spanish I content vocabulary within context
Introductions
Use vocabulary in simple dialogues, written and spoken
Greetings, Leave-takings
Demonstrate comprehension of thematic vocabulary within context
Colors
Respond orally to target language questions on school, leisure and airline topics
Numbers 1-100 (Expanded to include
Synthesize vocabulary, grammar and cultural elements in written/spoken work
200 – 1000)
Dates
Physical Descriptions
Question Words
Time Expressions
School Subjects (Review plus expansions to
include specifics such as chemistry, algebra,
trigonometry, etc.)
Airline travel
Leisure Activities (Sports, music, collecting)
Grammar –
1.2, 1,7
(Beginning)
1.1, 1.3, 1.4,
1.5,1.6, 1.8, 3.2
(Intermediate)
Review of:
Translate and conjgate irregular and regular verbs within context
Ask and answer questions in context using appropriate word order
Create original compositions using appropriate verb tenses
The verb “gustar”
Adjective agreement
“tener”
“ser” vs. “estar”
“ir” and future construction with “ir”
Question Format
Regular “ar”, “er” and “ir” verbs in the present
Stem-changing verbs in the present
(caer, hacer, poner, salier, traer, conocer vs.
saber, dar, ver).
81
Introduction to:
Compose accurately in the preterite tense
Identify preterite tense forms in speech and authentic materials
Preterit tense of regular verbs and irregular
verbs (ir, ser, hacer, dar, ver)
Cultural Themes:
2.9,
3.1,3.2,3.3,3.4
(Beginning)
1.7, 3.1,3.3,3.4
(Intermediate)
Spanish speaking communities in the U.S. and
the cultural contributions of latinos in the U.S.
(Gloria Estefan, Edward James Olmos, Jorge
Ramos, Maria Elena Salva)
Murals as art forms
Discuss and identify cultural contributions of U.S. Latinos, similarities and differences in art
forms
Summarize cultural readings
2.3,3.2
(Advanced)
ACTIVITIES
Composing
Role playing
Video/Audio Activities
Review current events
Directed conversations
Discussions
Workbook Activities
Essays
ASSESSMENTS
Evaluation of written translations, oral
reading, written responses (teacher made
tests)
Performance of dialogues
Listening assessments with written responses\
Observation of student response to teacher
questions
Story telling demonstration
Evaluation of written translations and
responses (teacher made tests)
Observation of spoken communication
(Paired activities)
Group Project – original short story in present
tense
Composition of preterite short story
Evaluation of written and oral preterite tense
identification (Teacher made test)
Observation of student discussion
Evaluation of written/oral summaries
82
RESOURCES
Guest speakers
Classroom text and workbook
Magazines (People en espanol)
Spanish Language Newspapers
Internet sites
Spanish Language Television (Univision,
Discovery en espanol, etc.)
Spanish Language Radio
Harrison School District
CONTENT
SKILLS
The student will be able to….
2nd 9 Weeks
Vocabulary Themes:
1.1, 1.2, 1.8
2.1, 2.3, 2.8,
3.1, 3.2
3.3
(Beginning)
1.1, 1.2, 1.3,
1.4,
1.5,1.6,1.7,2.1,2
.2,
2.5, 3.1
(Intermediate)
1.7
(Beginning)
1.1, 1.5, 1,8, 2.2
(Intermediate)
Food and Food Preferences (Mexico)
Fine Arts
Mass Media (Newspaper, Radio, TV)
Interview skills
Personal reactions
Nationalities
Childhood activities
Family Relationships (Extended)
Additional “tener” expressions (jealousy,
Shame, care, etc.)
Ordinal numbers
Family celebrations
Transitional words
Restaurant problems and solutions
Other leisure activities and events
Expression of interests
Grammar:
Long forms of possessives
Irregular preterits (andar, decir, estar,
Poder, poner, querer, salir, tener, traer,
Venir)
Demonstrative adjectives and pronouns
Stem changing preterits
Relate food preferences
Create original compositions in the target language
Express and comprehend personal reactions
Relate personal opinions, information and background,hobbies, interests
Order a meal in a restaurant
Comprehend authentic materials (mass media, celebrations, pastimes, etc.)
Express ownership using long possessives
Conjugate, translate and use in speech the irregular preterits and stem changing verbs
Identify objects using the appropriate demonstrative adjectives and pronouns
Use reflexive verbs appropriately
Narrate a past tense event using preterit and imperfect correctly
Identify, translate and appropriately replace direct and indirect objects with pronouns
(cont.)
Imperfect tense
Reflexive verbs and pronouns
Narration in past (preterit vs. imperfect)
Verbs like “gustar”
Direct and indirect object pronouns, combined
Culture:
Latin art of Chicago
Discuss and identify Latin cultural contributions and history in
83
the U.S.
2.7, 3.3, 3.4
(Beginning)
1.3, 1.4, 1.7,
2.1,
2.2, 2.3, 2.7,3.2,
3.3
3.4
(Intermediate)
Latin newspapers and television in the U.S.
(Univision and Discovery in Spanish)
Miami and its Cuban heritage
Mexico (Mexico City, the Aztecs and the
Nahuatl language, Mexican food, city of
Teotihuacan, Ballet Folklorico, Diego Rivera
and Chapultepec Park)
ACTIVITIES
ASSESSMENTS
Observation and evaluation of written and spoken
questions and answers
Performance of original commercial
Listening activities with oral/written comprehension
questions
Teacher observation of guided conversations
Written dialogue
Performance of dialogue
Evaluation of reading summaries
Evaluation of written translations
Daily routine essay (50 words)
Original paragraph descrbing childhood
Project (group mural creation)
Observation of student discussion
Video worksheets
Composing
Role playing
Video/Audio Activities
Review current events
Directed conversations
RESOURCES
Guest speakers
Classroom text and workbook
Magazines (People en espanol)
Spanish Language Newspapers
Internet sites
Spanish Language Television (Univision,
Discovery en espanol, etc.)
Spanish Language Radio
Discussions
Workbook Activities
Essays
FRAMEWORKS
3rd 9 Weeks
CONTENT
SKILLS
The student will be able to….
Vocabulary Themes:
1.1, 1.2, 1.3,
1.4, 1.5, 1.6,
1.8, 2.2, 2.4,
2.5, 3.1
(Intermediate)
Fitness and health
Parts of the body (detailed – knees, angles,
elbows, etc.)
Illness/doctor’s office
Beach Acivities
Chores
Daily Routines
Personal Care
Relate past experiences in health/medical area
Simulate a doctor’s visit (including body vocabulary)
Identify beach terms in target language
Talk about one’s daily routine including personal care and with appropriate use of
reflexives
84
Grammar:
1.1, 1.4, 1.6,
1.8,
3.1, 3.2
(Intermediate)
Command forms (tú, Ud. Uds., both neg.,
affirmative
Regular subjunctive
Spelling change Subjunctive
Formation of adverbs
“Hace” + Time periods
Give commands to fellow students and parents
Express opinions , using the appropriate subjunctive form
Relate past experiences with “hace” time expressions
Culture:
1.1, 1.3, 1.4,
1.7,
1.8, 2.1, 2.2,
2.3,
2.4, 3.4
(Intermediate)
Puerto Rico (Old San Juan, food, brief history,
attractions, famous Americans of
Puerto Rican descent, El Yunque National
Forest, Political status, the culture of the jibaros)
ACTIVITIES
Composing
Role playing
Video/Audio Activities
Review current events
Directed conversations
Discussions
Workbook Activities
Essays
Read and comprehend authentic materials on Puerto Rican culture.
Summarize authentic articles
Compare and contrast Puerto Rican political status with U.S. states’ status
ASSESSMENTS
Observation of student responses to
teacher questions
Paired conversations
Written and oral identification of
vocabulary items
Oral presentations of daily routines in
small groups
Small group compositions using oral
commands
Evaluation of written opinions using
subjunctive forms
Teacher made tests
Evaluation of oral and written questions,
translations and responses with time
expressions
Written summaries of articles
Observation of class discussion
Evaluation of reading comprehension
questions
85
RESOURCES
Guest speakers
Classroom text and workbook
Magazines (People en espanol)
Spanish Language Newspapers
Internet sites
Spanish Language Television (Univision,
Discovery en espanol, etc.)
Spanish Language Radio
FRAMEWORKS
4th 9 Weeks
CONTENT
SKILLS
The student will be able to….
Vocabulary Themes:
1.1, 1.2, 1.3,
1.4, 1.5, 1.6,
1,8, 2.2,
2.4, 2.5, 3.3, 3.4
(Intermediate)
Home
Rooms and Furniture
Appliances
Hotel Rooms
Tourist vocabulary (attractions, problems, etc.)
Street directions
Banking
Shopping for clothes
Fashion (likes and dislikes)
Voicing opinions
Create a house floor plan using labels with target language vocabulary
Simulate reserving a hotel room in a target language country
Relate information about home and contents
Give and comprehend directions
Accurately exchange money to a designated currency
Discuss clothing likes and dislikes
Voice personal opinions on clothing
Grammar:
1.1, 1.2, 1.3.1.4,
1.6, 1.8, 3.1, 3.2
(Intermediate)
Irregular Subjunctive
Stem change Subjunctive
Use of subjunctive with hopes and wishes,
Impersonal expressions, doubt and emotion
Comparisons with “tan, tanto… como”,
“más” and “menos”
Use the subjunctive mood to express personal opinions, doubt and emotion
Compare and contrast people and things
Culture:
1.7, 2.1, 2.2,
2.3,
2.4, 2.5, 3.1,
3.2,
3.3, 3.4
(Intermediate)
Spain –
Cities of Madrid (Plaza Mayor, Plaza de
Cibeles, Plaza de Espana, Plaza de Toros,
the Metro, Hotels and other city attractions) and
Toledo (3 cultures, El Greco, Artesania)
Literary Contributions (Miguel de Cervantes
and Don Quixote)
Arabic influence (Granada)
Music of the Gypsy Kings (Bamboleo)
ACTIVITIES
Apply reading strategies for comprehension
Identify major Spanish cities and their particular cultural importance and differences
Discuss major influences on Spanish art, architecture and music
Discuss major literary contributions
Identify music of the Gitano/flamenco group “The Gypsy Kings”
ASSESSMENTS
Project – Dream house floor plan
Original dialogue – Tourist trip to Spain
Evaluation of written paragraphs giving
street directions
Observation of paired conversations
86
RESOURCES
Guest speakers
Classroom text and workbook
Magazines (People en espanol)
Spanish Language Newspapers
Internet sites
Composing
Role playing
Video/Audio Activities
Review current events
Directed conversations
(clothing and opinions)
Evaluation of written use of subjunctive
to express opinions
Evaluation of appropriate written use of
comparisons (Teacher made test)
Video Quiz (Teacher Made Test)
Observation of student discussion
Listening Activities with comprehension
questions
Discussions
Workbook Activities
Essays
87
Spanish Language Television (Univision,
Discovery en espanol, etc.)
Spanish Language Radio
Harrison School District
Curricular Documentation
Spanish III
2007-2008
Pam Jones
Curriculum Coordinator
88
Guest speakers
Classroom text and workbook
Magazines (People en espanol)
Spanish Language Newspapers
Internet sites
Spanish Language Television (Univision, Discovery en espanol, etc.)
Spanish Language Radio
CURRICULUM MAP: Harrison School District
Harrison School District
August 2007 - May 2008
FRAMEWORKS
1st 9 Weeks
1.1, 1.2,1.4, 1.5,
1.6, 2.5
(Intermediate)
1.1, 1.3, 1.4.
2.2, 3.1
(Advanced)
1.3, 1.8
(Intermediate)
1.2, 1.6, 1.8.
1.11, 3.1, 3.1
(Advanced)
1.7,2.1, 2.2, 2.3.
2.4,
3.3, 3.4
(Intermediate)
2.3,2.5, 2.6, 2.7,
2.8
3.2, 3.5
(Advanced)
Teacher: Dianne Beard
Grade: 10-12 Subject: Spanish III
CONTENT
SKILLS
The student will be able to….
Vocabulary Themes:
Beach Activities
Daily Routine with expanded reflexives
Colors (light and dark, secondary and
Tertiary)
Clothing (Review and accessories)
Detailed Physical Description
Comparative/Transitional words for essays
Translate, spell and pronounce correctly within context the review vocabulary
Describe oneself and others in detail and comprehend such description
Apply comparative/transitional words appropriately in sentences
Grammar:
Review of present tense verbs (Regular, spelling
change, stem-change, irregular)
“ser” vs. “estar” - amplification
Imperfect Tense – Expanded use
Present Perfect Tense
Pluperfect Tense
Short Essay Writing (100 words)
Translate, spell and use in appropriate context (written and oral) the basic present
and past tenses.
Use “ser” and “estar” correctly in context
Compose a short essay, using above tenses appropriately
Culture:
U.S. Hispanic Cultures (Puerto Rican,
Mexican, Cuban)
Traditions of Mexico and Central America
The Caribbean (African, Spanish, Indigenous
influences)
Cuban author Cristina Garcia
Identify the principal Hispanic cultures of the United States
Read and comp0rehend authentic material for cultural information
Compare and contrast subcultural influences in Mexico, Spain, the Caribbean,
Central America
Recognize Spanish nicknames
89
El Cono Sur
Spain’s three cultures
Spanish nicknames
ACTIVITIES
Class discussion in Spanish
Role playing
Composing original essays/dialogues
Audio/video activities
Impromptu dialogues/speeches
Journal writing
Video diaries
Internet research
FRAMEWORKS
2nd Nine
Weeks
1.1, 1.2, 1.3 ,
1.4 , 1.6, 2.5
(Intermediate)
1.1,1.3,
2.1,2.2
(Advanced)
CONTENT
Vocabulary Themes:
Fashion (Design, critiques, additional
accessories)
Fabrics (silk, denim, wool, etc.)
Pass times
Personal items (Keys, Wallet, etc)
Feeling (of self and others), likes, dislikes
Friendships
Household tasks
Community Service
Ecology/Environment
Nature
Weather
Camping
Wildlife
ASSESSMENTS
RESOURCES
Observation
Guest speakers
Evaluation of daily routine speech
Classroom text and workbook
Paired conversation activities
Magazines (People en espanol)
Log, journals
Spanish Language Newspapers
Teacher Made Tests
Internet sites
Interview/Survey
Spanish Language Television (Univision,
Listening comprehension activities with
Discovery en espanol, etc.)
authentic materials
Spanish Language Radio
Performance
Essay evaluations
Listening Activities with written responses
Video Activities with written
comprehension responses
SKILLS
The student will be able to….
Translate, spell and use in dialogue the indicated vocabulary topics
Discuss and write about personal feelings and friendships
Comprehend authentic material (reading and listening) on specified topics
Grammar
1.5, 1.8, 3.1,
3.2
Additional Verbs like “gustar” (fascinar,
Translate, spell and use in context verbs like gustar in question and answer format
90
(Intermediate)
1.3,
1.4,1.5,1.8
(Advanced)
encantar, quedar)
“Por” vs. “Para”
Future tense (Regular and Irregular)
Conditional tense(Regular and Irregular)
Future and conditional probability
Impersonal “se”
Command forms
Present Subjunctive (Review of noun
clauses)
Present Perfect Subjunctive (Formation and
use)
Essay composition (125 words)
Distinguish between use of por and para
Translate, conjugate, spell and use appropriately the future and conditional forms
Compose noun clauses correctly using the subjunctive
Create situation appropriate commands, verbal and written (formal and informal)
Culture
1.7, 2.1, 2.2,
2.3, 2.4, 3.3,
3.4,
(Intermediate)
1.2, 1.6, 2.3,
2.4, 2.5, 2.6,
2.7
(Advancedc)
San Antoion (El Mercado, Riverwalk)
Famou Latino in the U.S. in fashion, sports,
literature and music (Oscar de la Renta,
Sammy Sosa, Sandra, Cisneros, Tito
Puentes)
Rigoberta menchu (Nobel Peace Prize)
Monetary systems of Central America
Author Juan Jose Arreola (“Baby H.P.”)
ACTIVITIES
Class discussion in Spanish
Role playing
Composing original essays/dialogues
Audio/video activities
Impromptu dialogues/speeches
Journal writing
Video diaries
Internet research
FRAMEWORKS
3rd 9 Weeks
1.1,
1.2,1.3,1.4,3.5
(Intermediate)
Assess Hispanic contribution the U.S. culture
Read, comprehend and summarize authentic sources
Identify and convert monetary units of Central America
ASSESSMENTS
Observation of oral performance in class
Taped conversations
Demonstration of original dialogues
Listening Activities with written responses
Evaluation of performance (written,
listening, reading comprehension)
Teacher Made Tests (verb conjugations,
spelling, sentence structure)
CONTENT
RESOURCES
Guest speakers
Classroom text and workbook
Magazines (People en espanol)
Spanish Language Newspapers
Internet sites
Spanish Language Television (Univision,
Discovery en espanol, etc.)
Spanish Language Radio
SKILLS
The student will be able to….
Vocabulary Themes
Traveling abroad – Service, solutions to
problems
Shopping in specialty stores
Predict possible common problems when traveling abroad
Compose dialogues using shopping and/or travel difficulties vocabulary
Compare doctor/dentist visited between target culture and U.S. culture
91
1.1, 1.3, 2.2
(Advanced)
1.5, 1.8,
3.1,3.2
(Intermediate)
1.3,1.4,1.5,
1.8
(Advanced)
1.7,2.1,2.2,2.3
2.4, 3.3, 3.4
(Intermediate)
1.2, 1.6, 2.3,
2.4, 2.5, 2.6,
2.7
(Advanced)
Holidays (Expanded – Latin America and
Spain)
Doctor/Dentist visits/Accidents
Grocery Store
Computer Use
Grammar
“Al” and the infinitive
Use of infinitive after prepositions
Review of comparative/superlative
Subjunctive with adverbial clauses
Subjunctive with adjective clauses
(Negative antecedents, unidentified
antecedents)
Subjunctive with disagreement, denial
Past subjunctive formation and use
“Si” clauses
Relative Pronouns
Essay composition (150 words)
Future and conditional tense review
Culture
Latin American and Spanish literary
contributions- short stories:
“La abeja hiragana” (Quiroga), “El Albanico”
(Palacios) “El Ratoncito”(Gomez), “El zorro
que se hizo el muerto” (Don Juan Manuel)
ACTIVITIES
Class discussion in Spanish
Role playing
Composing original essays/dialogues
Audio/video activities
Impromptu dialogues/speeches
Journal writing
Video diaries
Internet research
Demonstrate knowledge of computer terminology
Compare and contrast Spanish and Latin American holidays
Synthesize subjunctive use by creating original sentences
Create hypothetical “si” clauses in present and past tenses
Employ relative pronouns , future and conditional tenses in essay composition
Translate short story selections
Summarize and/or restate paragraphs in Spanish
Compare and contrast short story selections by Latin American authors
ASSESSMENTS
Observation of oral performance in class
Demonstration of dialogues
Listening Activities with written responses
Evaluation of performance (written,
listening, reading comprehension)
Teacher Made Tests (verb conjugations,
spelling, sentence structure)
Essay critiques
92
RESOURCES
Guest speakers
Classroom text and workbook
Magazines (People en espanol)
Spanish Language Newspapers
Internet sites
Spanish Language Television (Univision,
Discovery en espanol, etc.)
Spanish Language Radio
FRAMEWORKS
CONTENT
SKILLS
The student will be able to….
4th Nine
Weeks
1.1, 1.5,1.11,
2.1, 2.2, 2.3,
2.5, 3.1, 3.3
(Intermediate)
1.1, 1.2,
1.3,1.4,1.5,
1.7, 1.8
(Intermediate)
2.2
(Advanced)
1.6, 1.7, 1.9,
1.10,
(Intermediate)
2.6, 2.7 2.8,
3.2, 3.4, 3.5
(Advanced)
Vocabulary Themes
Housing Search
Workplace/Professions/Job applications
Technology/computer use (parts)
Detailed car vocabulary (bumper, steering
wheel, windshield, etc
Repair shop
Grammar
Passive voce
Ser/Estar and past participle
Pluperfect Subjunctive
Future perfect
Conditional Perfect
Past Subjunctive (review formation and use)
Pero/sino/sino que
Essay composition (200 words)
Sequence of tenses
Comprehend and respond to authentic material which utilizes vocabulary themes
Perform an original skit using topics of housing search, job search, etc.
Identify parts of computer in Spanish
Compose and send an E-mail in Spanish
Distinguish appropriate use of sino, pero and sino que
Synthesize tense usage to create original sentences, paragraphs and essays
Translate, spell and pronounce correctly the perfect of subjunctive tenses
Compose a guided 200 word original essay
Culture
Beginnings of Spanish Literature
Epic Poetry (El Cid)
Continuation of short story study
“El arbol de oro” (Matute)
“El amante corto de vista” (Romanos)
“El forestero gentil” (Umbaro)
ACTIVITIES
Class discussion in Spanish
Role playing
Composing original essays/dialogues
Audio/video activities
Impromptu dialogues/speeches
Journal writing
Video diaries
Internet research
Evaluate the contributions of a personally selected literary figure in Spanish history
Read and comprehend representative examples of the Spanish short story
Compare and contrast authentic Spanish short stories
Demonstrate knowledge of beginnings of Spanish literature (El Cid)
ASSESSMENTS
Observation of oral performance in class
Taped conversations
Demonstration of original dialogues
Listening Activities with written responses
Evaluation of essays
Teacher Made Tests (verb conjugations,
spelling, sentence structure)
Project (selected author)
93
RESOURCES
Guest speakers
Classroom text and workbook
Magazines (People en espanol)
Spanish Language Newspapers
Internet sites
Spanish Language Television (Univision,
Discovery en espanol, etc.)
Spanish Language Radio
Harrison School District
Curricular Documentation
AP Spanish IV
2007-2008
Pam Jones
Curriculum Coordinator
94
AP Spanish Language (IV) – Syllabus 2007-2008
Course Overview
This course is the equivalent of a junior level college course. The class is conducted in Spanish and students are required to communicate entirely in Spanish as
well (C1). Speaking (both formal and informal) reading, writing and listening skills will be practiced at an advanced level through multiple resources, including
traditional textbooks and literary texts, the Internet, and additional authentic materials in video, audio and printed format (i..e, televison programs, radio
commentaries, newspapers, magazines, etc.) from a variety of Spanish speaking countries (C3). Students will be expected to integrate information from authentic
(historical and current) written and audio sources in both formal and informal compositions and formal oral presentations (C4,C7). All students enrolled in this
course are required to take the Advanced Placement Spanish Language exam in May.
Course Outline
1st Quarter
Note: All activities are required to be in Spanish (C1).
Writing -
Reading -
Speaking -
Essays (200 words) with dictionaries (Topic example: La importancia de arte en la vida diaria)
Critiques of Internet translation sites
Analysis of literary readings (C2,C6)
Composition of letters (Informal and formal)
Grammar review and expanded use of:
1)Present
2)Preterit
3)Imperfect
4)Future
5)Conditional
6)Perfect tenses
Use of gerund as adverb
Short stories – “Una carta a Dios” (Lopez y Fuentes)
“El gato de Sevres” (Almazan)
Biographies – Artists – Dali, El Greco, Velásquez, Kahlo, Picasso, Goya
Various current newspaper and magazine excerpts from authentic sources (C4)
Directed simulated dialogues (phone conversations with recorded prompts)
Class discussion of literature, current events
Summaries/discussion of radio/TV broadcasts
Formal oral presentation on favorite artist
Open topic presentation (informal) (C2,C5,C7)
95
(C6)
Listening -
Class lecture and discussion
Comprehension of authentic native speech (AP Format), including radio and television broadcasts (video and internet, prepared CDs)
(C3)
Examples of music for Hispanic celebrations
Culture -
Art and artists, Spanish humor
Assessments:
(All writing and speaking assignments will be scored by AP Rubrics)
INFORMAL LETTERS #1,3,7,10 (AP Spanish)
ESSAY # 1 (El Arte)
ESSAY # 2 (Document based, authentic oral and written sources) (C6,C7)
VIDEO DIARIES (Minimum of 20 entries) (C3)
GRAMMAR TESTS I AND II
LITERATURE TEST # 1 (Short essay, long essay, fill-ins)
RECORDED IMPROMPTU DIALOGUES #1-3 AP Spanish (C3,C5)
OBSERVATION OF CLASSROOM PARTICIPATION
FORMAL ORAL PRESENTATION #1, AP Spanish (C5,C7
2nd Quarter
Writing -
Compare/Contrast techniques
Summaries from both written and audio sources,
200 word compositions (heroism, humor)
Peer Editing
E-mails in Spanish
Grammar review and expanded use of:
1)Subjunctive present and past
2)Present perfect subjunctive
3)Pluperfect subjunctive
4)Command forms
5)“si” clauses
6)“como si”
7)Sequence of tenses
8)Passive voice
Reading -
Spanish and Spanish American heroes in history, S.A. legends, Spanish Humor cont.
“Signos de puntuacion” (Toledo y Benito)
“El Mensejero de San Martin” (Leyenda)
“Viva Numancia” (Leyenda)
Speaking -
Dialogues (guided and impromptu) with themes of money, travel and car, shopping, city life, health, food and technology
96
Verbal compare and contrast (short stories)
Narration in present, past, future
Oral Presentation on “Mi héroe”
Listening -
Culture -
Native speaker commentary on heroism, legends
Class lecture and discussion
AP short and long dialogues, narratives (C2,C3)
Excerpts from radio/TV broadcasts
See Reading topics - Spanish and Spanish American heroes, legends, humor
Assessments:
E-MAILS # 2,4,5,6 (AP Spanish)
ESSAY # 3, (Mi hèroe)
ESSAY #4 (Document based, oral and written sources)
VIDEO DIARIES (Minimum of 20 entries) (C3,C6,C7)
GRAMMAR TESTS III AND IV
LITERATURE TEST # 2 (Short essay, long essay, fill-ins)
RECORDED IMPROMPTU DIALOGUES #4-6 AP Spanish
OBSERVATION OF CLASSROOM PARTICIPATION
FORMAL ORAL PRESENTATION #2, AP Spanish
SEMESTER EXAM – AP FORMAT (Required of all AP Spanish Language Students – Test Exemption Policy does not apply) (C2)
3rd Quarter
Writing -
Refinement of 200 word essay (Timed, no dictionaries, audio and written sources)
Peer Editing
Short literary analysis
500 word ¨Mini¨ research paper (topic: L.A. or Spanish historical or literary figure) (C2,C7)
Grammar review and expanded use of:
1)Relative Pronouns
2)Por vs. Para
3)Direct Object Pronouns
4)Indirect Object Pronouns
5)Personal A
6)Use of “se”
Reading -
Short stories, legends, indigenous literature
“El indio” (Legend)
“Rosa Leyes, el indio” (Cortez)
“La yaqui hermosa” (Nervo)
97
“La leyenda de Santo Domingo de la Calzada” (Legend)
“El nahual” (Legend)
“Chac Mool” (Fuentes)
Speaking -
Guided and impromptu dialogues with themes of childhood, friends, season, weather, holidays, music, hobbies and sports
Class discussion
Oral presentation on Latin historical/literary figure
Formal oral presentation (Topic TBA) using written and audio source – Research paper (C7)
Listening -
Native speaker commentary on legends, indigenous cultures of South America
Video/audio sources for research paper
AP short and long dialogues and narratives
Classroom lecture and discussion on above topics
Culture -
Assessments:
Legends of the indigenous people of S.A., the Popul Vuh, influence of indigenous cultures on holidays, politics, literature, social
structure in S.A.
INFORMAL WRITING (Cards, E-mails, Letters) #12-15 (AP Spanish)
ESSAY # 5 (Topic TBA)
MINI RESEARCH PAPER (Document based, oral,written sources)
VIDEO DIARIES (Minimum of 20 entries)
GRAMMAR TESTS V AND VI
LITERATURE TEST # 3 (Short essay, long essay, fill-ins)
OBSERVATION OF CLASSROOM PARTICIPATION
RECORDED DIRECTED DIALOGUES #7-9 AP Spanish
FORMAL ORAL PRESENTATION #3 (Presentation of research paper)
98
4th Quarter
Writing -
Timed 200 word compositions with audio and written sources (without dictionaries)
Detailed literary analysis of a short story
Grammar review and expanded use of:
Affirmative and negative words review
Pronoun review
Comparative/Superlative review
Verbal system review
Practice with AP Format (fill-ins)
Reading -
Synopsis of history of Spain
Continuation of study of short story “El albanico” (Palacio)
“A la deriva” (Quiroga)
Poetry “Romance del rey moro que perdió Alhama (Anónimo)
“Romance gitano” – selecciones (García Lorca)
“Soneto XXIII” ( Gracilazo de la Vega)
“Rima LIII” (Bécquer)
Excerpts from diaries of Columbus and Cortés (C4)
Speaking -
Formal oral presentation (Topic TBA) with aural and written sources
Dialogues (guided and impromptu) with themes of personal values, feelings, decisions and responsibilities, future, work, world and social
service
Classroom discussion (Spain) (C5)
Listening -
Classroom lecture, discussion on Spanish history (C2)
AP short and long dialogues and narratives
Radio/TV broadcasts
Culture Assessments:
(C6,C7)
Spanish history (Contributions of various cultures - Iberians, Celts, Greeks, Phoenecians, Romans, Visigoths, Arabs)
INFORMAL WRITING (#17-20 AP Spanish)
ESSAYS #6,7 (Document based, oral and written sources)
VIDEO DIARIES (Minimum of 20 entries)
GRAMMAR TESTS VII, VIII
SPANISH HISTORY TEST (Short essay, long essay, fill-ins)
RECORDED DIRECTED DIALOGUES #10-12 AP Spanish
FORMAL ORAL PRESENTATION #4, AP Spanish
99
OBSERVATION OF CLASSROOM PARTICIPATION
Teaching Strategies
Authentic sources (Listening comprehension, speaking, writing practice) Weekly video/audio diaries - Students are required to watch two or three 30 minute
broadcasts (radio, tv) outside of class and are asked to turn in a written summary of the broadcast. This is frequently used as a “starter” for classroom discussion.
I also bring in 5-10 minute video or audio clips from such sources as Univision and radio broadcasts frequently and have students summarize and discuss the
information.
Associated student activity: Students research for a written source which deals with the same topic as one of their video/audio selections and combine
information from the two sources in a written report with an accompanying oral presentation. (C2, C7)
Spanish in the classroom (Practice of formal and informal speaking) - I require that all communication in my class be in Spanish, not only with formal oral
presentations, but also day to day verbal tasks, and student to student communication. To encourage informal conversation (two or three times a week), I give
my students a topic and related vocabulary and ask them to talk about past or current experiences related to the topic (An example topic might be ¨weddings¨ and
the students would be given a list of supplementary vocabulary with such words as bridesmaids, best man, engagement ring, etc.). My students also know that
they can elect to “share” information about what is going on in their lives for a few minutes at the beginning of class. This personal note creates a high interest
level and motivation to learn new vocabulary outside of assigned class work. (C5)
Associated student activity: Students will write “Thank you” notes, compose a wedding invitation, or write a congratulatory note to a friend upon hearing of
his/her engagement.
Extracurricular practice – My students compete in regional and state festivals which include such activities as extemporaneous reading and speaking, formal
presentation of poetry and dramatic and musical presentations in the target language. We also meet occasionally at local restaurants which employ native
speakers, and also invite native speakers to join us, so that students may converse in “real” situations. (C5)
Associated student activity: Students are given an interview form and are asked to conduct an informal interview with a native speaker. They report to the class
the results of the interview during the following class.
Technology – My students are encouraged to use the internet to read Spanish language newspapers, magazines and other sources on line. They are given a list of
websites at the beginning of the year and are asked to share information acquired from these sources as a class opener. We also have recently acquired LCD
projectors for our computers so that students may use Power Point in their oral presentations.
Associated student activity: Students research artists, historical and literary figures on the internet. Sources are required to be in Spanish, and the activity
culminates in a “mini” research paper of approximately 500 words, which is also presented as a formal report to the class. (C2, C7)
Student Evaluation
Student assessments include (per 9 weeks) daily evaluation of oral participation (informal speech)(10%), 1-2 formal oral presentations with integrated written
and listening sources (30%), 2-4 informal simulated conversations, weekly video-audio diary summary (informal writing) (10%), 2 formal essays, including
document based essays with listening components (research paper will be substituted in the 3rd 9 weeks) (20%), 3-4 informal writing prompts (10%) and 3-4 in
context grammar and/or short/long essay literature tests (20%). All writing and speaking assessments will be graded according to AP Rubrics. (C2)
Resources
Texts:
Abriendo puertas. Evanston, IL: Mcdougal-Littell, Inc., 2003.
Adey, Albini, Glencoe. Galeria. MaGraw Hill, 1997.
100
Cantarino, Vicente. Civilización y cultura de España. 3rd Edition, Englewood Cliffs, N.J. Prentice-Hall, 1996.
Diaz, José, Margarita Leicher-Prieto, and Gilda Nissenberg. A. P. Spanish; Preparing for the Language Examination. 3rd Edition, White Plains, New
York: Prentice-Hall, 2006.
Essential Repaso. NTC/Contemporary Publishing. Co., 1998.
Varona-Lacey, Gladys M. Introducción a la literatura Hispano-Americana: de la
conquista al siglo XX. NTC/Contemporary Publishing Co., 1997.
(C2)
Websites
Instituto Cervantes
www.cervantes.es/portada_b.htm
CNN en español
http://www.cnn.com/español/
Univision
http://www.univision.com
Discovery en español
http://enespanol.discovery.com/
Spanish on-line radios (C3)
http://www.e-spanyol.hu/en/radio.php
http://spanish.about.com
Spanish newspapers and magazines (C4)
http://www.spanishnework.com/spanish-newspapers-inspanish.html
http://libraries.mit.edu/guides/types/flnews/spanish.html
Video and Audio
“El espejo enterrado”, Carlos Fuentes, 1994 (Video Series)
“Exitos y recuerdos”, Selena, 1995 EMI-Capital Music Special Markets (CD)
“Jorge Luis Borges: Borges y yo”, BBC Television, 1983 (Video)
“La Cenicienta”, Extra Large Productions, Países Bajos, 1996 (Cassette)
“Mi tierra”, Gloria Estefan, 1993 Sony Music Entertainment, Inc. (CD)
“Nuestra Navidad”, 1998 Delta Entertainment (CD)
“No. 1: Un año de éxitos”, 2001 WEA Latina , Inc. (CD)
“Regalo del alma”, Celia Cruz 2003 Sony Music Entertainment, Inc.(CD)
“Vamos a celebrar” 2000 BCI Eclipse, LLC (CD) (C3)
Classroom Equipment
TV/VCR
Individual tape recorders
Tape recorder/CD player
DVD player
LCD projector for computer
Computer lab
101
Harrison School District
Curricular Documentation
HHS Art
2007-2008
Pam Jones
Curriculum Coordinator
102
CURRICULUM MAP: Harrison School District
Harrison School District
August 2007 - May 2008
FRAMEWORKS
A.1.1, A.1.3,
A.1.6, A.3.7
(1-2 days)
Teacher: Phil Milan___
Grade:10-12 Subject: Adv. Art
Timeframe (9 Weeks/Month/Semester): First semester_________________
CONTENT
SKILLS
Description of Art
The student will be able to….
• Affects of art
a. Identify the transfer of ideas and purposes of the visual arts with the other
disciplines while investigating visual art career opportunities.
• Hobbies, careers, credits
• Relations to curriculums/
disciplines
ACTIVITIES
Teacher lecture and demonstration
ASSESSMENTS
1. Observation
2. Notes/Journal
RESOURCES
Teacher’s materials
CURRICULUM MAP: Harrison School District
Harrison School District
August 2007 - May 2008
Timeframe (9 Weeks/Month/Semester): _________________
CONTENT
SKILLS
The student will be able to….
FRAMEWORKS
A.1.2, A.1.3,
A.1.7, (1 -2
days)
Tools
•
Rulers, triangles, compass,
protractor, French curve, template
a. explore media tools, processes, and responsible tool usage
b. explore the nature of creativity while using a ruler to make consistent and
accurate measurements
103
ACTIVITIES
Individual class work
ASSESSMENTS
1. teacher demonstration
2. observation of student-tool
interaction
3. practice worksheets performance
RESOURCES
Class room tools
CURRICULUM MAP: Harrison School District
Harrison School District
August 2007 - May 2008
FRAMEWORKS
A.3.2, A.3.3,
(1 – 2 days &
continual
throughout
course)
Timeframe (9 Weeks/Month/Semester): _________________
CONTENT
SKILLS
Art Criticism
The student will be able to….
• steps: description, analysis,
a. ability to analyze, describe, interpret, and judge student’s own work & other’s
judgment, interpretation
• self-critique
work
b. create written and verbal dialogue for self assessment
•
peer/group critiques
ACTIVITIES
Individual and group critiques
ASSESSMENTS
1. teacher demonstration
2. notes/journal
104
RESOURCES
Teacher lecture & notes
CURRICULUM MAP: Harrison School District
Harrison School District
August 2007 - May 2008
FRAMEWORKS
A.1.1,
A.1.2,A.1.3,
A. 1.4,
A.1.5,A.1.6,A.1
.9, A.2.1,
A.2.2, A.2.3,
A.2.4,
A.2.5,A.3.2,
A.3.3
Timeframe (9 Weeks/Month/Semester): _________________
CONTENT
SKILLS
The student will be able to….
Lettering
• ruler usage, consistent
measurements
• creation of single line into thick
letters
ACTIVITIES
Creating a variety of letter styles and arrangements
a. relay a visual idea after reviewing a variety of textiles and their origins while
exploring the techniques used to design letters from a single line into a more
complex block letter
b. explore the nature of creativity while using a ruler and other tools to make
consistent and accurate measurements and guidelines
ASSESSMENTS
1. demonstration
2. practice/performance
3. project
105
RESOURCES
Teacher samples & notes
CURRICULUM MAP: Harrison School District
Harrison School District
August 2007 - May 2008
FRAMEWORKS
A.1.2,A.1.3,A.1
.4,A.1.5,A.1.6,
A.1.7,A.1.9,A.2
.1,A.2.2,A.2.3,
A.2.4,A.3.1,A.3
.2, A.3.3,
A.3.4, A.3.6
Grade: ____ Subject: _____________
Timeframe (9 Weeks/Month/Semester): _September________________
CONTENT
SKILLS
The student will be able to….
Rubber Stamp Design
a. create monogram logo design that includes name or initials and/or an object or
• elements of art
symbol that has some personal significance
b. carve a rubber stamp using the design
• principles of design
• personal symbolism
• positive/negative space
ACTIVITIES
Carve a design onto a rubber block, stamp it onto paper and
glue onto a sheet of magnetic backing.
ASSESSMENTS
1. project
2. performance
3. exhibition
106
RESOURCES
The Art of Rubber Stamping by Michele
Abel. Rubber Stamping Beyond the Basics
by Michele Abel.
CURRICULUM MAP: Harrison School District
Harrison School District
August 2007 - May 2008
FRAMEWORKS
A.1.2, A.1.3,
A.1.4,A.1.6,
A.1.7, A.2.2,
A.2.3, A.3.2,
A.3.3, A.3.5
Timeframe (9 Weeks/Month/Semester): _________________
CONTENT
SKILLS
The student will be able to….
Sketch book / journal design
a. Select components from a variety of paper types and materials.
b. Cut, glue and assemble various components into a sketch book/ journal
ACTIVITIES
Class work on journals
ASSESSMENTS
1. portfolio
2. project
3. performance
107
RESOURCES
Teacher examples, Unique Handmade Books
by Alisa Golden, The Essential Guide to
Making Handmade Books by Gabrielle Fox.
CURRICULUM MAP: Harrison School District
Harrison School District
August 2007 - May 2008
FRAMEWORKS
A.1.1, A.1.2,
A.1.3, A.1.4,
A.1.5, A.1.6,
A.1.7, A.1.8,
A.1.9, A.2.1,
A.2.2, A.2.3,
A.2.4, A.2.5,
A.2.6, A.3.2,
A.3.3, A.3.4,
A.3.5, A.3.7
Timeframe (9 Weeks/Month/Semester): _________________
CONTENT
SKILLS
Summer Vacation Collage
The student will be able to….
a. Create a design that illustrates at least three activities that the student
participated in during the summer vacation.
b. The drawing will be titled “How I spent my summer vacation”, and will use a
variety of type styles and letter formats.
ACTIVITIES
Draw rough sketches and letter formats then assemble
into final arrangement, trace over and color with
Prismacolor pencils.
ASSESSMENTS
1. project 2.observation 3.performance
4.exhibition 5.demonstration
108
RESOURCES
The Lettering book by Noelene Morris, Type
and Lettering by William Longyear.
CURRICULUM MAP: Harrison School District
Harrison School District
August 2007 - May 2008
FRAMEWORKS
A.1.2, A.1.3,
A.1.4, A.1.5,
A.1.8, A.1.9,
A.2.1, A.2.2,
A.2.3, A.3.2,
A.3.4, A.3.5,
A.3.6
Timeframe (9 Weeks/Month/Semester): _________________
CONTENT
SKILLS
Color Spectrum Design
The student will be able to….
• Color Wheel and associated
a. Create a graphic design that uses all 12 colors of the spectrum.
definitions
b. use the 3 Primary and 3 secondary colors to mix the 6 intermediate colors.
ACTIVITIES
Sketch a rough design, then trace onto watercolor paper
and paint it using the 12 colors of the spectrum.
ASSESSMENTS
1. project 2.checklist 3.performance
4.exhibition 5. demonstration
109
RESOURCES
Guide to Drawing by Daniel Mendelowitz
CURRICULUM MAP: Harrison School District
Harrison School District
August 2007 - May 2008
FRAMEWORKS
A.1.2, A.1.3,
A.1.4, A.1.5,
A.1.6, A.1.9,
A.2.1, A.2.2,
A.2.3, A.2.4,
A.3.2, A.3.3,
A.3.4, A.3.5
Timeframe (9 Weeks/Month/Semester): _________________
CONTENT
SKILLS
Pen and Ink Drawing
The student will be able to….
a. Re-examine the elements and principles of design.
• Utilize tools associated with ink
b. Create an ink drawing using a variety of ink pens and drawing tools.
c. Utilize at least one of the four shading techniques showing a full range of
drawing: various pens, India and
colored inks, various drawing tools.
values.
•
Utilize shading techniques and
value ranges within these
techniques.
ACTIVITIES
Create an ink drawing using a variety of lines, shapes,
various texture designs, and at least one of the four
shading techniques.
ASSESSMENTS
1.project 2.performance 3. exhibition
4.demonstration
110
RESOURCES
Drawing with Pen and Ink by Arthur Guptill,
How to Draw Comics the Marvel Way by
Stan Lee and John Buscema, Cartooning the
Head and Figure by Jack Ham.
CURRICULUM MAP: Harrison School District
Harrison School District
August 2007 - May 2008
FRAMEWORKS
A.1.5, A.1.7,
A.1.9, A.2.1,
A.2.2, A.2.3,
A.2.5, A.3.2,
A.3.3, A.3.4,
A.3.5, A.3.7
Grade: ____ Subject: _____________
Timeframe (9 Weeks/Month/Semester): _________________
CONTENT
SKILLS
Calligraphy and illustration design
The student will be able to….
• Historical and cultural aspects of
a. Examine historical and cultural backgrounds along with the evolution of the
the alphabet and written language.
different alphabets and written language.
b. Demonstrate a calligraphic writing style.
• Lettering techniques and
c. Create a 10-20 word passage using a selected calligraphy font.
arrangements
d. Include an illustration that emphasizes the selected quote.
• Font and letter styles
ACTIVITIES
Select a calligraphy font and practice writing each letter 5
times. Write a rough copy using selected passage and
font. Combine quote and illustration onto finished copy.
ASSESSMENTS
1. demonstration 2.project 3.
performance 4.exhibition.
111
RESOURCES
Teacher notes, Bartlett’s Familiar
Quotations by John Bartlett, Calligraphy
Workstation by Manda Hanson, Speedball
Lettering Guides, Calligraphy Alphabets
Made Easy by Margaret Shepherd.
CURRICULUM MAP: Harrison School District
Harrison School District
August 2007 - May 2008
FRAMEWORKS
A.1.4, A.1.5,
A.2.2, A.2.4,
A.2.5, A.3.1,
A.3.4, A.3.7
Timeframe (9 Weeks/Month/Semester): _________________
CONTENT
SKILLS
Still Life Drawing
The student will be able to….
• Measurement (visual), spatial
a. Examine and utilize observation and analysis techniques
relationships, aerial perspective,
b. Create a realistic representation of a still life composition using a full range of
value.
contour structure.
ACTIVITIES
Complete a series of practice exercises to improve
observation skills. Draw a rough copy of a still life
arrangement of complex shapes. Trace final copy and
shade in pencil using a full range of values.
ASSESSMENTS
1. Teacher Demonstration 2. performance
3. Observation 4. Project 5. Exhibition
112
RESOURCES
Drawing on the Right Side of the Brain by
Betty Edwards, Teacher notes
CURRICULUM MAP: Harrison School District
Harrison School District
August 2007 - May 2008
FRAMEWORKS
A.1.1, A.1.2,
A.1.3, A.1.4,
A.1.5, A.1.6,
A.1.7, A.1.8,
A.1.9, A.2.1,
A.2.2, A.2.3,
A.2.4, A.2.5,
A.2.6, A.3.1,
A.3.2, A.3.4.
Timeframe (9 Weeks/Month/Semester): Second semester_______________
CONTENT
SKILLS
Pottery
The student will be able to….
• Pottery techniques, Historical/
a. Explore the language and building techniques and historical/ cultural
significance.
cultural significance
• Slab construction
b. Identify and understand responsible safety precautions.
c. Define and observe various examples of pottery.
• Coil construction
d. Create a slab, coil, pinch, and wheel thrown project demonstrating the
• Pinch construction
correct procedures.
• Wheel thrown construction
ACTIVITIES
Create a minimum of one object in each of the four
construction methods.
ASSESSMENTS
1. Demonstration 2. Observation 3.
Project 4. Exhibition
113
RESOURCES
The Penland School of Crafts by John
Coyne, Claywork by Leon Nigrosh, Ceramics
by Glenn Nelson, The Complete Book of
Ceramic Art by Polly Rothenberg.
CURRICULUM MAP: Harrison School District
Harrison School District
August 2007 - May 2008
FRAMEWORKS
A.1.1, A.1.2,
A.1.3, A.1.4,
A.1.5, A.1.6,
A.1.8, A.1.9,
A.2.1, A.2.2,
A.2.3, A.2.4,
A.2.6, A.3.2,
A.3.3, A.3.6
Figure
•
•
•
Timeframe (9 Weeks/Month/Semester): _________________
CONTENT
SKILLS
Drawing
The student will be able to….
Historical/ cultural significance
a. Explore the historical/ cultural significance of figure drawing.
Proportion
b. Examine the system of proportional measurement.
c. Examine the principles of perspective and how they apply to the human
Perspective (foreshortening)
figure.
d. Create a series of 5 hand drawings.
e. Create a series of 5 foot/ shoe drawings.
f. Create a series of 5 face drawings.
g. Select a subject, and create a final drawing of the full figure.
ACTIVITIES
Drawings include: proportional, hands, feet/shoes, faces,
gestures, and final composition.
ASSESSMENTS
1. Teacher demonstration 2. Observation
3. Projects 4. Exhibition
114
RESOURCES
Teacher notes, How to Draw Comics the
Marvel Way by Stan Lee and John Buscema,
Cartooning the Head and Figure by Jack
Ham, Perspective Drawing by Ernest
Norling, Sketches of Leonardo da Vinci.