Table of Contents statement of purpose 3



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GRADING PROCEDURES


Hindi, Gujarati and Telugu


HOMEWORK 20%


CLASS PERFORMANCE AND PARTICIPATION 20%

FORMAL EVALUATION 60%

May include but is not limited to:

• Written activities

• Short writing samples

• Preparation done at home

• Journal Short entries

• Article and textbook readings

• Open-ended written responses

• Speaking practice at home

• Viewing and creating multi-media programs

• Research




May include but is not limited to:

• Taking notes

• Participating in group activities

• Presenting material orally in class

• Volunteering answers and demonstrating understanding

• Participating in cultural or guided conversations

• Working individually and cooperatively with others to achieve class goals

• Participating in Peer Editing




May include but is not limited to:

• Tests


• Quizzes

• Projects

• Writing Assignments

• Formal individual presentations

• Formal group presentations

• Formal debates

Formal Journals


FINAL GRADE

Combination of Midterm, Final and other Formal Assessments: 60%

Combination of Homework and Class Performance: 40%



COURSE PROFICIENCIES

Course: World Language: Hindi, Gujarati and Telugu Title: HINDI, GUJARATI, TELUGU


In accordance with district policy as mandated by the New Jersey Administrative Code and the New Jersey Core Curriculum Content Standards, the following are proficiencies required for the successful completion of the above named course.
The student will:


  1. exchange greetings and farewells appropriate to the time of day.

  2. introduce themselves and others.

  3. through oral and/or written communication, ask and respond to questions of well-being.

  4. respond to teacher’s commands.

  5. identify classroom objects and places in the school.

  6. count numbers and ordinal numbers as appropriate for the class level.

  7. identify and use vocabulary associated with a calendar.

  8. tell and ask what time it is.

  9. say what subjects they enjoy.

  10. through oral and/or written communication, identify family members.

  11. through oral and/or written communication, describe themselves and others.

  12. state their age and the age of others.

  13. through oral and/or written communication, express likes and dislikes.

  14. say where people are from and state how they’re related to self.

  15. through oral and/or written communication, identify and talk about professions.

  16. say what they and others are wearing.

  17. say what color objects are.

  18. say what they want to purchase and ask how much it costs.

  19. talk about seasons and weather.

  20. through oral and/or written communication, identify and talk about foods and drinks.

  21. talk about various culturally appropriate foods, such as fruits and vegetables.

  22. express hunger and thirst, other emotions and feelings.

  23. order and ask for the check.

  24. through oral and/or written communication, identify sports and talk about how the sport is played.

  25. through oral and/or written communication, identify and discuss likes and dislikes regarding different hobbies and interests.

  26. compare and contrast the holidays of target culture to those of the United States.

  27. through oral and/or written communication, identify and describe the leisure activities they are involved in such as clubs, vacations, music, art or other extra-curricular activities.

  28. through oral and/or written communication, describe sequence of events or actions.

  29. identify and describe where they spend their leisure time.

  30. identify rooms and objects in the house.

  31. through oral and/or written communication, identify and describe items in the house.

  32. identify and recognize chores performed in different rooms of the house and state what activity takes place in each room.

  33. through oral and/or written communication, identify and describe items used to do the chores.

  34. identify and use vocabulary related to variety of categories (nouns, verbs, adjectives, alphabet sounds, etc.).

  35. through oral and/or written communication, understand and use correct grammatical forms in sentences.

  36. through oral and/or written communication, ask and respond to a variety of wh-question forms.

  37. through oral and/or written communication, identify and describe locations and buildings in their town.

  38. give and follow directions.

  39. identify states of India and locations where target language is practiced.

  40. ask for help, clarification or repetition as required.

  41. through reading, identify letters of the alphabet and corresponding sounds in target language.

  42. through speaking and/or writing, use letters of the alphabet to form words.

  43. through oral and/or written communication, understand and use figurative language (idioms, proverbs, etc.).

  44. through oral and/or written communication , translate from target language to English.

  45. through oral and/or written communication , translate from English to target language.




GREETINGS

PROFICIENCY / OBJECTIVE

Standards

SUGGESTED ACTIVITY

EVALUATION/

ASSESSMENT

TEACHER

NOTES

The student will be able to:




Students will:










Understand questions related to greetings.

(1)


Introduce themselves and others with full teacher assistance.

(2)


Exchange greetings and farewells using polite and familiar forms.

(1)


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Teacher models the questions and explains the meaning. She then answers the question using target vocabulary. Students will practice introducing themselves using their name following teacher models.
Greet three different classmates using target vocabulary and pretend to take leave from one another.
Teacher throws a soft toy to different children and says a greeting. Children return the greeting and throw toy back to teacher or another student.

Teacher Observation

Assess for accuracy and participation

Presentational Rubric

Comprehension checks

Formal evaluation


How are you?

What is your name?
Vocabulary of introduction, ask and tell names, greetings and farewells

e.g. Namaste.



My name is ____.

See you later/Good bye/Come again.
Exposure to verbs: to be and to be called




FEELINGS AND EMOTIONS

PROFICIENCY / OBJECTIVE

Standards

SUGGESTED ACTIVITY

EVALUATION/

ASSESSMENT

TEACHER

NOTES

The student will be able to:




Students will:







Understand and express vocabulary of feelings.

(22)


Comprehend questions related to feelings and emotions.

(22, 36)


Express their feeling in a sentence format with teacher guidance.

(22, 35)


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Teacher will introduce pictures depicting a variety of emotions and introduce vocabulary related to feelings.
Teacher will act out, say and model correct forms of expressing feelings in sentence form. Teacher should write the sentence format using transliteration of target language on the board:

e.g. I feel _____ today.

Students will read the sentence on the board and fill in the blank.

Teacher will distribute picture cards to pairs of students for practice. Students will take turns asking and answering questions about feelings based on the picture in their hand.



Teacher Observation

Assess for accuracy and participation

Presentational Rubric

Comprehension checks

Formal evaluation


Vocabulary of feelings: happy, sad, sick, angry, glad, afraid, etc.
Teacher will elicit responses to questions regarding feelings:

How do you feel today?
Sentences related to feelings:

I feel really happy today.

I feel sick today.

I feel tired today.



COLORS

PROFICIENCY / OBJECTIVE

Standards

SUGGESTED ACTIVITY

EVALUATION/

ASSESSMENT

TEACHER

NOTES

The student will be able to:




Students will:







Name colors.

(17)


Understand basic questions related to colors.

(17)


Follow 1 to 2 step commands related to colors.

(17, 4)



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Teacher will introduce the colors by using colored cards
Stand-up and sit down when the colors of their clothing are mentioned
Student will touch or hold up something (can use color cards) with the named color.
Listen to the “Color song” by Hap Palmer (translated into target language).

* need a recording


Color a picture based on teacher’s directions:

Part of the command could be in English with the color word being said in the target language:

E.g. Color the trunk of the tree (brown).

Color the tires of the car (black).

Color the sun (yellow).
Use play dough or water colors to supplement activities (e.g. mix red and yellow to get orange)


Teacher Observation

Assess for accuracy and participation

Presentational Rubric

Comprehension checks

Formal evaluation


Vocabulary of colors:

red, yellow, blue, orange, green, purple, brown, pink, black, white and gray
Ask and answer questions in target language to classify colors:

e.g. What color is this?

Student will name the color in a one word response.
Use of verb “to stand up”, “to sit down”, “to touch” and “hold up”.




MYSELF

PROFICIENCY / OBJECTIVE

Standards

SUGGESTED ACTIVITY

EVALUATION/

ASSESSMENT

TEACHER

NOTES

The student will be able to:




Students will:







Identify one’s name and gender.

(2)


Understand and use vocabulary for girl, boy.

(34)


Ask someone else’s name.

(2)


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Students will join in a circle with the teacher.
Teacher will identify him/herself by saying: “My name is ____. I am a girl/boy. What is your name?”
Seven students will then model what the teacher has demonstrated.
The class will divide into pairs, and will practice what was modeled.

Teacher Observation

Assess for accuracy and participation

Presentational Rubric

Comprehension checks

Formal evaluation


My name is ______.

I am a girl/boy.

What is your name?



FAMILY

PROFICIENCY / OBJECTIVE

Standards

SUGGESTED ACTIVITY

EVALUATION/

ASSESSMENT

TEACHER

NOTES

The student will be able to:




Students will:







Identify family relationships.

(10)


Understand vocabulary.

(34)


Understand basic questions pertaining to family members.

(10, 36)


Express the family relationship in sentence format with complete assistance from the teacher.

(10, 35)


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Teacher will read a story containing target vocabulary. (see Appendix)
Teacher will model drawing a family tree of his/her family on the board.
Teacher will show pictures of people. Point to a particular person, label them as man, woman, girl or a boy and then identify the role they can play in a family (e.g. father, grandfather, mother, brother, son, etc.)
Imitate models of short sentences provided by the teacher, and students will fill in the name of the relationship.

She is a ________.

Teacher Observation

Assess for accuracy and participation

Presentational Rubric

Comprehension checks

Formal evaluation


Vocabulary of family:

Mother, father, brother, sister, grandmother, grandfather, son and daughter
Vocabulary: girl, boy, woman, man
Who is this?
Verb: To have

e.g. I have a brother. (Teacher provides the basic sentence structure, and student fills in the relation.)



This woman is the mother.

She is a girl.




NUMBERS 0 TO 10

PROFICIENCY / OBJECTIVE

Standards

SUGGESTED ACTIVITY

EVALUATION/

ASSESSMENT

TEACHER

NOTES

The student will be able to:




Students will:







Identify numbers from 0 to 10.

(6)


Name their age.

(12)


Follow simple commands.

(4)


7.1.NM.A.1

7.1.NM.A.2

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Learn simple numbers and vocabulary of addition in the target language.
Solve simple addition problems from zero to five in target language orally.
Showing fingers: Teacher will call out a number in target language and the student will raise his/her fingers corresponding to the number.
Bingo with teacher as a lead: Teacher calls out numbers 0 – 10 and student pairs find them on their shared board. *need 10 boards
Bingo boards: Students will work in pairs; one student calls out the numbers and the other one finds the number on the board. Then the students take turns.
Assign each student a number (multiple students can be assigned the same number). Teacher calls out commands: Stand up if your number is ____.

Teacher Observation

Assess for accuracy and participation

Presentational Rubric

Comprehension checks

Formal evaluation


Numbers from 0 to 10.

Vocabulary for following directions: stand up, sit down, raise your hand, etc.






DAYS OF THE WEEK

PROFICIENCY / OBJECTIVE

Standards

SUGGESTED ACTIVITY

EVALUATION/

ASSESSMENT

TEACHER

NOTES

The student will be able to:




Students will:







Say and understand the names of days of the week in the target language.

(7)


Complete sentences provided by the teacher using day of the week.

(7)



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Teacher will introduce the days of the week in target language (written in transliterated letters) on the board
Song for the days of the week sung to the tune of “For he’s a jolly good fellow”:

There are 7 days of the week, 7 days of the week, 7 days of the week, and here they are.

Sunday, Monday, Tuesday…Wednesday, Thursday, Friday…Saturday makes 7…

Seven days of the week.
The class will be divided into two groups and points will be given to the team which fills in the blank correctly. Teacher will pretend that today is any one of the days of the week. Then she will say one of the sentences as described in the previous column and student will complete the blank.

Teacher Observation

Assess for accuracy and participation

Presentational Rubric

Comprehension checks

Formal evaluation

Vocabulary: Sunday through Saturday

Vocabulary for verbs to be, and sentences containing: yesterday, today, tomorrow

Yesterday was ______.

Today is _______.

Tomorrow will be ________.





FARM ANIMALS

PROFICIENCY / OBJECTIVE

Standards

SUGGESTED ACTIVITY

EVALUATION/

ASSESSMENT

TEACHER

NOTES

The student will be able to:




Students will:







Name farm animals.

(34)


Understand “What” questions.

(36)


Respond with teacher assistance to the “what” questions.

(36)



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Play charades: Teacher will provide the sound/actions of the animal and the students will guess the animal.

Play Animal bingo using picture boards

Play memory game in pairs of two students using a set of pictures provided by the teacher.

Sing songs: “Old MacDonald had a farm” or “The farmer in the dell” *Sing the song in English, but the animal name will be said in the target language.

-Students will dramatize and role-play animal movements and sounds after the teacher whispers to them which animal they are. The other students will call out the answer in target language.


Teacher Observation

Assess for accuracy and participation

Presentational Rubric

Comprehension checks

Formal evaluation


Farm Animals: Cow, dog, cat, horse, sheep, pig, donkey, goat, duck, mouse, lizard, snake, chicken, sparrow, pigeon, crow, etc.
Teacher will show pictures of different farm animals and will ask “What is this?” in target language. Students will answer using sentence structure provided by teacher:

This is a (name of animal).




FRUITS AND VEGETABLES

PROFICIENCY / OBJECTIVE

Standards

SUGGESTED ACTIVITY

EVALUATION/

ASSESSMENT

TEACHER

NOTES

The student will be able to:




Students will:







State fruit names in target language.

(21)


State vegetable names in target language.

(21)


Understand adjectives.

(34)


Recall previously learned vocabulary in relation to the topic of fruits/vegetables (color, shape, numbers).

(17, 6)


Understand simple sentences related to fruits and vegetables.

(21)


Imitate and complete the sentence provided by teacher verbally.

(13)




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Teacher will introduce the fruits and vegetables to the students. (This lesson may be completed over two weeks).
Worksheet: Students will cut, color and paste favorite fruits in a basket. Students will then name what they put in their basket to the class.
Teacher will hide a piece of fruit or a vegetable behind her/his back. The teacher will describe its color, shape and how it feels (hard, soft, etc). Students will take turns guessing in target language.
Teacher will pass a fruit basket around. The students will pick out a fruit or vegetable and name it in target language; With teacher assistance they will provide a sentence to describe their like/dislike:

I like to eat _________.

I don’t like to eat________.


Teacher Observation

Assess for accuracy and participation

Presentational Rubric

Comprehension checks

Formal evaluation


Vocabulary for fruits:

Apple, banana, grapes, oranges, mango, watermelon, pomegranate
Vocabulary for vegetables:

Potato, tomato, carrots, peas, onion, okra, eggplant
Introduce vocabulary for adjectives: sweet, bitter, sour, hard, soft
Review vocabulary for colors, shapes and numbers.
Teacher will say short sentences such as:

It is red and round.

It is soft and yellow.

It is yellow and sour.
Teacher will model the basic sentence; students will imitate the teacher’s sentence and fill in the blank with the answer of their choice.

I like to eat _______.

I don’t like to eat ______.




PARTS OF THE BODY PART I

PROFICIENCY / OBJECTIVE

Standards

SUGGESTED ACTIVITY

EVALUATION/

ASSESSMENT

TEACHER

NOTES

The student will be able to:




Students will:







Name parts of the body.

(34)


Understand gender related to body parts:

(Gujarati nouns are divided into masculine, feminine and neutral forms. Hindi and Telugu nouns are divided into masculine and feminine forms.).

(35)
Use correct gender form for pronouns I and You.

(35)


Follow one-step commands related to body parts.

(4)



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Students will repeat after the teacher when he/she introduces the body parts using pictures or pointing to self.
Students will complete the following sentences orally with teacher assistance using correct gender in target language:

I have one/two ______.

You have one/two _____.

Students will play Simon Says using commands touch, move, open.


Students will listen to songs related to body parts.



Teacher Observation

Assess for accuracy and participation

Presentational Rubric

Comprehension checks

Formal evaluation


Understand and use vocabulary of body parts: eyes, ears, nose, tongue, mouth, head, hand, finger, thumb, leg, toe, shoulder, stomach

Understand the gender variations of body parts:



Gujarati:

M: leg, ear, hand, shoulder

F: eye, finger, tongue

N: head, nose, mouth, stomach (Neutral forms are for Gujarati only.)



Hindi:

M: leg, ear, hand, shoulder, head, nose, mouth, stomach

F: eye, finger, tongue

Use correct gender form for I and You with the corresponding body part:

Understand vocabulary of verbs “to have”, “to touch”, “to move” and “to open”

Understand commands:



Touch the ___, Move the ____, Open the ____, etc.

Telugu:

All names of body parts are neutral.






PARTS OF THE BODY Part II

PROFICIENCY / OBJECTIVE

Standards

SUGGESTED ACTIVITY

EVALUATION/

ASSESSMENT

TEACHER

NOTES

The student will be able to:




Students will:







Name parts of the body.

(34)


Understand gender related to body parts:

(Gujarati nouns are divided into masculine, feminine and neutral forms. Hindi and Telugu nouns are divided into masculine and feminine forms.).

(35)

Use correct gender form for pronouns I and You.



(35)

Follow one-step commands related to body parts.

(4)


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7.1.NM.A.4

7.1.NM.A.5

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7.1.NM.C.2


Students will repeat after the teacher when he/she introduces the body parts using pictures or pointing to self.
Students will complete the following sentences orally with teacher assistance using correct gender in target language:

I have one/two ______.

You have one/two _____.
Sing “Head, shoulders, knees and toes” song translated in target language.
Students will play Simon Says using commands touch, move, open.
Students will listen to songs related to body parts.


Teacher Observation

Assess for accuracy and participation

Presentational Rubric

Comprehension checks

Formal evaluation


Understand and use vocabulary of body parts: eyebrow, forehead, lips, cheeks, chest, shoulder, elbow, wrist, back, knees, ankle, foot, etc.

Understand the gender variations of body parts:



Gujarati:

M: lips, cheeks, shoulder

F: eyebrow, chest, elbow

N: forehead, nose, mouth, stomach (Neutral forms are for Gujarati only.)



Hindi:

M: leg, cheeks, shoulder, head, nose, mouth, stomach

F: eyebrow, chest, back, wrist

Use correct gender form for I and You with the corresponding body part:

Understand vocabulary of verbs “to have”, “to touch”, “to move” and “to open”

Understand commands:

Touch the ___, Move the ____, Open the ____, etc.

Telugu:

All names of body parts are neutral.







NUMBERS 0 TO 20

PROFICIENCY / OBJECTIVE

Standards

SUGGESTED ACTIVITY

EVALUATION/

ASSESSMENT

TEACHER

NOTES

The student will be able to:




Students will:







Recite numbers 0 to 10.

(6)


Identify numbers from 11 to 20.

(6)


Understand the phrase ___plus ___ equals.

(36)


Name objects in the house.

(31)


Name fruits and vegetables.

(21)



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Review and learn new numbers and vocabulary of addition in the target language.

Teacher will present the addition phrase in target language, and student will respond using correct number answer.

Bingo with teacher as a lead: Teacher calls out numbers 11-20 and student pairs find them on their shared board. *need 10 boards

Assign each student a number (multiple students can be assigned the same number). Teacher calls out commands: Stand up if your number is ____.


Teacher will show pictures of common household objects, fruits and vegetables, and ask “How many apples do you see? Students will answer using numbers.


Teacher Observation

Assess for accuracy and participation

Presentational Rubric

Comprehension checks

Formal evaluation


Numbers from 11 to 20.

___plus ___ equals __.

Math skills are not given importance for this lesson.

Vocabulary for following directions: stand up, sit down, raise your hand, etc.

Review object names:



Table, chairs, books, crayons, rooms, etc.

Review fruit and vegetable names:



Apples, bananas, tomatoes, potatoes, etc.




SCHOOL LIFE AND DAILY ROUTINE Part I

PROFICIENCY / OBJECTIVE

Standards

SUGGESTED ACTIVITY

EVALUATION/

ASSESSMENT

TEACHER

NOTES

The student will be able to:




Students will:






Name verbs related to school life and daily routines.

(5, 32)

Review numbers 1 to 12.



(6)

Tell time to the hour.

(8)


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Teacher will present the verbs in infinitive form (e.g. to play, to read, etc.) on the board with corresponding meaning. Students will write the words in target language using transliterated letters.
Play charades:

Students will take turns acting out the various verbs and the remaining children will guess the verb.

Teacher will explain the following activity to the students to review numbers:

Teacher will point to one student who will point to one student who will say the number one and will then randomly point to another student who will say the number two, going up to 12.

Teacher will show a clock and the class will practice telling time to the hour n target language using the numbers 1 to 12.


Teacher Observation

Assess for accuracy and participation

Presentational Rubric

Comprehension checks

Formal evaluation


Verbs: play, learn, read, write, eat, drink, wake up, sleep, bathe, work, sit, stand, go, come, etc.

Numbers 1 to 12

Tell time using numbers 1 to 12.

At 7 o’clock

At 10 o’clock



SCHOOL LIFE AND DAILY ROUTINE Part II

PROFICIENCY / OBJECTIVE

Standards

SUGGESTED ACTIVITY

EVALUATION/

ASSESSMENT

TEACHER

NOTES

The student will be able to:




Students will:







Review verbs related to school life and daily routines.

(5, 32)


Review numbers 1 to 12.

(6)


Understand nouns related to school and daily routines.

(5, 32)


Understand sentences describing school life and daily routines using the pronoun “I”.

(5, 32)


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Students will find a partner and will take turns acting out the verbs and guessing the action in target language or reviewing their schedule that they completed for homework the week before.
The class will recite numbers 1 to 12.
Teacher will introduce the nouns using picture cards or objects that can be associated with the noun (e.g. egg for breakfast).
Teacher will present the verbs in sentence form using the pronoun “I” in target language. Students will provide the English translation for the sentence with teacher assistance or following teacher’s models.



Teacher Observation

Assess for accuracy and participation

Presentational Rubric

Comprehension checks

Formal evaluation


Verbs: play, learn, read, write, eat, drink, wake up, sleep, bathe, work, sit, stand, shop, go, come, etc.

Numbers 1 t o12

Understand nouns:

School, home, breakfast, lunch, dinner, morning, night, friend, store

Understand sentences:

I go to school.

I learn at school.

I read and write and school.

I play at school.

I eat lunch at school.

I eat breakfast/dinner at home.

I sleep in my room.

I bathe in the morning/night.

I come home.

I go to a friend’s house.

I go shopping.

I sit.


I stand.






CLASSROOM OBJECTS

PROFICIENCY / OBJECTIVE

Standards

SUGGESTED ACTIVITY

EVALUATION/

ASSESSMENT

TEACHER

NOTES

The student will be able to:




Students will:







Use names for things found around the classroom.

(5)


Understand questions.

(36)


Answer questions using verb “see” in sentence form with teacher assistance.

(36)


Understand and use locative words while describing location of objects within the classroom.

(35)


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7.1.NM.C.4


Pictures of various items in a classroom: Teacher selects one card and slowly reveals more and more of the picture.
Students take turns guessing the picture on the card by naming the item.
Memory game: Teacher will display a range of items found in a classroom. Students will close their eyes as the teacher removes one item. Students take turns guessing which item is missing.
Students will answer using complete sentences with teacher assistance:

I see ____.




Teacher Observation

Assess for accuracy and participation

Presentational Rubric

Comprehension checks

Formal evaluation


Learn vocabulary: table, chair, desk, computer, books, crayons, pencil, pen, plant, window, door, notebook, paper, etc.

Improve comprehension of the question: What do you see?

Improve ability to answer using vocabulary as described above in complete sentence.

e.g. I see ______.

Understand the question: What is missing?

Understand and use locative words: on top of, under, next to, etc.





READING ALPHABET The sounds will be introduced categorically based on part of the mouth used to produce a particular sound.

PROFICIENCY / OBJECTIVE

Standards

SUGGESTED ACTIVITY

EVALUATION/

ASSESSMENT

TEACHER

NOTES

The student will be able to:




Students will:






Identify guttural alphabet letters.

(41)

Identify sound-letter relationship for guttural sounds.



(41)

Understand questions.

(36)

Be introduced to the entire alphabet.



(41)

7.1.NM.A.1

7.1.NM.A.2

7.1.NM.B.4

7.1.NM.B.5

7.1.NM.C.3


Teacher will introduce the 5 sounds, and have the children repeat the sounds.
Students will learn to recognize letter formations in target language: Teacher selects one letter and slowly reveals more and more of it. Students take turns guessing what letter it is.
Teacher says the sound of a letter and student holds up a note card with that letter written on it.

(Each student should have 5 cards with one letter on it.)


Teacher gives out one notecard with one of the sounds written on it to each child. The teacher then calls out one of the letters and the students holding that letter go to a designated group spot in the classroom.
Teacher holds up a card and asks: What letter is this?

Students take turns answering.


Teacher will give out printed alphabet sheet with pronunciation guide.

Sing a song addressing all alphabet letters.




Teacher Observation

Assess for accuracy and participation

Presentational Rubric

Comprehension checks

Formal evaluation


Learn to recognize guttural alphabet letters written in target language: ka, kha, ga, gha, ha

Student will accurately produce the sounds corresponding to the letters:

ka, kha, ga, gha, ha

Improve comprehension of the questions: What letter do you see? Or What letter is this?

Student will repeat after the teacher the entire alphabet in target language using good pronunciation.


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