3rd Grade Science - Iredell-Statesville · Table of Contents Year at a Glance ... Week 1- Week 4.5 1. Review topics from Level 2 2. Around Town Week 4.5-Week 9 (End of Qtr) 3. Health

World Languages Level 3

2014-15 Curriculum Guide

Iredell-Statesville Schools

WORLD LANGUAGES OTHER THAN ENGLISH: LEVEL 3 Table of Contents

Year at a Glance/ Semester at a Glance ........................................................................................................................................................2

Topic Overview...............................................................................................................................................................................................3-4

Vocabulary to Teach ......................................................................................................................................................................................5-7

How the Standards are Arranged ...................................................................................................................................................................8

Standard 1 (interpersonal communication): Connections to Language and Literacy ...................................................................................9

Standard 1 (interpersonal communication): Connections to Other Disciplines ...........................................................................................9

Standard 1 (interpersonal communication): Communities ...........................................................................................................................9-10

Standard 2 (listening & reading): Connections to Language and Literacy ....................................................................................................10-11

Standard 2 (listening & reading): Connections to Other Disciplines.............................................................................................................11-12

Standard 2 (listening & reading): Communities .............................................................................................................................................12

Standard 3 (writing & speaking): Connections to Language and Literacy .....................................................................................................13-15

Standard 3 (writing & speaking): Connections to Other Disciplines .............................................................................................................15-17

Standard 3 (writing & speaking): Communities .............................................................................................................................................17

Standard 4 (cultures): Connections to Language and Literacy ......................................................................................................................18

Standard 4 (cultures): Connections to Other Disciplines ..............................................................................................................................18

Standard 4 (cultures): Communities ..............................................................................................................................................................18-19

LEVEL 3 WORLD LANGUAGES OTHER THAN ENGLISH

2

A Year At A Glance

● Please consult WLOE topic overview chart for detailed outline.

● Topics allotted to each time period are to be completed by the end of stated time period

1ST QUARTER 1. Review topics from Level 2 2. Around Town

2ND QUARTER

3. Health & Well Being 4. Childhood

3RD QUARTER

5. Preterit vs. Imperfect 6. Future Plans (start)

4TH QUARTER 7. Future Plans (finish) 8. How to 9. Flex time – exam review, etc

Semester At A Glance

● Please consult WLOE topic overview chart for detailed outline.

● Topics allotted to each time period are to be completed by the end of stated time period.

Week 1- Week 4.5

1. Review topics from Level 2 2. Around Town

Week 4.5- Week 9 (End of Qtr)

3. Health & Well Being 4. Childhood

Week 9- Week 13.5

5. Preterit vs. Imperfect 6. Future Plans (start)

Week 13.5 – Week 18 (End of Qtr)

7. Future Plans (finish) 8. How to 9. Flex time – exam review, etc v. 2014-2015

3

WLOE LEVEL 3 – TOPIC OVERVIEW

TOPIC VOCABULARY GRAMMAR CULTURE SUGGESTED BEST PRACTICES

Level 2 Review

● Level 2 vocab and expand (with focus on physical description)

● Basic grammar rules ● Sentence and

question structure ● Present tense ● Possessive adjectives

(long and short) ● Ser

● Review standard cultural greetings

● Review games ● Review stations ● Suggested unit theme: all

about me

All around town ● Review places in town (see Level 2)

● Review preterite forms

● Review object pronouns(direct and indirect)

● Common landmarks in target language cities (aqueduct, memorials, museums)

● Use major city/capital city maps to read, interpret,etc.

Health and Well

being

● Review/add body parts ● Accident/hospital

● Past participle ● Present perfect ● Past perfect ● Conjugations of

auxiliary verbs (Spanish: haber, French: avior)

● Difference in insurance, hospitals, pharmacy.

● Informational text ● Role playing

Childhood

● Childhood ● Fairy tale

● Review Double Object Pronouns (French: y and en)

● Imperfect ● Imperfect progressive ● French: interrogative

phrases

● Rhymes, fairy tales, nicknames.

● Child care practices ● Children parties ● Role of Godparents

● Vocube ● Write, read, perform fairytales ● Perform presentations

4

Preterite v

Imperfect

● General vocab usage in context.

● Preterite vs imperfect

● Compare and contrast historical events

● Timeline ● Pret v imp folders

Future Plans

● Life events ● Professions/careers ● Post high school plans

● Review simple future ● Future tense ● Future irregulars ● Future perfect

● Level of schooling ● When/age things

happen ● Careers, age ● Cost of education ● System of education

● Future predictions ● Weather predictions ● Fortune teller

“How to___”

● Following simple directions for “how to” tasks.

● Review object pronouns with commands

● Commands; affirmative/negative formal and affirmative/negative familiar

● Metric systems ● Tú v usted ● Public manners

● How to speeches ● Instructions with realia

5

HEALTH & WELL BEING AROUND TOWN pain nurse to examine medicine crutches pills stitches x-ray prescription prescribe broken emergency emergency room waiting room blood bandage cast accident to fall ambulance to cut oneself to hurt/to injure oneself to be painful to /to hurt to break to tear to twist twisted bone muscle brain lungs heart kidneys stomach liver

tummy inner ear allergy antibiotic aspirin to have a cold to sneeze to cough cough sneeze fever flu syrup to advise to contain to itch to sting bump bruise sting to develop to avoid to demand to include to complain to take (medicine) stress to feel awful to breathe to endure to tolerate advice doctors office clinic pharmacy

city blocks corner statue fountain plaza sidewalk bridge traffic circle downtown park bank stadium sporting event concert pharmacy medicine gas station supermarket - groceries restaurant /café - menu - bill - waiter post office - package - postcard - letter - stamps - phone cards doctors office convenience store movie theater - movie - movie premiere - popcorn - candy - soda - 3D

theater - a play - a musical mall dance club parking lot parking space tickets (entry) to see… to buy to spend money to pay to sell to park to go for a walk/stroll to take pictures to cheer to yell to fill a prescription to fill a gas tank to buy groceries to order to send to have an appointment to discuss to park to cross the street to turn to continue to go straight to call a cab to take (a line on the metro) to change (trains)

to the left to right on the corner in the middle close to near far around across from/facing behind between to the side of /beside at the end of

6

CHILDHOOD POSITIVE QUALITIES well mannered polite obedient generous considerate agreeable virtuous caring/loving kind friendly careful/prudent honest fair sincere humble/modest smart loyal brave virtue good manners

NEGATIVE QUALITIES poorly mannered/rude impolite disobedient stingy/miserly inconsiderate mischievous hateful mean/cruel unpleasant /disagreeable imprudent careless dishonest unfair insincere vain disloyal cowardly spoiled smart-mouthed/”sassy” shy

*Spanish – Realidades Level 2 – Chapter 4A plus neighbor neighborhood babysitter to babysit daycare playground “monkeybars” “teeter totter”/ “see-saw” “merry-go-round” slide swings hopscotch hide & seek “tag” tricycle skateboard scooter jump rope dog/puppy cat/kitten fish turtle bird hamster guinea pig snake ferret horse backyard grass treehouse clubhouse fort toys

blocks dolls action figures electric trains stuffed animals teddy bear dinosaur videogame system board games playing cards collection cards (collector) stamps bugs rocks coins Name calling angel devil brat know-it-all a gossip/gossipy jokester bully busybody “two-faced” flatterer /”suck up” tomboy liar snitch/”tattletale” cheater (non-romantic)

crybaby bossy

snob stuck up chatterbox/chatty

playful (physical – rough houser)

There was/ There were to be born to take care of/care for to share to loan to clean to greet to draw to color to climb trees to tell jokes to joke around to finger-paint to play house to jump/skip rope to swing to obey to disobey to respect to treat to mistreat to behave well to misbehave to laugh to be mad/to get mad to get bored to be scared of to make fun of/mock to be in a ____ mood to skate to ride a bike

7

FUTURE CAREERS

Some day benefits career job profession future to earn a living/ to make a living salary wage There will be to pursue a career bilingual to graduate to receive (a degree) high school diploma college degree company business goal dream program of study take classes date/appointment study abroad foreign country exchange student to join to attend to register

to stay in shape to volunteer to vote to fall in love to get married to have a family to give birth to divorce to remarry to have a career to retire to be retired to move (relocate) to become to be in charge of to realize (make real) to donate to achieve to promote to be a success to dedicate oneself

lawyer judge farmer doctor surgeon pharmacist dentist nurse veterinarian technician banker pilot flight attendant athlete firefighter police officer paramedic chef cook waiter/waitress engineer accountant postal worker teacher factory worker business man business woman owner manager employee salesperson cashier soldier

mechanic boss secretary housewife maid butler driver gardener jeweler programmer editor social worker translator interpreter architect carpenter electrician brick mason journalist florist librarian baker artist painter sculptor craftsman model actor actress dancer choreographer singer musician

author writer scientist chemist hairdresser/stylist critic photographer politician owner

World Languages Level 3 Curriculum Guide

How to use this document The World Language other than English (WLOE) level three curriculum guide is based on the LinguaFolio Self Assessment Protfolio and the North Carolina WLOE Essential Standards. Links to the LinguaFolio Self Assement Portfolio can be accessed at http://www.ncssfl.org/LinguaFolio/index.php?checklists. The map below outlines the standards (NCDPI) and I can statements (LinguaFolio). The pages following this are the unpacking of the standards and are to be used as your curriculum guide as you plan instruction this year. The document is designed to reach all teachers of a level 3 world language.

* See page 12 on the World Language Essential Standards document for an expanded chart of exit proficiencies by level. http://www.dpi.state.nc.us/docs/acre/standards/new-standards/foreign-language/world-language.pdf

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WORLD LANGUAGES OTHER THAN ENGLISH Level 3

Exit Proficiency Standards

STANDARD #1 Use the language to engage in interpersonal communication

(Conversation)

STANDARD #2 Understand words and concepts

presented in the language (Reading & Listening)

STANDARD #3 Use the language to present information (Writing & Speaking)

STANDARD #4 Compare the students’

culture and the target culture

Connections to Language & Literacy (CLL)

Novice High


Novice High (Speaking)

Intermediate Low (Writing)


Intermediate Low


Intermediate Low

Connections to Other Disciplines (COD)

Intermediate Low

Communities (CMT) Intermediate Low


Intermediate Low

Communities (CMT)

Intermediate Low


Novice High (Speaking)


Communities (CMT) Novice High (Speaking)



Novice High

Communities (CMT) Novice High

http://www.dpi.state.nc.us/docs/acre/standards/new-standards/foreign-language/world-language.pdf

http://www.ncssfl.org/LinguaFolio/index.php?checklists


9

Essential Standard: #1 Use the language to engage in interpersonal communication (dialogue) Clarifying Objectives: IL.CLL.1.1 Carry out unrehearsed conversations on familiar topics with some details. IL.CLL.1.2 Use questions to exchange information in familiar situations. IL.COD.1.1 Understand how to start and continue unrehearsed conversations on a limited number of academic topics. IL.COD.1.2 Understand how to ask and answer questions and exchange information on academic topics. IL.CMT.1.1 Carry out unrehearsed interactions in familiar situations with people from the target culture or communities of learners of the same target language. IL.CMT.1.2 Use the language to exchange information with people from the target culture about shared experiences.

Unpacking: What does this standard mean that a student will know and be able to do? Learning Target “I can…” Criteria for Success “I will…”

CLL: Connections to Language and Literacy

Carry out unrehearsed conversations on familiar topics with some details.

IL.CLL.1.1

I will talk with someone about family or household tasks.

I will talk with someone about hobbies and interests. I will talk with someone about school or work.

Use questions to exchange information in familiar situations.

IL.CLL.1.2

I will ask additional questions to get more information. I will give more information to explain something I did.

I will ask for and give examples to explain something further.

COD: Connections to Other Disciplines

Understand how to start and continue unrehearsed conversations on a limited number of academic topics

IL.COD.1.1

I will be able to use transition words when discussing a familiar topic

I will start and continue conversations about childhood, future plans,

work situations/job, health

I will be able to hold a conversation about accomplishing tasks.

Understand how to ask and answer questions and exchange information on academic topics

IL.COD.1.2

I will ask questions about factual information I have learned relating

to geography, history, art, music, math, science, language, or literature.

CMT: Communities

Carry out unrehearsed interactions in familiar situations with people from the target culture or communities of learners of the same target language

I will express emotions, such as happiness or sadness.

I will express reactions in highly familiar situations, such as at a

sporting event or concert.

I will react to the feelings of others.


10

IL.CMT.1.1

Use the language to exchange information with people from the target culture about shared experiences

IL.CMT.1.2

I will ask for help at school, work, or in the community.

I will make an appointment or reservation by phone.

I will arrange for transportation, such as by train, bus, taxi, or a

ride with friends.


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Essential Standard: #2 Understand words and concepts presented in the language (listening and reading) Clarifying Objectives: IL.CLL.2.1 Summarize main ideas and a few details in short conversations and some forms of media. IL.CLL.2.2 Summarize main ideas and a few details in texts that contain familiar vocabulary. IL.CLL.2.3 Recognize that ideas and expressions may be presented differently in the target language than the students’ lang uage. IL.CLL.2.4 Compare fiction texts and non-fiction texts about familiar topics. IL.COD.2.1 Analyze the relationship between words from the target language and the students’ language to expand vocabulary re lated to academic topics. IL.COD.2.2 Differentiate the structural patterns of the target language and the students’ language. IL.COD.2.3 Understand main ideas and a few details in class discussions and some forms of media. IL.COD.2.4 Understand main ideas and a few details in academic texts that contain familiar vocabulary. IL.COD.2.5 Remember expanded vocabulary and language structures essential to comprehension in academic class discussions and presentations. IL.CMT.2.1 Understand practices, products, and perspectives from texts about familiar topics with some details. IL.CMT.2.2 Understand the meaning of messages on familiar topics displayed in the community or created by peers learning the same target language. Unpacking: What does this standard mean that a student will know and be able to do?

Learning Target “I can…” Criteria for Success “I will…”

Connections to Language and Literacy

Summarize main ideas and a few details in short conversations and some forms of media

IL.CLL.2.1

I will understand specific information, such as sports scores and song titles from radio and TV programs.

I will understand the basic information in a weather report, such as temperature and precipitation.

I will identify the type of film and some details from a movie preview.

I will identify main ideas on familiar topics in a newscast. I will understand folk or familiar fairytales.

I will understand children’s stories or simple short stories on familiar

topics.

Summarize main ideas and a few details in texts that contain familiar vocabulary

IL.CLL.2.2

I will read a movie review and understand the plot in order to decide

whether or not to see it.

I will read a restaurant review to guide my choice.

I will read about an upcoming event and decide whether or not to attend.


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Recognize that ideas and expressions may be presented differently in the target language than the students’ language

IL.CLL.2.3

I will recognize colloquialisms/slang/idiomatic expressions.

I will understand that colloquialisms/slang/idiomatic vary within the target language.

Compare fiction texts and non-fiction texts about familiar topics

IL.CLL.2.4

I will understand information about after-school and job opportunities.

I will understand online information to support my coursework or research.

I will understand an online course syllabus. I will understand folk or familiar fairytales.

I will understand children’s stories or simple short stories on familiar topics.


Analyze the relationship between words from the target language and the students’ language to expand vocabulary related to academic topics.

IL.COD.2.1

I will learn regional variations for topical vocab.

Differentiate the structural patterns of the target language and the students’ language.

IL.COD.2.2

I will recognize target language syntax.

I will compare target language syntax to native language. I will explain the difference in syntax between the two languages. I will recognize prefixes, suffixes, derivatives, word family and root

words in the target language. I will recognize prefixes, suffixes, derivatives, word family and root

words in English.

Understand main ideas and a few details in class discussions and some forms of media.

IL.COD.2.3

I will understand conversations about my family, school, or community.

I will identify the main idea and some details when listening to an

oral presentation about a topic I am learning.

Understand main ideas and a few details in academic texts that contain familiar vocabulary.

IL.COD.2.4

I will follow written directions to do an experiment.

I will follow instructions to assemble something. I will follow directions for complex tasks. I will read academic texts related to thematic content; story telling,

future plans, childhood.

Remember expanded vocabulary and language I will implement prior knowledge and maintain current knowledge of


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structures essential to comprehension in academic class discussions and presentations.

IL.COD.2.5

familiar vocabulary and language structures.

I will internalize new, expanded vocab and language structures in order to maintain comprehension in academic class discussions and presentations.

CMT: Communities

Understand practices, products, and perspectives from texts about familiar topics with some details.

IL.CMT.2.1

I will read and understand realia related to academic and familiar topics.

Understand the meaning of messages on familiar topics displayed in the community or created by peers learning the same target language

IL.CMT.2.2

I will understand what an e-pal/pen-pal is asking about my personal interests or routines.

I will understand a note from my friend about our plans.

I will understand a letter of acceptance or rejection regarding a job

application.


14

Essential Standard: #3 Use the language to present information to an audience (writing and speaking) Clarifying Objectives Presentational Speaking NH.CLL.3.1 Create simple phrases and short sentences in spoken or written presentations to provide information about familiar topics. NH.CLL.3.2 Use the language to recite and act out poetry, songs, and simple stories from the target culture. NH.CLL.3.3 Produce simple dialogues and short skits using familiar structures and vocabulary. NH.COD.3.1 Use the target language to give short spoken or written presentations about familiar academic topics. NH.COD.3.2 Produce a sequence of simple phrases and short sentences relating common themes in other disciplines. NH.COD.3.3 Use readily available technology tools and digital literacy skills to present academic information in the target l anguage. NH.CMT.3.1 Use simple phrases and short sentences to describe arts, sports, games, and media from the target culture. NH.CMT.3.2 Use simple phrases and short sentences to present information in school or community events related to the target culture.

Clarifying Objectives Writing

IL.CLL.3.1 Use a series of phrases and sentences to create descriptions with some details about familiar topics and experienc es. IL.CLL.3.2 Use the language to act out and summarize poetry, lyrics, prose, and other literature from the target culture. IL.CLL.3.3 Use a series of phrases and sentences to give spoken and written presentations about familiar topics, situations, and experiences with some details. IL.CLL.3.4 Create dialogues and skits to present with some details about familiar topics. IL.COD.3.1 Use academic content terminology in a series of phrases and sentences with a few details to give spoken or written presentations in the target language on familiar topics. IL.COD.3.2 Produce a series of phrases and sentences about familiar themes related to other disciplines. IL.COD.3.3 Use readily available technology tools and digital literacy skills to present in the target language about other disciplines. IL.CMT.3.1 Use a series of phrases and sentences to describe arts, sports, games, and media from the target culture. IL.CMT.3.2 Use limited dialogue to participate in school or community activities related to the target culture. Unpacking: What does this standard mean that a student will know and be able to do?



Create simple phrases and short sentences in spoken or written presentations to provide information about familiar topics

Speaking/writing: I will describe my family and friends.

I will describe my school.

I will describe myself.

I will describe my workplace. I will describe what I do during the weekend.

I will describe what happens at a sports event.


15

NH.CLL.3.1

I will talk about others’ likes and dislikes.

I will talk about others’ free-time activities. I will write a description of another person’s appearance or

personality.

I will describe a school or workplace routine.

I will describe a place where I like to spend my time.

I will write about something I have learned. I will write about school or work and what I like or dislike.

I will write an opinion about something I learned in school or at work.

Use the language to recite and act out poetry, songs, and simple stories from the target culture

NH.CLL.3.2

Speaking:

I will perform songs, plays, poetry, simple stories, etc from the target language.

Produce simple dialogues and short skits using familiar structures and vocabulary

NH.CLL.3.3

Speaking: I will present on cultural information based on pictures or photos. I will perform simple dialogues and short skits based on thematic

units.

Use a series of phrases and sentences to create descriptions with some details about familiar topics and experiences.

IL.CLL.3.1

Writing: I will write a letter comparing two places I visited.

I will write a journal entry comparing peoples’ physical description

and personalities.

I will write a short comparison of two characters in a short story.

Use the language to act out and summarize poetry, lyrics, prose, and other literature from the target culture.

IL.CLL.3.2

Writing:

I will perform poetry, lyrics, prose and other literature from the target culture.

I will pinpoint main idea and key details from poetry, lyrics, prose and other literature from the target culture.

Use a series of phrases and sentences to give spoken and written presentations about familiar topics, situations, and experiences with some details.

IL.CLL.3.3

Writing:

I will present information about things I have learned using phrases and simple sentences.

Create dialogues and skits to present with some details about familiar topics.

I will ask questions in a letter or email, such as where do you live,

what do you like to do, what are you doing during the holiday, and can you recommend a good place to eat.


16

IL.CLL.3.4

I will develop a simple questionnaire, such as inquiring about

favorite foods or free-time activities


Use the target language to give short spoken or written presentations about familiar academic topics.

NH.COD.3.1

Speaking/Writing: I will describe aspects of my daily life I will describe a familiar experience or event I will present information about others I will present information I have learned in other classes using

phrases and simple sentences.

Produce a sequence of simple phrases and short sentences relating common themes in other disciplines.

NH.COD.3.2

Speaking/Writing: I will write a letter comparing two places I visited.

I will write a journal entry comparing peoples’ physical description

and personalities.

I will write a short comparison of two characters in a short story. I will give biographical information about others (classmates,

historical figures, characters in literature, etc) I will describe a simple science experiment.

Use readily available technology tools and digital literacy skills to present academic information in the target language

NH.COD.3.3

Speaking/Writing:

I will incorporate digital resources when presenting about a thematic content in the target language.

I will use digital resources to prepare and research for a presentation on thematic content.

Use academic content terminology in a series of phrases and sentences with a few details to give spoken or written presentations in the target language on familiar topics.

IL.COD.3.1

Writing:

I will apply content knowledge to perform/present in the target language

Produce a series of phrases and sentences about familiar themes related to other disciplines.

IL.COD.3.2

Writing:

I will use target language vocabulary to present information on other disciplines.

Use readily available technology tools and digital literacy skills to present in the target language about other disciplines.

Writing:

I will incorporate digital resources when presenting about a thematic content in the target language.


17

IL.COD.3.3

I will use digital resources to prepare and research for a presentation on thematic content.

CMT: Communities

Use simple phrases and short sentences to describe arts, sports, games, and media from the target culture.

NH.CMT3.1

Speaking & Writing:

I will present to the classroom about art, sports, games and media in the target language.

Use simple phrases and short sentences to present information in school or community events related to the target culture

NH.CMT3.2

Writing & Speaking:

I will present to the community about the target culture in the target language.

Use a series of phrases and sentences to describe arts, sports, games, and media from the target culture

IL.CMT.3.1

Writing: I will present to the classroom in detail about art, sports, games and

media in the target language.

Use limited dialogue to participate in school or community activities related to the target culture

IL.CMT.3.2

I will participate in school wide or community opportunities in the target language.


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Essential Standard: #4 Compare the students’ culture and the target culture Clarifying Objectives: NH.CLL.4.1 Classify basic cultural practices of people in the target culture and the students’ culture. NH.CLL.4.2 Use learned cognates and loan words to express ideas on familiar topics. NH.CLL.4.3 Analyze the language conventions from simple written and spoken texts in the target language. NH.COD.4.1 Understand cultural practices and perspectives from the target culture. NH.COD.4.2 Identify the products of the target culture. NH.CMT.4.1 Compare traditions and events of the target culture and the students’ culture. NH.CMT.4.2 Identify examples of products, practices, and perspectives in the community related to the target culture. NH.CMT.4.3 Identify key characteristics of target culture traditions. Unpacking: What does this standard mean that a student will know and be able to do?



Classify basic cultural practices of people in the target culture and the students’ culture

NH.CLL.4.1

I will distinguish between cultural practices of different target language countries/regions.

Use learned cognates and loan words to express ideas on familiar topics.

NH.CLL.4.2

I will use cognates and loan words in spontaneous conversation.

Analyze the language conventions from simple written and spoken texts in the target language.

NH.CLL.4.3

I will recognize target audience. I will differentiate language usage by region and audience.

I will identify conventions of language.


Understand cultural practices and perspectives from the target culture.

NH.COD.4.1

I will understand cultural, historical and social background for practices and perspectives in the target culture.

Identify the products of the target culture. NH.COD.4.2

I will recognize a variety of products from the target culture in my everyday life.

CMT: Communities

Compare traditions and events of the target culture and the students’ culture.

I will examine the similarities and differences between traditions and events of the target culture and my own. (i.e. sports, holidays,


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NH.CMT.4.1 games, media)

Identify examples of products, practices, and perspectives in the community related to the target culture.

NH.CMT.4.2

I will recognize a variety of products from the target culture in American society.

Identify key characteristics of target culture traditions. NH.CMT.4.3

I will explain in detail important cultural traditions and why they are significant to the target culture.

Documents

3rd Grade Science - Iredell-Statesville · Table of Contents Year at a Glance ... Week 1- Week 4.5 1. Review topics from Level 2 2. Around Town Week 4.5-Week 9 (End of Qtr) 3. Health