Spring Enrichment Curriculum – Spanish

Spring Enrichment Curriculum – Spanish

Spanish at Greenspring Montessori School is oriented to present an introduction to the language and culture of Spanish speaking countries. It is designed to enable the students to communicate in Spanish in simple, everyday conversations and acts as a stepping stone to the next level of study. Students learn basic and meaningful vocabulary and phonetics, they are introduced to the fundamentals of grammar, begin to read and write in Spanish, and gain cultural awareness so they develop a greater understanding of the world in which they live in.

The Spanish Spring 2020 Curriculum presents the details of activities that take place during Spanish Enrichment time. The program, in general, focuses on the three modes of communication: interpretive, interpersonal and presentational. The proficiency level of the students is expected to range between novice-mid to intermediate-mid on the ACTFL scale. Students learn various thematic units, use basic vocabulary and phrases and interact in various social situations. In addition, students develop an awareness of the distinct cultures, traditions, and celebrations of the Spanish-speaking world. 

Children’s House 

Children’s House students explore Spanish using songs, games, finger plays, stories, short activities and specific lessons to build on vocabulary and exposure to the Spanish language and culture in the Spanish speaking world. For the Dual-Language classrooms, the third-year students have a half-hour of dedicated Spanish in addition to the regular lessons given by the assistant. The second-trimester curriculum starts with a brief review of greetings, feelings, and common expressions, followed by working with materials that present different parts of the body, parts of the house, and ending with the weather and clothing. It is expected that during the second trimester of the year Children’s House students will be exposed to vocabulary and songs that help them learn and use previously learned vocabulary to: 

  • Recognize the different parts of the body and face 
  • Answer to the question ¿Qué es esto? 
  • Be able to name different parts of a house. 
  • Answer to the questions ¿Cuántos (cuántas) hay? And ¿Dónde está el/la…? 
  • Identify some words to refer to the weather. 
  • Recognize some basic words to talk about clothing. 
  • Answer to Qué, Dónde and Cuántos questions 

The songs that we sing with the children are mostly from the music groups Cantoalegre ( https://www.youtube.com/user/ccantoalegre/featured ) and Cantajuego (https://www.youtube.com/user/CantaJuegoVEVO) 

Lower Elementary 

Lower Elementary students explore Spanish using TPR (Total Physical Response – created by James Asher), and specific lessons to acquire new vocabulary and to practice what they learned in Children’s House. Students are also exposed to some of the different cultures and traditions found in the Spanish speaking world. At this level, since movement is the key, comprehension comes first, and then, there is a point where students are ready to talk, to read, and eventually, ready to write. Each lesson starts with a short chanting activity that is useful to review vocabulary and to transition the students into the Spanish time. It is expected that during the second trimester of the year Lower Elementary students will: 

  • Review expressions of courtesy and basic communication in the classroom and basic commands to move around campus and in the classroom 
  • The Spanish alphabet and special sounds 
  • Recognize and use words and short sentences to name parts of a house, the weather, and some clothing. 
  • Continue working with opposites and contrasts. 
  • Read short sentences or paragraphs and identify what they are about. 
  • Be able to ask simple questions to gather information. 

Upper Elementary 

Upper Elementary students explore Spanish using TPR & TPR Storytelling, and through specific lessons and mini-projects to acquire new vocabulary and to practice what they learned in previous years. Students are also exposed to some of the beliefs, food, and traditions of the people from different Spanish speaking countries. During the second trimester of the school year, students will review and practice basic commands and work with materials to understand the function of words. It is expected that during the first trimester of the year Upper Elementary students will: 

  • Review expressions of courtesy in Spanish 
  • Review the alphabet and special sounds. 
  • Understand the main idea and some information in short texts. 
  • Start creating sentences and a series of sentences to tell a short story about their life, activities, events, and other experiences. 

Adolescent Community 

The Adolescent Community Spanish curriculum focuses on strengthening the interpretive, interpersonal, and presentational communication skills, providing the basis to better prepare students for the high school world language sequence. Students learn various thematic units, use basic vocabulary and phrases and interact in various social situations. In addition, students develop an awareness of the distinct cultures, traditions, and celebrations of the Spanish-speaking world. Adolescent Community students will learn the language in a more traditional way, with a variety of activities to promote a successful learning experience. Each set of lessons presents new vocabulary words pertaining to a particular theme. Each topic is first presented in context and then the vocabulary is further practiced through a variety of activities. All the students are encouraged to have an active participation. It is expected that during the second trimester of the year Adolescent Community students will review, learn, and practice:

  • Expressions of courtesy and basic communication in the classroom 
  • Uses of personal pronouns 
  • The alphabet and special sounds 
  • Working with paragraph-length texts to follow the main message, sometimes in various time frames. 
  • Working with audio files to understand the main idea and flow of events expressed in various time frames in songs, conversations, and discussions. 
  • Writing sentences or paragraphs to present information on a variety of familiar and some concrete researched topics.
Spring Enrichment Curriculum – Art

Spring Enrichment Curriculum – Art

Lower Elementary students will continue working in the painting center with the addition of liquid tempera paint. They will explore the magic of mixing their own colors and how colors can be used to express different moods in their artwork. This trimester will also include the opening of the 3-D centers of the art studio (sculpture, cardboard construction, and clay). In anticipation of the development of individual art show projects in the third trimester, students will begin considering how artists convey their ideas through their chosen medium. We will prepare for this exciting time by practicing the Studio Habits of developing craft, engaging, persisting, and expressing. Sketchbooks will be utilized for project planning and the Art Elements of color and form.

Upper Elementary students will elevate their painting experience with the use of acrylic paint and easels. In addition to mixing their own colors, students will be encouraged to explore the expressive qualities of different color combinations. This trimester will also include the opening of the 3-D centers of the art studio (sculpture, cardboard construction, and clay).  In anticipation of the development of individual art show projects in the third trimester, students will begin considering how artists convey their ideas through their chosen medium. We will prepare for this exciting time by practicing the Studio Habits of developing craft, engaging, persisting, and expressing. Sketchbooks will be utilized for project planning and the Art Elements of color and form.

Adolescent Trash to Treasure Elective

Adolescent students will practice the Studio Habits of Envisioning, Engaging, Persisting, and Developing Craft while utilizing discarded materials to create works of art. After a series of demonstrations, exercises, and inspiration from established artists, students will have the opportunity to work independently or collaboratively on a project of their choice.

Spring Enrichment Curriculum – Technology

Spring Enrichment Curriculum – Technology

Maryland Technology Literacy Standards for Students is used as a guideline for all technology literacy lessons. 

Lower Elementary Technology Curriculum (Spring 2020)

Students visit the Media Lab once a week for a scheduled computer lesson on basic computer fundamentals. Each lesson begins with a short tutorial followed by simple activities to practice these skills. This introduction provides students with basic knowledge to use and create databases at a basic level. Students will learn to locate, evaluate, and gather information/data. Students will explore and use age-appropriate resources available through technology.

  • Open an existing file
  • Enter data in a content-related database using a database template or form
  • Search for specific data/information by field
  • Preview and print a datasheet
  • Save or download the datasheet and digital images to a computer
  • Change the size or shape of an object
  • Collect and select relevant information from selected technology resources

Internet Safety:

Students are expected to use technology in a responsible manner and demonstrate proper care of equipment; such as following lab agreements and handling equipment with care. Digital citizenship and internet safety are part of our instruction at every level. Students will learn strategies for practicing responsible and appropriate use of technology systems, software, and information.

 

  • Understand and follow Media Lab agreements
  • Work cooperatively and collaboratively with others when using technology in the lab.
  • Practice responsible use of technology systems and software.
  • Recognize the potential harm of intrusive applications (such as viruses, pop-up windows, etc.)
  • Use safe and correct security procedures (such as protecting password and user ID).

Keyboarding:

Keyboarding is a foundational skill largely related to motor skills. Students should be able to operate a keyboard effectively in order to take full advantage of computer technology. Students have been working on keyboarding skills through typingclub.com. Typingclub.com is an online resource that is recommended for students that teaches correct finger-to-key movement across the entire keyboard. The student experience is designed to be clean, straightforward, engaging, and fun. It is a highly effective tool that helps students at all skill levels improve their typing ability through guided lessons and engaging assessments. Students are provided with continuous feedback on their progress every step of the way and are motivated to repeat each lesson over and over to master each step prior to proceeding. Students are provided with an optional virtual keyboard and virtual hands on their typing interface to assist them when using the correct fingers when they are practicing each lesson. The carefully designed lessons include instructional videos, educational games, cross-curricular content, and other interactive experiences.

To fully support the development of typing skills, the expectations for utilizing this site at home is to practice three times per week for no longer than 15 minutes per session.

 

Upper Elementary Curriculum for Internet Safety and Digital Citizenship

Internet Safety

Tutorials (Resource: GCFlearnfree.org)

Staying Safe Online:

  • Introduction: Staying safe online is essential in today’s world. Use these internet safety tips to keep yourself and others protected.
  • Staying Safe Online: Creating Strong passwords: use these tips to create a strong, safe password
  • Your Browsers Security Features: better understand your browsers security features and how they work.
  • Avoiding Spam and Phishing: Use these tips so you can avoid email-based spam and phishing scams.
  • How to Avoid Malware: Learn how to avoid malware and remove it from your computer.
  • Safe Online Shopping: Use these strategies for a safe online shopping experience.

Protecting Your Online Privacy:

  • Understanding Browser Tracking: Understand how browser tracking works.
  • Social Media Privacy Basics: Learn all about social media privacy so you can control what you want to share with others online.

Other:

  • What to do if your computer gets a virus.
  • Installing and updating browser plug-ins.
  • Using Phone verification
  • Wi-Fi Security

Quiz: Test your knowledge of internet safety.

Digital Citizenship 

Agreements for Digital Citizenship

  • A good citizen advocates for equal human rights for all.
  • A good citizen treats others courteously and never bullies.
  • A good citizen does not damage or others’ property or person.
  • A good citizen communicates clearly, respectfully, and with empathy.
  • A good citizen actively pursues an education and develops habits for lifelong learning.
  • A good citizen spends and manages money responsibly.
  • A good citizen upholds basic human rights of privacy, freedom of speech, etc. A good citizen protects self and others from harm. A good citizen proactively promotes their own physical and mental health.

 Videos and Narrated E-books (resource ikeepsafe.org)

  • Online Privacy
  • How to Handle cyberbullying
  • Balancing real life with screen time
  • Safe info search and downloading
  • Healthy Media choices

Scope & Sequence Digital Citizenship Curriculum

Lessons:

Unit 1

  • Rings of Responsibility: What kinds of responsibilities does a good digital citizen have?
  • Private and Personal Information: How can you protect yourself from online identity theft?
  • The Power of Words: What should you do when someone uses mean or scary language on the Internet?
  • The Key to Keywords: Which keywords will give you the best search results?
  • Whose is it, anyway? How can you show respect for other people’s work? 

Unit 2

  • Strong Passwords: How can a secure password help you protect your private information?
  • Digital Citizenship Pledge: How do you create a positive online community?
  • You’ve won a Prize! What is spam, and what can you do about it?
  • How to Cite a Site: How do you cite different types of online sources?
  • Picture Perfect: How can photos be changed on the computer, and how can that affect your feelings about the way you look?

Unit 3

  • Talking Safely Online: What’s the difference between Internet friends and in-person friends?
  • Super Digital Citizen: How can people help others be good digital citizens?
  • Privacy Rules: How do you know if a website protects your private information?
  • What’s Cyberbullying? What is cyberbullying, and how do you deal with it?
  • Selling Stereotypes: How do we learn stereotypes of boys and girls from media messages

Parent Resources:

https://www.youtube.com/watch?v=t-9LtTtkg04

https://www.kathleenamorris.com/2019/05/16/internet-safety-parents/

https://www.commonsense.org/education/video

http://www.commonsensemedia.org/educators/posters

http://www.commonsensemedia.org/educators/scope-and-sequence

http://www.commonsensemedia.org/educators/cyberbullying-toolkit

https://ikeepsafe.org/resources

Spring Enrichment Curriculum – Physical Education

Children’s House

  • Hand-eye Coordination
    Students will learn how your eyes and hands work together to successfully balance an object or catch a throw/toss/bounce.  
  • Accuracy
    Students will learn about targets and aiming.  Students will practice aiming and hitting a variety of targets (shooting a basket, bowling, throwing etc.)
  • Partner and Teamwork
    Students will be introduced to teamwork and practice working with a partner or with a group to accomplish a task. 

 

Lower Elementary

Fine Motor Skills and Object Control Skills
Students will continue to work on catching, overhand throwing, and underhand throwing. Students will learn how to use a variety of implements to throw and catch (scoops, lacrosse stick, etc.).  Students will also learn about striking and will practice striking with a variety of implements (bat, racquet, hockey stick etc.). We will end the year focusing on kicking.

 

Upper Elementary

Track and Field
Students will learn about and practice a variety of track and field events.  The track events will include the 100m sprint, 400m sprint, 4×400 relay, and hurdles.  Students will also learn the mechanics of running efficiently as well as different starting positions.  The field events will include the long jump, shot put, and javelin. After practicing these events, we will end the unit with a mini track meet.

Indoor Volleyball
Students will learn and practice skills including underhand serving, setting, and hitting.  They will learn the rules, how to keep score, and volleyball language. They will practice court movement and communication.  We will end the unit with a volleyball tournament.

 

Adolescent Community

Track and Field
Students will learn about and practice a variety of track and field events.  The track events will include the 100m sprint, 400m sprint, 4×400 relay, and hurdles.  Students will also learn the mechanics of running efficiently as well as different starting positions.  The field events will include the long jump, shot put, and javelin. After practicing these events, we will end the unit with a mini track meet.

Indoor Volleyball
Students will learn and practice skills including underhand serving, setting, and hitting.  They will learn the rules, how to keep score, and volleyball language. They will practice court movement and communication.  We will end the unit with a volleyball tournament.

 

Spring Enrichment Curriculum – Library

Spring Enrichment Curriculum – Library

Children’s House Library Visits

Students visit the library weekly with their class. Each library visit includes a pre-selected, purposeful read-aloud. Some of our story topics are about family and friends, kindness, helping others, spring activities, spring and summer holidays and animals in spring and summer.

Students are introduced to the skills and concepts needed to be successful in the library, such as book check-out, book care, and the parts of the library. Students follow library circulation procedures and select books based on their need and reading level. Library books are circulated for a period of one week. Each class has a scheduled library day and materials need to be returned the following week in order to check-out additional materials.

Topics include:

  • Demonstrate how to properly care for books.
  • Demonstrate correct book selection and circulation procedures.
  • Locate the basic parts of a book
  • Recognize that the title tells the name of the book.
  • Recognize that the author write the word of the book.
  • Recognize that the illustrator creates the art that tells the story in pictures.
  • Actively listen and creatively respond to literature shared in a group setting.
  • Retell a story – Illustrate the events from beginning, middle and end of a story.

 

Literary Circles

Children’s House Third-Year Literary Circle

Third-year Children’s House students visit the library weekly to listen to a variety of stories and poems. Stories are followed by a group discussion and literary activities to develop an understanding of story elements such as identify the title, author and illustrator, character traits, summarize the details of a setting, major events and problem and solution in the story. Using retelling sticks, we ask about key details in the text and are able to retell stories, while identifying and describing story elements. Students will develop their skills in listening and oral communication, as well as reasoning and critical thinking.

Lower Elementary Third-Year Literary Circle

Third-year Lower Elementary students visit the library weekly (Monday morning) to take part in a literature activity, an interpretive reading and discussion-based program called Junior Great Books. The Junior Great Books program uses a method of reading and discussion known as Shared Inquiry. This program helps students build skills in reading comprehension, critical thinking, and writing. During our discussion we think and talk about an interpretive question – a question about the story that has more than one good answer that can be supported with evidence from the story. Students generate their own ideas about a story and practice communicating them in discussion and writing. By recognizing and responding to their classmates’ ideas, students learn that an interpretive question can have more than one answer. Each story is composed of three sessions. Work consists of two readings of the story, questioning and note-taking activities, followed by a shared inquiry discussion. The sequence of Shared Inquiry activities encourages students to develop the habits of effective readers and thinkers: to read and listen closely, think deeply about what they have read, and listen and respond to their classmates. 

Outstanding works of literature include classic and contemporary stories and are selected for their vivid writing and for their ability to support multiple interpretations and thought-provoking discussions. The stories that we have worked with so far are the following:

The Banza, Haitian folktale as told by Diane Wolkstein
A goat and a tiger have an unlikely friendship.

The Man Whose Trade Was Tricks, Georgian folktale as told by George and Helen Papashvily
A king who wants to be the trickiest man in the world gets tricked himself.

The Fisherman and His Wife, Brothers Grimm
A husband and wife get their wishes granted but are not satisfied. 

Ooka and the Honest Thief, Japanese folktale as told by I.G. Edmonds
Gonta steals only enough rice to feed his family, but gets caught and promises to return every grain he took.