Embed Size (px)
Citation preview
LOUDOUN COUNTY PUBLIC SCHOOLS
SAMS Spanish at the Middle School
Grade 6
2013-2014
Edgar B. Hatrick Superintendent of Schools
Sharon D. Ackerman Timothy Flynn Asst. Superintendent, Instruction Director, Instructional Services
Suzette F. Wyhs Angelica Goetz Supervisor, Foreign Language Specialist, Foreign Language
ACKNOWLEDGMENTS
The curriculum guide for SAMS Grade 6 was developed with the assistance of the following teachers:
REVISION COMMITTEE JUNE, 2013
MARIA DEL PILAR HOOK*
MARCIA CHARIN* BETH STICKLEY YULIEL CRUZ
EUGENIA SOZZI
*Curriculum leaders
1
INTRODUCTION
The content-related SAMS program in Loudoun County Public Schools is
offered to students in the sixth grade in SY 2013-2014. Spanish is taught
in a classroom setting that mirrors how and what the students learn in
their native language.
The SAMS curriculum reflects the foreign language national and state
standards and correlates in specific areas to the curriculum and SOLs for
Grades 1, 2, 3, 4, 5 and 6.
The focus of the SAMS curriculum is based on nine general standards:
Interpersonal Communication, Interpretive Communication, Presentational
Communication, Cultures, Interdisciplinary and Intradisciplinary
Connections, Comparison among Languages and Communities.
2
LOUDOUN COUNTY PUBLIC SCHOOLS FOREIGN LANGUAGE DEPARTMENT
MISSION STATEMENT
OUR MISSION
The mission of the Loudoun County Public Schools Foreign Language program is
to develop linguistic proficiency
and cultural sensitivity in students, beginning at an early age, so that they may
participate as productive citizens in a
global community.
3
NATIONAL STANDARDS’ FIVE Cs FOR FOREIGN LANGUAGE LEARNING
4
Course Syllabus SY 2013-2014
COURSE TITLE: Spanish at the Middle School (SAMS) – Grade 6
PREREQUISITE: N/A
DESCRIPTION: Students receive Spanish instruction every other day for a 30-minute session during the Language Arts block. The focus continues to be a natural approach to language learning through oral, interpersonal communication. Students will continue to develop their reading skills, and writing skills will be introduced. Topics are recycled and expanded from the Elementary curriculum.
MAIN TOPICS:
• Greetings and Feelings • Calendar • Numbers • Weather • Seasons • Colors • The Alphabet • Spain • The Caribbean • Family • Adjectives • Subject Pronouns • The Human Body • Central America • Community • South America • Sports • Pastimes • Time • Food • Mexico • Verb “Ir” • Verbs ( ser, estar, tener and gustar)
5
ESSENTIAL UNDERSTANDINGS
ESSENTIAL UNDERSTANDING 1: INTERPERSONAL COMMUNICATION
Students will engage in conversation, provide and obtain information, express feelings and exchange opinions.
PROGRESS INDICATORS: Students – respond to questions and answers relating to greetings, farewells,
and appropriate terms of courtesy – give and perform simple commands – inquire about and respond to questions regarding themselves,
surroundings, family, weather, calendar, colors and numbers – share likes and dislikes on a variety of topics – reproduce sounds accurately (with successive approximations) – utilize language during interactive learning activities – recognize that there are often multiple ways to express an idea in
the target language.
ESSENTIAL UNDERSTANDING 2: INTERPRETIVE COMMUNICATION
Students will understand and interpret written and spoken language on a variety of topics.
PROGRESS INDICATORS: Students – recognize objects in oral and written forms – interpret gestures, visual and auditory clues presented in context – identify people and objects in their environment – comprehend a story read by the teacher or a song sung with visual
aids – respond to simple, high frequency directions – use manipulatives or gestures to demonstrate understanding of
verbal cues – understand limited, memorized words and phrases and
conversational exchanges – follow one-step classroom directions
SAMS CURRICULUM GRADE 6
6
ESSENTIAL UNDERSTANDING 3: PRESENTATIONAL COMMUNICATION
Students will present information, concepts, and ideas to listeners or readers on a variety of topics.
PROGRESS INDICATORS: Students – identify and label vocabulary connected to the Lesson theme – dramatize songs or stories – perform short conversation (e.g., skits, role play, etc.) – verbalize a reaction
ESSENTIAL UNDERSTANDING 4: CULTURES
Students will demonstrate an understanding of the traditions, products and perspectives of the cultures studied.
PROGRESS INDICATORS: Students – demonstrate awareness of patterns of social interaction, attitudes,
and products of culture such as food, music, and games – gain an appreciation for and a sincere interest in the target culture – recognize cultural activities, traditions and events important to the
target culture – listen to and participate in songs and games native to the culture – identify geographic location of the target country
ESSENTIAL UNDERSTANDING 5: INTERDISCIPLINARY CONNECTIONS
Students will reinforce and expand their knowledge of other areas of study through the world language.
PROGRESS INDICATORS: Students – on a primary map or globe, point to country/region where the
target language is spoken – classify selected objects by color, size and shape – identify familiar target language vocabulary and concepts from
other subject areas – count, match and identify numbers on calendar – calculate/solve simple math problems using numbers – listen to and talk about stories, songs written for native speakers
7
ESSENTIAL UNDERSTANDING 6: INTRADISCIPLINARY CONNECTIONS
Students will acquire and use information from a variety of sources only available in the world language, using technology, print, audiovisual, media, data and human resources.
PROGRESS INDICATORS: Students – watch videos of the target cultures. – listen to recordings of music from target language – use maps and globes to identify weather/climate, natural
resources, native products, etc.
ESSENTIAL UNDERSTANDING 7: COMPARISON AMONG LANGUAGES
Students will demonstrate an understanding of the nature of language through comparisons of that world language and their own.
PROGRESS INDICATORS: Students – compare and contrast words and expressions in the target and
their own language – compare basic patterns of interaction – recognize some differences in the sound systems of the English
language and target language. – recognize differences in the writing systems and punctuation
conventions – recognize roots in two languages and compare cognates. – compare names in English with closest equivalent in target
language. – identify simple indicator of gender and number in target language
that is different from English – compare word order in simple phrase or expressions.
8
ESSENTIAL UNDERSTANDING 8: COMPARISON AMONG CULTURES Students will demonstrate an understanding of the concept of culture through comparisons of the cultures studied and their own.
PROGRESS INDICATORS: Students – communicate with speakers of the target language in a community
setting – play games from the target culture – select music, sing songs from the target culture – compare and contrast celebrations such as birthdays and holidays – compare and contrast family life. – recognize greeting and farewell behaviors appropriate to target
culture – compare daily eating habits and menus
ESSENTIAL UNDERSTANDING 9: COMMUNITIES Students will use the world language both within and beyond the school setting for personal enjoyment, enrichment and active participation
PROGRESS INDICATORS: Students – recognize words in the target language heard/seen outside of school
(e.g., on TV food boxes, restaurants, etc.) – engage in simple conversations with native-speakers in and out the
school – listen to / sing/ recite songs and nursery rhymes from target
cultures. – Use media such as the internet, computer games, books and
dictionaries – travel on vacation to a country where target language is spoken
9
SAMS CURRICULUM Revised: June, 2013
11
PACING GUIDE FOR SAMS SY 2013-2014 Brief description: While most themes have only two lessons, some themes will include three lessons. Because of the A Day/B day scheduling, you will teach half of your sections two days one week and three the next week. In a ten day cycle you will teach each section five times.
Unit 1 El Mundo a mi alrededor
Grammar Focus: Verbs - ser, tener and gustar.
WEEK OF
THEMES DAYS
SUGGESTED INTERACTIVE ACTIVITITIES
SUGGESTED MEDIA
September 3rd to 6th 4 day week
Shadow days for new teachers. Introduction: Class expectations and Greetings
2 Greetings Game Ball game/ introduce yourself
September 9th to 13th 5 day week
Calendar: Months of the year and days of the week
2 Calendar Sort Game Calendar Fill-in-Game Calendar Clue Race Game Adams’ Family song
Canción de la Semana (Basho) Macarena-meses del año.
September 16th to 20th 5 day week
Numbers (1-20) 2 Circle counting game High-low game Beach ball math Around the world
September 23rd to 27th 5 day week
Weather and Seasons 2 Hot-cold game Canción de las estaciones (Basho)
September 30th to Oct. 4th 5 day week.
Colors and Alphabet
2 Bingo Battle Ship game Wheel of Fortune game
Sing, Laugh, dance and eat taco (CD) Canción para los colores Canción para el alfabeto El alfabeto - Basho
October 7th to 11th 5 day week
Reading Workshop/ Activities 2 *
October 15th to 18th 4 day week
Spain 2 Eggspert applicable to the topic. Family Feud game Passport
Language of the hand fan
October 21st to 25th 5 day week
Integration Project- Part I: Foldable (Seasons, Months, Weather )
2 *
October 28th to Nov. 1st 5 day week
Integration Project – Part II: Presentations
2 *
*Please refer to the resources /game section in your pacing guide and VISION. This is only a fraction of ideas available to use.
12
Unit 2 La Familia
Grammar Focus: Verbs – ser, tener.
WEEK OF
THEMES
DAYS SUGGESTED
INTERACTIVE ACTIVITITIES
SUGGESTED MEDIA
November 6th to 8th
3 day week
The Caribbean 1 Teach basic dance steps for la salsa, el merengue and el son cubano.
*
November 11th to 15th
5 day week
The Caribbean/ Family 2 Riddles Create a physical family tree game
Canción: Dime cómo es tu familia.
November 18th to 22nd
5 day week
Adjectives: physical characteristics/ Subject Pronouns (Yo, tú, él, ella)
2 Autograph game Connect 4 game Dice game
Canción: Dime cómo eres tú.
November 25th to 26th
2 day week
Reading / Family - Adjectives: physical characteristics
1 *
December 2nd to 6th
5 day week
Adjectives: personality traits
2 Match the vocabulary game “Golpes” game
December 9th to 13th
5 day week
The Body: El pelo y los ojos. 2 Adivina quién es game
December 16th to 20st
5 day week
Reading Workshop 2 Story “Todo sobre Pablo”
January 2nd to 3rd
2 day week
Review/Reading 1 Circle Pass Game
January 6th to 10th
5 day week
Integration Project –Part I: Family Tree
2
January 13th to 17th
5 day week
Integration Project- Part II: Presentations
2
January 21st h to 24th
4 day week
Interactive Activities / Review
2 * *
*Please refer to the resources /game section in your pacing guide and VISION. This is only a fraction of ideas available to use.
13
Unit 3 La Comunidad
Grammar Focus: Verbs - ir, estar
WEEK OF THEMES DAYS SUGGESTED INTERACTIVE ACTIVITITIES
SUGGESTED MEDIA
January 28th to 31st
4 day week
Central America 2 Discovery bag activity *
February 3rd to 7th
5 day week
Community 2 Matamoscas “golpes” game
¿Dónde está la rana? game
February 10th to 14th
5 day week
Community: “Voy a …” 2 Zip around game *
February 18th to 21st
4 day week
Integration Project-Part I: The Community
2
February 24th to 28th
5 day week
Integration Project- Part II: Presentations
2
March 3rd to 7th
5 day week
Interactive Activities 2 * *
March 10th to 14th
5 day week
South America Part I 2 Passport *
March 17th to 21st
5 day week
Reading Workshop 2 * *
March 24th to 28th
5 day week
South America Part II 2 Passport *
*Please refer to the resources /game section in your pacing guide and VISION. This is only a fraction of ideas available to use.
14
Unit 4 La Comida
Grammar Focus: Verbs –gustar, beber, comer.
WEEK OF
THEMES
DAYS
SUGGESTED INTERACTIVE ACTIVITITIES
SUGGESTED MEDIA
April 1st to 4th
4 day week
Pastimes and Sports 2 Charades game
Pictionary
*
April 7th to 11th
5day week
Pastimes/ Time 2 Human clock song
April 21th to 25th
5 day week
Reading on pastimes and
sports
2 *
April 28th to May 2nd
5 day week
Food / Meals:
Breakfast- Fruits
2 Food Pictionary
Bingo
Grouping game
*
May 5th to 9th
5 day week
Food / Meals
Lunch-Dinner-Vegetables
2 Food Circle Games
Hot seat game
Matamoscas
*
May 12th to 16th
5 day week
Reading Workshop 2 *
May 19th to 23rd
5 day week
Integration Project- Part I:
The Restaurant
2
May 27th to 30th
4 day week
Integration Project- Part II:
Presentations
2
June 2nd to 6th
5 day week
Mexico 2 *
June 9th to 12th
4 day week
Review 2 * *
*Please refer to the resources /game section in your pacing guide and VISION. This is only a fraction of ideas available to use.
15
THEMES FOR THE SAMS PROGRAM 2013-2014
THEME
VOCABULARY
STRUCTURE/USAGE COMMUNICATION
TARGETS
SOLs
INTEGRATION Greetings, feelings/ Saludos, estados de ánimo
¡Hola!, ¡Adiós!, bien, mal, más o menos, gracias, por favor, sí, no, usted/tú, Tengo hambre, tengo sed. Buenos días, Buenas tardes, Buenas noches.
¿Cómo te llamas? Me llamo __. ¿Cómo estás? Muy bien, gracias. ¿Y tú?/ ¿Y usted?
Greet people at different times of the day. Introduce yourself to others.
English 6.2 SI.1.1 SI.1.3
The Calendar/ El Calendario
Calendario: el calendario, el día, el mes. - días de la semana: lunes, martes, miércoles, jueves, viernes, sábado , domingo. - meses del año: enero, febrero, marzo, abril, mayo, junio, julio, agosto, septiembre, octubre, noviembre, diciembre.
¿Qué día es hoy? ¿Cuál es la fecha de hoy? ¿Cuándo es tu cumpleaños?
Answer basic calendar questions. English 6.2 SI.1.3 SI.3.1
Numbers/Los Números
Números: cero, uno, dos, tres, cuatro, cinco, seis, siete, ocho, nueve, diez, once, doce, trece, catorce, quince, dieciséis, diecisiete, dieciocho, diecinueve, veinte.
¿Qué número es?
Identify numbers.
English 6.2 SI.1.3 SI.3.1
¿Cuántos años tienes? Yo tengo _____ años.
The Weather and Seasons/ El Tiempo y las estaciones
Las cuatro estaciones: la primavera, el verano, el otoño, el invierno.
¿Qué tiempo hace hoy? Hace frío. Hace calor. Hace sol. Hace viento. Está lloviendo. Está nevando. Está nublado. ¿Qué estación es?
Identify the seasons and weather conditions.
English 6.2 SI.1.3
Calendario: ¿Qué tiempo hace en _______(enero, febrero, etc.)?
16
THEME
VOCABULARY
STRUCTURE/USAGE COMMUNICATION
TARGETS
SOLs
INTEGRATION Colors/ Los colores
Los colores: amarillo, azul, rojo, verde, morado, blanco, negro, café, anaranjado, rosado, gris.
¿De qué color es? Identify the colors. English 6.2 SI.3.1
The Alphabet/ El abecedario
El abecedario:, a, b, c, d, e, f, g, h, i, j, k, l, m, n, ñ, o, p, q, r, s, t, u, v, w, x, y, z.
¿Qué letra es? ¿Cómo se deletrea? Use the Spanish alphabet to spell words.
English 6.2 SI.3.1
Estaciones, colores, días de la semana, meses del año. ¿Cómo se deletrea___?
Spain/ España
España, Europa. El Museo del Prado. El Palacio Real, Universidad de Salamanca, Madrid, los toros, las castañuelas, el flamenco, la guitarra, el rey, la reina, Madrid, los abanicos, la paella, Don Quijote de la Mancha (Escrito por: Miguel de Cervantes Saavedra.)
¿Dónde está __? ¿De qué color es la bandera de __? ¿Cuál es la comida típica de___? ¿Cuál es el baile típico de___? ¿Cuál es un lugar interesante en___? ¿Cuál es la capital de___?
Demonstrates comprehension by answering basic questions about Spain.
English 6.2 SI.2.1 SI.2.2 SI 3.1 SI 3.2
Colores: ¿De qué color es____?
The Caribbean/ El Caribe
Puerto Rico: San Juan, salsa, coquí, el Morro, el Yunque República Dominicana: Santo Domingo, merengue, Punta Cana. Cuba: La Habana, el son cubano, El Malecón.
¿Dónde está __? ¿Cuál es la música típica de___? ¿Cuál es un lugar interesante en___? ¿Cuál es la capital de___? ¿De qué color es la bandera de ___?
Demonstrates comprehension by answering basic questions about the Caribbean.
English 6.2 SI.2.1 SI.2.2 SI.3.2
Colores: ¿De qué color es la bandera de __?
17
THEME
VOCABULARY
STRUCTURE/USAGE COMMUNICATION
TARGETS
SOLs
INTEGRATION
Family/ La Familia
Mi familia la mamá, el papá, el hermano, la hermana, la abuela, el abuelo, la mascota.
¿Quién es? Él/Ella es______.
Identify and describe family members.
English 6.2 SI.1.3 SI. 3.1 SI.5.1 SI 5.2
Abecedario: ¿Cómo se deletrea mamá, papá, etc.?
Adjectives: physical characteristics and personality traits Adjetivos: físicos y de personalidad.
Adjetivos Alto(a), bajo(a), fuerte, débil, bonita, guapo, feo(a), simpático(a), antipático(a), serio(a), gracioso(a), ordenado(a), desordenado(a), deportista, inteligente, talentoso(a).
¿Cómo eres? Yo soy ___________. ¿Cómo es_____? Él/Ella es_________.
Use adjective to describe self and family.
English 6.2 SI.1.3 SI.3.1
La Familia: Mi mamá es _____.
Subject Pronouns/ Pronombres Personales
Pronombres Yo, tú/usted, él/ella.
Please refer to grammar focus points for each quarter.
Identify singular subject pronouns.
English 6.2 SI.1.3 SI.3.1
Adjetivos: ¿Cómo se llama tu___? Se llama ___. ¿Cómo es tu____? Él/Ella es_______.
The Human Body/ El cuerpo humano
El pelo… *castaño, rubio, negro y rojo. Los ojos… *cafés/marrones, negros, azules y verdes.
¿De qué color tienes el pelo/ los ojos? Yo tengo el pelo ______. Yo tengo los ojos ______.
Identify and describe hair traits and eye color.
English 6.2 SI.1.3
Subject Pronouns: Ella/él tiene _____.
18
THEME
VOCABULARY
STRUCTURE/USAGE COMMUNICATION
TARGETS
SOLs
INTEGRATION
Central America/ América Central
Costa Rica, El Salvador, Guatemala, Nicaragua, Panamá, Honduras, La geografía: Océano Pacífico, Océano Atlántico, Mar Caribe, los volcanes, la playa. Cosas interesantes: el Canal de Panamá, los monumentos mayas (Tikal), la producción de banana y café. Los animales: mono, jaguar, oso hormiguero, rana ojos rojos, tortugas, tucán, manatí, oso perezoso.
¿Dónde está __? ¿De qué color es la bandera de __? ¿Cuál es un lugar interesante en___? ¿Cuál es la capital de___?
Demonstrate comprehension by answering basic questions about Central America.
English 6.2 SI.2.2 SI.3.1 SI.3.2
Colores: ¿De qué color es____?
The Community/ La Comunidad
La biblioteca, la escuela, el supermercado, la casa, el centro comercial, el cine, las montañas, el campo, el parque, la piscina, la playa, el restaurante.
¿Adónde vas? Yo voy a ________. Yo voy a la_______. Yo voy al (a+el)_____, Ejemplos: Yo voy al restaurante para comer.
Identify locations in your community.
English 6.2 SI.3.1
Calendario: ¿Adónde vas________? los lunes, los martes, los miércoles, los jueves, los viernes, los sábados, los domingos, Tiempo: ¿Qué tiempo hace cuando vas a la playa?
19
THEME
VOCABULARY
STRUCTURE/USAGE COMMUNICATION
TARGETS
SOLs
INTEGRATION South America I/ América del Sur – Parte I
Colombia: El café, las esmeraldas, el peso colombiano, Cartagena, Catedral de Sal, tiene acceso a dos océanos: Pacifico y Atlántico. Ecuador: Las Islas Galápagos, la línea ecuatorial, el dólar. Bolivia: Lago Titicaca, el peso boliviano, no tiene mar, Salar de Uyuni. Venezuela: el petróleo, Salto del Ángel, el bolívar. Perú: Los Incas, Machu Picchu, las llamas, el nuevo sol, Las líneas Nazca. Vocabulario General: La cordillera de los Andes, el Amazonas.
¿Dónde está __? ¿Qué es típico de ___? ¿Cuál es un lugar interesante en___? ¿Cuál es la capital de___? ¿De qué color es la bandera de ____?
Demonstrates comprehension by answering basic questions about South America.
English 6.2 SI.2.2 SI.3.1 SI.3.2
South America II/ América del Sur – Parte II
Argentina: tango, gauchos, peso argentino, la Tierra del Fuego, Cataratas de Iguazú. Chile: Isla de Pascua, el peso chileno, el desierto de Atacama. Paraguay: El guaraní, no tiene mar, la represa de Itaipú Uruguay: Punta del Este, el mate, el peso uruguayo, primera Copa Mundial.
¿Dónde está __? ¿Qué es típico de ___? ¿De qué color es la bandera de __? ¿Cuál es un lugar interesante en__? ¿Cuál es la capital de___?
Demonstrates comprehension by answering basic questions about South America.
English 6.2 SI.2.1 SI.2.2 SI.3.2 SI.3.1
Sports and Pastimes/ Deportes y Pasatiempos
los deportes, practicar deportes, correr, montar en bicicleta, el tenis, el fútbol, el fútbol americano, el baloncesto, nadar,
¿Te gusta __? Me gusta __. ¿Qué te gusta hacer?
Identify activities you like and you don’t like to do. Ask others what they like to do.
English 6.2
Comunidad: ¿Adónde vas para ___?
20
THEME
VOCABULARY
STRUCTURE/USAGE COMMUNICATION
TARGETS
SOLs
INTEGRATION
el béisbol, bailar, leer, jugar videojuegos, cantar, estudiar, tocar un instrumento, escuchar música, dibujar, usar la computadora, ver la televisión, ir de compras, ver películas, estudiar. Opcional: (vóleibol, tenis, esquiar, acampar, montar a caballo)
A mí me gusta __. A mí no me gusta __. ¿Cuál es tu deporte favorito?
SI.1.3 SI.3.1
Yo voy a la …
Time/La hora
El reloj, la hora, los minutos. Opcional: El mediodía, la medianoche, y quince, y treinta, y cuarenta y cinco, de la mañana, de la tarde, de la noche.
¿A qué hora vas a….? A la una, a las dos, a las tres, a las cuatro, a las cinco, a las seis, a las siete, a las ocho, a las nueve, a las diez, a las once, a las doce.
Identify at what time certain activities/pastimes take place.
English 6.2 SI.3.1 SI.5.1
Comunidad y números: ¿A qué hora vas al parque? Yo voy al parque a las cuatro.
Food/ La comida
El desayuno: el cereal, el pan, los panqueques, el pan tostado, los wafles, los huevos, el tocino, las salchichas. El almuerzo y la cena: el bistec/la carne, el pescado, el pollo, el arroz, la pasta, la sopa. Los vegetales: las zanahorias, el brócoli, la lechuga, las papas, la ensalada. Condimentos: la mayonesa, la mostaza, la salsa de tomate, la sal
Tengo hambre. Tengo sed. ¿Qué te gusta comer? A mí me gusta comer… A mí no me gusta comer… ¿Qué te gusta beber? A mí me gusta beber… A mí no me gusta beber… Beber, comer, ¡Buen Provecho!
Identify foods and beverages for breakfast, lunch, and dinner.
English 6.2 SI.1.3 SI.3.1 SI.5.1
Colores: ¿De qué color es el brócoli? El brócoli es verde. Números: ¿Cuántos huevos hay? Hay cinco huevos.
21
THEME
VOCABULARY
STRUCTURE/USAGE COMMUNICATION
TARGETS
SOLs
INTEGRATION y pimienta. Las frutas: las uvas, las fresas, la sandía, la naranja, la manzana, la banana/el plátano, los tomates. Postre: el helado, el pastel, las galletas. Bebidas: la leche, el jugo de naranja, el café, el té, el agua, la limonada, el jugo de manzana, el refresco. Utensilios: el plato, la servilleta, la cuchara, el tenedor, el vaso, el cuchillo.
México México, los Aztecas, los Mayas, el Golfo de México, el calendario azteca, Pirámides Chichén Itzá, Tulum, Tenochtitlán.
¿Dónde está __? ¿Qué es típico de ___? ¿Cuál es un lugar interesante en___? ¿Cuál es la capital de___? ¿De qué color es la bandera de___?
Demonstrates comprehension by answering basic questions about Mexico.
English 6.2 SI.2.1 SI.2.2 SI.3.2 SI.3.1
22
SAMS 2013 – 2014
Integration project options
23
Project # 1 Four Seasons Foldable Project Objectives:
• Students will be able to identify, classify and label each season with the corresponding months and weather.
• Students will be able to write and read using the target vocabulary.
Themes: Calendar, Weather and Seasons. Materials:
• 8 ½ x 11 sheet of paper • Scissors • Pencil, color pencils, markers • Rubric
Directions:
1. Students will illustrate and label each season using the foldable format on the top flap. 2. On the reverse side of the top flap, they will list the corresponding months for each season. 3. Inside the foldable, students will write about the weather of each season. 4. Students will present their finished product.
For Differentiation: • On the inside of the foldable, students will write complete sentences of either:
“Me gusta ________________.” or “No me gusta _____________.” “Mi tiempo favorito es_______________________.”
Assessment: Students will be assessed on the written product as well as their oral presentation. Please refer to the presentational and writing rubric.
Criterios (4)Excelente (3)Bueno (2)Aceptable (1)Pobre Usó el vocabulario aprendido en clase (i.e. otoño, invierno, primavera , verano, etc.)
Dibujó y escribió las cuatro estaciones
El proyecto está completo: • Tiene un título • Tiene los meses • Tiene las palabras del
clima
Escribió oraciones completas El proyecto está organizado Entregó el proyecto a tiempo Comentarios: _________________________________________________________________________________________
ACTFL: Communication 1.3, Connections3.1 VA SOLs: Communication 6.2.e AP Curricular Theme: Global Challenges Skills: Presentational, Written, and Reading Grouping: Individual
24
Student sample :
25
Project # 2 “La familia” Objectives:
• Students will be able to identify family members. • Students will be able to describe family members by using adjectives. • Students will be able to complete a guided writing activity. • Students will present their family project using the target language.
Themes: Family, adjectives and pronouns Materials:
• Construction paper • Pencil, colored pencils and markers • Glue sticks • Optional: pictures of family members • Rubric
Directions:
1. Create a family tree. 2. Label their family members. 3. Write and complete the guided exercise. 4. Present the project to the class.
Assessment: Students will be assessed on the written product as well as their oral presentation. Please refer to the presentational and writing rubric. Lista de Verificación (Checklist)
Criterios (4)Excelente (3)Bueno (2)Aceptable (1)Pobre Usó el vocabulario aprendido en clase (i.e. mamá, papá, hermano, hermana, etc.)
Usó los adjetivos físicos y de personalidad.
El proyecto está completo: • Tiene un título • Tiene oraciones
completas Tiene imágenes o fotos
El proyecto está organizado Entregó el proyecto a tiempo Comentarios: __________________________________________________________________________________________________________________________________________________________________________________
ACTFL: Contemporary Life VA SOLs: Communication 6.2.e AP Curricular Theme: Contemporary Life Skills: Presentational, Written, and Reading Grouping: Individual
26
Family guided written activity: Yo me llamo_______. Yo tengo _____ años. Mi cumpleaños es el ______________. Yo soy _____________ y _______________. Yo tengo el pelo __________. Yo tengo los ojos ___________. Mi mamá se llama ____________. Ella es ________ y _____________. Ella tiene los ojos ____________ y ella tiene el pelo ____________. Mi papá se llama ____________. Él es ____________ y ____________. Él tiene los ojos ____________ y él tiene el pelo ____________. Yo tengo _______hermanos (número de hermanos) y _________hermanas (número de hermanas). Yo tengo ____________ mascota(s). Mi mascota es un/una________________. Mi mascota se llama ____________. Es un/una ___________.
27
Project #3 "La Comunidad Perfecta"
Objectives:
• Students will create a visual of their perfect community using at least 10 different places from the target vocabulary.
• Students will label the different places in their community. • Students will complete a guided written paragraph explaining their community. • Student will present their community to the class.
Themes: Community, Calendar, “ir” al/a la
Materials: • Construction paper • Markers • Guided paragraph • Rubric
Directions:
• Draw the ten different places in your community. • Label the places in your community. • Complete the guided paragraph. • Present the poster to the class.
Assessment: Students will be assessed on the written product as well as their oral presentation. Please refer to the presentational and writing rubric. Párrafo sugerido (Guided writing): Buenos días. Mi comunidad perfecta se llama _________________________. Mi comunidad perfecta tiene _________________________, __________________________, _____________________, _________________________, y _____________________________. Los lunes yo voy al/a la ___________________________. Los martes yo voy al/a la ___________________________. Los jueves yo voy al/a la ___________________________. Los viernes yo voy al/a la ________________________. Los sábados yo voy al/a la ___________________________. Gracias por su atención.
ACTFL: Contemporary Life VA SOLs: Communication 6.2.e AP Curricular Theme: Contemporary Life Skills: Presentational, Written, and Reading Grouping: Individual
28
Lista de Verificación (Checklist)
Criterios (4)Excelente (3)Bueno (2)Aceptable (1)Pobre Usó el vocabulario aprendido en clase (i.e. biblioteca, escuela, parque, cine, etc.)
Dibujó y escribió 10 lugares de la comunidad
El proyecto está completo: • Tiene un título • Tiene oraciones
completas • Tiene colores
Completó el párrafo correctamente
El proyecto está organizado Entregó el proyecto a tiempo Comentarios: __________________________________________________________________________________________________________________________________________________________________________________ Student sample :
29
Project # 4 “El Restaurante” Objectives:
• Students will identify, classify and label each type of food. • Students will be able to write, read, and listen using the target vocabulary.
Themes: Food and greetings Materials:
• 8 ½ x 11 Sheet of paper or construction paper • Pencil, colored pencils, markers • Props for restaurant skit • Optional: Flip camera
Directions:
1. Create a menu and label food. 2. Name the restaurant. 3. Produce a guided written dialogue for the skit. 4. Participate in the skit.
Assessment: Students will be assessed on their written product as well as their oral presentation. Please refer to the presentational and writing rubric. Guided written dialogue for the skit.
¡Hola!, ¡Buenos días!, ¡Buenas tardes!, ¡Buenas noches!
Bienvenidos al restaurante/café __________.
¿Qué te gusta comer?, ¿Qué te gusta beber?
A mí me gusta comer _______. A mí me gusta beber_______.
La cuenta por favor, gracias, de nada.
ACTFL: Communication 1.3, Connections 3.1, Communities 5.1 VA SOLs: Communication 6.2.e AP Curricular Theme: Global Challenges Skills: Presentational, Written, and Reading Grouping: Individual
30
Lista de Verificación (Checklist)
Criterios (4)Excelente (3)Bueno (2)Aceptable (1)Pobre Usó el vocabulario aprendido en clase (i.e. el pescado, las papas fritas, la manzana, la leche, etc.)
El menú tiene el nombre del restaurante/café
El menú está completo: • Tiene colores • Tiene dibujos • Tiene precios
El proyecto está organizado Entregó el proyecto a tiempo Completó el diálogo Comentarios: __________________________________________________________________________________________________________________________________________________________________________________
Student sample:
31
Spanish at the Middle School (SAMS) Presentational Speaking Scoring Rubric
SCORE FEATURES OF SCORE 4 Strong
• Maintains the delivery by responding simple sentences and phrases. • Fully understandable, with some errors, which do not impede comprehensibility. • Generally appropriate vocabulary that relies heavily on learned patterns. • Mostly accurate use of present time and syntax. • Pronunciation, intonation, and pacing make the response mostly comprehensible; errors do not impede comprehensibility.
3 Good
• Maintains the delivery by responding with simple or memorized phrases. • Generally understandable, with some errors and uses accurate language with familiar vocabulary. • Sufficient vocabulary, with limited success and some use of first language. • Some accurate use of present time and syntax. • Pronunciation, intonation, and pacing make the response generally comprehensible; errors occasionally impede comprehensibility.
2 Fair
• Maintains the delivery by naming objects and simple memorized words. • Partially understandable, with errors that force interpretation and cause confusion for the listener • Limited vocabulary with some use of first language. • Little accuracy in present time and syntax. • Pronunciation, intonation, and pacing make the response difficult to comprehend at times; errors impede comprehensibility.
1 Weak
• Unsuccessfully attempts to maintain the delivery by providing an inappropriate response • Barely understandable, with frequent or significant errors that impede comprehensibility • Limited or repetitive usage of vocabulary with heavy use of first language. • No control of syntax. • Pronunciation, intonation, and pacing make the response difficult to comprehend; errors impede comprehensibility.
School:_______________________________ Teacher:_________________________ Student Name:_________________________ Years of Spanish Instruction:_________ Years in LCPS:_________________________ Speaks Spanish at Home: Y N
32
Spanish at the Middle School (SAMS) Presentational Writing Scoring Rubric
SCORE FEATURES OF SCORE 4 Strong
• Can write simple memorized sentences showing some limited elaboration. • Simple sentences and phrases are comprehensible • Shows signs of emerging while predominantly using simple sentences and memorized phrases • Simple sentences show limited control of syntax and present time
3 Good
• Can write learned simple sentences to convey meaning. • Written and copied phrases or sentences are mostly comprehensible. • Developing vocabulary words into memorized phrases or related words. • Phrases and simple sentences are mostly comprehensible.
2 Fair
• Can write/copy simple phrases. • Frequent or significant errors impede comprehensibility • Uses some basic memorized phrases or patterned language structure with frequent errors. • Incomplete sentences or fragments
1 Weak
• Language control is limited to copying words. Copied words are mostly comprehensible • Can copy some words in language similar to English according to task
specifications. • “I do not know” or equivalent written in language of assessment • Blank/Illegible
School:_______________________________ Teacher:_________________________ Student Name:_________________________ Years of Spanish Instruction:_________ Years in LCPS:_________________________ Speaks Spanish at Home: Y N
33
Suggested Math Activities
1- Series numéricas
This activity accepts different degrees of difficulty. a) A very easy one is ‘Which is next?’. You can say or write on the board two series of numbers and
ask Cuál es el próximo? The group/ student who answers first gets a point / sticker
Ej.: 2 – 4 – 6 – 8 – 10 - ? 12 comes next Or: 25 – 20 - 15 – 10 - ? 5 comes next
b) Another possibility is ‘The missing number’
Students have to find out what is the missing element in a series Ej.: 2 – 4 – 6 – 8 – 10 - ? – 14 – 16 12 is the missing number Or: 40 – 35 - ? - 25 – 20 - 15 – 10 - 5 30 is the missing number
2- Agrega los signos ( suma + / resta - / multiplica x / divide ÷ / igual =)
You can write some numbers on the board and make the kids find out where to place the different signs. Ej: 2 ___ 6 ___ 7= 1 2 + 6 - 7= 1 Or 4___ 5 – 9 ___ 0 4 + 5 – 9 = 0
34
3- Descifra el secreto (Crack the code)
We give the students a ‘secret message’ and they have to figure out what it says. We can give them the code, so they just replace a number by a letter or we can make them solve easy problems to get the code. Ej.: 17 / 9 / 15 / 1 = piña
A B C D E F G H I J 1
2 3 4 5 6 7 8 9 10
K L M N ñ O P Q R S 11
12 13 14 15 16 17 18 19 20
T U V X Y Z 21
22 23 24 25 26
Or: 1 / 26 / 22/ 12 = azul
A B C D E F G H I J 3-2
1+1 2+1 2x2 3 + 3 2x3 4+3 16 ÷2 3x3 20-10
K L M N ñ O P Q R S 12-1
15 -3 18-5 28÷2 5 x 3 4 x4 22 - 5 6 x 3 27 – 8 80 ÷ 4
T U V X Y Z 3x7
2x11 33 - 10 8 x 4 5 x 5 22 + 4
We can give them just some words in a certain semantic field (food / adjectives / sports) or a complete sentence or paragraph.
35
Scaffolded Development of Reading Comprehension
Recommended Books:
BOOK AUTHOR THEME ISBN Los Tres Osos *Hanna
Hutchinson Spain 0-922852-00-6
Caperucita Roja *Hanna Hutchinson
Family, Adjectives 0-922852-00-6
Harry, el perrito sucio Gene Zion Community Adjectives 978-0064434430 Ricitos de Oro Marta Mata/ELI Adjectives, Question words, Family
*Adapted by
Other Teacher Suggestions:
BOOK AUTHOR THEME Los Monos y los Cocos Claire Owen / Lourdes
Pacheco Numbers
Creo que saldré a volar Rosemary Irons / Ester Kasepuu
Adjectives
El juego de las escondidillas Rosemary Irons / Janet King
Adjectives
Conejo Series (for example, Los Colores y Franco el Conejo Blanco)
Alan Baker Variety of Categories
El Diario secreto de Anita Mary K. Hawley Family Reading A-Z Spanish Books Different Authors Numbers, weather, foods,
family and pets **
**Refer to VISION for additional reading resources. Scaffolding activities before reading:
• Survey. Have your students answer a short survey about themselves, which asks questions related to the story topic. This way you find out more about the students and they start to make links with the story (p. 123 Blaz). See example 1.
• Predict the Story. Show the students three images from the story. Ask them what
they think the story will be about. Let them guess with many ideas and praise them for any ideas (as long as they’re appropriate for the classroom).
36
After Reading:
• Basic (comprehension) questions – to check for comprehension / production • Word Web. The students take two to three characters from the story and write those
names in circles. They connect the middle circles with spokes to other circles or squares. In the outer circles or squares, the students write descriptions of the characters, such as: Él es talentoso. Él es sociable. See example 1 (from “Harry El perrito sucio”).
• Story Board. Do a four square cartoon board. Have the students draw stick figures and
illustrate the story using just four scenes. They can easily put together four sentences in Spanish, using the book. You could do this in the form of a foldable book as well.
• Sequence Activity. Group the students in pairs or groups of four. Give the students 4-5
pictures representing scenes from the story. For advanced students, provide them with mixed up sentences and have them organize the mixed up sentences and pair them with the scenes. For the lower level classes, have students pair complete sentences with the scenes.
• Close activity – Another version of a fill in the blanks activity: El _______ una camiseta amarilla. / La clase favorita de Carlos es ________. An adapted version of this is providing a word bank.
Example 1: “Harry el Perrito Sucio” Contesta las siguientes preguntas. Escribe una (X) debajo de sí o no.
Encuesta: Harry el perrito sucio Preguntas Sí No
¿Te gustan los perros?
¿Tienes un perro en la casa?
¿Bañas a tu perro?
¿Caminas con tu perro?
37
Escribe los adjetivos físicos que describen a Harry.
Escribe los lugares a dónde Harry va.
Harry es…
Harry va…
38
Contesta las siguientes preguntas.
1. ¿Cómo se llama el perrito?______________________________________ 2. ¿De qué color es el perrito? _____________________________________ 3. ¿ Al perrito, le gusta bañarse? ___________________________________ 4. ¿El perrito se escapa de su casa? _________________________________ 5. ¿Harry, juega con otros perros? __________________________________ 6. 6. ¿Harry se ensucia mucho?_____________________________________
Example 2: “La Caperucita Roja” (Adaptado por Hanna Hutchinson)
39
Suggested Games
Physical Adjectives and Clothing Race
Grade: 6 Theme: Adjectives and Clothing Content and/or Language Objectives As a result of this lesson, students will be able to: 1. Review previously taught vocabulary 2. Identify new vocabulary 3. Demonstrate understanding of the target vocabulary Vocabulary: Adjectives Materials Needed:
• Basket • Strips of paper with adjectives/clothing
Activities: Grouping Scaffolding Processes Skills Entire Class X Modeling X Reading Listening Small Group Individual Listening X Speaking X Partners Guided X Writing Reading Individual Individual Writing Game Directions:
1. Class will line up at one end of classroom. 2. Teacher will draw from basket a sentence about a physical characteristic or anything
ranging from hair color to type of clothing wearing. 3. Any students who have that characteristic called out will take one step forward and
repeat out loud the characteristic called out by the teacher. 4. First student to make it across the “finish” line on other side of classroom wins.
40
Suggested Games
Hang Man Grade: 6 Theme: All integrated Content and/or Language Objectives As a result of this lesson, students will be able to: 1. Review previously taught vocabulary 2. Identify new vocabulary 3. Demonstrate understanding of the target vocabulary Vocabulary: All themes Materials Needed: Activities: Grouping Scaffolding Processes Skills Entire Class X Modeling X Reading X Listening X Small Group Individual x Listening X Speaking X Partners Guided
X Writing Reading X
Individual x Individual x Writing Game Directions:
1. Provide students with a bingo template 2. Ask them to fill out the spaces with any target words 3. As teacher calls out the target word, students place a game piece on their boards
Variations:
1. Use white boards as bingo cards. Students will mark an X instead of using game pieces.
41
Suggested Games Autographs
Grade: 6 Theme: All integrated Content and/or Language Objectives As a result of this lesson, students will be able to: 1. Recall previously taught vocabulary 2. Demonstrate understanding and application of the target vocabulary Vocabulary: All integrated
Materials Needed: Sheets of paper Activities: Grouping Scaffolding Processes Skills Entire Class X Modeling X Reading X Listening X Small Group Individual X Listening X Speaking X Partners Guided X Writing X Reading X Individual Individual X Writing X Game Directions:
1. Students will get a sheet of paper with simple sentences relating to favorites, food, recreation, and clothing. Examples could be: “My favorite color is red,” “I like to go to the beach,” “I’m wearing a pink sweater” etc.
2. They must find people in the class of whom these sentences are accurate descriptions, and get their “autograph” next to the sentence.
3. No one student can sign for more than one sentence on any given sheet. 4. First to finish gets a prize. Go over as a class.
42
Suggested Games
Ball Game Grade: 6 Theme: All integrated Content and/or Language Objectives As a result of this lesson, students will be able to: 1. Review previously taught vocabulary 2. Demonstrate understanding of the target vocabulary Vocabulary: All integrated
Materials Needed:
1. Foam Ball 2. Large Foam Dice
Activities: Grouping Scaffolding Processes Skills Entire Class X Modeling X Reading Listening X Small Group Individual X Listening X Speaking X Partners Guided X Writing Reading Individual X Individual X Writing Game Directions:
1. Teacher should have a fun, medium-sized ball to play with. 2. Class stands in a circle. 3. The whole class sings a song (such as days of the week, numbers or month’s song). 4. As they sing, they pass the ball, one person to the next in one direction only. 5. Whoever has the ball in their hand at the time the last word of the song is sung is out,
and must sit down where they were standing in the circle. 6. Anyone caught NOT singing is out. Last person standing wins.
Variations:
1. Pass the foam ball in the opposite direction of the dice 2. The class chants “Tingo, Tingo, Tingo, Tango” or “¿Cómo te llamas, cómo te llamas tú?”
(or any review question). 3. The student with the ball asks the questions while the student with the dice answers
43
Suggested Games
Beach Ball Grade: 6 Theme: All integrated Content and/or Language Objectives As a result of this lesson, students will be able to: 1. Review previously taught vocabulary 2. Demonstrate understanding of the target vocabulary Vocabulary: All integrated
Materials Needed:
1. Beach Ball 2. Pictures, or words taped to the ball
Activities: Grouping Scaffolding Processes Skills Entire Class X Modeling X Reading Listening X Small Group Individual X Listening X Speaking X Partners Guided X Writing Reading Individual X Individual X Writing Game Directions:
1. Tape pictures of any theme onto different stripes of a beach ball.
2. Students stand in a circle, and pass ball to each other.
3. Going by where the fingers of their right hand catch/touch the ball, they must use what is pictured (beneath their fingers) in a complete sentence. So if the fingers of their right hand, when catching the ball, land on a picture of a skirt, they must say “Yo llevo puesto una falda”. If the picture is of a soccer ball, they must say “Me gusta jugar fútbol.”
4. If they can’t say the sentence in 5 seconds, they’ll be out and must sit where they were standing in the circle. If a student gets out, teacher must take the ball back, point to the picture in question, and the whole class must say the correct sentenced together.
5. If the class gets good at this game, lower the time to 3 seconds or even less. Can also increase challenge by switching off hands used (left or right). Last person standing gets prize!
44
Suggested Games
Bingo Grade: 6 Theme: First Quarter (Greetings, Weather, Seasons, Calendar) Content and/or Language Objectives As a result of this lesson, students will be able to: 1. Recall previously taught vocabulary 2. Demonstrate understanding and application of the target vocabulary Vocabulary: All integrated
Materials Needed:
1. Teacher-made Bingo cards 2. Game pieces
Activities: Grouping Scaffolding Processes Skills Entire Class X Modeling X Reading X Listening X Small Group Individual X Listening X Speaking X Partners Guided X Writing X Reading X Individual X Individual X Writing X Game Directions:
1. Students will receive a bingo card made by the teacher. 2. Teacher reads a question 3. Students must place a game piece accordingly 4. Up to the teacher’s discretion to call the winner (three in a row, full card)
Alternatives
5. Provide students with a bingo template (Can be white boards) 6. This game can be used in a variety of theme. Ask the students to fill out the spaces with
any target words. 7. As teacher calls out the target word, students place a game piece on their boards
45
Suggested Games
¿Dónde Está? Grade: 6 Theme: All integrated Content and/or Language Objectives As a result of this lesson, students will be able to: 1. Review previously taught vocabulary 2. Create sentences using target vocabulary 3. Demonstrate understanding of the target vocabulary Vocabulary: Clothing and Colors Adjectives Food Materials Needed:
• Small manipulative as it applies to the lesson
Activities: Grouping Scaffolding Processes Skills Entire Class X Modeling X Reading Listening X Small Group Individual x Listening X Speaking X Partners Guided X Writing Reading Individual x Individual x Writing Game Directions:
1. Have students put their heads down as teacher chants “Cabeza para abajo, manos para afuera”.
2. Teacher walks around the room and places a small manipulative in one of the students’ hand.
3. The student that receives the manipulative, discreetly hides the item. 4. Teacher chants “¡cabeza para arriba!”. Teacher asks ¿Dónde está mi ______? 5. Students will raise their hand and describe whoever they suspect as the person who
holds the item. 6. Ej: Student will ask: “Lleva puesto pantalones verdes?” The teacher will provide the
appropriate feedback: “Si/No lleva puesto pantalones verde 7. The student who gives two accurate clues can guess the name of the student. 8. The student that wins take the place of the teacher.
46
Suggested Games
Food Charades Grade: 6 Theme: Food Content and/or Language Objectives As a result of this lesson, students will be able to: 1. Recall previously taught vocabulary 2. Demonstrate application of the target vocabulary Vocabulary: All integrated Materials Needed:
• Plastic foods or cards with pictures.
Activities: Grouping Scaffolding Processes Skills Entire Class X Modeling X Reading Listening Small Group Individual X Listening X Speaking X Partners Guided X Writing Reading Individual Individual Writing Game Directions:
1. Teacher asks for a volunteer to come to the front. 2. The rest of the class closes their eyes or puts their head down 3. Student in the front secretly takes a plastic food, and then puts it inside a box. 4. Rest of the class opens their eyes and watches student pretending to eat the
selected food item 5. The goal of the game is to identify what food item the student is eating 6. Students will raise their hand to share their guess 7. The student that guesses the most food items wins.
Variation
1. Student who guesses correctly get to go to the front of the classroom to act out another food item.
2. Students can show emotion as they are acting out to include in secret message “me gusta/no me gusta”.
47
Suggested Games
Food Circle Posters Grade: 6 Theme: Food Content and/or Language Objectives As a result of this lesson, students will be able to: 1. Recall previously taught vocabulary 2. Demonstrate application of the target vocabulary Vocabulary: All integrated Materials Needed:
• Laminated posters with food pictures • Dry-erase color Markers
Activities: Grouping Scaffolding Processes Skills Entire Class X Modeling X Reading Listening Small Group x Individual X Listening X Speaking X Partners Guided Writing Reading Individual Individual Writing Game Directions:
1. Divide class into equal number of teams 2. Assign every team a different color marker 3. Hang a poster per team on the wall 4. Students take turns circling a food item on the poster and create a sentence using
“me gusta/no me gusta.” 5. If the sentence is correct, students earn a point. Otherwise, teacher erases the circle
student made. 6. At the end of the game, the team with the most items circled foods wins
48
Suggested Games
Statues Grade: 6 Theme: All Content and/or Language Objectives As a result of this lesson, students will be able to: 1. Identify previously taught vocabulary 2. Demonstrate understanding of the target vocabulary Vocabulary: All integrated
Materials Needed: Activities: Grouping Scaffolding Processes Skills Entire Class X Modeling X Reading Listening X Small Group Individual X Listening X Speaking Partners Guided X Writing Reading Individual Individual X Writing Game Directions:
1. Teacher counts by 10’s as students march in place (10, 20, 30, 40…)
2. At a random time, teacher stops counting and calls out a verb/target noun.
3. Students have three seconds to act out the word called out and freeze.
4. Teacher can repeat the word as necessary.
49
Suggested Games Teacher vs. Students
Grade: 6 Theme: All themes (introduce new vocabulary) Content and/or Language Objectives As a result of this lesson, students will be able to: 1. Recall previously taught vocabulary 2. Identify new vocabulary 3. Demonstrate understanding of the target vocabulary Vocabulary: All integrated Materials Needed:
• Flash cards with pictures (printed or on the Promethean Board)
Activities: Grouping Scaffolding Processes Skills Entire Class X Modeling X Reading Listening Small Group Individual Listening X Speaking X Partners Guided x Writing Reading Individual Individual Writing Game Directions:
1. Teacher shows a picture and models pronunciation.
2. Students repeat the word stated by the teacher only if it coincides with the picture.
3. If the picture does not coincide with the word stated by the teacher, students must
remain quiet.
4. Every time the teacher is able to confuse or trick the students, she/he will earn a point.
Otherwise, students earn the point.
50
Suggested Games Calendar Sort Game
Grade: 6 Theme: All integrated Content and/or Language Objectives As a result of this lesson, students will be able to: 1. Review previously taught vocabulary 2. Demonstrate understanding of the target vocabulary Vocabulary: All integrated
Materials Needed: • Laminated strips of construction paper with months of the year and days of the week written on
them. 8-9 sets.
Activities: Grouping Scaffolding Processes Skills Entire Class Modeling X Reading X Listening X Small Group X Individual X Listening X Speaking X Partners Guided X Writing Reading X Individual Individual X Writing Game Directions:
1. Class is divided into teams of four.
2. Each team receives a bag of laminated strips of colored construction paper that have
months of the year and days of the week written on them.
3. Teams race to be the first to correctly sort them into the right order, in two separate
columns (one for months of the year and another column for days of the week).
4. Go over as a class to ensure oral production.
51
Suggested Games
Calendar Clue Race Game Grade: 6 Theme: All integrated Content and/or Language Objectives As a result of this lesson, students will be able to: 1. Review previously taught vocabulary 2. Demonstrate understanding of the target vocabulary Vocabulary: All integrated
Materials Needed:
• Posters, laminated strips with calendar clues, strips of blank paper, and tape. Activities: Grouping Scaffolding Processes Skills Entire Class Modeling X Reading X Listening X Small Group X Individual X Listening X Speaking X Partners Guided X Writing X Reading X Individual Individual X Writing X Game Directions:
1. Teacher will laminate a poster with 12 lines on the left hand side (for each month of the year), and a corresponding blank line on the right hand side. Teacher will also make clues for each month of the year. Each clue card will have 2 or 3 sentences, such as: “It is chilly. I’m wearing a sweater” / or / “It is Independence Day. It is hot.” And so on. Carefully construct the sets of clues such that when they are all matched to their corresponding months, there really is only one way to do it correctly. Make 8-10 sets of clue cards and posters, depending on your class sizes.
2. Divide class into teams of 3, and give each team a poster, strips of paper, and a set of clue cards. Teams will race to do the following: Write a complete sentence with the months on the strips of paper and put
them in order in the left hand column (Es enero. / Es febrero.). Figure out which clue card goes with which month.
3. Leave enough time to go over as a class, reading out loud and ensuring comprehension. Whichever team finishes first, correctly, wins a prize!
4. This game is obviously better suited for the end of the year when students are solid on a variety of vocabulary areas. In addition, though we don’t currently teach holidays in SAMS, the cognates require students to practice their ability to interpret language meaning based on cognates.
52
Suggested Games
Calendar Fill-In Game Grade: 6 Theme: All integrated Content and/or Language Objectives As a result of this lesson, students will be able to: 1. Review previously taught vocabulary 2. Demonstrate understanding of the target vocabulary Vocabulary: All integrated Materials Needed:
• Posters with alternating questions/answers/blanks, blank strips of paper, tape.
Activities: Grouping Scaffolding Processes Skills Entire Class Modeling X Reading X Listening X Small Group X Individual X Listening X Speaking X Partners Guided X Writing X Reading X Individual Individual X Writing X Game Directions:
1. On large, long posters of different colors that are laminated, teacher should write calendar questions and answers with alternating blanks that cover all basic calendar questions plus name and age. So, for example, one poster will start off with “What is your name?” with a blank line where the answer should go, and the next part would have a blank line where the question would go and the answer “I’m 12 years old” and the next part would be the question “What day is it today?” with a blank line where the answer should go, and so on. Make sure posters alternate with each other as well; in other words, if the red poster has a blank where the question goes for the weather, the green poster should have the question written out for the weather and a blank for the answer, and so on. Make 8-10 posters, depending on class size.
2. Teacher hangs up posters on one wall of the classroom. Teacher creates teams of 3 and gives each team strips of blank paper to write on as well as tape. Teacher lines up each team in front of a poster. Teams will then race each other to complete their poster by filling in the strips of paper with the correct question (or answer) and taping it up to the correct blank on the poster. Only the first person in each line can be writing at any given time – once they are done filling in ONE blank and taping it up, they go to the back of their line, giving the next person in line their turn (and so on).
3. First team to finish wins the prize (remember to go over as a class orally in order to review AND fit in correct oral practice).
53
Suggested Games
Circle Pass Game Grade: 6 Theme: All integrated Content and/or Language Objectives As a result of this lesson, students will be able to: 1. Review previously taught vocabulary 2. Demonstrate understanding of the target vocabulary Vocabulary: All integrated
Materials Needed:
• Numbered cards with picture of vocabulary word – separate set of numbered cards with same pictures but with pronouns to encourage production of complete sentence with desired vocabulary word. Sheet of paper with numbers running down the side to be used as answer sheet.
Activities: Grouping Scaffolding Processes Skills Entire Class Modeling X Reading X Listening X Small Group Individual X Listening X Speaking X Partners X Guided X Writing X Reading X Individual Individual X Writing X Game Directions:
1. Teacher laminates a set of small cards with pictures of various vocabulary topics – make sure each card has a number from 1 to 30. (For more advanced students later in the year, the teacher can add pronouns to the picture. For example, beneath the picture of a salad, write the pronoun “Yo.”)
2. Students pick a partner and sit next to their partner with the whole class shaped into a large circle of desks.
3. The teacher then hands out a worksheet to EACH student for them to write their answers (series of blank lines numbered from 1 to 30).
54
4. Each team (of 2) gets a card picture side down on their desks. Teacher then shakes the
maraca (or any other signal) to start the game.
5. Teams flip over the cards and start writing their answers on the line that corresponds with the number on their card. So, for example, if it’s early in the year and the teacher is using the cards without a pronoun, students would simply produce the vocabulary word (chicken, football, scarf, etc.).
6. If it’s later in the year and the teacher is using the cards with a pronoun, students should be coming up with a complete sentence (if it’s chicken with “tú” written on the card then they would write “Tú comes pollo” on their worksheet). The teacher only gives teams 5-10 seconds to write their answers, then sounds the signal to “pass.” Each team passes their card to the next team on their right, and so on until the circle completes itself.
7. Notice teachers can add pictures of holidays and/or outdoor scenes and ask questions like “What season is it?” or “What month is it?” for more variety. Usually, depending on the size of the class, 2-3 rounds of this can be done (with a fresh set of cards for each round).
8. Leave enough time at the end to go over completed cards so that students can correct their words/sentences. Team with the fewest errors wins a prize!
It is helpful for this game to keep 6-7 sets of these laminated cards. 2-3 sets without
pronouns/questions (with each set containing different pictures), 2-3 sets with pronouns/questions (with each set containing different pictures). This makes it easy to play the game several times over the course of the year without the teacher wondering which classes have used certain pictures.
55
Suggested Games
Community Car Race Grade: 6 Theme: All integrated Content and/or Language Objectives As a result of this lesson, students will be able to: 1. Review previously taught vocabulary 2. Demonstrate understanding of the target vocabulary Vocabulary: All integrated
Materials Needed:
• Posters for car race, vehicles for students to choose from, strips of blank paper and tape.
Activities: Grouping Scaffolding Processes Skills Entire Class Modeling X Reading X Listening X Small Group X Individual X Listening X Speaking X Partners Guided X Writing X Reading X Individual Individual X Writing X Game Directions:
1. Teacher creates long, large, laminated posters of different colors. On each poster, paste a NASCAR beginning/ending picture on opposite edges, a winding road connecting the two spots, and pictures for different parts of the community as stops along the road (with 2 lines beneath each picture. Also laminate pictures of various vehicles (from horse and buggy, to a Mercedes, to a Harley, to a skateboard!). Divide class into teams of 3 or 4, and let each team pick a vehicle to represent their team. Then provide each team with a poster, strips of paper (to write their sentences on), and tape (to tape the vehicle and strips of paper). When the teacher says go, each team will begin racing each other:
a. They move their vehicle to the first “stop.” To be able to leave that stop and “drive” to the next stop, they first have to be able to write 2 sentences about that stop. For example, if it’s the supermarket, “I go to the supermarket. I buy vegetables.” /OR/ if it’s the movies, “I go to the movies with my friends. My favorite movie is Harry Potter.” Etc.
b. Students MUST take turns writing (alternating to a different writer per stop), or risk losing the entire game.
c. The team that reaches the finish line first with 2 correct sentences at each stop wins the prize!
56
Suggested Games
Circle Counting Game Grade: 6 Theme: All integrated Content and/or Language Objectives As a result of this lesson, students will be able to: 1. Review previously taught vocabulary 2. Demonstrate understanding of the target vocabulary Vocabulary: All integrated
Materials Needed:
• Paper with circles on it ; markers/crayons.
Activities: Grouping Scaffolding Processes Skills Entire Class Modeling X Reading Listening X Small Group X Individual X Listening X Speaking X Partners Guided X Writing Reading Individual Individual X Writing Game Directions:
1. Circles: Create a paper with a set of 12 circles on it. Divide class into teams of 4, and
place them on one side of the classroom. On the other side, tape up (on a wall) the
sheet with the circles and a set of crayons for each team. Teacher will say, for example
“three green” and the first student in each team will race to be the first to color three
circles in green. First team to finish gets 2 points, other teams get 1 point for completing
correctly. Next round, the team member must tape up a fresh sheet of circles on which
to color (leave sheets on either side of the playing area within easy reach, same with
tape). At the end of each round, students must repeat after teacher the key words.
For greater challenge, the teacher can give instructions in the form of a math
problem, such as “four times two, green” – so that students will have to figure
out that they must color 8 circles in green.
57
Suggested Games
Descriptions Game Grade: 6 Theme: All integrated Content and/or Language Objectives As a result of this lesson, students will be able to: 1. Review previously taught vocabulary 2. Demonstrate understanding of the target vocabulary Vocabulary: All integrated
Materials Needed: • Paper with descriptions of monster or person. Markers/crayons.
Activities: Grouping Scaffolding Processes Skills Entire Class Modeling X Reading X Listening X Small Group X Individual X Listening X Speaking X Partners Guided X Writing Reading X Individual Individual X Writing Game Directions:
1. Monster: Students will get a piece of paper with a written description of a monster (including name, hair/eye color, clothing wearing, tall/short, and how many eyes/heads/legs, etc.). As a class, read the description out loud, with teacher illustrating meaning of words through gestures as necessary. In the box provided, they will need to draw the corresponding picture. Compare in pairs.
2. Person: Same as for monster, except a person is being described.
58
Suggested Games
Family Matching Game Grade: 6 Theme: All integrated Content and/or Language Objectives As a result of this lesson, students will be able to: 1. Review previously taught vocabulary 2. Demonstrate understanding of the target vocabulary Vocabulary: All integrated
Materials Needed:
• Laminated family tree and pictures to place in correct spots on tree.
Activities: Grouping Scaffolding Processes Skills Entire Class Modeling X Reading X Listening X Small Group X Individual X Listening X Speaking X Partners Guided X Writing Reading X Individual Individual X Writing Game Directions:
1. Students will be divided into teams of 3.
2. Each team is given an “empty” family tree and the corresponding pieces that need to be matched onto the tree (pictures and labels, such as a picture of a grandmother and the corresponding word label).
3. Teams will race each other to be the first to correctly fill the family tree. Go over as a class in order to ensure oral production.
59
Suggested Games
Greetings Game Grade: 6 Theme: All integrated Content and/or Language Objectives As a result of this lesson, students will be able to: 1. Review previously taught vocabulary 2. Demonstrate understanding of the target vocabulary Vocabulary: All integrated
Materials Needed:
• Laminated pieces of construction paper with words of “Buenos días” songs.
Activities: Grouping Scaffolding Processes Skills Entire Class Modeling X Reading X Listening X Small Group X Individual X Listening X Speaking X Partners Guided X Writing Reading X Individual Individual X Writing Game Directions:
1. Teacher creates set of laminated colorful construction papers that have each of the
words from Jose-Luis Orozco’s “Buenos días” song (one word on each paper, and one
paper for each punctuation mark). Do not repeat verses – gets too long; however, do
make sure to do each set of Buenos días, buenas tardes, and buenas noches. Create a
class set for groups of 3. Students are divided into teams of 3. Teams must be the first
to organize all of the cards so that they read the words of the song correctly; including
having punctuation correctly (this is especially useful for teaching them upside question
marks). First team to finish correctly wins.
Make sure to sing together as a class for oral practice and use the opportunity to
discuss formal vs informal address – I actually mix use of the two forms of
address on the cards purposely in order to generate discussion.
60
Suggested Games
Grouping Game Grade: 6 Theme: All integrated Content and/or Language Objectives As a result of this lesson, students will be able to: 1. Review previously taught vocabulary 2. Demonstrate understanding of the target vocabulary Vocabulary: All integrated
Materials Needed:
• Laminated pictures with corresponding sentence/s underneath the pictures.
Activities: Grouping Scaffolding Processes Skills Entire Class Modeling X Reading X Listening X Small Group X Individual X Listening X Speaking X Partners Guided X Writing Reading X Individual Individual X Writing Game Directions:
1. Teacher will prepare ahead of time laminated pictures representative of different kinds of months, seasons, weather, and clothing, with the corresponding complete sentences beneath each picture.
2. Teacher hands out one picture/sentence to each student. 3. Students must mill around the room and find at least 2 other corresponding “matches”
for their picture/sentence. 4. For instance, the following sentences would be good matches: “It is July,” “I am wearing
a bathing suit,” “It is hot and sunny,” and “It is summer.” 5. Once all students have found their matches, class will check each other’s work. 6. One group at a time will stand up, and, as a class, everyone will read out loud that
group’s sentences. 7. If they match we cheer, if not, we help re-match them and then cheer!
61
Suggested Games
Mad Libs Game Grade: 6 Theme: All integrated Content and/or Language Objectives As a result of this lesson, students will be able to: 1. Review previously taught vocabulary 2. Demonstrate understanding of the target vocabulary Vocabulary: All integrated
Materials Needed:
• Mad libs with blanks ready to be filled in.
Activities: Grouping Scaffolding Processes Skills Entire Class Modeling X Reading X Listening X Small Group X Individual X Listening X Speaking X Partners Guided X Writing X Reading X Individual Individual X Writing X Game Directions:
1. The game of mad libs must be made very simple and short. Teacher designs a set of sentences that are very basic but could still be funny. To make it extra funny, you for the first sentence you could have the blank be the name of a teacher, so that the set of sentences will be about one of their teachers. For example: The following sentences would be handed out to teams of 2. One student gets
the sheet of paper and hides it from the other student. The student who has the sentences must interview their partner to fill in the blanks within the sentences with the item required: “Her name is _(name of teacher)_____. S/he has __(color)___ hair! Her
favorite food is __(clothing)___.”
Following is how the same sentences might have been filled out, producing funny results the kids love to read to each other: “Her name is Mrs. Hutchinson. S/he has blue hair! Her favorite food is a
scarf.”
2. You can make these longer obviously – I just wanted to provide a short example. Depending on what is planned for the day, the teacher can have several of these on hand to make this the activity for a whole day, or as a short warm up activity.
62
Suggested Games
Mysteries of Identity Game Grade: 6 Theme: All integrated Content and/or Language Objectives As a result of this lesson, students will be able to: 1. Review previously taught vocabulary 2. Demonstrate understanding of the target vocabulary Vocabulary: All integrated
Materials Needed:
• Interview question sheet, portrait sheets, construction paper/frame, paddles/erasers/whiteboard markers.
Activities: Grouping Scaffolding Processes Skills Entire Class Modeling X Reading X Listening X Small Group X Individual X Listening X Speaking X Partners Guided X Writing X Reading X Individual Individual X Writing X Game Directions:
1. This game takes 2-3 class periods of half an hour. The first day, students create a biography/portrait. On colored sheets of construction paper, they will glue a piece of regular white paper where they will draw themselves eating their favorite food and engaging in an activity they like. They will then write a mini-bio with their name, age, hair/eye color, what they’re wearing, what their favorite food is, and what they like to do.
2. The second (and potentially third class) will be the game portion. The teacher collects all bios from the students. Students are divided into groups of 3 or 4, and each group is given a whiteboard paddle, marker and eraser. The teacher will write up on the board: nombre, edad, pelo, ojos, comida, y pasatiempos as categories of answers.
3. The teacher will then begin by starring one of the categories written on the board, for instance, pelo. Teacher then reads a biography WITHOUT saying the name of the person. Each group will race to be the first to write, for example, “Monica tiene pelo negro.” The first group to correctly guess the person AND have written a correct sentence gets 3 points; if a group guesses the right person, writes a correct sentence, but wasn’t first to do so, gets 2 points; if a group writes a correct sentence but doesn’t guess the right person, they get 1 point. Teacher then stars a different attribute (for instance, comida), and then continues with the same procedures until all bios have been read. Winning team gets a prize!!
63
Suggested Games
Pictionary Game Grade: 6 Theme: All integrated Content and/or Language Objectives As a result of this lesson, students will be able to: 1. Review previously taught vocabulary 2. Demonstrate understanding of the target vocabulary Vocabulary: All integrated
Materials Needed:
• Paddle Boards / Whiteboard Markers / Erasers
Activities: Grouping Scaffolding Processes Skills Entire Class x Modeling X Reading X Listening X Small Group X Individual X Listening X Speaking X Partners Guided X Writing X Reading X Individual Individual X Writing X Game Directions:
1. Students will work alone or in teams. A volunteer student will randomly select a (pre-prepared) clue card with a picture and a full sentence label. Student will draw picture from clue card on whiteboard. Students (or teams) will have to be first to guess correctly using complete sentence (so if it’s a picture of a shirt, must say “S/he’s wearing a shirt”). The self-correct portion of this (the drawer being able to check answers against the sentence on their card beneath the picture), makes it easy for the teacher to have so many games going on simultaneously in the class. For speaking practice: student (or teams) must correctly say the complete sentence.
If correct, the whole class must repeat the correct answer.
For writing skills: students (or teams) must be first to correctly write the complete sentence to win.
2. Whole class version: Teacher draws on her whiteboard, and students use the small
whiteboard paddles. Students MUST take turns writing within their teams or risk losing all their points. Correct sentence is said out loud as a class. Teacher can draw a picture and a pronoun (chicken leg and “Yo” would produce the sentence “Yo como pollo.”) or a question and students would produce the answer (“¿Qué mes es?” could produce the answer “Es mayo.”) or an answer and students would produce the question (“Tengo 12 años.” would produce the answer “¿Cuántos años tienes?”).
64
Suggested Games
Portrait Race Game Grade: 6 Theme: All integrated Content and/or Language Objectives As a result of this lesson, students will be able to: 1. Review previously taught vocabulary 2. Demonstrate understanding of the target vocabulary Vocabulary: All integrated Materials Needed: Gingerbread doll sheets with lines at top for writing, colors. Activities: Grouping Scaffolding Processes Skills Entire Class Modeling X Reading X Listening X Small Group X Individual X Listening X Speaking X Partners Guided X Writing X Reading X Individual Individual X Writing X Game Directions:
1. Divide class into teams of 3 or 4. Teacher hands out to each team sheets of paper with the outline of a gingerbread doll on it and several bolded lines above the doll, as well as crayons. Each team decides who will go first, second, third (within their respective teams). *You can draw different members of the school staff based on the teacher’s instructions.
2. Begin by saying “Su nombre es ____.” Students draw a mouth for this first instruction, and then on the lines at top of paper they would write the sentence the teacher just said. As soon as they’re done they hold up the sheet for the teacher to check.
3. The team that finishes first, with a correctly written sentence, gets 2 points. Everyone else who finishes correctly gets 1 point. Each student in the class then passes the same sheet of paper to the person going second on their team.
4. Teacher then could say sentence like “Tiene pelo rubio.” Each student draws the blond hair and writes the corresponding sentence. Repeat steps 2 and 3.
5. What can make this game really fun is picking different staff members and then coming up with outlandish pictures that look more like vampires with purple hair and red eyes with long armpit hair than a picture of the real staff member.
6. The kids love this game so much they completely forget they’re playing for a prize! Pick staff members with a healthy self-esteem, and they love to receive their “portraits” from the kids after class!
65
Suggested Games
Hot Seat
Grade: 6 Theme: All integrated Content and/or Language Objectives As a result of this lesson, students will be able to: 1. Recall previously taught vocabulary 2. Demonstrate understanding and application of the target vocabulary Vocabulary: All integrated
Materials Needed:
• Promethean slides created ahead of time.
Activities: Grouping Scaffolding Processes Skills Entire Class X Modeling X Reading X Listening X Small Group Individual X Listening X Speaking X Partners Guided X Writing Reading X Individual Individual X Writing Game Directions:
1. Teacher will create slides with a picture and a corresponding word or sentence for vocabulary s/he wants the class to review.
2. One student comes up to front of the room and sits with his/her back to the Promethean. Teacher pulls up the first slide.
3. Students in the class takes turns giving hints (either through a vocab word, a sentence, or acting) that will give the seated student hints of what the slide is showing.
4. The point is for the seated student to correctly guess what the word or sentence is that is behind them on the Promethean.
5. If additional challenge is needed, can divide class into teams and each team’s representative (seated student) must guess the word within the time limit for a point.
66
Suggested Games
Sink or Save Grade: 6 Theme: All integrated Content and/or Language Objectives As a result of this lesson, students will be able to: 1. Recall previously taught vocabulary 2. Demonstrate understanding and application of the target vocabulary Vocabulary: All integrated
Materials Needed:
• Questions created ahead of time.
Activities: Grouping Scaffolding Processes Skills Entire Class X Modeling X Reading Listening X Small Group Individual X Listening X Speaking X Partners Guided X Writing Reading Individual Individual Writing Game Directions:
1. Teacher will create a set of questions that have to do with the material s/he wants to review with the class.
2. Teacher clears the room (desks all to one side, etc.). Class divided into 2 large teams. Teacher puts floor marking tape down in the middle to delineate an imaginary body of water.
3. Teacher takes a volunteer from one team. That volunteer is asked a question. If they answer it incorrectly, they “sink” into the body of water. (If they answer it correctly, since it’s the first person, nothing happens).
4. The second team now gets a turn. If they answer their question correctly, they can either “sink” another person from the opposite team, or they can “save” a person from the water and bring them onto their team.
5. Objective is to decimate the other team – when one of the teams has all of their students either in the water and/or on the other team, then the other team has won.
67
Suggested Games
Battleship Grade: 6 Theme: All integrated Content and/or Language Objectives As a result of this lesson, students will be able to: 1. Recall previously taught vocabulary 2. Demonstrate understanding and application of the target vocabulary Vocabulary: All integrated
Materials Needed:
• Battleship papers and some colors.
Activities: Grouping Scaffolding Processes Skills Entire Class Modeling X Reading Listening X Small Group Individual X Listening X Speaking X Partners x Guided X Writing Reading Individual Individual X Writing Game Directions:
1. Teacher will create a grid on a sheet of paper. One axis has letters of the alphabet, the other has numbers. Teacher runs enough copies for all the students to play 2 rounds with their partner.
2. Students are divided into pairs. Each student receives a grid, some colors, a pencil/pen, and a folder to put up between each other so that each student can hide his/her grid from his/her partner.
3. Each student takes time to draw 4 battleships somewhere on the grid that take up a minimum number of spaces for each ship (teacher discretion based on time for that game, etc.).
4. Partner A guesses if “D7” is a coordinate his partner has a ship anchored by saying simply “D7” to his partner. If Partner B says “Errado” then it’s a “Miss” and if Partner B says “Impacto” it’s a “Hit”. Partner A makes a note of whether it was a Hit or Miss on his own grid.
5. Partner B then guesses a coordinate where his opponent may have a ship anchored. And so on.
6. The winner at the end is the partner with the most “Hits”.
68
Suggested Games
Hot/Cold Grade: 6 Theme: All integrated Content and/or Language Objectives As a result of this lesson, students will be able to: 1. Recall previously taught vocabulary 2. Demonstrate understanding and application of the target vocabulary Vocabulary: All integrated
Materials Needed: Small papers to hide with a picture and a corresponding word/sentence. Activities: Grouping Scaffolding Processes Skills Entire Class X Modeling X Reading X Listening X Small Group Individual X Listening X Speaking X Partners Guided X Writing Reading Individual Individual X Writing Game Directions:
1. Teacher sends one student out of the class. Teacher hides one of the small papers with a picture and a corresponding word/sentence – the entire class knows where it is.
2. The student outside of the classroom is invited back in. Similar to the classic hot/cold game, as the student moves around the room, they are guided closer and closer to the hidden object by the entire class saying the vocabulary word louder and louder (or more and more quietly if they move farther away from the hidden object).
69
Suggested Games
Dice Game Grade: 6 Theme: All integrated Content and/or Language Objectives As a result of this lesson, students will be able to: 1. Recall previously taught vocabulary 2. Demonstrate understanding and application of the target vocabulary Vocabulary: All integrated
Materials Needed:
• 10 sets of red, green, and white dice • 10 sheets of paper with words in columns/rows as per the attached sample sheet
following these instructions • Answer sheet for each student
Activities: Grouping Scaffolding Processes Skills Entire Class X Modeling X Reading X Listening X Small Group x Individual X Listening X Speaking X Partners Guided X Writing x Reading X Individual Individual X Writing x Game Directions:
1. Teacher divides class into groups of 3. Each student on each team receives an answer sheet. Stations are set up throughout the room, with each station having a sheet of paper with vocab words in columns/rows (as per the example) as well as the dice.
2. Teacher uses a signal (like maracas) to start the game.
3. Each team rolls their dice, and looks at the result. Let’s say a team rolled a Red Die 2, White Die 4, and Green Die 6. The corresponding words using the example sheet below would be: Amarillo, trece, negro. This would not be a match because 2 are color words and 1 is a number word. However, if they had rolled a Red 2, White 1, and Green 6, they would have come up with Amarillo, azul, negro. Since this is a match, they would write this down these three words on their answer sheets.
70
4. After a set time limit, the teacher shakes the maracas and groups rotate to the next
station.
5. At the end, the team with the most correct matches wins.
Número Rojo Blanco Verde
1
uno
azul
verde
2
amarillo
tres
nueve
3
cuatro
anaranjado
café
4
blanco
trece
dieciocho
5
quince
rojo
dos
6
rosado
veinte
negro
71
Suggested Games
High-Low Grade: 6 Theme: Numbers Content and/or Language Objectives As a result of this lesson, students will be able to: 1. Recall previously taught vocabulary 2. Demonstrate understanding and application of the target vocabulary Vocabulary: Numbers
Materials Needed: Nothing Activities: Grouping Scaffolding Processes Skills Entire Class X Modeling Reading Listening X Small Group Individual X Listening X Speaking X Partners Guided X Writing Reading Individual Individual X Writing Game Directions:
1. Teacher or student will write down a secret number.
2. Teacher or student will call on a student to try and guess the number. If the student is incorrect he/she will say wither “más” or “menos” to get the following student to try and guess the correct number.
72
Suggested Games
Golpes Grade: 6 Theme: Any target vocabulary Content and/or Language Objectives As a result of this lesson, students will be able to: 1. Recall previously taught vocabulary 2. Demonstrate understanding and application of the target vocabulary Vocabulary: Any target vocabulary
Materials Needed: Copies of visuals used with enough sets for each team. Activities: Grouping Scaffolding Processes Skills Entire Class X Modeling Reading Listening X Small Group X Individual X Listening X Speaking Partners Guided X Writing Reading Individual Individual X Writing Game Directions:
1. Teacher will create enough copies of the visuals to have the class broken down into teams of three or four.
2. The students will have the visuals out on the desk and the teacher will call out one of the vocabulary words.
3. Students will strike the visual and the first one to strike it will keep it.
4. The winner is the student with the most visuals collected.
73
Suggested Games
Family Fued Grade: 6 Theme: Cultural Themes Content and/or Language Objectives As a result of this lesson, students will be able to: 1. Recall previously taught facts about Spanish-speaking countries 2. Demonstrate understanding and application of the target information Vocabulary: Cultural themes Materials Needed:
• Eggspert • PPT/Flip chart with questions covering the target information
Activities: Grouping Scaffolding Processes Skills Entire Class X Modeling Reading X Listening X Small Group X Individual X Listening X Speaking X Partners Guided X Writing Reading X Individual Individual X Writing Game Directions:
1. Teacher will break students into 2 teams.
2. The teams will be the families. One person from each team will go up to the front of the class to compete. This rotates down the line so that not one student is in control of the Eggspert the entire class period.
3. The teacher will flash the question on the board. Each team will attempt to answer the question first.
4. If the first team to buzz in gets the answer right, the team gets 10 points. If the fail to get it right, the second team confers and gives an answer. If they get it right, they get the 10 points. If they get it wrong, the 10 points automatically goes back to the first team. The team with the most points when the questions are finished wins.
74
Suggested Games
Wheel of Fortune Grade: 6 Theme: Numbers and alphabet Content and/or Language Objectives As a result of this lesson, students will be able to: 1. Recall previously taught vocabulary 2. Demonstrate understanding and application of the target vocabulary Vocabulary: Numbers and alphabet
Materials Needed:
• Foam die or Wheel of Fortune power point game board • Pre-made words on a flip chart
Activities: Grouping Scaffolding Processes Skills Entire Class X Modeling Reading X Listening X Small Group X Individual X Listening X Speaking X Partners Guided X Writing X Reading X Individual Individual X Writing X Game Directions:
1. Teacher breaks the class into teams and has a “hangman” word ready to go on the flipchart.
2. A student from the team (rotates with each turn) is given the foam die. The student rolls the die. The number that it lands on is the “value” of the letter.
3. The student then guesses a letter in the word. If the student is correct, they multiply the value times the amount of times that letter appears in the word. For example: the word is “anaranjado”. Let’s say I roll a 4 and I guess the letter “n”. I will have earned 8 points for me team. You can do this for any letter; however for the more advanced classes in the real “Wheel of Fortune” game, you have to “buy” a vowel. This means that if I wanted the letter “a” I would have to buy it and all vowels are worth 1 point (you can make up the point value). It would cost me 4 points to get all of my “a”s in “anaranjado”. You can buy a vowel at any point during your turn. So, let’s say you only needed the “a”s to win the word. If you buy them and solve the puzzle you get to keep all of your points (or keep another team from getting points). If another team solves the puzzle and wins the word, they are the only ones who are able to keep the points they have earned. So at the end of this round, my team solved the puzzle and we finished with 4 points. All of the other teams finished with zero points for this round. The team with the most points after all of the rounds wins the game.
75
Suggested Games
Central America Discovery Activity Grade: 6 Theme: Central America Content and/or Language Objectives As a result of this lesson, students will be able to: 1. Recall previously taught vocabulary 2. Demonstrate understanding and application of the target vocabulary Vocabulary: Central America targeted cultural facts
Materials Needed: Pre-made flip chart of Central American countries and facts Discovery bags with the following items included (See list below) Passport Activities: Grouping Scaffolding Processes Skills Entire Class X Modeling Reading Listening Small Group X Individual Listening Speaking Partners Guided X Writing X Reading Individual Individual Writing X Game Directions:
1. Teacher breaks the class into 6 teams - one for each Central American country.
2. A student from the team (rotates with each turn) Pulls an item from the bag and shows it to his team or the class. The teacher explains its importance and they fill in their “passport” of discovery.
3. The students fill in the passports.
76
You will need: Guatemala: Coffee Picture of Quetzal Guatemalan worry dolls Tikal El Salvador: Coffee Sugar (Sugar Cane) Cotton Shrimp Honduras: Bananas Shrimp Blue Morph Butterfly Coffee
Nicaragua: Sand Coffee Beef Costa Rica: Bananas Flowers Sand Sea turtles Coffee Panama: Panama Canal Fish Fruit and nuts
77
Suggested Games Human Family Tree
Grade: 6 Theme: Family Content and/or Language Objectives As a result of this lesson, students will be able to: 1. Recall previously taught vocabulary 2. Demonstrate understanding and application of the target vocabulary Vocabulary: Family
Materials Needed: 3x5 cards with the family members written on them Activities: Grouping Scaffolding Processes Skills Entire Class X Modeling Reading X Listening Small Group X Individual Listening Speaking Partners Guided X Writing Reading X Individual Individual Writing Game Directions:
1. Teacher breaks down the students into “family” groups.
2. Teacher hands students a card with a different member of the family written on it.
3. Students then create a “physical” family tree by placing themselves in the correct formation with the grandparents as the head of the family and so on as the family breaks down to “Yo”.
78
LOUDOUN COUNTY PUBLIC SCHOOLS
SAMS (Spanish at Middle School) Grade Report SCHOOL: Harmony Middle School TELEPHONE: 540-751-2500 38174 West Colonial Highway Hamilton, VA 20158
SCHOOL YEAR: 2010-2011
GRADE: 06
STUDENT NAME: «LastName», «FirstName» STUDENT NUMBER: «IDNumber»
HOMEROOM: «Homeroom»
SAMS Teacher Name: «SAMSteacher» Language Arts Teacher Name: Ms. «Teacher»
BLOCK: «Block»
Key: CD-Consistently demonstrates D-Developing ND-Not yet demonstrating G-Not graded this period
INTERPRETIVE 1 2 3 4 Listening
Can understand words, phrases, and expressions related to familiar topics but may need to have the information repeated and have time to think.
Can understand what is said clearly, slowly, and directly in simple, everyday conversation. Can follow clear everyday conversation, though sometimes asks for repetition. Reading
Can understand familiar words, phrases, and simple sentences in authentic written materials, rereading as required.
Can understand short narratives about everyday things dealing with familiar topics if the text is written in simple language.
Can understand the main points and some details in simple authentic written materials about familiar topics.
INTERPERSONAL 1 2 3 4 Person-to-Person Communication
Can ask memorized questions and answer simple questions, on very familiar topics such as leisure activities, family, food, school, and weather using memorized phrases.
Can make simple transactions in real-life situations such as restaurants, stores, schools or airports, sometime hesitantly or in incomplete sentences.
Has sufficient vocabulary to engage in conversation in complete sentences on most topics, including family, school, hobbies, and interests.
PRESENTATIONAL 1 2 3 4 Spoken Production
Can give a basic description of self, family, activities and personal experiences. Can describe self, family, activities and personal experiences using simple sentences and phrases. Can talk about things that are happening and are going to happen using several simple sentences. Written Production
Can write about self using learned phrases and memorized expressions. Can write simple sentences describing self and others. Can write a series of simple sentences about self and aspects of everyday life (family, school, leisure activities).
WORK HABITS 1 2 3 4 Actively participates in class Uses time wisely Completes assignments Works cooperatively P-Meets expectations NP-Does not meet expectations 1 2 3 4
YEAR-END GRADE
Comments: «Comments»
79
Report Card Sections If the student … Then enter….
Suggested Assessment Activities for all levels
Comments
STUDENT BACKGROUND INFORMATION
The Middle School TRT can set up a file to automatically fill in this section and sort it by teacher.
INTERPRETIVE FOR LISTENING: See report card example Listening
Level One Is completely confused by all basic questions “ND” Ask basic questions to the
group and individually.
Teacher should read aloud Chico Chile and use the questions that follow.
Develop a series of commands or directions and have the students do them as they hear them. (i.e. Survivor) Develop your own narrative and read it aloud. Ask your own questions.
Watch a video clip with dialogue/conversation and ask follow-up questions.
Listen to a tape with a narrative or conversation and ask follow up questions.
Mostly for students who transferred in during the year with no prior Spanish.
Needs a lot of time to answer or can answer one or two basic questions such as “¿Qué tiempo hace hoy?” or “¿Cómo te llamas?” but are unable to answer other basic questions
“D” Typically use “D” for students who are starting in the SAMS program
Is able to easily understand a few words and phrases such as “¿Qué tiempo hace hoy?” “¿Cómo te llamas?” ¿Cómo estás?” even if you need to give them a little time to respond.
“CD” Typically use “CD” for students who showed higher skills right away at the start of the year or for students who show progression throughout the year
Listening
Level Two Is able to comprehend one or two stand-alone statements, but is unable to follow a series of statements
“D” Do not use “ND” for level two or three – the student would remain at level one if not demonstrating level two or three skills.
Is able to understand a series such as: “¿Cómo estás? Siéntate por favor. Abre tu libro en la página 20. ¿Puedes leer?”
“CD”
Listening Level Three
Is somewhat able to follow a complete conversation but needs repetition, and time to think.
“D” This level will typically be used for very advanced or native speakers.
Is completely able to follow a full conversation “CD”
80
Report Card Sections If the student … Then
enter….
Suggested Assessment Activities for all levels
Comments
READING FOR READING:
Level One
Is unable to demonstrate any kind of understanding after reading a passage.
“ND” Have students read passages from text. Check for understanding. Have students pick out phrases and words they recognize in a menu, ad, or show flyer. Have students read Chico Chile passages and answer questions. Have students read a short story or follow along as you read. Check comprehension along the way.
Mostly for students who transferred in during the year with no prior Spanish.
Shows a basic understanding of phrases that they read, (e.g. instructions, a short exercise in a text, words on a menu or parts of the reading) and can answer basic questions.
“D”
Is able to understand the majority of the material that is presented to them (examples of material listed above)
“CD”
Level Two
Is able to understand parts of a short text and perhaps can answer one basic question on the text.
“D” Do not use “ND” for level two or three – the student would remain at level one if not demonstrating
Is able to read through a passage/narrative and is able to correctly answer several questions demonstrating good comprehension of the material.
“CD”
Level Three
Shows some difficulties in reading and understanding more complicated passages related to themes covered during the year.
“D” This level will typically be used for very advanced or native speakers.
Is able to read and completely understand a more complicated passage related to themes covered during the year.
“CD”
81
Report Card Sections If the student … Then
enter….
Suggested Assessment Activities for all levels
Comments
INTERPERSONAL FOR INTERPERSONAL: Person-to-Person Communication
Level One
Is unable to ask and answer basic questions related to topics which have been covered /reviewed in class.
“ND” Play round robin with a ball. Teacher asks a question and throws the ball to one student who has to respond and ask a question of another student and throw the ball. Short skits or dialogues that demonstrate students’ ability to ask and answer questions with other students. Set up some “real-life” situations such as meeting a Spanish speaker for the first time and learning about their interests. OR asking for directions in a Spanish speaking country. OR going to a doctor and describing a problem. OR going to a restaurant and ordering a meal.
Mostly for students who transferred in during the year with no prior Spanish. Is starting to show an ability to interact. For
example, the student may be able to answer one or two basic questions (“¿Cuántas personas hay en tu familia?”) and ask another student one basic question (‘¿Cuál es tu comida favorita?).
“D”
Is able to ask questions they have memorized on a reviewed topic (sports, hobbies, family, food, school) “¿Cuál es tu deporte favorito?”
“CD”
Person-to-Person Communication Level
Two
Is able to demonstrate some ability to work through a “real-life” scenario - can ask and answer one or two basic questions in one or two situations (e.g. store or restaurant).
“D”
Can easily formulate a few questions and respond to questions in one or two situations (e.g. store or restaurant).
“CD”
Person-to-Person Communication Level
Three
Is beginning to show ability to form questions and respond on a variety of topics.
“D” This level will typically be used for very advanced or native speakers.
Is easily able to form questions and respond on a variety of topics.
“CD”
82
Report Card Sections If the student … Then
enter….
Suggested Assessment Activities for all levels
Comments
PRESENTATION FOR PRESENTATIONAL: Spoken Production
Level One Is unable to produce any phrases or words without great difficulty.
“ND” Have student describe self in front of class, e.g. do the brown bag project where the student pulls out three personal items and describes them using simple phrases like “me gusta” “esto es…” etc. Have the student draw their ideal community and describe it to the class. “Esto es…” “Yo estoy en la piscina.” For Central America, have the student pick one topic on one country and talk about it (i.e. soccer in Argentina)
Mostly for students who transferred in during the year with no prior Spanish.
Is starting to describe things and people but is inconsistent in ability or struggles a bit to speak. Is able to more easily say phrases to describe things. “Soy alto” to describe self or “Es sociable” to describe a family member or “me gusta leer” when describing a favorite activity.
“D” “CD”
Spoken Production Level Two
Is able to say one or two statements, but struggles to say more.
“D” Do not use “ND” for level two or three – the student would remain at level one if not demonstrating level two or three skills. Is able to follow a topic and say a series of
related statements. For example on a topic “All About Me” the student will be able to say: “Me llamo John, tengo doce años, soy alto, tengo pelo negro, hay cuatro personas en mi familia.”
“CD”
Spoken Production Level Three
Is beginning to talk about the future e.g. “voy a …” and the present in a comfortable way when describing activities, self, family etc.
“D” This level will typically be used for very advanced or native speakers. Shows confidence in speaking about the
present and the future.
“CD”
83
Report Card Sections If the student … Then
enter….
Suggested Assessment Activities for all levels
Comments
Written Production
Level One
Is not able to write one sentence even with prompts or templates.
“ND” Do a poster “All About Me” which shows their interests. Do a family tree labeling all the members and write a few sentences describing them. Have students create own interview script after teacher’s model. Vocabulary review using white boards. Teacher shows a vocabulary picture and students write the vocabulary word. Spelling bee with white boards.
Mostly for students who transferred in during the year with no prior Spanish.
When given prompts or models, is starting to write full sentences but has difficulties in word order, basic meaning etc.
“D”
Is able to follow prompts or models and construct a couple of sentences with some small errors.
“CD”
Written Production
Level Two
Is able to produce a few sentences on a reviewed theme (e.g. self, family) though needs a lot of guidance and makes basic errors.
“D” Do not use “ND” for level two or three – the student would remain at level one if not demonstrating level two or three skills.
Is able to easily produce a few sentences on a basic theme (e.g. self, family) with few errors.
“CD”
Written Production
Level Three Is beginning to be able to write a complete paragraph on any given topic with some basic errors, but needs prompts and guidance.
“D” This level will typically be used for very advanced or native speakers.
Is able to easily write a complete paragraph on any given topic with few errors.
“CD”
84
Report Card Sections If the student … Then
enter….
Suggested Assessment Activities for all levels
Comments
WORK HABITS Actively participates in class
Refuses to participate in activities and never attempts to answer questions
“ND”
Is hesitant to participate “D” Sometimes a shy student will receive this mark.
Raises their hand to answer questions and willingly gets involved in activities
“CD”
Uses time wisely Cannot stay on-task, and /or is typically distracted
“ND” At times is distracted, but at times is on-task. “D”
Consistently works to complete assignments. “CD” Completes assignments
Is inconsistent about completing, or submitting projects, worksheets, homework.
“D”
Turns in projects, worksheets, homework in a timely way.
“CD”
Works cooperatively Cannot work with partners/groups or are very disruptive to others.
“ND”
Tends not to be able to work well with partners/groups.
“D”
Teams up easily with others and completes tasks. Helps others.
“CD”
QUARTER GRADE
“P” or “NP”
Most students will receive a “P”. Contact Suzette Whys if considering giving a student an “NP”.
YEAR-END GRADE “P” or “NP”
Most students will receive a “P”. Contact Suzette Whys if considering giving a student an “NP”.
85
COMMENTS
WRITTEN/PROJECT WORK: Lisa sometimes struggles with written assessments Pilar showed good effort in projects and quizzes this quarter Michelle consistently does well in written assessments Eugenia’s project work is excellent Lisa did not complete the project work this quarter Beth showed improvement this quarter COMPREHENSION: Rocio seems to easily grasp new material Harold continues to show good comprehension skills. I noticed a big improvement in this quarter ORAL: Robyn makes a good effort to converse in Spanish Beth demonstrates good verbal abilities Marina is good about participating in class Johanna is shy about participating in class Lisa hesitates to speak in the target language Maria is usually able to respond in Spanish BEHAVIOR - POSITIVE Diana is polite and cooperative Miriam is well-behaved and pleasant in class Angie is doing well at this time Sara uses time wisely Suzette is a pleasure to have in class Beatriz has good work habits Miriam is always helpful and dependable Rocio follows directions effectively Erika follows directions effectively Pilar is demonstrating satisfactory skills in Spanish Beth participates appropriately in class Eneida is very good about turning in assignments Erika participated often and appropriately Harold shows consistent performance Harold has a good work ethic Marina is making a great effort! Marcia maintains consistent effort BEHAVIOR – NEEDS TO IMPROVE Johanna should improve use of class time Diana does not complete assignments Rocio needs to follow directions Harold often talks during instructional time Yuliel needs to participate more in class Beth gets distracted easily Maria would benefit from not socializing during class Eugenia is not working up to potential END OF YEAR COMMENTS Throughout the year, Elena participated often and appropriately in class. Sara showed a significant improvement in verbal production this year. Throughout the year, Marcia showed good efforts in project work. Yuliel is talented in Spanish class and I hope she continues to study a foreign language. I have enjoyed having Michelle in class this year.
86
