Curriculum Management System

MONROE TOWNSHIP SCHOOLS

Course Name: Spanish 1A Grade: 7

For adoption by all regular education programs Board Approved: 9/25/2013 as specified and for adoption or adaptation by all Special Education Programs in accordance with Board of Education Policy # 2220.

Table of Contents

Monroe Township Schools Administration and Board of Education Members Page 3

Mission, Vision, Beliefs, and Goals Page 4

Core Curriculum Content Standards Page 5

Scope and Sequence Pages 6-9

Goals/Essential Questions/Objectives/Instructional Tools/Activities Pages 10-21

Quarterly Benchmark Assessment Pages 22-25

Monroe Township Schools Administration and Board of Education Members

ADMINISTRATION Dr. Kenneth R. Hamilton, Superintendent

Dr. Jeff C. Gorman, Assistant Superintendent

BOARD OF EDUCATION Ms. Kathy Kolupanowich, Board President

Mr. Ken Chiarella, Board Vice President Ms. Amy Antelis

Mr. Marvin I. Braverman Mr. Lew Kaufman

Mr. Mark Klein Mr. John Leary

Mr. Louis C. Masters Mr. Ira Tessler

Jamesburg Representative Ms. Patrice Faraone

WRITERS NAME

Jessica Consiglio & Shirley Siniscalchi

CURRICULUM SUPERVISOR Dr. Kelly F. Roselle

Mission, Vision, Beliefs, and Goals

Mission Statement

The Monroe Public Schools in collaboration with the members of the community shall ensure that all children receive an exemplary education by well-trained committed staff in a safe and orderly environment.

Vision Statement

The Monroe Township Board of Education commits itself to all children by preparing them to reach their full potential and to function in a global society through a preeminent education.

Beliefs

1. All decisions are made on the premise that children must come first. 2. All district decisions are made to ensure that practices and policies are developed to be inclusive, sensitive and meaningful to our diverse population. 3. We believe there is a sense of urgency about improving rigor and student achievement. 4. All members of our community are responsible for building capacity to reach excellence. 5. We are committed to a process for continuous improvement based on collecting, analyzing, and reflecting on data to guide our decisions. 6. We believe that collaboration maximizes the potential for improved outcomes. 7. We act with integrity, respect, and honesty with recognition that the schools serves as the social core of the community. 8. We believe that resources must be committed to address the population expansion in the community. 9. We believe that there are no disposable students in our community and every child means every child.

Board of Education Goals

1. Raise achievement for all students paying particular attention to disparities between subgroups. 2. Systematically collect, analyze, and evaluate available data to inform all decisions. 3. Improve business efficiencies where possible to reduce overall operating costs. 4. Provide support programs for students across the continuum of academic achievement with an emphasis on those who are in the middle. 5. Provide early interventions for all students who are at risk of not reaching their full potential. 6. To Create a 21st Century Environment of Learning that Promotes Inspiration, Motivation, Exploration, and Innovation.

Common Core State Standards (CSSS)

The Common Core State Standards provide a consistent, clear understanding of what students are expected to learn, so teachers and parents know what they need to do to help them. The standards are designed to be robust and relevant to the real world, reflecting the knowledge and skills that our young people need for success in college and careers. With American students fully prepared for the future, our communities will be best positioned to compete successfully in the global economy.

Links: 1. CCSS Home Page: http://www.corestandards.org 2. CCSS FAQ: http://www.corestandards.org/frequently-asked-questions 3. CCSS The Standards: http://www.corestandards.org/the-standards 4. NJDOE Link to CCSS: http://www.state.nj.us/education/sca 5. Partnership for Assessment of Readiness for College and Careers (PARCC): http://parcconline.org 6. NJ World Language CCCSS: http://www.state.nj.us/education/cccs/standards/7/

Scope and Sequence

Quarter 1 Strategies

I. NJCCCS a. Focus on second language learning 1. benefits 2. career connections b. What are the NJCCCS? c. How the standards, essential questions, and learning goals relate to our learning II. Strategies a. 5 reading/comprehension strategies b. 4 modalities of communication 1. how second language is developed 2. applying the modalities to your learning c. Apply communication strategies to create and present information about oneself.

1. Sharing and demonstrating information 2. Practice modeling and mimicking 3. Self-creating with the language

III. Class Commands

a. Common classroom commands 1. Creating visual web cards

b. Functioning and responding to class commands c. Creating original class commands

Scope and Sequence

Quarter 2 Interpersonal Communication

I. Interrogatives a. Vocabulary and key words 1. vocabulary web cards 2. TPR b. Situations that correspond to each interrogative c. Responding to questions using QASIC d. Creating questions using the appropriate grammatical format e. Creating a dialogue in the target language II. Legacies of influential Hispanics/Latinos a. Reading/comprehension in the target language b. Identifying legacies of famous Hispanics/Latinos c. Connecting legacies and influences of featured Hispanics/Latinos to our current culture and society.

Scope and Sequence

Quarter 3

Education I. Nouns a. Characteristics of a noun 1. Rules for gender of a noun 2. Rules for making nouns plural b. Definite and Indefinite articles c. Concordancia = Rules of agreement II. Education a. La mochila vocabulary b. La clase vocabulary c. Locations within the school d. Prepositions e. Education of schools in Spanish-speaking countries III. Spanish/English dictionary

a. Key features of a dual language dictionary b. What to look for in a definition c. How to avoid common mistakes

Scope and Sequence

Quarter 4

Food customs I. Verbs a. Pronouns 1. correct situations for each 2. differences between pronouns in Spanish and English b. Tú/Usted – Informal/formal form of “you” c. Characteristics of a verb d. AR verb vocabulary e. Verb conjugations in the present tense II. Food a. Typical foods in US b. Typical foods in Latin American countries c. Meal times and food customs in America and Spanish- speaking countries d. Expressing likes/dislikes

Stage 1 Desired Results ESTABLISHED GOALS Novice Mid Standards: Interpretive 7.1.NM.A.1 Recognize familiar spoken or written words and phrases contained in culturally authentic materials using electronic information sources related to targeted themes. 7.1.NM.A.2 Demonstrate comprehension of simple, oral and written directions, commands, and requests through appropriate physical response. 7.1.NM.A.5 Demonstrate comprehension of brief oral and written messages using age- and level-appropriate, culturally authentic materials on familiar topics. Novice Mid Standards: Interpersonal 7.1.NM.B.2 Give and follow simple oral and written directions, commands, and requests when participating in age-appropriate classroom and cultural activities. 7.1.NM.B.5 Exchange information using words, phrases, and short sentences practiced in class on familiar topics or on topics studied in other content areas. 7.1.NM.C.1 Use basic information at the word and memorized-phrase level to create a multimedia-rich presentation on targeted themes to be shared virtually with a target language audience. Novice Mid Standards: Presentational 7.1.NM.C.3 Copy/write words, phrases, or simple guided texts on familiar topics. 7.1.NM.C.4 Present information from age- and level-appropriate, culturally authentic materials orally or in writing.

Transfer Students will be able to independently use their learning to… Engage in a biographical conversation with a sympathetic Spanish-speaker about themselves and the Spanish-speaker

Meaning UNDERSTANDINGS Students will understand that…

1. Being bilingual is an essential skill in our global society.

2. Second language communication skills and proficiency develop much like a first language.

3. Linguistic proficiency is quantified via the interpersonal, interpretive, and presentational modes.

ESSENTIAL QUESTIONS 1. How do I function in a situation where the

target language is being used at a higher level than I am comfortable with? 2. Why is it important to increase proficiency in the target language?

Acquisition Students will know…

• The 3 modes of communication • The 5 strategies of communication • The modalities of communication

Students will be skilled at… • Identify the modalities in Spanish • List, use, and apply the 5 reading

strategies and examples • Write, say, and understand commonly

used classroom commands • Use and apply the communication

strategies • Write and say basic biographical

information.

Stage 2 - Evidence Evaluative Criteria Assessment Evidence Marzano 4 pt scale will be used to determine how skilled students are in being able to present information about themselves orally, while being understood by a Spanish speaker, utilizing only visuals as an aid. They must apply the strategies for communication including: modeling, self-creating, TPR, visuals, & proper pronunciation.

PERFORMANCE TASK(S): “Yo soy…” presentational based evaluation. The student will demonstrate their ability to model/parrot/imitate simple biographical phrases and information by presenting to a group of peers. Students will develop a visual in the form of a poster board or power point, in addition to incorporating props, to assist them in describing themselves and their family.

OTHER EVIDENCE: Pre-Assessment: Vocabulary evaluation/analysis Formative Assessments: Reading/interpreting realia Reading Strategies written assessment Commands TPR response evaluations Commands vocabulary assessment (oral/written form) Commands written assessment Station/center based work Reading/pronunciation in the target language Oral prompting and inquiry

Stage 3 – Learning Plan Summary of Key Learning Events and Instruction

Interpretive: • Review and connect NJCCCS modes, essential questions, and communication modalities to the process of learning and acquiring a second

language. • Review 5 reading/comprehension strategies and apply to realia including, but not limited to,: common cultural expressions, biographies, comic

strips, children’s books, professional documents, etc. http://www.philamuseum.org/micro_sites/exhibitions/dali/downloads/edu/spanish/biography.pdf, http://www.gocomics.com/explore/espanol http://www.slideshare.net/anaesbriza1/la-oruga-muy-hambrienta, http://www.childrensbooksforever.com/childrenpages/Spanish.html, http://www.youtube.com/watch?v=sm1c1gVAnDE

• Oral, visual, and physical practice of commonly used classroom commands, with an emphasis on comprehension, speaking, reading, and writing. Practice and reinforcement through the creation of web cards, TPR, center/station activities, & games.

Interpersonal:

• Teacher will share biographical information via ppt., visuals, and props. Through class discussion, prompting, modeling, and application of communication modalities students will practice speaking about themselves and their family, likes/dislikes, favorite foods, favorite activities, etc.

• Practice and reinforce pronunciation in the target language by reading various children’s books such as: “El almuerzo sorpresa”, “La Gallina Roja”, “Caperucita Roja”, etc. (http://www.youtube.com/watch?v=sm1c1gVAnDE) Emphasis to be placed on intonation, vowels, silent letters, exceptions, and phonetic practice.

Presentational: • Students will apply communication modalities and strategies to develop a biographical presentation emphasizing their family structure,

nationality/heritage, pets, favorite activities, favorite foods, college desires, and favorite television shows. For example: En mi familia hay __ personas, yo tengo un hermano mayor y una hermana menor, etc.

Stage 1 Desired Results ESTABLISHED GOALS Novice Mid Standards: Interpretive 7.1.NM.A.3 Recognize a few common gestures and cultural practices associated with the target culture(s). 7.1.NM.A.4 Identify familiar people, places, and objects based on simple oral and/or written descriptions. 7.1.NM.A.5 Demonstrate comprehension of brief oral and written messages using age- and level-

Transfer Students will be able to independently use their learning to… Engage in the interpersonal mode, with a Spanish-speaker, through question and answering while demonstrating cultural awareness

Meaning UNDERSTANDINGS Students will understand that…

ESSENTIAL QUESTIONS 1. In what ways have the legacies of Hispanics

appropriate, culturally authentic materials on familiar topics. Novice Mid Standards: Interpersonal 7.1.NM.B.3 Imitate appropriate gestures and intonation of the target culture(s)/language during greetings, leave-takings, and daily interactions. 7.1.NM.B.4 Ask and respond to simple questions, make requests, and express preferences using memorized words and phrases. 7.1.NM.B.5 Exchange information using words, phrases, and short sentences practiced in class on familiar topics or on topics studied in other content areas. Novice Mid Standards: Presentational 7.1.NM.C.1 Use basic information at the word and memorized-phrase level to create a multimedia-rich presentation on targeted themes to be shared virtually with a target language audience. 7.1.NM.C.2 Imitate, recite, and/or dramatize simple poetry, rhymes, songs, and skits. 7.1.NM.C.3 Copy/write words, phrases, or simple guided texts on familiar topics. 7.1.NM.C.4 Present information from age- and level-appropriate, culturally authentic materials orally or in writing. 7.1.NM.C.5 Name and label tangible cultural products and imitate cultural practices from the target culture(s).

• Societies evolve through the influence of external factors.

• A key strategy to increasing verbal proficiency is to rephrase the question when responding.

• The basis of a conversation (interpersonal mode) is the ability to ask and answer questions.

and Latin American people influenced our culture and society?

2. Why are interrogatives necessary in order to communicate effectively?

Acquisition Students will know… • Explain the legacies and influence, on the

American culture, of at least 8 individuals of Hispanic/Latin heritage.

• Use and apply the eight most common interrogatives.

Students will be skilled at… • Distinguish the correct situation/application

for each interrogative. • Responding while incorporating the question

within their response. • Developing questions that are situation

appropriate. • Applying dictionary strategies and deducing

necessary information. • Create and engage in a conversation

(dialogue) in the target language.

Stage 2 - Evidence Evaluative Criteria Assessment Evidence Marzano 4 pt scale will be used to determine

PERFORMANCE TASK(S): Una Entrevista con…

how skilled students are: in using the interrogatives with the appropriate key words, constructing questions and responses in QASIC format, and appropriately utilizing the dictionary. Marzano 4 pt scale will be used to evaluate the student’s knowledge & understanding of the legacy and contributions of their selected Hispanic/Latin figure.

Students will demonstrate interpersonal fluency through role playing an interview with a student acting as a famous Hispanic/Latin American. Method: students will select and research biographical information on a famous Hispanic/Latin American individual of their choice(from a variety of categories). Through their research students will develop an interview, in the target language, to present and highlight this individual’s accomplishments and legacy.

OTHER EVIDENCE: Pre-Assessment: Unit pre-evaluation: interrogatives, Responding in QASIC, legacies Formative Assessments: Situations for each interrogative Correct application of an interrogative Responding to a question using QASIC (QA) Legacies of famous Latinos/Hispanics oral ball toss activity Vocabulary evaluations Oral question/answer Hispanic legacies

Stage 3 – Learning Plan Summary of Key Learning Events and Instruction

Interpretive: • Create interrogative web cards to emphasize connection between visual, situation, and vocabulary word. • Interrogative practice activities including but not limited to: visual/interrogative practice, situation/interrogative activities, matching of key

words to the interrogative, question completion activities (cloze), etc. http://www.languagesresources.co.uk/Resources/SPANISH/Sp%20A%20Level/Grammar/Interrogative%20Word%20-%20Snakes%20and%20Ladders.swf http://www.colby.edu/~bknelson/SLC/interrogatives1.php

• Reinforce application of previously learned strategies and circumlocution through use of questions based on familiar topics (school, family, & friends) with an emphasis on ensuring comprehension.

• Develop and strengthen dictionary skills through active demonstration and practice. Utilize activities such as selected dictionary entries that emphasize: two-language dictionary format, multiple definitions, synonyms, symbols and abbreviations, correct spelling, and common spelling errors. Tips on how to use a Spanish/English dictionary: http://users.ipfw.edu/jehle/COURSES/Dicciona.htm http://faculty.smcm.edu/jrbartow/SpanEngDictionary.htm

• Interactive presentation, discussion, and exploration of legacies of key Latin/Hispanic figures from various fields entirely in the target language, with an emphasis on strengthening application of interrogatives. Connect legacies to opening anticipatory set focused on highlighting external factors that influence society. Latin Music USA-PBS special: found in department DVD library Smithsonian exhibit: http://americanhistory.si.edu/exhibitions/%C2%A1az%C3%BAcar-life-and-music-celia-cruz Oscar de la Renta interview: http://www.youtube.com/watch?v=13E2CZLQxP4 Cesar Chavez: http://www.youtube.com/watch?v=e7GCCBIgFaQ

Interpersonal: • Practice creating age appropriate (and grammatically correct) questions based on familiar topics related to school, family, and friends. Focus on question structure: interrogative, verb, and predicate. • Introduce and reinforce the concept of QASIC in the target language with a focus on sentence structure: subject, verb, predicate. Emphasize

communication that is level appropriate. • Practice using appropriate intonation, gestures, and facial expressions when asking a question in the target language. Focus on differentiating

the change of meaning when intonation is changed or adjusted. • Interview style activities with a focus on interpreting questions, restating the question within the answer, and responding to the question

appropriately. Activities including, but not limited to, ball toss, who’s my twin, interview your partner, and written based independent practice work.

Presentational:

• Student partners will select a famous Latino/Hispanic, based on their interest, in the fields of: science, politics, entertainment, publishing, etc. Utilizing research student partners will write and perform an interview or conversation with their selected individual(s). Students will apply the writing process, use and include previously modeled data and information, and incorporate dictionary strategies to develop their interview or conversation.

Stage 1 Desired Results ESTABLISHED GOALS Novice Mid Standards: Interpretive 7.1.NM.A.1 Recognize familiar spoken or written words and phrases contained in culturally authentic materials using electronic information sources related to targeted themes. 7.1.NM.A.2 Demonstrate comprehension of simple, oral and written directions, commands, and requests through appropriate physical response. 7.1.NM.A.3 Recognize a few common gestures and cultural practices associated with the target culture(s). 7.1.NM.A.4 Identify familiar people, places, and objects based on simple oral and/or written descriptions. 7.1.NM.A.5 Demonstrate comprehension of brief oral and written messages using age- and level-appropriate, culturally authentic materials on familiar topics. Novice Mid Standards: Interpersonal 7.1.NM.B.2 Give and follow simple oral and written directions, commands, and requests when participating in age-appropriate classroom and cultural activities. 7.1.NM.B.4 Ask and respond to simple questions, make requests, and express preferences using memorized words and phrases.

Transfer Students will be able to independently use their learning to… Create a comparison of how school and education in a Spanish speaking country and MTMS are alike and different.

Meaning UNDERSTANDINGS Students will understand that…

• Education in the United States shares similarities and differences with schools in Spanish-Speaking countries. • Educational institutions reflect the culture of the country in which they exist. (culture includes educational system, traditions, religion, language)

ESSENTIAL QUESTIONS 1. How would you describe in detail the environment of MTMS? 2. What are the similarities and differences between education in the United States and education in Spanish speaking countries?

Acquisition Students will know… • The concept of agreement • Typical objects used throughout the school

day. • How to describe the environment of a typical

school, including the characteristics of teachers and classes.

• Educational systems of selected Spanish-speaking countries.

Students will be skilled at… • Identify the 3 characteristics of a noun and give

examples • Write and say the objects in the backpack • Apply the rules of agreement. • Write and say the classroom objects. • Write and say the typical locations of a school. • Compare and contrast MTMS with schools in

Spanish-speaking countries.

7.1.NM.B.5 Exchange information using words, phrases, and short sentences practiced in class on familiar topics or on topics studied in other content areas. Novice Mid Standards: Presentational 7.1.NM.C.2 Imitate, recite, and/or dramatize simple poetry, rhymes, songs, and skits. 7.1.NM.C.3 Copy/write words, phrases, or simple guided texts on familiar topics. 7.1.NM.C.4 Present information from age- and level-appropriate, culturally authentic materials orally or in writing.

Stage 2 – Evidence Evaluative Criteria Assessment Evidence Marzano 4 pt scale will be used to evaluate the students’ ability to describe their academic environment using unit vocabulary, complete sentences and the rules of agreement. Students must also identify cultural similarities and differences within Monroe and the researched country.

PERFORMANCE TASK(S): 2 options The exchange student You and a partner have been assigned to assist an exchange student coming from a Spanish-speaking country. You will create a PowerPoint or a video with dialogue demonstrating and describing the classes, teachers, and classrooms the student will be attending. In addition you will explain the materials necessary for each class and what they can expect to find in each classroom. In addition you must also highlight at least two differences between the education in Monroe Township and that of the student’s country.

OTHER EVIDENCE: Pre-assessment:

• Students are assessed on each of the unit goals in the written form. Formative:

• Oral and written assessment of noun characteristics • La mochila vocabulary • La clase vocabulary • Condordancia written assessment • “Los Tres Osos” original ending • Concordancia Stations

• Education in Spain and Mexico assessment • Entrance and exit tickets

Stage 3 – Learning Plan

Summary of Key Learning Events and Instruction

Interpretive: • Introduction of backpack materials vocabulary: Using an authentic backpack show and describe individual items in the target language.

Practice of reinforcement through description, have students will pull out the appropriate object from their individual backpack and say and describe.

• Lead students through a guided reading activity of a children’s book such as “Los Tres Osos”. The teacher will stop and ask the students’ interpretation of the events in the story and future predictions. Students will also be looking for examples of agreement within the article, noun and adjective.

• Introduce, practice and reinforce the concept of “concordancia” highlighting the characteristics of nouns. Use of station activities which incorporate computer based activities: http://www.quia.com/rr/108853.html http://www.spanish.cl/Grammar/Games/Sustantivo_Adjetivo.htm

• Students will be presented with an interactive power point to learn about the education system in Mexico and in Spain. Students will record the information onto a Venn Diagram highlighting the similarities and differences between the education in Monroe Township and Mexico and Spain.

http://lanic.utexas.edu/la/region/k-12/ http://www.wes.org/ewenr/13may/feature.htm http://www.internations.org/mexico-expats/guide/living-in-mexico-15386/healthcare-and-education-in-mexico-2 http://spain.angloinfo.com/family/schooling-education/ Interpersonal:

• Students will be asked a variety of questions about the characteristics of a noun and students will respond in both the oral and written form. • Classroom picture prompt: Students will use the crayons/colored pencils and draw a scene of a classroom. Next they will switch papers with a

partner and their partner must describe your classroom by writing 5 complete sentences and using the rules of “concordancia” (agreement). Last, the students will switch papers again and have their partner fix grammatical errors.

Presentational:

• Students will present the classroom and backpack vocabulary and the characteristics of each vocabulary word in the target language (i.e. article, noun, gender and corresponding rule and the plural form).

• After reading “Los Tres Osos”, students will write their own original ending to the story containing at least five complete sentences and they must use agreement between article, noun and adjective.

• Students will present similarities and differences between the education in Monroe Township and Latin American countries no previously taught in class.

Stage 1 Desired Results

ESTABLISHED GOALS Novice Mid Standards: Interpretive 7.1.NM.A.1 Recognize familiar spoken or written words and phrases contained in culturally authentic materials using electronic information sources related to targeted themes. 7.1.NM.A.2 Demonstrate comprehension of simple, oral and written directions, commands, and requests through appropriate physical response. 7.1.NM.A.3 Recognize a few common gestures and cultural practices associated with the target culture(s). 7.1.NM.A.4 Identify familiar people, places, and objects based on simple oral and/or written descriptions. 7.1.NM.A.5 Demonstrate comprehension of brief oral and written messages using age- and level-appropriate, culturally authentic materials on familiar topics. Novice Mid Standards: Interpersonal 7.1.NM.B.2 Give and follow simple oral and written directions, commands, and requests when participating in age-appropriate classroom and cultural activities. 7.1.NM.B.3 Imitate appropriate gestures and intonation of the target culture(s)/language

Transfer Students will be able to independently use their learning to… Engage in a conversation with a Spanish-speaker about their food preferences while effectively applying verb conjugation patterns.

Meaning UNDERSTANDINGS Students will understand that…

• Verbs in Spanish are classified into 3 groups, each of which has its own pattern of conjugation.

• Establish cross-cultural connections between the foods and diet of the Spanish speaking world and the American culture.

ESSENTIAL QUESTIONS

1. What are the cultural foundations of food customs in Spanish-speaking countries?

2. How does your diet compare with the diet of people in Spanish-speaking countries?

3. Why is it important to use verbs effectively to communicate in the present tense?

Acquisition

Students will know… • The appropriate situations for each

pronoun. • The 6 characteristics of a verb with

examples. • -AR verb vocabulary • A variety of common foods from United

States and Latin America/Spain

Students will be skilled at… • Replacing proper nouns with pronouns. • Applying conjugation pattern for AR

verbs in the present tense. • Stating likes and dislikes with regards to

foods.

during greetings, leave-takings, and daily interactions. 7.1.NM.B.4 Ask and respond to simple questions, make requests, and express preferences using memorized words and phrases. 7.1.NM.B.5 Exchange information using words, phrases, and short sentences practiced in class on familiar topics or on topics studied in other content areas. Novice Mid Standards:Presentational 7.1.NM.C.3 Copy/write words, phrases, or simple guided texts on familiar topics. 7.1.NM.C.4 Present information from age- and level-appropriate, culturally authentic materials orally or in writing. 7.1.NM.C.5 Name and label tangible cultural products and imitate cultural practices from the target culture(s).

Stage 2 - Evidence Evaluative Criteria Assessment Evidence Marzano 4 pt scale will be used to evaluate the students’ ability to complete their selected task while incorporating verb vocabulary, verb conjugation patterns, agreement, dictionary skills, and cultural elements.

PERFORMANCE TASK(S): Students will select one of three possible tasks which include: a restaurant skit, develop a menu, create a recipe scrapbook. Restaurant skit: a 3 student group will work to create a restaurant scene in a Latin American country, to act out in front of the class. Students must include a menu for breakfast, lunch or dinner, a server, 2 patrons, and props. Foods served must be consistent with the researched country. Menu: a student will select a Latin American country and create a menu that includes breakfast, lunch, and dinner in addition to beverages. Foods must include their typical names, prices in local currency, and visuals. Recipe Scrapbook: two students will select and research foods from a Latin American country to create a recipe scrapbook that includes 3 recipes, 3 lists of ingredients, and visuals.

Other evidence: Pre-assessment:

• Students are pre-assessed on each of the unit goals in the written form. Formative:

• Pronoun/proper noun assessment • Verb characteristic assessment • AR verb vocabulary TPR assessment • Conjugation assessment • Battleship pronoun/proper noun and conjugation game • Pocket chart pronoun/proper noun and conjugation practice • AR pronoun/proper noun and conjugation board game • Food vocabulary quiz • Entrance and exit tickets

Stage 3 – Learning Plan Summary of Key Learning Events and Instruction

Interpretive: • Verb characteristics will be presented and key features will be emphasized in the target language. • Introduce, review, and reinforce AR verbs through TPR (teacher will say the AR verb and students will demonstrate the corresponding action),

verb web cards (visual, characteristics, classification, example), use of verbs in context, etc. • Students will be presented with information in the target language about typical foods and customs in the following countries; Mexico, Spain,

Argentina and Puerto Rico. Students will note similarities and differences within US customs and culture in their notes. Emphasis will be placed on the foundation of these cultural differences.

• Students will read a cloze sentence and choose the correct AR verb conjugation. http://www.spanishspanish.com/verb/present_ar_practice_web.html

Interpersonal:

• Students will be asked a variety of questions about the characteristics of a verb and students will respond in both the oral and written form. • Oral activity: Students will be asked their food preferences for breakfast, lunch, dinner, and dessert. Students will also be asked which Latin

American foods they would like to try and why. • Station activities will prompt students to share likes and dislikes, daily activities, favorite past times, etc. while incorporating verbs and

conjugations. • Students will play reinforcement activities such as Battleship using their knowledge and application of the verb characteristics, proper nouns,

pronouns, AR verbs and conjugations. http://www.quia.com/ba/238801.html

Presentational:

• Each group of students will be given a pronoun by the teacher. The students will create a “pose” that represents their pronoun and present their pose to the class. The rest of the students will guess the pronoun.

• Students will select one of three tasks that will include researching, writing, organizing information, and orally presenting.

Benchmark Assessment Quarter 1

1. Students will demonstrate an increase in interpretive skills (oral & written) while responding in inquiry based activities. 2. Students will be able to respond to and apply commonly used class commands. 3. Students will be able to imitate and begin to create simple statements and phrases about themselves. 4. Students will successfully apply the communication modalities to increase their proficiency in comprehension, speaking, reading, and writing in

the target language. 5. Students will be able to use newly gained skills to respond to the classroom environment and provide information about themselves.

Benchmark Assessment Quarter 2

1. Students will make connections between the legacies and influence of Hispanic/Latino figures, from various fields, to our current American culture.

2. Students will be able to respond to questions on familiar topics, using the QASIC model. 3. Students will be able to create situationally appropriate and grammatically correct questions. 4. Students will successfully develop a dialogue, in the form of an interview, by incorporating skills gained in this unit of study. 5. Students will be able to use newly gained skills and knowledge to engage in a conversation with a sympathetic listener in the target language.

Benchmark Assessment Quarter 3

1. Students will demonstrate their understanding of the noun characteristics. 2. Students will be able to identify objects and places typical in the school environment. 3. Students will be able identify similarities and differences within MTMS and schools in Spanish-speaking countries. 4. Students will successfully describe the objects and places within the MTMS school environment. 5. Students will be able to use the rules of agreement in the written and oral form.

Benchmark Assessment Quarter 4

1. Students will demonstrate their understanding of the verb characteristics. 2. Students will be able replace proper nouns with pronouns and vice versa. 3. Students will be able state likes and dislikes with regards to food. 4. Students will successfully create a dialogue or recipe in the target language. 5. Students will be able to use the AR verb conjugation patterns to conjugate AR verbs correctly in the present tense.