elementary foreign language...taught, manipulatives model use and pronunciation of the target...

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Elementary Foreign Language

Level 3

CURRICULUM GUIDE

2

TABLE OF CONTENTS

Pacing Guide pages 3-4

Unit One: My Home pages 5-8

Unit Two: What do you want to do? pages 9-12

Unit Three: Let’s do lunch pages 13-16

Unit Four: School days pages 17-20

Unit Five: We’ve got connections pages 21-23

Unit Six: Let’s play soccer pages 25-28

Teaching Strategies page 29

Spiraling Guide page 30

5

UNIT ONE

My Home—weeks 1-6 of 1st Nine Weeks

ANTICIPATED LEARNING Standards (SOL’S/Competencies): MFLI 1, 2, 3, 4, 5, 7 and 8 (for detailed list of standards, see page 35) Essentials (skills/questions/understandings/ knowledge): Students will be able to:

• Identify rooms in the house • Ask/tell about things in the home • Become aware of homes and buildings in the target culture

LEARNING PLAN

K, S, U, Q

Textbook/Ancillary Materials

Instructional

Vocabulary

Technology/Resource

6

Activities/Rigor

1st Item Students will identify rooms in the home

Stories, flash cards, photos, doll house, materials for drawing

Model use and pronunciation of the vocabulary using visual cues. Students will say what room it is as a statement or answer to a question; Students draw a home and write/say where someone is

In the target language: House, patio, garage, kitchen, living room, dining room, basement, attic, bedroom, bathroom He/she is in…

Promethean board to show images and flipcharts

2nd Item Student will ask/tell about things in the home

Flash cards, photos, manipulatives (such as doll house furniture)

Model use and pronunciation of vocabulary using visual cues. Students will ask/say what is in each room and outside of the home (and how many, what color, etc.); make flash cards and label items in their own homes

In the target language: Roof, chimney, window, door, sofa, table, chair, bed, TV, lamp, mirror How many…are there? There is/there are

Promethean board for images and flipcharts

7

3rd Item Become aware of homes and buildings in the target culture

Books such as Houses and Homes (Around the World series) by Ann Morris, photos, websites, blogs

Explore what homes and other buildings look like in the target culture using available resources; talk about why they might be different; review location of target cultures referring to continents

Varies depending on the target language

Promethean board for images (Google images, e.g.) and displaying websites (see Learning Plans for Level 1)

ASSESSING LEARNING Formal Assessments: Not applicable to Elementary MFL.

Informal Assessments: Class participation, student-made items.

CONTENT CONNECTIONS Connections to Grade 2 Geography 2.2, Geometry 2.21, Oral Language 2.1, 2.2, Writing 2.12

CAREER CONNECTIONS

8

Not applicable this unit.

9

UNIT TWO

What do you want to do? —weeks 7-8 of 1st Nine Weeks, and week 1 of 2nd Nine Weeks

ANTICIPATED LEARNING Standards (SOL’S/Competencies): MFLI 1, 2, 3, 4, 5, 6 and 11 (for detailed list of standards, see page 35) Essentials (skills/questions/understandings/ knowledge): Students will be able to:

• Identify home entertainment items • Ask/tell what’s done for fun • Name the days and months

LEARNING PLAN K, S, U, Q


Instructional Activities/Rigor

Vocabulary

Technology/Resource

10

1st Item Student will identify home entertainment items

Flash cards or photos to show vocabulary being taught, manipulatives

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

In the target language: TV, toys, games, videogames, music, CD player, MP3 player


2nd Item Student will ask/tell what’s done for fun

Flash cards or photos to show vocabulary being taught, manipulatives

Model use and pronunciation of target language using visual cues and manipulatives. Students work in pairs to ask each other what they want/like to do.

In the target language: What do you want to/like to do? I want to/like to play (with)…


3rd Item Student will name the days and months

Calendar, numbers flash cards, stories, poems and videos about the days of the week and the months, materials to make card

Model use and pronunciation of vocabulary using the calendar. Students take turns weekly saying the day, date, etc.; make a card inviting a friend to a play date or party using learned

In the target language: Days of the week Months of the year You’re invited the…of…


11

vocabulary

Yesterday was… Tomorrow is…



12

Not applicable this unit.

CONTENT CONNECTIONS Connections to Grade Two Measurement 2.18, Oral Language 2.1, Writing 2.10, 2.12

CAREER CONNECTIONS

13

UNIT THREE

Let’s do lunch —weeks 2-6 of 2nd Nine Weeks

ANTICIPATED LEARNING Standards (SOL’S/Competencies): MFLI 1, 2, 3, 4, 5, 8, 9 (if target language has contributed food vocabulary to English) and 10 (for detailed list of standards, see page 35) Essentials (skills/questions/understandings/ knowledge): Students will be able to:

• Identify/name food items, table setting items and meals • Ask/tell which foods they and others want to eat • Become aware of foods eaten in the target culture

LEARNING PLAN K, S, U, Q



Vocabulary

Technology/Resource

14

1st Item Student will identify and name food items, table setting items and meals

Flash cards and photos, stories or poems about food, manipulatives representing food and place settings

Model use and pronunciation of the target language using visual cues. Students can say or indicate the correct word when prompted with a visual cue; set their desks with the correct silverware when prompted

In the target language: Apple, banana, orange, strawberry, grapes, (fruits/foods important to the target culture), cereal, eggs, rice, meat, chicken, sandwich, hamburger, pizza Breakfast, lunch, dinner Plate, cup, glass, napkin, spoon, fork, knife

Promethean board to show images; students manipulate flipcharts Internet flash cards for food

2nd Item Student will ask/tell which foods they and others want to eat

Flash cards or photos, manipulatives, materials to create graphs

Model use and pronunciation of vocabulary using visual cues. Students practice asking each other what they want to eat; offer the food (manipulative), use manners; create graphs w/ classes’ favorite fruits

In the target language: What would you like to eat? I would like… That’s (not) it. What’s your favorite fruit? My favorite fruit is… Please, thank you, you’re welcome

Promethean board for images and flipcharts Videos showing people in the target culture ordering, preparing or eating food Document camera for displaying graphs

15

3rd Item Student will become aware of foods eaten in the target culture

Flash cards, photos, stories, poems and videos about the target culture Food from the target culture

Explore the foods of the target culture using available resources. Students try foods from target culture

Varies according to the target language culture

Promethean board for images Websites related to target culture (see Level 1 Learning Plans)

ASSESSING LEARNING

Formal Assessments: Not applicable to Elementary MFL.


CONTENT CONNECTIONS Connections to Grade Two Civics 2.10, Resources 2.8, Probability and Statistics 2.23, Oral Language 2.1 CAREER CONNECTIONS

16

Students use good manners that show respect for others, part of the responsibility of being a good citizen.

17

UNIT FOUR School days —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, and 11 (for detailed list of standards, see page 35) Essentials (skills/questions/understandings/ knowledge): Students will be able to:

• Identify/name school subjects • Ask/tell what they are doing in school • Say the alphabet and compare it to the English alphabet

18

LEARNING PLAN

K, S, U, Q



Vocabulary

Technology/Resource

1st Item Student will identify/name school subjects

Flash cards and photos, stories, songs and videos, manipulatives (items from different subjects, backpack)

Model use and pronunciation of the target language using visual cues. Students can name items, show the correct one when prompted by putting something in, or taking something out, of a backpack.

In the target language: Math, science, language arts, social studies, recess, music, art, PE, target language class (German, Spanish, etc.)

Promethean board to show images; students manipulate flipcharts

2nd Item Student will ask/tell what they are doing in school

Flash cards or photos, books about school in the target language, materials for drawing

Model use and pronunciation of vocabulary using visual/audio cues. Students say or pick out correct words according to what they see or hear; students act out vocabulary; draw themselves doing something in class; present their drawings and say/write what

In the target language: What do you do in…class? I study, draw, sing, paint, write, read, practice (the target language), exercise, play games I (don’t) like…

Promethean board for images and flipcharts Blogs about school life in the target culture

19

they’re doing

I like to go to…

3rd Item Student will say the alphabet and compare it to the English alphabet

Alphabet strips, flash cards, videos, songs, alphabet books, picture dictionaries or children’s dictionaries, materials to make picture dictionary, Wikki stix, dry erase boards

Model use and pronunciation of alphabet. Students tell how alphabet is different from English; show letters w/ Wikki stix or dry erase board when prompted. Demonstrate how English-target language dictionary is used. Students will create a picture dictionary.

In the target language: Letters of the target language’s alphabet What letter is this? …starts with…

Promethean board for images, flipcharts Document camera to show student work Websites with target language alphabet

20



Going to school and learning is a student’s “job”.

CONTENT CONNECTIONS Connections to Grade Two Oral Language 2.1, 2.2, 2.3, Reading 2.9, Writing 2.12

CAREER CONNECTIONS

21

UNIT FIVE

We’ve got connections —weeks 4-8 of 3rd Nine Weeks, and weeks 1 and 2 of 4th Nine Weeks

ANTICIPATED LEARNING Standards (SOL’S/Competencies): MFLI 1, 2, 3, 4, 5, 6, and 9 (for detailed list of standards, see page 35) Essentials (skills/questions/understandings/ knowledge): Students will be able to:

• Do simple math problems • Talk about/show the life cycle of a frog or butterfly • Construct a simple map relating to the target culture with title, legend and compass rose

LEARNING PLAN

22

K, S, U, Q



Vocabulary

Technology/Resource

1st Item Student will do simple math problems

Flash cards and photos, manipulatives, word problems in the target language, dry erase boards

Review learned number vocabulary; model use and pronunciation of math words. Students read and work problems as a class, in groups and individually, showing or saying answers.

In the target language: Numbers Odd, even, more, less, equal(s), plus, minus


2nd Item Students will show and tell about the life cycle of a frog or butterfly

Flash cards or photos, books or poems about frogs or butterflies, especially ones that live in the target culture, materials to draw life cycle Translation of The Very Hungry Caterpillar by Eric Carle

Model use and pronunciation of vocabulary using visual cues. Students say what part of life cycle is shown when prompted; make a foldable with drawings and words; memorize a poem about frogs or butterflies

In the target language: Frog—egg, tadpole, legs, adult Butterfly—egg, caterpillar, pupa, wings First there is, then, next, last, grows

Promethean board for images and flipcharts Can collaborate with classroom teacher to draw life cycle

23

3rd Item Student will construct a simple map relating to the target culture with title, legend and compass rose

Flash cards or photos, books or magazine articles about the target culture

Read about or share information about a country where the target language is spoken. Students construct map, choosing one or more things to highlight on the map and include in the legend.

In the target language: East, west, north, south, compass, legend, mountains, capital

Promethean board for images, flipcharts Websites about the target culture Google earth Scholastic News for kids online—click on “International News” Can team teach with classroom teacher when students construct the map



CONTENT CONNECTIONS Connections to Grade Two Geography 2.6, Life Processes 2.4, Resources 2.8, Number and Number Sense 2.2, 2.5, Computation and Estimation 2.6, 2.9, Oral Language 2.1, 2.3, Reading 2.9, Writing 2.12

24

CAREER CONNECTIONS Students construct a map.

25

UNIT SIX Weather or not —weeks 3-7 of 4th Nine Weeks

ANTICIPATED LEARNING Standards (SOL’S/Competencies): MFLI 1, 2, 3, 4, 5, and 12 (for detailed list of standards, see page 35) Essentials (skills/questions/understandings/ knowledge): Students will be able to:

• Say what they wear depending on the weather • Tell what they like to do in different seasons • Identify/talk about the water cycle

26

LEARNING PLAN

K, S, U, Q



Vocabulary

Technology/Resource

1st Item Student will say what he or she likes to wear depending on the weather

Flash cards and photos, manipulatives, materials for paper doll, weatherboard, outside thermometer

Review learned vocabulary using visual cues. Students can identify weather or clothing items when prompted; say which clothes they wear when; create a personal paper doll and clothes to use when speaking; measure outside temperature in degrees Celsius

In the target language: Review weather vocabulary from Levels 1 and 2; review clothing vocabulary from Level 1 What do you wear when…? When it’s….I wear…

Promethean board to show images and flipcharts www.weather.com Click on “World” and change language to read/watch information in the target language about weather

2nd Item Student will tell what he or she likes to do in different seasons

Flash cards or photos, books or poems, weatherboard showing seasons

Model use and pronunciation of review and new vocabulary using visual cues. Students identify seasons and activities when prompted; say what they like to do in each season

In the target language: Review seasons and activities vocabulary from Level 2 In…I like to…

Promethean board for images and flipcharts Videos about the seasons

27

3rd Item Identify/talk about the water cycle

Flash cards or photos, books, materials to create a representation of the water cycle

Model use and pronunciation of vocabulary using visual cues. Students identify correct part of water cycle when prompted; student groups create a water cycle using pictures and words; present to class

In the target language: Water, solid, liquid, gas, evaporation, condensation, precipitation

Promethean board for images, flipcharts Website with water cycle diagram in 30 languages: http://ga.water.usgs.gov/edu/watercycle.html



CONTENT CONNECTIONS

28

Connections to Grade Two Scientific Investigation, Reasoning, and Logic 2.1, Matter 2.3, Interrelationships in Earth/Space Systems 2.6, Measurement 2.18, 2.19, Oral Language 2.3, Reading 2.8, Writing 2.10, 2.12

CAREER CONNECTIONS Students work in groups and present in front of the whole class.

29

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

30

Elementary MFL Level 3 Spiraling Guide Prior learning from Level 2:

• Greet others, exchange personal information • Say how old he or she or someone else is • Ask how old someone is • Distinguish between formal and informal forms of address • Identify people and places at school • Ask/tell where someone is • Recognize, count numbers up to 30 (up to 70 if Level 2 is taught in Grade 4) by ones, twos, and fives • Identify people and objects important to traffic safety • Understand/give safety commands • Recognize places in the target culture • Identify/name modes of transportation • Say where he/she would like to go • Ask/tell how to get somewhere • Describe steps in making a phone call • Show/talk about the life cycle of a plant • Ask/tell what self and others are doing • Talk about recreational activities • Recognize which sports and games are popular in the target culture • Identify/talk about the seasons

elementary foreign language...taught, manipulatives model use and pronunciation of the target...

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