Table of Contents statement of purpose 3



Download 1.34 Mb.
Page4/9
Date07.11.2016
Size1.34 Mb.
1   2   3   4   5   6   7   8   9


READING ALPHABET

PROFICIENCY / OBJECTIVE

Standards

SUGGESTED ACTIVITY

EVALUATION/

ASSESSMENT

TEACHER

NOTES

The student will be able to:




Students will:







Learn sound-letter relationship.

(41)


Identify dental alphabet letters.

(41)


Identify alphabet letters in correct order.

(41)


Develop vocabulary related to the target sounds.

(34)


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 seven letters. The students will repeat after the teacher.
Students will sit in a circle and play “Duck, duck, goose” game. One student walks around the circle touching each head and saying “Ta, Tha, Da, Dha, Na, La, Sa”, one letter per head. When the student says another letter (e.g. one of the letters from the week before), then the sitting student will get up and chase the first student.
Teacher will give pictures and transliterated words corresponding to each of the seven beginning dental sounds.

Teacher Observation

Assess for accuracy and participation

Presentational Rubric

Comprehension checks

Formal evaluation


Learn alphabet letters:

Dental:


ta, tha, da, dha, na, la, sa

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

Student will accurately produce the sounds corresponding to the letters.



READING ALPHABET

PROFICIENCY / OBJECTIVE

Standards

SUGGESTED ACTIVITY

EVALUATION/

ASSESSMENT

TEACHER

NOTES

The student will be able to:




Students will:







Learn sound-letter relationship.

(41)


Identify palatal alphabet letters.

(41)


Identify alphabet letters in correct order.

(41)


Develop vocabulary.

(34)


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 show letters and their corresponding sounds.
Teacher will show pictures of words that start with target sounds.
Bingo game: Teacher will hand out bingo boards with nine boxes with pictures that have beginning sounds of all the letters learned to date.
Spinner game: A pair of students will be given a spinner with target sounds in each section of the spinner. The students will take turns spinning and saying the sound the arrow points to.


Teacher Observation

Assess for accuracy and participation

Presentational Rubric

Comprehension checks

Formal evaluation


Learn alphabet letters:

Palatal:


cha, Cha, ja, jha, sha

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

Student will accurately produce the sounds corresponding to the letters.

Teacher will show pictures corresponding to each of the above letters and name them (use transliterated letters to read the pronunciation of the word.)







READING ALPHABET

PROFICIENCY / OBJECTIVE

Standards

SUGGESTED ACTIVITY

EVALUATION/

ASSESSMENT

TEACHER

NOTES

The student will be able to:




Students will:







Learn sound-letter relationship.

(41)


Identify cerebral alphabet letters.

(41)


Identify alphabet letters in correct order.

(41)


Improve comprehension of questions.

(36)


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 sounds and talk about the placement of the tongue as each sound is made, and contrast the cerebral sounds with the dental sounds.
Simon says: One student says one of the target sounds from today, and his/her partner students repeats the same sound. Teacher and the other students are the judge to determine if the sound was repeated accurately (by poining thumbs up or thumbs down). The student pairs swap turns.



Teacher Observation

Assess for accuracy and participation

Presentational Rubric

Comprehension checks

Formal evaluation

Learn alphabet letters:

Cerebral:

Ta, Tha, Da, Dha / Guj: Dda, Na



What letter do you see?

What letter is this?

Student will accurately produce the sounds corresponding to the letters.







READING ALPHABET

PROFICIENCY / OBJECTIVE

Standards

SUGGESTED ACTIVITY

EVALUATION/

ASSESSMENT

TEACHER

NOTES

The student will be able to:




Students will:







Identify labial alphabet letters.

(41)


Learn sound-letter relationship.

(41)


Identify alphabet letters in correct order.

(41)


Improve comprehension of questions.

(36)


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 sounds of the letters; and students will repeat after the teacher.

Name game: Teacher will say one of the letters and students will take turns thinking of names of a person that starts with that sound.




Teacher Observation

Assess for accuracy and participation

Presentational Rubric

Comprehension checks

Formal evaluation


Learn alphabet letters:

Labial:


pa, fa/pha, ba, bha, ma, va

Whose name starts with the letter ___?

Student will accurately produce the sounds corresponding to the letters.







READING ALPHABET

PROFICIENCY / OBJECTIVE

Standards

SUGGESTED ACTIVITY

EVALUATION/

ASSESSMENT

TEACHER

NOTES

The student will be able to:




Students will:







Identify gliding alphabet letters.

(41)


Learn sound-letter relationship.

(41)


Identify alphabet letters in correct order.

(41)


Review the other letters of the alphabet.

(41)


Improve comprehension of questions.

(36)


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 say the two sounds and students will repeat after the teacher.
Teacher will model the words where these sounds occur.
Divide the students into four groups: Teacher will call out one of the target sounds (from the entire alphabet) and the group will come up with a word that contains that target sound. Ensure that all students take turns within their groups.

Teacher Observation

Assess for accuracy and participation

Presentational Rubric

Comprehension checks

Formal evaluation


Learn alphabet letters:

Glides:


ya, ra





SOUNDS IN WORDS

PROFICIENCY / OBJECTIVE

Standards

SUGGESTED ACTIVITY

EVALUATION/

ASSESSMENT

TEACHER

NOTES

The student will be able to:




Students will:







Discriminate the sounds that are embedded in simple words:

-Beginning word position

-Ending word position

-Middle word position.

(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 selects one sound/letter and tells students to concentrate on that sound. Teacher will introduce the words based on location of the sound in the word; e.g. beginning word position only, then end, and then middle. Teacher should model the following process before-hand. Students will identify the location of the sound by touching their shoulder for beginning sounds, elbow for middle sounds and wrists for ending sounds.



Teacher Observation

Assess for accuracy and participation

Presentational Rubric

Comprehension checks

Formal evaluation


List of words containing target sound categorized based on location of the sound in the word:

Beginning: ka- Kamal, Kamlesh, Kaan, Katha

End: ka- Naak, truck, etc.

Middle: ka- Shikar….

Teacher should use words in target language, however may use English words for practice.





ORDINAL NUMBERS

PROFICIENCY / OBJECTIVE

Standards

SUGGESTED ACTIVITY

EVALUATION/

ASSESSMENT

TEACHER

NOTES

The student will be able to:




Students will:







Identify numbers from 1 to 10 as a review of numbers.

(6)


Recite ordinal numbers 1st to 10th.

(6)


7.1.NM.A.5

7.1.NM.B.3

7.1.NM.B.4

7.1.NM.B.5

7.1.NM.C.2

7.1.NM.C.3



Sing a song using days of the week (see Appendix).
Gujarati song: Ravi pachhi Som chhe, treejo Mangadvaar; chotho Budh, Guru paanchmo, chhattho Shukravaar; Shanivaar te saatmo, chhel-lo vaar ganaay; Aam ek atthvadiyu, saat vaar nu thaay.
Hindi song: Ravi ke baad mein Som hai, ….
Play hopscotch-

Count each jump using the ordinal numbers.





Teacher Observation

Assess for accuracy and participation

Presentational Rubric

Comprehension checks

Formal evaluation


Vocabulary: first , second, third, fourth, fifth, sixth, seventh, eighth, ninth, tenth, after, before, last, week, etc.



Simple descriptions and gender

PROFICIENCY / OBJECTIVE

Standards

SUGGESTED ACTIVITY

EVALUATION/

ASSESSMENT

TEACHER

NOTES

The student will be able to:




Students will:







Use adjectives to describe animals.

(34)


Understand verb forms.

(34)


Understand Singular/Plural nouns and gender.

(35)


7.1.NM.A.1

7.1.NM.A.2

7.1.NM.A.4

7.1.NM.A.5

7.1.NM.B.2

7.1.NM.B.4

7.1.NM.B.5

7.1.NM.C.3

7.1.NM.C.4


Teacher will describe animals, and students have show the picture of the animal being described.
Use adjectives to describe animals and their movements.
Teacher will bring in pictures that show contrasting features (big, small, beautiful, ugly (fish), etc.
Teacher talks about people and animals (e.g. Horses are tall, Sheep are short, etc.); students raise their hand when they hear a plural noun.
Use common songs about animals to sing to listen to in class.



Teacher Observation

Assess for accuracy and participation

Presentational Rubric

Comprehension checks

Formal evaluation


Adjectives: big, small, tall, short, young, old, beautiful, ugly, hard, soft, fast, slow

Verbs: “to be” –is/are


Understand gender based on noun and singular versus plural nouns

G: moTo/moTi/moTu/moTa

etc.

H: baDA, baDi, baDe etc






TIME I


PROFICIENCY / OBJECTIVE

Standards

SUGGESTED ACTIVITY

EVALUATION/

ASSESSMENT

TEACHER

NOTES

The student will be able to:




Students will:







Express time on the hour.

(8)


Understand a few questions related to time.

(8, 36)



7.1.NM.A.1

7.1.NM.A.2

7.1.NM.A.5

7.1.NM.B.2

7.1.NM.B.4

7.1.NM.B.5

7.1.NM.C.4


Teacher will teach time related vocabulary. Students will be able to ask and tell time to the hour.
Teacher will ask questions in target language. Students will answer using time/numbers in target language (words or phrases are acceptable).


Teacher Observation

Assess for accuracy and participation

Presentational Rubric

Comprehension checks

Formal evaluation


Question:

You get home at 5pm and dinner is at 6pm. How much time do you have to play?

Answer:


One hour

Three hours



CLOTHING

PROFICIENCY / OBJECTIVE

Standards

SUGGESTED ACTIVITY

EVALUATION/

ASSESSMENT

TEACHER

NOTES

The student will be able to:




Students will:







Name articles of clothing in target language.

(34)


Describe clothing using a variety of adjectives such as colors, opposites (long, short, clean, etc.) at the sentence level with teacher’s assistance.

(34)


7.1.NH.A.1

7.1.NH.A.2

7.1.NH.A.4

7.1.NH.B.2

7.1.NH.B.3

7.1.NH.B.4

7.1.NH.C.5


Teacher will name the word(s) in target language for each of the clothing terms. The students will recite after the teacher using good pronunciation.
Crafts activity: (Materials: scissors, colored paper and glue stick). Teacher will give students paper people (paper dolls) and have the students make paper clothing for them. Students will come to the front of the class and do show and tell with their people using the new vocabulary.


Teacher Observation

Assess for accuracy and participation

Presentational Rubric

Comprehension checks

Formal evaluation


Vocabulary: clothes, shirt, T-shirt, pants, shorts, dress, shoes, soc

ks, skirt, cap, coat, turban, etc.

My boy/girl is wearing a red shirt.

My boy has a blue cap.

My girl does not have a turban.

Etc.







SCHOOL LIFE AND DAILY ROUTINE Part III

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.

(34)


Understand questions related to school.

(36)


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

(35)


Name common school subjects in target language.

(5)


Understand and use subject-verb forms, negatives, familiar/polite forms of “you” and “we”.

(35)


7.1.NH.A.1

7.1.NH.A.2

7.1.NH.A.3

7.1.NH.A.4

7.1.NH.B.1

7.1.NH.B.2

7.1.NH.B.3

7.1.NH.B.4

7.1.NH.C.1

7.1.NH.C.2

7.1.NH.C.3


Charades game: Students will find a partner and will take turns acting out the verbs and guessing the action in target language.
Teacher will ask the questions in target language and explain its meaning. Students will repeat after the teacher.
Teacher will then present the responses in sentence form and students will recite the sentence forms after the teacher’s models.
Students will find three classmates and ask them the learned questions. They will write the answers down and share the information with the teacher after.



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.
Understand questions:

What is your name?

What is the name of your school?

What school do you go to?

What grade are you in?

What is your teacher’s name?

What do you do at school?

What is your favorite subject?

What subject do you not like?
-Provide responses:

My name is _____.

I go to ____school.

I am in ____ grade.

My teacher is ______.

I learn Hindi/Guj at school.

I learn to read and write and school.

I play at school.

I eat lunch at school.

etc.

I like (subject).

I do not like (subject).
Vocabulary:

Math, Science, English, Gym, Social Studies, etc.

-I am….,We are…,You (familiar) are…,You (polite) are…,They are…

-You (familiar and polite)

Yours (fam/pol), We, Ours





COMMUNITY HELPERS AND PLACES

PROFICIENCY / OBJECTIVE

Standards

SUGGESTED ACTIVITY

EVALUATION/

ASSESSMENT

TEACHER

NOTES

The student will be able to:




Students will:







Name locations within their community.

(34)


Name occupations that may be encountered within their community.

(15)


Create sentences using the target vocabulary.

(35)


7.1.NH.A.1

7.1.NH.A.4

7.1.NH.B.1

7.1.NH.B.3

7.1.NH.B.4

7.1.NH.B.5

7.1.NH.C.2

7.1.NH.C.3

7.1.NH.C.5

Teacher will provide the names for places within the community in target language, and look at pictures on computer. Students will recite the names after the teacher. Teacher should have the students practice writing the words in target language next to their meaning in English.
Teacher can provide the names/titles of jobs that people do. Students can recite the names after teacher’s models. They can learn to write these words in target language with teacher’s assistance.
Students can talk about what their parents do at work by using complete sentences.

e.g. My dad is a teacher at Vidyalaya school.

My Mom is an engineer.



Teacher Observation

Assess for accuracy and participation

Presentational Rubric

Comprehension checks

Formal evaluation

Vocabulary: school, grocery store, clothing store, library, park, police station, Fire house, movie theatre, gym, temple, etc.

Occupations: teacher, doctor, cashier, engineer,

policeman, fire fighter, businessman, priest, mailman, accountant, architect, artist, author, carpenter, cook/chef, farmer, florist, etc.





SHOPPING

PROFICIENCY / OBJECTIVE

Standards

SUGGESTED ACTIVITY

EVALUATION/

ASSESSMENT

TEACHER

NOTES

The student will be able to:




Students will:







Review food and drinks vocabulary from the previous years.

(34)
Use vocabulary related to shopping.

(18, 34)
Use and understand questions and sentences to communicate shopping needs.

(18, 36)


7.1.NH.A.1

7.1.NH.A.2

7.1.NH.A.3

7.1.NH.A.4

7.1.NH.B.1

7.1.NH.B.2

7.1.NH.B.3

7.1.NH.B.4

7.1.NH.B.5

7.1.NH.C.1

7.1.NH.C.2

7.1.NH.C.3

The week before have the students make 2 brown paper bag puppets of people (e.g. boy, girl, man, woman), and have them bring them in to class.

Review: Teacher should bring in empty containers/plastic bags of food products (such as milk, orange juice, egg carton, bread, soda, cereal, etc.), and either real or fake fruit and vegetables.

During class: The teacher will review food and drink vocabulary, by asking “What goes inside this?” and students will answer using nouns in target language.

Role play shopping scenarios: The students will write a short shopping scenario in English on a piece of paper underlining all food and drink words. Teacher will demonstrate this.



e.g. Customer: Hi, my name is Raj. I want to buy some soda and milk. Where can I find them?

Helper: Soda is in aisle 5. Milk is in aisle 8. Or I don’t know where soda is kept. Let me find out for you.

Students will use their paper bag puppets to play out the scenarios by themselves or with a group in the classroom. Teacher will guide them with grammar use and sentence production.




Teacher Observation

Assess for accuracy and participation

Presentational Rubric

Comprehension checks

Formal evaluation

-milk, bread, eggs, fruit, vegetables, soda, juice, cereal, etc.

-buy, sell, show, find, help, want, know, ask, is/are, etc.

Other related nouns such as: aisle, customer, cashier, etc.

Customer’s language:

-Can you help me?



-Do you have _____ ?

-How much is this?

-Where can I find ___?

-I need/want ____ .

-I want to buy/get some ____.
Helper’s language:

-Yes, I can help you.



-___ is in aisle number __.

-Sorry, I don’t know where it is.

-Let me ask someone.






NUMBERS 0 - 30

PROFICIENCY / OBJECTIVE

Standards

SUGGESTED ACTIVITY

EVALUATION/

ASSESSMENT

TEACHER

NOTES

The student will be able to:




Students will:







Recite numbers 0 to 30.

(6)


Identify numbers from 21 to 30.

(6)


Express math function using complete sentence.

(35)


Use and understand basic commands.

(4, 38)


Name objects in the house.

(30)


Name fruits and vegetables.

(21)


7.1.NH.A.1

7.1.NH.A.2

7.1.NH.A.3

7.1.NH.A.4

7.1.NH.B.1

7.1.NH.B.2

7.1.NH.B.3

7.1.NH.B.4

7.1.NH.C.1

7.1.NH.C.2

7.1.NH.C.5

Learn simple numbers and vocabulary of addition in the target language.
Solve simple addition problems from zero to thirty in target language orally.
Bingo with teacher as a lead: Teacher calls out numbers 21-30 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). Students take turn calling out commands: Stand up if your number is ____.
Teacher will show pictures of common household objects, fruits and vegetables. Students will name them and count how many items there are using target language.


Teacher Observation

Assess for accuracy and participation

Presentational Rubric

Comprehension checks

Formal evaluation


Numbers from 21 to 30.

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



-___ and ___ equal ___.

-Stand up (sit down) if your number is ___

-Review object names:

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

Review fruit and vegetable names:



Apples, bananas, tomatoes, potatoes, etc.




MONEY

PROFICIENCY / OBJECTIVE

Standards

SUGGESTED ACTIVITY

EVALUATION/

ASSESSMENT

TEACHER

NOTES

The student will be able to:




Students will:







Recite and name currency terms in target language.

(18)
Ask questions related to making a purchase.

(18)
Comment on the price in a sentence format using new adjectives.

(18, 34)


7.1.NH.A.1

7.1.NH.A.4

7.1.NH.B.1

7.1.NH.B.3

7.1.NH.B.4

7.1.NH.B.5

7.1.NH.C.2

7.1.NH.C.3

7.1.NH.C.5

Teacher will explain shopping scenarios in India. The class will discuss how shopping differs in India versus US.
Students will role play a shopping experience in India.

In preparation for this activity, the class should be divided into store owners and customers during the previous class. The store owners should bring in items that they want to sell. The customers should make fake rupees and coins and bring them in to class. The store owners will set up a store, and will sell particular goods they brought (clothes, groceries, flowers, etc.) The customers will go shopping using printed Indian currency.

Half way through the class, the store owners and customers should exchange roles. The teacher should walk around the class supervising the conversations and providing correct models for sentences and questions.


Teacher Observation

Assess for accuracy and participation

Presentational Rubric

Comprehension checks

Formal evaluation


Vocabulary:

rupees and coins: 25cents, 50 cents, etc.

-How much does this cost?

Do you have any ___?

I want more ____.

Where can I find ____?
-This is too expensive.

This is cheap.

I want to buy (number) (objects).

I like the (color) one.

etc.







BIRDS AND INSECTS

PROFICIENCY / OBJECTIVE

Standards

SUGGESTED ACTIVITY

EVALUATION/

ASSESSMENT

TEACHER

NOTES

The student will be able to:




Students will:







Identify names of birds.

(34)
Identify names of insects.

(34)


7.1.NH.A.1

7.1.NH.A.2

7.1.NH.B.1

7.1.NH.B.2

7.1.NH.B.4


Teacher will introduce the words with pictures.
Students will play the Memory game using pairs of the same picture. The students will play in groups of 2 to 4 and take turns matching picture cards and naming the card as it is turned over.
Play bingo-using picture bingo cards of birds and/or insects.
Students will compare birds and insects using vocabulary learned.



Teacher Observation

Assess for accuracy and participation

Presentational Rubric

Comprehension checks

Formal evaluation


Birds-chicken, duck, crow, sparrow, pigeon, eagle, owl, parrot, peacock, swan, vulture and wood pecker

Insects: ant (small, black), ant (large, black), bee, butterfly, cockroach, fly, grasshopper, mosquito, moth, spider





TRANSPORTATION

PROFICIENCY / OBJECTIVE

Standards

SUGGESTED ACTIVITY

EVALUATION/

ASSESSMENT

TEACHER

NOTES

The student will be able to:




Students will:







Use vocabulary terms related to forms of transportation.

(34)


Understand questions related to transportation.

(36)


Answer questions at phrase or sentence level.

(35)


Use conjunctions as necessary.

(34)



7.1.IL.A.2

7.1.IL.A.4

7.1.IL.A.5

7.1.IL.A.7

7.1.IL.B.2

7.1.IL.B.3

7.1.IL.B.4

7.1.IL.B.5

7.1.IL.C.2

7.1.IL.C.3


Teacher will introduce the modes of transportation to students and students will recite them. They will practice spelling the words with the teacher as a group and then will write them down in target language.
Teacher will ask “How do you get to school?”, etc. Students will orally answer using the vocabulary learned at phrase or sentence level. Students will imitate teacher’s models. If there can be more than one correct answer, teacher should model a use of the conjuctions and and or in sentences.



Teacher Observation

Assess for accuracy and participation

Presentational Rubric

Comprehension checks

Formal evaluation

Vocabulary

-bus, car, cab, bicycle, train, airplane, ship, boat, truck, walking

Questions:

-How do you get to school? By car, bus, walking, etc.

-How do we get to (any far away place)? By car, plane, ship, bicycle, boat, etc.

-How do you like to travel? In a plane, ship, by car, etc.
-Answers:

By bus, by plane, etc.

I go by bus.

-We go by plane and ship.



We go by bicycle or walking.





READING SHORT PASSAGES

PROFICIENCY / OBJECTIVE

Standards

SUGGESTED ACTIVITY

EVALUATION/

ASSESSMENT

TEACHER

NOTES

The student will be able to:




Students will:







Read short passages (1 to 2 paragraphs) using good fluency and articulation.

(41)


Comprehend the passages.

(35)


Dictate the short passages using good fluency and articulation.

(35)


7.1.IL.A.2

7.1.IL.A.4

7.1.IL.A.5

7.1.IL.B.2

7.1.IL.B.3

7.1.IL.B.4

7.1.IL.B.5

7.1.IL.C.1

7.1.IL.C.2

7.1.IL.C.3

7.1.IL.C.4

7.1.IL.C.5


Teacher will display short pieces of text in target language around the room on different colored poster boards using large fonts.

Students should pair up with a partner. There should be enough poster boards so that each student pair has one board (e.g. 20 students need 10 poster boards). One student pretends to be the “ear” and the other pretends to be the “eye”. One pair goes up at a time to a poster board chosen by the teacher (the red board, yellow board, etc). The “ear” gets blind folded and guided to one poster board. The “eyes” read the passage out loud to the “ear”. The “ear” repeats the passage as clearly and accurately as possible. The other classmates can be the judges and give a score out of 10 (higher score for less mistakes). The “ear-eye” team with highest points wins the game.



Teacher Observation

Assess for accuracy and participation

Presentational Rubric

Comprehension checks

Formal evaluation


Short passages of approximately equal length and complexity in the target language.

They could all be from one story or from different stories.

The passages could be copied from story books, newspaper articles, or material created by the teacher (e.g. directions to various pretend locations around town).

There are many short passages that can be found in the KS Book-

G: pages 199-211

H: pages 206-216


These passages utilize vocabulary and sentence structures that have already been presented before in the book.





DESCRIBING PEOPLE

PROFICIENCY / OBJECTIVE

Standards

SUGGESTED ACTIVITY

EVALUATION/

ASSESSMENT

TEACHER

NOTES

The student will be able to:




Students will:







Use a variety of adjectives and nouns to describe people and their appearance.

(34)


Review names of clothing and colors.

(34, 17)


Describe clothing and jewelry.

(34)


Use verbs related to appearance of people.

(34)


Identify professions based on clothing.

(15)


Write sentences using the target vocabulary with teacher assistance and models.

(35)


7.1.IL.A.2

7.1.IL.A.4

7.1.IL.A.7

7.1.IL.A.8

7.1.IL.B.1

7.1.IL.B.2

7.1.IL.B.3

7.1.IL.B.4

7.1.IL.B.5

7.1.IL.C.2

7.1.IL.C.3

7.1.IL.C.4

7.1.IL.C.6


During class, the students will use the picture they brought in from home (see homework description) to write a description of the person in the picture. They will use complete sentences in target language to describe the distinguishing characteristics of this person. (Teacher should bring a few pictures to class just in case some students did not do their homework or use multimedia to find pictures).

The teacher will guide the students individually with vocabulary usage and spelling.

The class will then play a game using the pictures and written descriptions. The teacher will collect all the pictures and display them so all students can see them. The pictures should be numbered. The students go up one at a time and read their description, while the classmates guess the picture (or corresponding number) of the person being described.


Teacher Observation

Assess for accuracy and participation

Presentational Rubric

Comprehension checks

Formal evaluation


Vocabulary: tall, short, thin, fat, beautiful, man, woman, child, etc.

Vocabulary for colors and clothing

KS book:

H: p. 110-111

G: p. 113-114
Vocabulary: jewelry (necklace, earrings, bangles, ring, gold, silver, copper, pearls, etc.), long, short, narrow, wide, simple, fancy, embroidered, silk, cotton, velvet, wool, leather, etc.

Verbs: wearing, putting on, holding, standing, sitting, smiling, etc.

Sentences:

The man is tall.

The woman is wearing a saree.

The short man is standing.





EXTENDED RELATIONSHIPS

PROFICIENCY / OBJECTIVE

Standards

SUGGESTED ACTIVITY

EVALUATION/

ASSESSMENT

TEACHER

NOTES

The student will be able to:




Students will:







Review previously learned vocabulary regarding immediate family members.

(10)


Name the extended family relations.

(10)


Produce sentences in target language using target vocabulary for this lesson and conjunctions.

(35)


7.1.IL.A.2

7.1.IL.A.3

7.1.IL.A.4

7.1.IL.A.7

7.1.IL.A.8

7.1.IL.B.2

7.1.IL.B.3

7.1.IL.B.4

7.1.IL.B.5

7.1.IL.C.3

7.1.IL.C.4

7.1.IL.C.5

Class will create a family tree to include the following family members:

Mother, Father, both sets of grandparents, sisters, brothers, Uncles (Mom’s and Dad’s brothers) and Aunts (Mom’s and Dad’s sisters).

Students will draw a tree and fill in sample relatives for each one named above. The tree will be labeled using the terms above.


The students will provide names of neighbors and friends in sentence format followed by teacher’s models.

e.g. I have two friends.



Their names are __and _.

I have three neighbors.

I don’t know their names.

Teacher Observation

Assess for accuracy and participation

Presentational Rubric

Comprehension checks

Formal evaluation


Vocabulary for review: Father, mother, brother, sister

New Vocabulary:



Grandmother, aunt, Grandfather, uncle, cousin, family, friend, grandson, granddaughter, husband, wife, neighbor, friend, parents, son, daughter, stepfather, stepmother, niece, nephew, etc. May include the differences between maternal and paternal sides of the family especially in terms of names of the relatives (e.g. Mother’s brother versus Father’s brother).

Refer to KS book:

G-p.106-107

H-p.105-106






FOOD GRAINS AND SPICES

PROFICIENCY / OBJECTIVE

Standards

SUGGESTED ACTIVITY

EVALUATION/

ASSESSMENT

TEACHER

NOTES

The student will be able to:




Students will:







Recite the names of the grains and spices.

(20, 34)


Review vocabulary related to color, shape.

(17, 34)


Recite vocabulary related to smell and taste.

(34)


Produce sentences to express likes and dislikes.

(13, 35)


7.1.IL.A.2

7.1.IL.A.4

7.1.IL.A.7

7.1.IL.B.2

7.1.IL.B.4

7.1.IL.B.5

7.1.IL.C.1

7.1.IL.C.2

7.1.IL.C.3


Teacher will bring in samples of these grains and spices (pre-labeled in target language and in English).
Students will use describing words to describe color, shape, smell or taste of the grains and spices.
Students will express in sentences if they like or dislike specific grains or spices.


Teacher Observation

Assess for accuracy and participation

Presentational Rubric

Comprehension checks

Formal evaluation


Vocabulary:

Grains, beans, corn, green pea, chick peas (gram), millet, moong, pigeon pea, rice, wheat, flour, etc.

Vocabulary:



Spices, asafetida, black pepper, cardamom, salt, cinnamon, cloves, fennel, brown sugar, mustard seed, sugar, nutmeg, red pepper, tamarind, tea, turmeric, etc.

Vocabulary:



yellow, black, round, etc.

Vocabulary:



Sweet, salty, sour, bitter, spicy, etc.

Sentences:



I like moong.

I don’t like cinnamon.





VOCABULARY AND WORD RECALL GAME

PROFICIENCY / OBJECTIVE

Standards

SUGGESTED ACTIVITY

EVALUATION/

ASSESSMENT

TEACHER

NOTES

The student will be able to:




Students will:







Recall the names of the following:

Colors, clothing, grains, spices, numbers, family members (immediate and extended), farm animals, zoo animals, food and drink items, parts of the body, objects found in school and home, fruits, vegetables, etc.

(35)

Write the words in target language (spelling mistakes are acceptable as long as the student’s intent is clear to the teacher).



(35)



7.1.IL.A.2

7.1.IL.A.4

7.1.IL.B.2

7.1.IL.B.4

7.1.IL.C.2

7.1.IL.C.3

7.1.IL.C.4


Scattergories Game:

Teacher will distribute handouts with 5 blank spaces numbered 1 to 5. Students should write their name on their paper. Then teacher will use a timer to set a time limit for each game (e.g. one minute per word to be written, or adjust depending on the student’s ability to write).

Teacher will choose one letter of the alphabet in target language (e.g. ta).

He or she will instruct the class that each answer must begin with this letter. Then he or she will name five categories one at a time (e.g. Name a fruit that starts with ta), etc.

When timer goes off, students will put their pencils down and will pass their paper to one of their classmates. The class will review the answers together. The students whose answer is original will score a point. The students with matching answers do not get a point. Score the game and return the paper back to the student who wrote the answers.

Start a new game with a new letter.

Teacher can use categories such as name of a boy, girl, etc. too.


Teacher Observation

Assess for accuracy and participation

Presentational Rubric

Comprehension checks

Formal evaluation


Vocabulary correlated with all the categories listed in the left column.

Refer to Kirit Shah book for examples of words and categories.






NUMBERS 0 - 50

PROFICIENCY / OBJECTIVE

Standards

SUGGESTED ACTIVITY

EVALUATION/

ASSESSMENT

TEACHER

NOTES

The student will be able to:




Students will:







Recite numbers 0 to 50.

(6)


Identify numbers from 21 to 50.

(6)


Express math function using complete sentence.

(6, 35)


Use basic commands.

(4, 38)


7.1.IL.A.2

7.1.IL.A.4

7.1.IL.A.5

7.1.IL.B.2

7.1.IL.B.4

7.1.IL.B.5

7.1.IL.C.3

Find numbers around the classroom:

“1” on a clock, “2” on the door,

“3” on a game board spinner, “20” on a calendar, “30” in the book (page number), etc. Then say this number in target language.
For higher numbers, do “skip counting”: 2,4,6,8,… or 1,3,5,7,…or

5,10,15,20, etc.


Count to 50 while bouncing a ball or jumping a rope.
Ask the students, then time them as they count in target language:

How many times can you clap in one minute?

How many times can you jump in one minute?


Teacher Observation

Assess for accuracy and participation

Presentational Rubric

Comprehension checks

Formal evaluation


Vocabulary correlated with all the categories listed in the left column.

Refer to Kirit Shah book for examples of words and categories.





PICTURE DESCRIPTION

PROFICIENCY / OBJECTIVE

Standards

SUGGESTED ACTIVITY

EVALUATION/

ASSESSMENT

TEACHER

NOTES

The student will be able to:




Students will:







Create sentences describing picture.

(35)


Use correct grammar forms: Verbs, Pronouns, Adjectives.

(35, 34)


Use correct noun forms: Gender and Plural versus Singular.

(34)



7.1.IL.A.1

7.1.IL.A.2

7.1.IL.A.3

7.1.IL.A.4

7.1.IL.A.5

7.1.IL.A.7

7.1.IL.A.8

7.1.IL.B.1

7.1.IL.B.2

7.1.IL.B.3

7.1.IL.B.4

7.1.IL.B.5

7.1.IL.C.1

7.1.IL.C.3

Teacher will model how to describe pictures using complete sentences.
Students will look at the picture and describe the scene.

Teacher Observation

Assess for accuracy and participation

Presentational Rubric

Comprehension checks

Formal evaluation


Vocabulary correlated with all the categories listed in the left column.

Refer to Kirit Shah book for examples of words and categories.







PICTURE DESCRIPTION

PROFICIENCY / OBJECTIVE

Standards

SUGGESTED ACTIVITY

EVALUATION/

ASSESSMENT

TEACHER

NOTES

The student will be able to:




Students will:







Create sentences describing picture scenes (up to 4 scenes).

(35)


Use transitional words: first, next, last.

(28)


Use correct grammar forms: Verbs, Pronouns, Adjectives.

(34)


Use correct noun forms: Gender and Plural versus Singular.

(34)


Explain the main idea of the story.

(28, 35)


7.1.IL.A.1

7.1.IL.A.2

7.1.IL.A.3

7.1.IL.A.4

7.1.IL.A.5

7.1.IL.A.6

7.1.IL.A.8

7.1.IL.B.1

7.1.IL.B.2

7.1.IL.B.3

7.1.IL.B.4

7.1.IL.B.5

7.1.IL.C.1

7.1.IL.C.3

Teacher will model how to describe picture scenes using complete sentences.
Students will put the picture scenes/cards in the correct order.
Students will describe the story one scene at a time in a verb tense predetermined by the teacher (present, past, future).
Students will use transitional vocabulary to demonstrate sequence of the story.
Pair up the students in groups of 2:

Game: One student describes the picture scene and other will choose the picture being described. Student 1 will help student 2 to sequence the cards in the order determined by student 1.


Game: Student 2 will choose story sequence based on student 1’s description of the main idea of the story.

Teacher Observation

Assess for accuracy and participation

Presentational Rubric

Comprehension checks

Formal evaluation


Vocabulary correlated with all the categories listed in the left column.

Refer to Kirit Shah book for examples of words and categories.





TRAVEL I

PROFICIENCY / OBJECTIVE

Standards

SUGGESTED ACTIVITY

EVALUATION/

ASSESSMENT

TEACHER

NOTES

The student will be able to:




Students will:







Use a variety of “wh-” questions in target language related to travelling.

(27, 36)


Answer the questions using one to three sentences.

(27, 35)


Use correct gender and plural forms related to verbs.

(34)


Use correct past tense forms of verbs.

(34)


Use conjunctions.

(34)


7.1.IM.A.4

7.1.IM.A.6

7.1.IM.A.7

7.1.IM.A.8

7.1.IM.B.1

7.1.IM.B.2

7.1.IM.B.3

7.1.IM.B.5

7.1.IM.C.1

7.1.IM.C.2

7.1.IM.C.3

7.1.IM.C.4


Teacher will model the question forms and explain their meaning, or will ask the students to guess its meaning.
Phone a friend: Students will pair up with another classmate. They will take turns asking questions and answering the questions while pretending to be on the phone. They will gather necessary information, and then they will share information about what their classmate did on his/her vacation with the rest of the class. Teacher will encourage and model correct use of grammar and vocabulary.


Teacher Observation

Assess for accuracy and participation

Presentational Rubric

Comprehension checks

Formal evaluation


-Where did you go for vacation?

-When did you go for

vacation?

-What did you do?

-Why did you go there?

-Who did you go with?

-What did you like there?

-How was the weather?

-Did you buy anything there?

-How much did it cost?

-What did you eat there?

-Will you go back there again?
Answers will vary per student.

-I (male) went on vacation.



I (fem.) went on vacation.

You (male) versus You (fem.) We went on vacation.

-go/went, do/did, see/saw, etc.

-because, but, and, etc.




TRAVEL II

PROFICIENCY / OBJECTIVE

Standards

SUGGESTED ACTIVITY

EVALUATION/

ASSESSMENT

TEACHER

NOTES

The student will be able to:




Students will:







Use travel, transportation, time and calendar vocabulary to explain plans for a future trip in a sequential format.

(28)


Use correct future tense verbs, ordinal numbers, transitional words, and a variety of verbs.

(34)


7.1.IM.A.4

7.1.IM.A.5

7.1.IM.A.6

7.1.IM.A.7

7.1.IM.A.8

7.1.IM.B.2

7.1.IM.B.3

7.1.IM.B.4

7.1.IM.B.5

7.1.IM.C.1

7.1.IM.C.2

7.1.IM.C.3

7.1.IM.C.4

Teacher will ask the students to plan a trip to a destination of student’s choice, who they will travel with and why. Students will pretend they are at the airport and are meeting each other for the first time (they can change their name and identity for this activity). They will walk around the class greeting each other and asking where the other person is going, etc. At the end, they will go in front of class one at a time, and the other students have to try to remember “who” the classmate was pretending to be and where he/she was going, etc.


Teacher Observation

Assess for accuracy and participation

Presentational Rubric

Comprehension checks

Formal evaluation


-When will you be travelling?

(season, month, time, day)

-How will you get there?

(by bus, train, plane, etc.)

-First, I/We will leave home at 7 am. Then will catch the 8 am train to New York. After that, we will take a cab to the airport. etc.

-I/We plan to (read, watch, see, go to, visit, rest, talk, meet, walk, etc.) on Sunday.

On Monday, I/we will….




ASKING DIRECTIONS

PROFICIENCY / OBJECTIVE

Standards

SUGGESTED ACTIVITY

EVALUATION/

ASSESSMENT

TEACHER

NOTES

The student will be able to:




Students will:







Ask for help with directions.

(40)


Use questions forms related to directions.

(36)


Provide directions in a sequential format.

(38)


Use vocabulary related to positions (prepositions).

(34)



7.1.IM.A.4

7.1.IM.A.6

7.1.IM.A.7

7.1.IM.A.8

7.1.IM.B.1

7.1.IM.B.2

7.1.IM.B.3

7.1.IM.B.5

7.1.IM.C.1

7.1.IM.C.2

7.1.IM.C.3

7.1.IM.C.4

During the previous week, students can draw a map of a town on a 11 x 14 poster board. They should include details in target language (school, grocery store, park, airport, etc.). Students can pair up with another classmate and practice asking for and giving directions using the poster boards.
Students will pair up with a partner. One student will be blind folded. The partner student will guide the blind-folded partner to a specific location in the class/hallway/to another room, etc. Note: Student safety should be of utmost importance at all times.

Teacher Observation

Assess for accuracy and participation

Presentational Rubric

Comprehension checks

Formal evaluation


-Can you please help me? I am lost.

How can I get to ____?

Do you know how far ___ is?

In which direction…?

From where…? To where…?

-Go straight.

Make a right/left turn.

When you see ___, turn ___.

Pass ___ traffic lights.

Go over/under a bridge.

Go for ___ miles/km.

It is on your right/left side.

-near, opposite, next to, on, in, etc.




EARTH AND ITS ELEMENTS

PROFICIENCY / OBJECTIVE

Standards

SUGGESTED ACTIVITY

EVALUATION/

ASSESSMENT

TEACHER

NOTES

The student will be able to:




Students will:







Recite the new vocabulary terms.

(34)


Review animal, bird and insect names learned during previous years and expand upon the vocabulary.

(34)


Write descriptions in target language at sentence level using vocabulary of earth and its elements and other vocabulary from previous years such as adjectives and conjunctions.

(35)


Create a presentation describing animal habitats.

(35)


7.1.IM.A.1

7.1.IM.A.2

7.1.IM.A.3

7.1.IM.A.4

7.1.IM.A.5

7.1.IM.B.1

7.1.IM.B.2

7.1.IM.B.3

7.1.IM.B.4

7.1.IM.B.5

7.1.IM.C.2

7.1.IM.C.3

7.1.IM.C.4

Teacher shows picture books about deserts, oceans, jungles, fields, suburbs, etc. Teacher should also show pictures of animals from all around the world, highlighting all the new vocabulary in target language.

-Group activity: Divide the class into four groups. Each group will be assigned one of the following categories: jungle, desert, ocean, suburbs. Together, the group should make a poster showing, drawing or pasting pictures of animals, birds and insects that live in their assigned habitat. These pictures should be labeled in target language using complete, grammatically correct sentences to describe the animals and their habitats.

They will then share their work with their class or the novice levels.


Teacher Observation

Assess for accuracy and participation

Presentational Rubric

Comprehension checks

Formal evaluation


Vocabulary: air, dust, earth, ocean, island, lake, eclipse, desert, etc. Please refer to Kirit Shah’s book pages 93 and 94 for further examples.

Sentences:



  • Desert is dry and hot.

  • There are seven oceans.

  • Monkeys live in the jungle.

  • Many fruits grow on islands in the Carribean ocean like mangoes and papayas.







IDIOMS OR FIGURATIVE LANGUAGE

PROFICIENCY / OBJECTIVE

Standards

SUGGESTED ACTIVITY

EVALUATION/

ASSESSMENT

TEACHER

NOTES

The student will be able to:




Students will:







Understand and use common idioms in target language.

(43)
Create a short skit/scenario describing the use of the idioms.

(35, 43)


7.1.IM.A.3

7.1.IM.A.5

7.1.IM.A.7

7.1.IM.A.8

7.1.IM.B.2

7.1.IM.B.3

7.1.IM.B.5

7.1.IM.C.1

7.1.IM.C.2

7.1.IM.C.3

7.1.IM.C.4

Teacher will say the idioms and students will act out or talk about the literal meaning. For example: aankhon mein dhool jhonkana literally means to throw dust in someone’s eyes. Then teacher describes or has students guess the intended meaning. For example: to deceive someone.
Act out a skit/scenario: Teacher will distribute idioms written in target language on note cards (one idiom per card) to each student. Students will create a scenario when this idiom could be used. They will come to the front of the class and act out the scenario. Teacher should model this for the class first. For example: Act like someone who is bothersome, annoying or aggravating like a child to a parent. The remaining students should guess which idiom applies to this character (H: khoon peena; G: lohi peevu). Students take turns acting.

Teacher Observation

Assess for accuracy and participation

Presentational Rubric

Comprehension checks

Formal evaluation


Idioms:

Please refer to Kirit Shah books for examples.

Hindi: pages 124-128

Gujarati: pages 129-130






TRANSLATE FROM TARGET LANGUAGE TO ENGLISH


PROFICIENCY / OBJECTIVE

Standards

SUGGESTED ACTIVITY

EVALUATION/

ASSESSMENT

TEACHER

NOTES

The student will be able to:




Students will:







Read multiple sentences in target language.

(35, 41)


Orally translate the sentences into English.

(35, 42, 44)

Write the English translation with teacher assistance for spelling and grammar.

(35, 44)


7.1.IM.A.4

7.1.IM.A.5

7.1.IM.A.6

7.1.IM.A.7

7.1.IM.A.8

7.1.IM.B.1

7.1.IM.B.4

7.1.IM.C.3

7.1.IM.C.4

7.1.IM.C.5

Teacher and students will read aloud the paragraph, one sentence at a time. As a group, they will highlight unfamiliar or unknown words and discuss its meaning.

The students will translate the sentences into English.


Teacher will bring in a couple of copies of dictionaries and will model using them to look up words in target language for the students. Teacher will also provide some on-line dictionary resources for the students to use at home.

e.g.


www.shabdkosh.com

(English-Hindi dictionary)

(English-Gujarati dictionary)

(English-Telugu dictionary)





Teacher Observation

Assess for accuracy and participation

Presentational Rubric

Comprehension checks

Formal evaluation


Passages:

Please refer to Kirit Shah books for examples.

Read, Think, Translate-

Hindi: pages 206-216

Gujarati: pages 199-211
Note: Most of the words and sentences in these passages have been explained and used earlier in the KS book so the students should be familiar with most of the language presented in the passages.



WRITING A LETTER

PROFICIENCY / OBJECTIVE

Standards

SUGGESTED ACTIVITY

EVALUATION/

ASSESSMENT

TEACHER

NOTES

The student will be able to:




Students will:







Utilize correct forms of greeting and farewell to be used in a letter.

(1)


Compose a short letter in writing using complete sentences in target language with full teacher assistance.

(35)


Proof read and edit the letter for grammatical or spelling errors with teacher or classmate’s assistance.

(35)


Write the mailing address of a letter-buddy in India.

(42)


7.1.IH.A.1 7.1.IH.A.2

7.1.IH.A.3 7.1.IH.A.4 7.1.IH.A.5

7.1.IH.A.7

7.1.IH.A.8

7.1.IH.B.1

7.1.IH.B.2

7.1.IH.B.5

7.1.IH.B.6

7.1.IH.C.2

7.1.IH.C.3

Write a letter containing at least three components:

1: Greetings

2: Share news and information

3: Request information.


Letter should be preceded by a date written using month, date and year in target language script.
Letter should end with a signature written in target language
Students will proof read and edit each other’s work for sentence structure, vocabulary use and grammatical correction. Teacher will assist as necessary.
Write To: and From: Addresses using correct structure/format/spelling
Enclose their picture with the letter in the envelope.

Teacher Observation

Assess for accuracy and participation

Presentational Rubric

Comprehension checks

Formal evaluation


Vocabulary:

Namaste, Pujya ___, etc.

Questions:



How is everyone in the family?

How is the weather in India?

Can you send me a picture of you?

-Sentences:



We are all doing well here.

I am in ___ grade.

I like to do _____.

Mom and Dad _____.

Here is a recent picture of me from ____.




COOK BOOK

PROFICIENCY / OBJECTIVE

Standards

SUGGESTED ACTIVITY

EVALUATION/

ASSESSMENT

TEACHER

NOTES

The student will be able to:




Students will:







Write basic sentences using ordinal numbers.

(6, 35)


Write basic sentences using adverbs.

(34, 35)


Write basic sentences using adjectives.

(34, 35)


Write basic sentences using verbs in all three tenses.

(34, 35)


Write basic sentences using nouns such as vegetables, fruit, grains, spices, etc.

(21, 34, 35)

Describe a process sequentially in the sentence form to explain a recipe.

(28)


Compile the various recipes to create a class cook book.

(35)


All the above will be done with teacher assistance.

(4)


7.1.IH.A.2

7.1.IH.A.3 7.1.IH.A.4 7.1.IH.A.5

7.1.IH.A.7

7.1.IH.A.8

7.1.IH.B.2

7.1.IH.B.3

7.1.IH.B.5

7.1.IH.B.6

7.1.IH.C.3

7.1.IH.C.6

Teacher will review all the vocabulary as listed in writing. Students will copy the words in their notebook or teacher can hand out a list of words organized by their grammatical form to each of the students.
Students will translate their recipe that they brought from home into the target language using the word list and teacher assistance. The teacher will review the recipe before the end of the class for grammatical and spelling accuracy. (HW)

Teacher will collect all the final versions of the handwritten recipes. Teacher will make one photocopy of each recipe and compile one book for each student using each of the written recipes. This cook book will be distributed to the class for students to take them home.



Teacher Observation

Assess for accuracy and participation

Presentational Rubric

Comprehension checks

Formal evaluation


Vocabulary:

First, second, third, etc.

Next, last, after, before, etc.

Small, large, red, hot, cold, etc.

Cut, cook, bake, sauté, roll, stir, turn over, put in, take out, heat, cool, etc.

Flour, vegetables, fruit, oil, butter, sugar, salt, pepper, pot, pan, spatula, piece, etc.

First cut up the onion into small pieces.

Next heat oil in a pan.

Add onions to the pan and stir.

etc.



MEDIA ARTS

PROFICIENCY / OBJECTIVE

Standards

SUGGESTED ACTIVITY

EVALUATION/

ASSESSMENT

TEACHER

NOTES

The student will be able to:




Students will:







Compile information on chosen topic via research.

(35)


Create a visual presentation using pictures and information labeled (hand written) in target language.

(35, 45)


7.1.IH.A.1 7.1.IH.A.2

7.1.IH.A.3 7.1.IH.A.5 7.1.IH.A.6

7.1.IH.A.7

7.1.IH.A.8

7.1.IH.B.1

7.1.IH.B.2

7.1.IH.B.3

7.1.IH.B.4

7.1.IH.B.5

7.1.IH.B.6

7.1.IH.C.1

7.1.IH.C.2

7.1.IH.C.3

7.1.IH.C.6

Students will create a visual presentation using one of the choices listed below:

1) Travel brochure: Students will create an informative brochure containing travel information for India. It may include places to see, things to do, important information such as phone numbers for travel bureaus, visa information, etc.


2) Poster about Regions of India:

Students will choose a region of India and present its history, culture including traditions, clothing, food , etc.





Teacher Observation

Assess for accuracy and participation

Presentational Rubric

Comprehension checks

Formal evaluation


Vocabulary related to the following topics:

Places in India,

Travel information,

History of India,

Indian culture,

Indian traditions,

Etc.





PROVERBS

PROFICIENCY / OBJECTIVE

Standards

SUGGESTED ACTIVITY

EVALUATION/

ASSESSMENT

TEACHER

NOTES

The student will be able to:




Students will:







Understand and use common proverbs in target language.

(43)


Create a short skit/scenario describing the use of the proverbs.

(35, 43)


7.1.IH.A.2

7.1.IH.A.3 7.1.IH.A.5

7.1.IH.A.7

7.1.IH.B.2

7.1.IH.B.3

7.1.IH.B.6

7.1.IH.C.1

7.1.IH.C.4

7.1.IH.C.5

Teacher will say the proverbs and students will guess its meaning. Teacher will provide corrections if necessary and define words. For example: sir mAthe par beiThAna literally means to sit someone on your head. Then teacher describes or has students guess the intended meaning. For example: to respect someone.
Act out a skit/scenario: Teacher will distribute proverbs written in target language on note cards (one proverb per card) to each student. Students will create a scenario when this proverb could be used and will come to the front of the class and act out the scenario. Teacher should model this for the class first. Students take turns acting. The remainder of the class will try to guess the proverb.

Teacher Observation

Assess for accuracy and participation

Presentational Rubric

Comprehension checks

Formal evaluation


Proverbs:

Please refer to Kirit Shah books for examples.

Hindi: pages 124-128

Gujarati: pages 129-130







READING COMPREHENSION

PROFICIENCY / OBJECTIVE

Standards

SUGGESTED ACTIVITY

EVALUATION/

ASSESSMENT

TEACHER

NOTES

The student will be able to:




Students will:







Read a passage in target language.

(41, 44)


Infer meanings of some unfamiliar words in some new contexts.

(34, 44)


Answer a variety of questions related to the passage.

(35, 36)


Describe the main idea of the passage (or summarize the story) in his/her own words.

(44)


Use word-recall strategies to think of the word they want to say with cues and assistance from the teacher.

(34)


7.1.IH.A.1 7.1.IH.A.2

7.1.IH.A.3 7.1.IH.A.5 7.1.IH.A.5

7.1.IH.A.6

7.1.IH.A.7

7.1.IH.B.1

7.1.IH.B.2

7.1.IH.B.4

7.1.IH.B.5

7.1.IH.C.4

Teacher will distribute the story or identify the page number in reference to a book. Students will read aloud taking turns. Class will discuss any new vocabulary terms and define and infer the meaning.
Teacher will ask a variety of questions related to the story and students will answer orally.
Teacher will pay special attention to the students’ ability to comprehend the material. Grammatical mistakes made while answering should not be given emphasis for this particular activity.
Teacher will help the student to think of pertinent/specific vocabulary by talking about the word or giving cues about the meaning of the word (rather than just give the students the word they are looking for). Teacher should help them strategize while thinking of how to say something.

Teacher Observation

Assess for accuracy and participation

Presentational Rubric

Comprehension checks

Formal evaluation


Vocabulary:

Highlight or list any new vocabulary terms







PUNCTUATION AND SPELLING

PROFICIENCY / OBJECTIVE

Standards

SUGGESTED ACTIVITY

EVALUATION/

ASSESSMENT

TEACHER

NOTES

The student will be able to:




Students will:







Correct the grammatical mistakes on pre-written material.

(35)


Edit the spelling mistakes on written material.

(41, 42)


7.1.IH.A.2

7.1.IH.A.3

7.1.IH.A.6

7.1.IH.A.8 7.1.IH.B.2

7.1.IH.B.6

7.1.IH.C.2

7.1.IH.C.3

Teacher will provide handouts containing sentences that have incorrect use of punctuation and spelling. Students will read the sentences and edit them together as a group with assistance from the teacher.
Teacher should collect examples of actual mistakes made by students during earlier classes and use these on the handouts.

Teacher Observation

Assess for accuracy and participation

Presentational Rubric

Comprehension checks

Formal evaluation


Vocabulary:

Period, comma, question mark, etc.

BIBLIOGRAPHY


SOURCES

Vidyalaya hosts language classes in Hindi, Gujarati and Telugu based on syllabi and curriculum levels. There are six levels to certify language proficiency. We have work books, reference books, and other material that were created for Vidyalaya. In addition, we use computers, iPads, game boards, flash cards, story books and other hands on material that are available for our teachers’ use.


TEXTBOOKS

Shah, Kirit N., Learn Gujarati, 1991.

Shah, Kirit N., Learn Hindi, 1989.
WEBSITES

www.shabdkosh.com




  1. Download 1.34 Mb.

    Share with your friends:
1   2   3   4   5   6   7   8   9




The database is protected by copyright ©sckool.org 2020
send message

    Main page