elementary foreign language - hampton.k12.va.us 1.pdfnot applicable to elementary mfl. informal...

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Elementary Foreign Language

Level 1

CURRICULUM GUIDE

2

TABLE OF CONTENTS

Pacing Guide pages 3-4

Unit One: “Hello” is your passport pages 5-9

Unit Two: School is Cool pages 10-13

Unit Three: What a Sensation! pages 14-17

Unit Four: All Shapes and Sizes pages 18-21

Unit Five: I Animals pages 22-25

Unit Six: Pack Your Suitcase! pages 26-29

Teaching Strategies page 30

5

UNIT ONE

“Hello” Is Your Passport—weeks 1-5 of 1st Nine Weeks

ANTICIPATED LEARNING Standards (SOL’S/Competencies): MFLI 1, 2, 3, 4, 5, 10, 12 (for detailed list of standards, see page 34) Essentials (skills/questions/understandings/ knowledge): Students will be able to use basic greetings, introduce themselves, be polite and respond to commands in the target language. This will include:

• expressing his/her name and someone else’s name • saying hello and goodbye • saying how he/she feels • saying please, thank you and you’re welcome • responding to commands like sit down, make a circle, stand up, repeat, be quiet, raise your hand, hands and feet to

yourself, listen, look, stop, keep going • developing an awareness of a place or places where the target language is spoken

LEARNING PLAN

6

K,S,U,Q

Textbook/Ancillary Materials

Instructional Activities/Rigor

Vocabulary

Technology/Resource

1st Item Student will be able to respond to “What’s your name?” and “What is his/her name?”

Name tags/ giant poster board T-shirt Photos or representations of well-known people or characters

Model use and pronunciation of the answers using visual cues. Students will say their (or others’) names as a statement or answer to a question, then add their nametag to the T-shirt.

In the target language: My name is… His name is … Her name is…

Promethean board to show images; have students show names of others with flipchart

2nd Item Student will be able to say hello, goodbye and good morning, good afternoon, and good evening

Flash cards or photos to show morning, afternoon, night

Model use and pronunciation of vocabulary using visual cues for time of day. Students will practice greeting each other or saying goodbye.

In the target language: Hello! Good morning. Good afternoon. Goodbye! See you later!

Promethean board for showing, drawing how people feel Music teacher can sing a greeting song in the target language; morning announcements greeting can be in the target language

7

3rd Item Student will say how he or she is feeling

Manipulatives showing happy, sad and so-so faces

Model use and pronunciation of vocabulary using manipulatives and TPR. Students practice saying how they are feeling when asked.

In the target language: I’m fine, thank you. O.K. Not so well.

Other staff who speak the target language can ask students how they are Video showing people greeting each other in the target language

4th Item Students will use courtesy words when prompted

Stickers or other small rewards; toy

Model use and pronunciation of vocabulary using a toy; pass toy around a circle with students using courtesy words; use small rewards to encourage use of courtesy words

In the target language: Please Thank you You’re welcome

Other staff can use courtesy words outside of the MFL classroom

8

5th Item Students will respond to classroom commands

Visual cues Items in classroom

Model use of vocabulary using visual cues or TPR; Simon Says

(For understanding) Quiet, sit, stand, repeat, raise your hand, hands and feet to yourself, stop, keep going, don’t touch

Promethean board (images, sounds, flipcharts)

6th Item Students begin to develop an awareness of the places where the target language is spoken

Stories (fiction or non-fiction) from the target language culture Maps, globes Realia

Read about the target language culture, show location using maps and globes, talk about realia from target culture

Varies according to the culture, map, globe

Promethean board Art teacher can lead students in creating artwork from the target culture; music and PE teachers can teach dances or songs from the target culture

ASSESSING LEARNING

9

Formal Assessments: Not applicable to Elementary MFL.

Informal Assessments: Class participation.

CONTENT CONNECTIONS Connections to Kindergarten Geography K.4, K.5, Civics K.8, Oral Language K.2, K.3, and K.4 CAREER CONNECTIONS Using polite words and following directions is part of being a good citizen.

UNIT TWO

School is Cool—weeks 6-8 of 1st Nine Weeks, and week 1 of 2nd Nine Weeks

ANTICIPATED LEARNING Standards (SOL’S/Competencies): MFLI 1, 2, 3, 4, 5 and 6 (for detailed list of standards, see page 34) Essentials (skills/questions/understandings/ knowledge): Students will be able to:

• tell shape and color • identify some classroom objects and school personnel • say the day of the week • recognize, count numbers up to 10

LEARNING PLAN

K,S,U,Q



Vocabulary

Technology/Resource

11

1st Item Student will be able to tell color

Fabric strips, flash cards and photos, stories, songs and videos about colors, manipulatives in various colors

Model use and pronunciation of the target language using visual cues. Students can name colors or pick out the correct one when prompted.

In the target language: It is blue, red, yellow, etc. What color is it?

Promethean board to show images; have students show manipulate flipcharts with colors Music teacher can help with songs about colors. Art teacher can show a painting from the target culture

2nd Item Student will be able to identify some classroom objects and school personnel

Flash cards or photos to show vocabulary being taught, classroom items, school website

Model use and pronunciation of vocabulary using visual cues. Students name or pick out classroom items. School personnel can be invited in and students can greet them in the target language.

In the target language: Paper, pencil, crayons, globe, map, book, screen, pen, etc. Teacher, principal, assistant principal, nurse

Promethean board for images and flipcharts School website for introducing personnel

12

3rd Item Student will state the day of the week

Calendar, songs and videos about the days of the week

Model use and pronunciation of vocabulary using the calendar. Students practice saying the day when asked individually and as a group. Students may ask as well as answer.

In the target language: Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday Today is… What is the day?

Morning announcements can now include day of the week as well as a greeting in the target language

4th Item Students will recognize, count numbers to 10

Items to count, large numbers, large counting cubes, songs and videos about numbers

Model use and pronunciation of vocabulary using visual cues. Students can count items individually or in pairs; roll counting cubes to name number; count backwards; make number flash cards.

In the target language: Numbers 1-10 How many are there? There are… It is…

Promethean board for images and flipcharts

13

ASSESSING LEARNING Formal Assessments: Not applicable to Elementary MFL.

Informal Assessments: Class participation, student-made items.

CONTENT CONNECTIONS Connections to Kindergarten Matter K.4, Oral Language K.1, K.2, K.3, and K.4, Reading K.5, Number and Number Sense K.2, K.5, Measurement K.8, Probability and Statistics K.14, Economics K.6

CAREER CONNECTIONS Students match words with the jobs people do at school, and they also learn the names of tools they use as students.

14

UNIT THREE

What a Sensation! —weeks 2-6 of 2nd Nine Weeks

ANTICIPATED LEARNING Standards (SOL’S/Competencies): MFLI 1, 2, 3, 4, 5, 6, and 12 (for detailed list of standards, see page 34) Essentials (skills/questions/understandings/ knowledge): Students will be able to:

• identify and name body parts • identify the five senses • become aware of holiday practices in the target culture

15

LEARNING PLAN

K,S,U,Q



Vocabulary

Technology/Resource

1st Item Student will be able to identify and name parts of the body

Flash cards and photos, stories, songs and videos, manipulatives (such as Mr. Potato Head), play dough

Model use and pronunciation of the target language using visual cues. Students can name parts of the body, show the correct one when prompted, or make body parts using play dough.

In the target language: Head, hair, eyes, nose, mouth, arms, hands, legs, feet, etc. What is this?

Promethean board to show images; students manipulate flipcharts Videos, songs about body parts

2nd Item Student will be able to identify the five senses

Flash cards or photos, books about the senses in the target language, items to touch, see, hear, smell and taste, materials to make foldable

Model use and pronunciation of vocabulary using visual cues. Students categorize items according to sense. Students can write words on a foldable and show what sense they represent (e.g. under “taste” flap there is a picture of food)

In the target language: Touch, taste, smell, sight, hearing Let’s touch with our hands, taste with our tongue, smell with our nose, see with our eyes, hear with our ears


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3rd Item Students will become aware of holiday practices in the target culture

Stories, songs and videos about the target culture, craft items

Read a story relating to a holiday celebrated in the target culture, teach a poem or song related to holiday, students make something representative of the holiday

Varies according to the target language culture

Promethean board for images, flipcharts Websites related to target culture, such as CultureGrams (http://www.culturegrams.com/)



CONTENT CONNECTIONS Connections to Kindergarten Scientific Investigation, Reasoning, and Logic K.2, Writing K.11 CAREER CONNECTIONS

17

Not applicable this unit.

18

UNIT FOUR

All Shapes and Sizes —weeks 7 and 8 of 2nd Nine Weeks, and weeks 1-3 of 3rd Nine Weeks

ANTICIPATED LEARNING Standards (SOL’S/Competencies): MFLI 1, 2, 3, 4, 5, 6, 7, and 8 (for detailed list of standards, see page 34) Essentials (skills/questions/understandings/ knowledge): Students will be able to:

• talk about family members • describe someone’s or something’s size • recognize and identify simple shapes • count numbers to 20

19

LEARNING PLAN

K,S,U,Q



Vocabulary

Technology/Resource

1st Item Student will be able to talk about family members, friends

Flash cards and photos, stories, songs and videos, manipulatives (puppets, dolls)

Model use and pronunciation of the target language using visual cues. Students can name family members, show the correct one when prompted, and draw and introduce family members/friends. Explore family life in the target culture by reading and using technology.

In the target language: Mom, dad, brother, sister, grandmother, grandfather, friend This is my… …in my family

Promethean board to show images; students manipulate flipcharts Videos, songs, and blogs about family members and family life in the target culture http://kids.nationalgeographic.com/kids/places/

2nd Item Student will be able to recognize and say shapes

Flash cards or photos, books about the shapes in the target language, items to touch, materials for drawing

Model use and pronunciation of vocabulary using visual cues. Students say or pick out shapes according to what they see, hear or touch. Students can draw or indicate size of shapes when

In the target language: Circle, square, triangle, rectangle, etc. This is a… …or…? Small, medium,


20

prompted

large

3rd Item Students will count numbers to 20

Items to count, large numbers, large counting cubes, songs and videos about numbers

Model use and pronunciation of vocabulary using visual cues. Students can count items individually or in pairs; roll counting cubes to name number; make number flash cards, work in pairs with flashcards to count in order

Numbers 11-20 Promethean board for images, flipcharts In PE class, students can count in target language when doing warm-up exercises

ASSESSING LEARNING

21

Formal Assessments: Not applicable to Elementary MFL.


CONTENT CONNECTIONS Connections to Kindergarten Matter K.4, Number and Number Sense K.5, Geometry K.11, K.13, Patterns, Functions, Algebra K.17

CAREER CONNECTIONS Not applicable this unit.

22

UNIT FIVE

I Animals —weeks 4-8 of 3rd Nine Weeks, and week 1 of 4th Nine Weeks

ANTICIPATED LEARNING Standards (SOL’S/Competencies): MFLI 1, 2, 3, 4, 5, 6, 7, 8, 10 (for detailed list of standards, see page 34) Essentials (skills/questions/understandings/ knowledge): Students will be able to:

• express personal feelings • identify farm/domestic animals • recognize an animal by the sound it makes in the target language

LEARNING PLAN

K,S,U,Q



Vocabulary

Technology/Resource

23

1st Item Student will be able to express personal feelings

Flash cards and photos, stories

Model use and pronunciation of the target language using visual cues. Students can act out feelings, say how they or someone else feels, choose the correct representation of a feeling when prompted

In the target language: I am hungry, thirsty, tired, cold, hot, scared He/she is…

Promethean board to show images; students manipulate flipcharts http://tell.fll.purdue.edu/JapanProj/FLClipart/

2nd Item Student will identify farm and domestic animals

Flash cards or photos, books about animals in the target language, toy animals

Model use and pronunciation of vocabulary using visual cues. Students say or pick out animals according to what they see or touch. Students can distinguish between adults and babies

In the target language: Dog, cat, bird, cow, chicken, duck, rooster, pig, horse, rabbit It’s a baby.


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3rd Item Students will identify animals according to what the animal says in the target language

Flash cards or photos, toy animals, books about animals in the target language, web sites or songs with audio cues Translation of Eric Carle’s From Head to Toe

Model use and pronunciation of vocabulary using visual cues. Students can identify animals by sound or can imitate the sounds by acting like the animals

The…says… Promethean board for images, flipcharts Website with sounds animals make in different languages: http://www.bzzzpeek.com/#


Informal Assessments: Class participation.

CONTENT CONNECTIONS

25

Connections to Kindergarten Scientific Investigation K.2, Life Processes K.6, Oral Language K.1 and K.2

CAREER CONNECTIONS Not applicable this unit.

26

UNIT SIX

Pack Your Suitcase! —weeks 2-7 of 4th Nine Weeks

ANTICIPATED LEARNING Standards (SOL’S/Competencies): MFLI 1, 2, 3, 4, 5, 6, 7, 8, 10 (for detailed list of standards, see page 34) Essentials (skills/questions/understandings/ knowledge): Students will be able to:

• talk about/recognize clothing items • describe weather • become aware of climate and traditional/everyday dress in the target culture

27

LEARNING PLAN

K,S,U,Q

Textbook/Ancillary

Materials


Vocabulary

Technology/Resource

1st Item Student will talk about clothing

Flash cards and photos, stories about traveling, suitcase, clothes, realia, videos, web sites

Model use and pronunciation of the target language using visual cues. Students can choose the correct item when prompted, students can say what he or she is wearing.

In the target language: Shirt, pants, shoes, socks, jacket, skirt, dress, bathing suit, pajamas I’m wearing (a)…

Promethean board to show images; students manipulate flipcharts Videos and websites pertaining to the target culture

2nd Item Student will describe weather

Flash cards or photos, books about animals in the weather, weather board in the target language

Model use and pronunciation of vocabulary using visual cues. Students pick out current weather on the weatherboard. Students can identify weather using visual cues.

In the target language: It’s hot, cold, sunny, raining, windy, cloudy, snowing What’s the weather like?

Promethean board for images and flipcharts Weather can be announced in target language on morning announcements.

28

3rd Item Students will become aware of climate and traditional/everyday dress in the target culture

Flash cards or photos, books about the target culture, web sites or songs

Explore maps and pictures of the target culture’s climate. Students can say what items of clothing people might wear in the target culture. Make something representative of traditional dress of the target culture.

Varies according to the target culture

Promethean board for images, flipcharts http://earth.google.com Can collaborate with art and music teachers (traditional dress, songs, dances)



CONTENT CONNECTIONS Connections to Kindergarten Earth Pattern, Cycles, and Change K.8, Geography K.4, Oral Language K.1, Reading K.8

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CAREER CONNECTIONS Students take turns being the class meteorologist.

30

SUGGESTED TEACHING STRATEGIES

Total Physical Response (TPR) Use of realia and manipulatives Use of visual and audio cues Practice and application activities Use of songs, dances, poems, stories Use of technology and video segments Cooperative learning Scaffolding

elementary foreign language - hampton.k12.va.us 1.pdfnot applicable to elementary mfl. informal...

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