Modifications (ELLs, Special Education, Gifted and Talented) White boards Number Reference Chart TPR Flexible/cooperative grouping Graphic organizers Games Flashcards Rubrics Shorten or simplify directions Alternative assessment Seating arrangements to meet IEP requirements and enhance teacher to student interaction and instruction. Integrate a variety of activities to meet all types of multiple intelligences Review and make necessary IEP modifications/504 plan Use differentiated instructional strategies: http://daretodifferentiate.wikispaces.com Curriculum development Resources/Instructional Materials/Equipment Needed /Teacher Resources: Computers Websites Whiteboards SMART Board Sing, Dance, Laugh & Eat Tacos audio Teacher created activities (handouts, projects, etc.) District selected textbook Teacher Notes: Reputable translation website Practice quizzes and vocabulary reinforcement Quiz generator and practice Practice quizzes OCEAN COUNTY WORLD LANGUAGE CURRICULUM
7.1.NM.A.4 Identify familiar people, places, and objects based on simple oral and/or written descriptions. 7.1.NM.A.5 Demonstrate comprehension of brief oral and written messages using age- and culturally authentic materials on familiar topics. Interpersonal Mode 7.1.NM.B.3 Imitate appropriate gestures and intonation of the target culture(s)/language during greetings, leave-takings, and daily interactions. 7.1.NM.B.4 Ask and respond to simple questions, make requests, and express preferences using memorized words and phrases. 7.1.NM.B.5 Exchange information using words, phrases, and short sentences practiced in class on familiar topics or on topics studied in other content areas. Presentational Mode 7.1.NM.C.2 Imitate, recite, and/or dramatize simple poetry, rhymes, songs, and skits. 7.1.NM.C.3 Copy/write words, phrases, or simple guided texts on familiar topics. 7.1.NM.C.4 Present information from age- and level-appropriate, culturally authentic materials orally or in writing. Unit Essential Questions How does writing the date in the target language differ from the USA? What are the differences between seasons (reverse seasons) in target language countries and how they affect the layout of the school year? How do holidays compare and contrast in the USA and target language countries? Unit Enduring Understandings Vocabulary words related to seasons, weather, days, and months. Understanding the differences in the format of writing the date in the target language. Differences between English and target language spelling of the months of the year. Unit Learning Targets Students will ... Recognize gestures related to the seasons and weather. Imitate gestures and intonation of weather and seasons vocabulary words. Ask and respond to simple questions about weather, months and days. Name holidays from target language cultures. Evidence of Learning Formative Assessments Role play/Skit Teacher observation Do-Now Thumbs up/down White boards Open-ended questions Group/pair activities Exit cards Summative Assessments Projects Quizzes Oral Presentations Weather Forecast Presentation Create a Calendar Technology Integration SMART Board activities Online quizzes Kahoot games Use internet resources to compare and contrast weather in the USA to target language cultures.
7.1.NM.A.4 Identify familiar people, places, and objects based on simple oral and/or written descriptions. 7.1.NM.A.5 Demonstrate comprehension of brief oral and written messages using age- and culturally authentic materials on familiar topics. Interpersonal Mode 7.1.NM.B.1 Use digital tools to exchange basic information at the word and memorized phrase level related to self and targeted themes. 7.1.NM.B.2 Give and follow simple oral and written directions, commands, and requests when participating in age-appropriate classroom and cultural activities. 7.1.NM.B.3 Imitate appropriate gestures and intonation of the target culture(s)/language during greetings, leave-takings, and daily interactions. 7.1.NM.B.4 Ask and respond to simple questions, make requests, and express preferences using memorized words and phrases. 7.1.NM.B.5 Exchange information using words, phrases, and short sentences practiced in class on familiar topics or on topics studied in other content areas. Presentational Mode 7.1.NM.C.1 Use basic information at the word and memorized-phrase level to create a multimedia-rich presentation on targeted themes to be shared virtually with a target language audience. 7.1.NM.C.2 Imitate, recite, and/or dramatize simple poetry, rhymes, songs, and skits. 7.1.NM.C.3 Copy/write words, phrases, or simple guided texts on familiar topics. 7.1.NM.C.4 Present information from age- and level-appropriate, culturally authentic materials orally or in writing. 7.1.NM.C.5 Name and label tangible cultural products and imitate cultural practices from the target culture(s). Unit Essential Questions What is a currency? Are clothing preferences culturally dependent? Explain. Why is value important when shopping? Does clothing change based on weather/seasons? Unit Enduring Understandings Gestures in one culture may not have the same meaning in another. Each country or economic community has its own currency. Clothing style can vary from one country to another. Unit Learning Targets Students will ... Identify and describe pieces of clothing in the target language. Understand and interpret written and spoken language about shopping for clothing. Compare and contrast cultural products, practices, and perspectives related to shopping. Exchange information about ways to shop for value with peers. Evidence of Learning