spanish iii...may 19, 2020 · mr. geoffrey embrey, and mrs. kimberly toto, neptune high school...
TRANSCRIPT
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NEPTUNE TOWNSHIP SCHOOL DISTRICT
Spanish III Curriculum
Grades 9-12
NEPTUNE TOWNSHIP SCHOOL DISTRICT
Office of the Superintendent
60 Neptune Blvd.
Neptune, NJ 07753-4836
May 29, 2019 Document C1#1
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NEPTUNE TOWNSHIP BOARD OF EDUCATION
Dorothea L. Fernandez, President
Laura G. Granelli, Vice President
Brady M. Connaughton Nicole M. Green
Jerome H. Hubbard Jason A. Jones
Mark A. Matson Michelle A. Moss
Donna Puryear Antonio Lopez, Neptune City Rep.
SCHOOL DISTRICT ADMINISTRATION
Tami R. Crader, Ed.D.
Superintendent of Schools
Matthew Gristina, Ed.D.
Assistant Superintendent of Schools
Peter J. Leonard
Business Administrator/Board Secretary
Peter I. Bartlett
Assistant Business Administrator/Assistant Board Secretary
Sally A. Millaway, Ed.D.
Director for Curriculum, Instruction & Assessment
Kathleen M. Skelton
Director of Special Services
Heba Abdo, Ed.D.
Supervisor of STEM
Lakeda Demery-Alston
Supervisor of Humanities & ESL
Charles Kolinofsky
Supervisor of Data & Information
Kathleen M. Thomsen
Supervisor of Early Childhood Education
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ELEMENTARY SCHOOL ADMINISTRATION
Principals
Lori B. Burns, Ed.D., Early Childhood Center
Joshua Loveland, Gables
James M. Nulle, Green Grove
Mark K. Alfone, Ed.D., Midtown Community
Janelle Williams, Shark River Hills
Jerard L. Terrell, Ed.D., Summerfield
MIDDLE SCHOOL ADMINISTRATION
Arlene M. Rogo, Ed.D., Principal
Thomas Decker, Vice Principal
Michael V. Smurro, Vice Principal
HIGH SCHOOL ADMINISTRATION
Jennifer C. Joseph, Principal
Titania M. Hawkins, Ed.D., Vice Principal
Kevin McCarthy, Vice Principal
James H. Whitson, Vice Principal
Richard Arnao, Administrator for Athletic & Co-Curricular Activities
DEPARTMENT CHAIRPERSONS
Kelly Baldino
Juan Beltran
Dawn Reinhardt
Nicole Sanyigo
Tara L. Stephenson
Karen Watt
Hillary L. Wilkins
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NEPTUNE TOWNSHIP SCHOOL DISTRICT
SPANISH III
CURRICULUM
Table of Contents
Acknowledgements ............................................................................................................i
District Mission Statement ............................................................................................... ii
District Educational Outcome Goals .............................................................................. iii
Course Description........................................................................................................... iv
Curriculum
Unit Title Page
Pacing guide ...................................................................................................................... 1
My Life as a Teenager:
Opportunities in High School & My Childhood and Cultural Roots................................ 3
The World In Which We Live:
Giving Back to the Community & Taking Care of our Planet .......................................12
Healthy Life:
Taking Care of My Body & Stress, Stress, Stress ..........................................................21
Unit: Pop Culture & Technology .................................................................................... 30
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NEPTUNE TOWNSHIP SCHOOL DISTRICT
Spanish III
Acknowledgements
The Spanish III Curriculum guide was developed for Neptune High School through the efforts of
Mr. Geoffrey Embrey, and Mrs. Kimberly Toto, Neptune High School Spanish Teachers, in
cooperation with Karen Watt, Department Chairperson for the Visual and Performing Arts, and
under the guidance of Jennifer Joseph, Neptune High School Principal, and Sally A. Millaway,
Ed.D., Director for Curriculum, Instruction and Assessment.
The teachers are to be commended for their dedication in formatting this curriculum into UbD and
their expertise in the area of World Language Education. This curriculum guide goes beyond skill
instruction, and devotes a greater percentage of instructional time to problem-solving and active
learning. It is our hope that this guide will serve as a valuable resource for the staff members who
teach this course and that they will feel free to make recommendations for its continued
improvement. Also, it is our hope that this guide to support and advance World Languages in our
school district.
The Spanish III Curriculum guide was written in alignment to the New Jersey Student Learning
Standards for World Language (2014).
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NEPTUNE TOWNSHIP SCHOOL DISTRICT
DISTRICT MISSION STATEMENT
The primary mission of the Neptune Township School District is to prepare students for a life-
long learning process in a complex and diverse world. It is with high expectations that our
schools foster:
• A strong foundation in academic and modern technologies.
• A positive and varied approach to teaching and learning.
• An emphasis on critical thinking skills and problem-solving techniques.
• A respect for and an appreciation of our world, its resources, and its people.
• A sense of responsibility, good citizenship, and accountability.
• An involvement by the parents and the community in the learning process.
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Neptune Township School District
Educational Outcome Goals
The students in the Neptune Township schools will become life-long learners and will:
Become fluent and critical readers, writers, speakers, listeners, and viewers who can
comprehend, respond to, and produce across multiple modalities.
Develop mathematical skills, understandings, and attitudes to apply to the types of
problem-solving and mathematical discourse that are needed to be successful in their
careers and everyday life.
Understand fundamental scientific principles, develop critical thinking skills, and
demonstrate safe practices, skepticism, and open-mindedness when collecting, analyzing,
and interpreting information.
Demonstrate proficiency and responsibility in utilizing and producing technology in an
ever-changing global society.
Demonstrate proficiency in all New Jersey Student Learning Standards (NJSLS).
Become globally responsible citizens with a high degree of literacy in civics, history,
economics and geography.
Develop a respect for their own and different cultures and demonstrate trustworthiness,
responsibility, fairness, caring, and citizenship.
Become culturally literate by being aware of the historical, societal, and multicultural
aspects and implications of the arts.
Demonstrate skills in decision-making, goal-setting, self-compassion, empathy, and
effective communication, with a focus on character development.
Understand and practice the skills of family living, health, wellness, and safety for their
physical, mental, emotional, and social development.
Develop consumer, family, and life skills necessary to be a functioning member of
society.
Develop the ability to be creative, inventive decision-makers with skills in
communicating ideas, thoughts, and feelings.
Develop career awareness and essential technical and workplace readiness skills, which
are significant to many aspects of life and work.
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SPANISH III
CURRICULUM
COURSE DESCRIPTION
(5 credits)
This course will serve to further develop students’ knowledge of Spanish language and culture. In
this phase of the language program reading and writing are emphasized. A thorough analysis of
the structure of the language is made. As an upper level course, full immersion in Spanish should
be evident. Writing will also be emphasized; instruction in grammar is not an end but a means to
an end.
Prerequisites
Successful completion of Spanish II (regular or Honors) OR
Successful passing grade on department-created placement exam
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Spanish III
Pacing Guide
Sequence Suggested
Timeframe
Activity Notes
1 20 Lessons Unit: My Life as a
Teenager: Opportunities in
High School & My
Childhood and Cultural
Roots
2 25 Lessons The World In Which We
Live: Giving Back to the
Community & Taking
Care of our Planet
3 2 days Midterm Department created: Exam will
consist of Speaking,
Reading/Writing, and Listening
elements.
4 20 Lessons Unit: Healthy Life: Taking
Care of My Body &
Stress, Stress, Stress
5 25 Lessons Unit: Pop Culture &
Technology
6 2 days Final Exam Department created: Exam will
consist of Speaking,
Reading/Writing, and Listening
elements.
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INTEGRATED SOCIAL AND EMOTIONAL LEARNING COMPETENCIES
The following social and emotional competencies are integrated in this curriculum
document:
Self-Awareness
x Recognize one’s own feelings and thoughts
x Recognize the impact of one’s feelings and thoughts on one’s own behavior
x Recognize one’s personal traits, strengths and limitations
x Recognize the importance of self-confidence in handling daily tasks and challenges
Self-Management
x Understand and practice strategies for managing one’s own emotions, thoughts and
behaviors
x Recognize the skills needed to establish and achieve personal and educational goals
x Identify and apply ways to persevere or overcome barriers through alternative methods
to achieve one’s goals
Social Awareness
x Recognize and identify the thoughts, feelings, and perspectives of others
x Demonstrate an awareness of the differences among individuals, groups, and others’
cultural backgrounds
x Demonstrate an understanding of the need for mutual respect when viewpoints differ
x Demonstrate an awareness of the expectations for social interactions in a variety of
settings
Responsible Decision Making
x Develop, implement and model effective problem solving and critical thinking skills
x Identify the consequences associated with one’s action in order to make constructive
choices
x Evaluate personal, ethical, safety and civic impact of decisions
Relationship Skills
x Establish and maintain healthy relationships
x Utilize positive communication and social skills to interact effectively with others
x Identify ways to resist inappropriate social pressure
x Demonstrate the ability to present and resolve interpersonal conflicts in constructive
ways
x Identify who, when, where, or how to seek help for oneself or others when needed
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Unit Plan Title
My Life as a Teenager: Opportunities in High School & My
Childhood and Cultural Roots
Suggested Time Frame 20 Lessons
Overview / Rationale
As a teen in today’s world I am faced with challenges and opportunities. I have formed many
relationships and will form many more to come! I realize that these relationships affect who I
am. I am also a product of my past and my traditions.
Unit 1 offers learners a review of verb tenses covered in levels 1 and 2 with emphasis being
placed upon the past tenses. As both the preterite and the imperfect are past tenses, the
difference between the two must be highlighted and their use in common conversation
practiced. Special attention should be drawn to common irregular verbs and patterns of
irregularity (e.g. verbs ending in –zco in the yo form, verbs like tener, verbs like poner, etc.).
Conversation topics will include but not be limited to discussing what you and others did over
summer vacation, how things used to be in your childhood or old neighborhood, what one
should do to lead a healthier lifestyle, and how you feel about this year’s school schedule.
The cultural focus is on Spain, the mother country of the language, but will be substantial
more in depth than any lessons on Spain in the previous levels. Politics, current events,
geography, and regional variation will all be explored.
Stage 1 – Desired Results
New Jersey Student Learning Standards for World Language
Interpretive Mode
7.1.IL.A.1 - Identify the main idea and most supporting details contained in culturally
authentic materials using electronic information sources related to targeted themes.
7.1.IL.A.2 - Demonstrate comprehension of oral and written instructions connected to daily
activities through appropriate responses.
7.1.IL.A.3 - Compare and contrast the use of verbal and non-verbal etiquette (i.e., the use of
gestures, intonation, and cultural practices) in the target culture(s) and in one’s own culture.
7.1.IL.A.4 - Use the target language to describe people, places, objects, and daily activities
learned about through oral or written descriptions.
7.1.IL.A.5 - Demonstrate comprehension of conversations and written information on a variety
of topics.
7.1.IL.A.6 - Identify the main idea, theme, and most supporting details in readings from age-
and level-appropriate, culturally authentic materials.
7.1.IL.A.7 - Infer the meaning of a few unfamiliar words in some new contexts.
7.1.IL.A.8 - Compare and contrast unique linguistic elements in English and the target
language.
Interpersonal Mode
7.1.IL.B.1 - Use digital tools to participate in short conversations and to exchange information
related to targeted themes.
7.1.IL.B.2 - Give and follow a series of oral and written directions, commands, and requests
for participating in age- and level-appropriate classroom and cultural activities.
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7.1.IL.B.3 - Use appropriate gestures, intonation, and common idiomatic expressions of the
target culture(s)/language in familiar situations.
7.1.IL.B.4 - Ask and respond to factual and interpretive questions of a personal nature or on
school-related topics.
7.1.IL.B.5 - Engage in short conversations about personal experiences or events and/or topics
studied in other content areas.
Presentational Mode
7.1.IL.C.1 - Use knowledge about cultural products and cultural practices to create a
multimedia-rich presentation on targeted themes to be shared virtually with a target language
audience.
7.1.IL.C.2 - Present student-created and/or authentic short plays, skits, poems, songs, stories,
or reports.
7.1.IL.C.3 - Use language creatively to respond in writing to a variety of oral or visual
prompts.
7.1.IL.C.4 - Compare and contrast age- and level-appropriate culturally authentic materials
orally and in writing.
7.1.IL.C.5 - Compare and contrast cultural products and cultural practices associated with the
target culture(s) and one’s own culture, orally, in writing, or through simulation.
7.1.IL.C.6 - Summarize requirements for professions/careers that require proficiency in a
language other than English based on exploration of the 16 Career Clusters.
Essential Questions:
How do choices I make ensure my
success in high school and beyond? How can I develop skills that will help
me refine my strengths and improve
my weaknesses in school? How do relationships I have formed
affect who I am? What qualities are important in a
friend? How can I communicate my feelings to
others effectively and why is it
important to do so? How has my past has shaped my
personality? How can learning about other cultures
help me appreciate my own?
Enduring Understandings:
Graduating high school depends on
their ability to meet certain
requirements. Certain study skills will help them
excel in academic courses. There are differences and similarities
among high school students around
the world. Maturity brings additional
responsibilities which require the
ability to prioritize and organize their
life. Developing interpersonal
relationships is essential to personal
growth That memories should be valued There are similarities/differences
among traditions from different
cultures and traditions play a large
role in different cultures Looking for cognates, loanwords,
watching the speaker, and looking at
visuals can often help me to better
understand.
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Sometimes changing the tense of a
word can completely alter that word’s
meaning.
Knowledge: Students will know…
That Spanish (Español) is typically
called Castilian (Castellano) by those
who speak it. Spain has 3 co-official regional
languages besides Castilian Spanish. That the difference between a language
and a dialect is often just political. Present tense, preterite and imperfect
(including stem-changers, orthographic
changers, reflexives and irregulars
taught in prior levels) Preterite v Imperfect The uses of preterit to describe specific
conflicts that come up in relationships The use of the imperfect tense to talk
about past relationships and to narrate
about childhood experiences Saber v Conocer The present progressive tense is used
less frequently in Spanish than it is
English Reflexive verbs always require
reflexive pronouns How to use “Sentirse” to express
feelings in present tense Adjectives and verbs (such as creer,
pensar, and parecer) to express
opinions about classes and teachers Vocabulary to discuss opinions on
classes/teachers and study
techniques/strategies; to describe
people's’ qualities, to describe
relationships; to talk about one’s
childhood, culture and traditions
Skills: Students will be able to…
Describe their study habits Describe likes and dislikes in the
high school setting Ask and answer basic related
questions relating to school Tell someone what they need to do to
be successful in school / Give advice
on how to be successful in school Express interest, indifference, and
displeasure Ask for and give advice Describe themselves and others in
Spanish Conjugate regular verbs and at least a
dozen irregular verbs in the present,
preterite, and imperfect tenses. Narrate about their childhood
experiences and describe how things
used to be with the imperfect tense. Describe their traditions and
celebrations Describe the similarities and
differences between their childhood
and the childhood memories of their
friends Compare the traditions and
celebrations of their peers with their
own Identify and discuss various sporting
activities and foods in Spanish.
In this unit plan, the following 21st Century Life and Careers skills are addressed:
Check ALL that apply –
21st Century Themes
Indicate whether these skills are:
E – encouraged
T – taught
A – assessed
Career Ready Practices
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9.1 Personal Financial
Literacy
ETA CRP1. Act as a responsible and
contributing citizen and employee.
X Income and Careers
CRP2. Apply appropriate academic and
technical skills. Money Management
CRP3. Attend to personal health and
financial well-being. Credit and Debt
Management
ETA CRP4. Communicate clearly and
effectively and with reason. Planning, Saving, and
Investing
CRP5. Consider the environmental, social
and economic impacts of decisions. Becoming a Critical
Consumer
E CRP6. Demonstrate creativity and
innovation. Civic Financial
Responsibility
CRP7. Employ valid and reliable research
strategies. Insuring and
Protecting
CRP8. Utilize critical thinking to make
sense of problems and persevere in
solving them.
9.2 Career Awareness,
Exploration, and
Preparation
E CRP9. Model integrity, ethical leadership
and effective management.
X Career Awareness
ETA CRP10. Plan education and career paths aligned to personal goals.
X Career Exploration
ETA CRP11. Use technology to enhance
productivity.
X Career Preparation
ETA CRP12. Work productively in teams while
using cultural global competence.
Interdisciplinary Connections
New Jersey Student Learning Standards for Social Studies
6.1 U.S. History: America in the World: All students will acquire the knowledge and skills to
think analytically about how past and present interactions of people, cultures, and the
environment shape the American heritage. Such knowledge and skills enable students to make
informed decisions that reflect fundamental rights and core democratic values as productive
citizens in local, national, and global communities.
6.2 World History/Global Studies: All students will acquire the knowledge and skills to think
analytically and systematically about how past interactions of people, cultures, and the
environment affect issues across time and cultures. Such knowledge and skills enable students
to make informed decisions as socially and ethically responsible 35 world citizens in the 21st
century.
6.3 Active Citizenship in the 21st Century: All students will acquire the skills needed to be
active, informed citizens who value diversity and promote cultural understanding by working
collaboratively to address the challenges that are inherent in living in an interconnected world.
Student Resources
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Primary Source Readings Newspapers: Latinos Unidos
Maps: South America, Central America, Europe
Videos: Culturally authentic videos on Youtube
English/Spanish Dictionaries
Secondary Source Readings panish-Language Web page: www.studyspanish.com,
www.quizlet.com
http://www.bbc.co.uk/languages/spanish/
Teacher created resources
Teacher Resources
Websites: Google Classroom, set up by the teacher
Videos: Video grammar lessons by “Señor Jordan” and “Gringo Español”.
Subject Pronouns Present tense conjugation of
o Regular verbs o Irregular verbs o Stem-changers
Ser vs Estar Grammar “Music Videos”
“Conjugations Back”
“Cry Me a Verb”
“Agree It”
Various cultural videos.
Stage 2 – Assessment Evidence
Performance Task(s): Speaking exercises
Dialogs: Students to students
conversations: Ask and respond to
questions about school schedules,
relationships and childhood
experiences Presentation in class: Student
enactment of scripted or original
scenes (e.g. in-class performance of a
skit) Writing exercises
Whiteboards for
conjugations/vocabulary Various websites that assess
conjugation skills/vocabulary
acquisition (see teacher resources) Completion of verb charts Crosswords vocabulary depictions
Other Evidence: Listening exercises
Youtube videos with Q/A Identifying celebrities based on
descriptions of their childhoods Student/Student Q & A;
Teacher/Student Q & A Student-led review of previous lesson
in their own words
Department Created Summative Assessments
http://www.studyspanish.com/http://www.quizlet.com/http://www.bbc.co.uk/languages/spanish/
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original descriptions (both oral and
written) Scrapbook of Childhood (Cuando era
niño) Performance Task
Stage 3 – Learning Plan
Instructional
Strategies
Descriptions
Suggested Learning
Activities
Total Physical Response Guided Notes Drawing to demonstrate classroom items Graphic organizers: Venn diagram; comparing/contrasting
things that happened and things that used to happen Images/video clips with Q/A Sentence strips to put conversation in order Jeopardy/ Kahoot Conjugation games: battleship, connect four, etc. Vocabulary games: Pictionary, Catchphrase, Fly Swat Student-led review sessions Cultural lecture topics; ethnic minorities and minority
languages of Spain, language policies of Spain; regional
cuisines of Spain; “What’s the difference between a language
and a dialect?”
Accommodations and Modifications
Below please find a list of suggestions for accommodations and modifications to meet the
diverse needs of our students. Teachers should consider this a resource and understand that
they are not limited to the recommendations included below.
An accommodation changes HOW a student learns; the change needed does not alter the
grade-level standard. A modification changes WHAT a student learns; the change alters the
grade-level expectation.
Special Education and 504 Plans
All modifications and accommodations must be specific to each individual child’s IEP
(Individualized Educational Plan) or 504 Plan.
Pre-teach or preview vocabulary
Repeat or reword directions
Have students repeat directions
Use of small group instruction
Pair visual prompts with verbal presentations
Ask students to restate information, directions, and assignments
Repetition and time for additional practice
Model skills/techniques to be mastered
Extended time to complete task/assignment/work
Provide a copy of class notes
Strategic seating (with a purpose - eg. less distraction)
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Flexible seating
Repetition and additional practice
Use of manipulatives
Use of assistive technology (as appropriate)
Assign a peer buddy
Emphasize key words or critical information by highlighting
Use of graphic organizers
Scaffold with prompts for sentence starters
Check for understanding with more frequency
Provide oral reminders and check student work during independent practice
Chunk the assignment - broken up into smaller units, work submitted in phases
Encourage student to proofread assignments and tests
Provide regular home/school communication
Teacher checks student planner
Provide student with clear expectations in writing and grading criteria for assignments
(rubrics)
Testing Accommodations:
Students should receive all testing accommodations for Benchmark assessments that they
receive for State testing.
Setting: Alternate setting for assessments, small groups, screens to block distractions
Presentation: large print, test readers, use of audio, fewer questions on each page
Response: answer verbally, use large block answer sheet, speech-to-text dictation,
accept short answers
Allow for retakes
Provide study guides
Use of reference aids such as glossary
Choice of test format (multiple-choice, essay, true-false)
Alternate ways to evaluate (projects or oral presentations instead of written tests)
Open-book or open-note tests
English Language Learners:
All modifications and accommodations should be specific to each individual child’s LEP level
as determined by the WIDA screening or ACCESS, utilizing the WIDA Can Do Descriptors.
Pre-teach or preview vocabulary
Repeat or reword directions
Have students repeat directions
Use of small group instruction
Scaffold language based on their Can Do Descriptors
Alter materials and requirements according to Can Do Descriptors
Adjust number of paragraphs or length of writing according to their Can Do Descriptor
TPR (Total Physical Response-Sheltered Instruction strategy) Demonstrate concepts
through multi sensory forms such as with body language, intonation
Pair visual prompts with verbal presentations
Repetition and additional practice
Model skills and techniques to be mastered
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Native Language translation (peer, assistive technology, bilingual dictionary)
Emphasize key words or critical information by highlighting
Use of graphic organizers
Scaffold with prompts for sentence starters
Check for understanding with more frequency
Use of self-assessment rubrics
Increase one-on-one conferencing; frequent check ins
Use study guide to organize materials
Make vocabulary words available in a student created vocabulary notebook,
vocabulary bank, Word Wall, or vocabulary ring
Extended time
Select text complexity and tiered vocabulary according to Can Do Descriptors
Projects completed individually or with partners
Use online dictionary that includes images for words:
http://visual.merriamwebster.com/.
Use online translator to assist students with pronunciation:
http://www.reverso.net/text_translation.aspx?lang=EN.
Students at Risk of Failure:
Use of self-assessment rubrics for check-in
Pair visual prompts with verbal presentations
Ask students to restate information and/or directions
Opportunity for repetition and additional practice
Model skills/techniques to be mastered
Extended time
Provide copy of class notes
Strategic seating with a purpose
Provide students opportunity to make corrections and/or explain their answers
Support organizational skills
Check daily planner
Encourage student to proofread work
Assign a peer buddy
Build on students’ strengths based on Multiple Intelligences: Linguistic (verbal);
Logical (reasoning); Musical/Rhythmic; Intrapersonal Intelligence (understanding of
self); Visual Spatial Intelligence; Interpersonal Intelligence (the ability to interact with
others effectively); Kinesthetic (bodily); Naturalist Intelligence; and Learning Styles:
Visual; Auditory; Tactile; Kinesthetic; Verbal
High Achieving:
Extension Activities
Allow for student choice from a menu of differentiated outcomes; choices grouped by
complexity of thinking skills; variety of options enable students to work in the mode
that most interests them
Allow students to pursue independent projects based on their individual interests
Provide enrichment activities that include more complex material
Allow opportunities for peer collaboration and team-teaching
http://visual.merriamwebster.com/http://www.reverso.net/text_translation.aspx?lang=EN
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Set individual goals
Conduct research and provide presentation of appropriate topics
Provide students opportunity to design surveys to generate and analyze data to be be
used in discussion
Allow students to move through the assignment at their own pace (as appropriate)
Strategies to Differentiate to Meet the Needs of a Diverse Learning Population
Vocabulary Sorts-students engage with the vocabulary word by sorting into groups of
similar/different rather than memorizing definitions
Provide “Realia” (real life objects to relate to the five senses) and ask questions
relating to the senses
Role Play-students create or participate in role playing situations or Reader’s Theater
Moving Circle-an inside and outside circle partner and discuss, circles moves to new
partner (Refer to Kagan Differentiated Strategies)
Brainstorm Carousel-Large Post Its around the room, group moves in a carousel to
music. Group discusses topic and responses on paper. Groups rotate twice to see
comments of others. (Refer to Kagan Differentiated Strategies)
Gallery Walk-Objects, books, or student work is displayed. Students examine artifacts
and rotate.
Chunking-chunk reading, tests, questions, homework, etc to focus on particular
elements.
Think Pair Share Write
Think Talk Write
Think Pair Share
Note-taking -can be done through words, pictures, phrases, and sentences depending on
level
KWL (Know, Want to Know, Learned)/KWHL(Know, What to Know, How Will I
Learn, learned)/KWLS (Know, Want to Know, Learned, Still Want to Know) /KWLQ
(Know, What to Know, Learned, Questions I Still Have) Charts
Corners Cooperative Learning Strategy:
http://cooperativelearningstrategies.pbworks.com/w/page/28234420/Corners.
Circle Map strategy- place the main topic in a small circle and add student ideas in a
bigger circle around the topic. Students may use their native language with peers to
brainstorm.
Flexible grouping -as a whole class, a small group, or with a partner, temporary groups
are created: http://www.teachhub.com/flexible-grouping-differentiated-instruction-
strategy.
Jigsaw Activities -cooperative learning in a group, each group member is responsible
for becoming an "expert" on one section of the assigned material and then "teaching" it
to the other members of the team: http://www.adlit.org/strategies/22371
Technology Integration
__x__8.1 Educational Technology:
All students will use digital tools to access, manage, evaluate, and synthesize information in
order to solve problems individually and collaborate and create and communicate knowledge
http://cooperativelearningstrategies.pbworks.com/w/page/28234420/Cornershttp://www.teachhub.com/flexible-grouping-differentiated-instruction-strategyhttp://www.teachhub.com/flexible-grouping-differentiated-instruction-strategy
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Unit Plan Title
The World In Which We Live: Giving Back to the Community
& Taking Care of our Planet
Suggested Time Frame 25 Lessons
Overview / Rationale
As a teen in today’s world it is important that I respect and give back to both my community
and the global community and take care of our planet.
As students begin to master the three most common simple tenses; present, preterite, and
imperfect, they will also be introduced to the perfect tenses, focusing on the present perfect to
explain what has been done. Conversational and writing topics will include but are not limited
to being respectful of any community, volunteering, the environment, foods of Latin America,
and emergency services
Stage 1 – Desired Results
New Jersey Student Learning Standards for World Language
Interpretive Mode
7.1.IL.A.1 - Identify the main idea and most supporting details contained in culturally
authentic materials using electronic information sources related to targeted themes.
7.1.IL.A.2 - Demonstrate comprehension of oral and written instructions connected to daily
activities through appropriate responses.
7.1.IL.A.3 - Compare and contrast the use of verbal and non-verbal etiquette (i.e., the use of
gestures, intonation, and cultural practices) in the target culture(s) and in one’s own culture.
7.1.IL.A.4 - Use the target language to describe people, places, objects, and daily activities
learned about through oral or written descriptions.
7.1.IL.A.5 - Demonstrate comprehension of conversations and written information on a variety
of topics.
7.1.IL.A.6 - Identify the main idea, theme, and most supporting details in readings from age-
and level-appropriate, culturally authentic materials.
7.1.IL.A.7 - Infer the meaning of a few unfamiliar words in some new contexts.
7.1.IL.A.8 - Compare and contrast unique linguistic elements in English and the target
language.
Interpersonal Mode
7.1.IL.B.1 - Use digital tools to participate in short conversations and to exchange information
related to targeted themes.
7.1.IL.B.2 - Give and follow a series of oral and written directions, commands, and requests
for participating in age- and level-appropriate classroom and cultural activities.
7.1.IL.B.3 - Use appropriate gestures, intonation, and common idiomatic expressions of the
target culture(s)/language in familiar situations.
7.1.IL.B.4 - Ask and respond to factual and interpretive questions of a personal nature or on
school-related topics.
7.1.IL.B.5 - Engage in short conversations about personal experiences or events and/or topics
studied in other content areas.
-
13
Presentational Mode
7.1.IL.C.1 - Use knowledge about cultural products and cultural practices to create a
multimedia-rich presentation on targeted themes to be shared virtually with a target language
audience.
7.1.IL.C.2 - Present student-created and/or authentic short plays, skits, poems, songs, stories,
or reports.
7.1.IL.C.3 - Use language creatively to respond in writing to a variety of oral or visual
prompts.
7.1.IL.C.4 - Compare and contrast age- and level-appropriate culturally authentic materials
orally and in writing.
7.1.IL.C.5 - Compare and contrast cultural products and cultural practices associated with the
target culture(s) and one’s own culture, orally, in writing, or through simulation.
7.1.IL.C.6 - Summarize requirements for professions/careers that require proficiency in a
language other than English based on exploration of the 16 Career Clusters.
Essential Questions:
Why is it important to be respectful
of my culture and community and
those of others? How can I combine my strengths and
the skills I’ve acquired in high school
to benefit my global community? How will my participation in
community life contribute to my own
personal growth? What opportunities are available for
me to volunteer? What impact will volunteering in
another country have on my life? How do my actions affect our
environment?
Enduring Understandings:
All communities have similarities and
differences and it is important to
respect them all There are many opportunities to
volunteer in the community and
internationally which contribute to
personal growth Working in and out of school helps
build a bridge between school and
community All communities, countries and
cultures share the same planet—-let’s
treat it well There are things I can do to minimize
my ecological footprint
Knowledge: Students will know…
The present perfect tense is formed
by using a form of the auxiliary verb
haber with the past participle ( -ado
or -ido form) of another verb. The difference between por and para,
(both of which commonly being
translated as “for.”). The pronoun se can be used in
conjunction with indirect object
pronouns when discussing
unintentional events in order to
remove an accusatory tone or element
Skills: Students will be able to…
Talk about what has happened by
utilizing the present perfect tense. Discuss different volunteer
opportunities Describe past experiences that may
establish credibility as a volunteer (He
trabajado antes…) Make their speech and writing more
fluid and natural by substituting direct
object pronouns for repetitious nouns. Use conversational fillers in the target
language
-
14
of blame (“I lost the keys” vs “they
got lost”) Conversational fillers (pues, bueno,
este, o sea, dale/vale, etc) Superlatives (and review
comparatives) That many countries in South and
Central American rely on eco-tourism Vocabulary needed to discuss being
respectful, using manners,
volunteering here and abroad, our
planet, the environment, recycling,
etc. That many cities and regions have
nicknames for their residents (e.g.
“tico” for a Costa Rican, or “tapatío”
for a Guadalajaran)
Talk about how their community has
changed over time. Restate comments regarding
unintentional events in such a way as to
remove the accusatory tone or element
of blame by utilizing the reflexive
pronoun se (“the vase broke” in lieu of
“I broke the vase”) Explain the difference between and
correctly use por and para Explain what can be done for the
environment and in order to protect our
planet (por y para)
In this unit plan, the following 21st Century Life and Careers skills are addressed:
Check ALL that apply –
21st Century Themes
Indicate whether these skills are:
E – encouraged
T – taught
A – assessed
Career Ready Practices
9.1 Personal Financial Literacy
ETA CRP1. Act as a responsible and
contributing citizen and
employee.
X Income and Careers
CRP2. Apply appropriate
academic and technical skills. Money Management
CRP3. Attend to personal health
and financial well-being. Credit and Debt Management
ETA CRP4. Communicate clearly and
effectively and with reason. Planning, Saving, and
Investing
CRP5. Consider the
environmental, social and
economic impacts of decisions. Becoming a Critical
Consumer
E CRP6. Demonstrate creativity
and innovation. Civic Financial
Responsibility
CRP7. Employ valid and reliable
research strategies. Insuring and Protecting
CRP8. Utilize critical thinking to
make sense of problems and
persevere in solving them.
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15
9.2 Career Awareness,
Exploration, and
Preparation
E CRP9. Model integrity, ethical
leadership and effective
management.
X Career Awareness
ETA CRP10. Plan education and career
paths aligned to personal goals.
X Career Exploration
ETA CRP11. Use technology to
enhance productivity. Career Preparation
ETA CRP12. Work productively in
teams while using cultural
global competence.
Interdisciplinary Connections
New Jersey Student Learning Standards for Social Studies
6.1 U.S. History: America in the World: All students will acquire the knowledge and skills to
think analytically about how past and present interactions of people, cultures, and the
environment shape the American heritage. Such knowledge and skills enable students to make
informed decisions that reflect fundamental rights and core democratic values as productive
citizens in local, national, and global communities.
6.2 World History/Global Studies: All students will acquire the knowledge and skills to think
analytically and systematically about how past interactions of people, cultures, and the
environment affect issues across time and cultures. Such knowledge and skills enable students
to make informed decisions as socially and ethically responsible 35 world citizens in the 21st
century.
6.3 Active Citizenship in the 21st Century: All students will acquire the skills needed to be
active, informed citizens who value diversity and promote cultural understanding by working
collaboratively to address the challenges that are inherent in living in an interconnected world.
Student Resources
Primary Source Readings Newspapers: Latinos Unidos
Maps: South America, Central America, Europe
Videos: Culturally authentic videos on Youtube
English/Spanish Dictionaries
Secondary Source Readings Spanish-Language Web page: www.studyspanish.com,
www.quizlet.com
http://www.bbc.co.uk/languages/spanish/
Teacher created resources
Teacher Resources
Websites: Google Classroom, set up by the teacher
Videos: Video grammar lessons by “Señor Jordan” and “Gringo Español”.
Subject Pronouns Present tense conjugation of
http://www.studyspanish.com/http://www.quizlet.com/http://www.bbc.co.uk/languages/spanish/
-
16
o Regular verbs o Irregular verbs o Stem-changers
Ser vs Estar Grammar “Music Videos”
“Conjugations Back”
“Cry Me a Verb”
“Agree It”
Various cultural videos
Stage 2 – Assessment Evidence
Performance Task(s):
Speaking exercises
Dialogs: Students to students
conversations: Ask and respond to
questions about past experiences for
a volunteer opportunity/job
interview Presentation in class: Student
enactment of scripted or original
scenes (e.g. in-class performance of
a skit)
Writing exercises
Whiteboards for
conjugations/vocabulary Various websites that assess
conjugation skills/vocabulary
acquisition (see teacher resources) Completion of verb charts Crosswords vocabulary depictions original descriptions (both oral and
written) Creating Environmental posters in
Spanish
Other Evidence:
Listening exercises
Youtube videos about the environment
or ecotourism with Q/A Listening to oral statements and
determining if they are true/false Student/Student Q & A;
Teacher/Student Q & A Student-led review of previous lesson in
their own words
Department Created Summative Assessments
Stage 3 – Learning Plan
Instructional
Strategies
Descriptions
Suggested Learning
Activities
Total Physical Response Guided Notes Drawing to demonstrate classroom items
-
17
Graphic organizers: Venn diagram; comparing/contrasting
things that happened and things that used to happen Images/video clips with Q/A Sentence strips to put conversation in order Jeopardy/ Kahoot Conjugation games: battleship, connect four, etc. Vocabulary games: Pictionary, Catchphrase, Fly Swat Student-led review sessions Cultural lecture topics (suggested); Ecotourism in South and
Central America; cultural differences throughout Latin
America and tolerance; region cuisine of Latin America
Accommodations and Modifications
Below please find a list of suggestions for accommodations and modifications to meet the
diverse needs of our students. Teachers should consider this a resource and understand that
they are not limited to the recommendations included below.
An accommodation changes HOW a student learns; the change needed does not alter the
grade-level standard. A modification changes WHAT a student learns; the change alters the
grade-level expectation.
Special Education and 504 Plans
All modifications and accommodations must be specific to each individual child’s IEP
(Individualized Educational Plan) or 504 Plan.
Pre-teach or preview vocabulary
Repeat or reword directions
Have students repeat directions
Use of small group instruction
Pair visual prompts with verbal presentations
Ask students to restate information, directions, and assignments
Repetition and time for additional practice
Model skills/techniques to be mastered
Extended time to complete task/assignment/work
Provide a copy of class notes
Strategic seating (with a purpose - eg. less distraction)
Flexible seating
Repetition and additional practice
Use of manipulatives
Use of assistive technology (as appropriate)
Assign a peer buddy
Emphasize key words or critical information by highlighting
Use of graphic organizers
Scaffold with prompts for sentence starters
Check for understanding with more frequency
Provide oral reminders and check student work during independent practice
Chunk the assignment - broken up into smaller units, work submitted in phases
-
18
Encourage student to proofread assignments and tests
Provide regular home/school communication
Teacher checks student planner
Provide student with clear expectations in writing and grading criteria for assignments
(rubrics)
Testing Accommodations:
Students should receive all testing accommodations for Benchmark assessments that they
receive for State testing.
Setting: Alternate setting for assessments, small groups, screens to block distractions
Presentation: large print, test readers, use of audio, fewer questions on each page
Response: answer verbally, use large block answer sheet, speech-to-text dictation,
accept short answers
Allow for retakes
Provide study guides
Use of reference aids such as glossary
Choice of test format (multiple-choice, essay, true-false)
Alternate ways to evaluate (projects or oral presentations instead of written tests)
Open-book or open-note tests
English Language Learners:
All modifications and accommodations should be specific to each individual child’s LEP level
as determined by the WIDA screening or ACCESS, utilizing the WIDA Can Do Descriptors.
Pre-teach or preview vocabulary
Repeat or reword directions
Have students repeat directions
Use of small group instruction
Scaffold language based on their Can Do Descriptors
Alter materials and requirements according to Can Do Descriptors
Adjust number of paragraphs or length of writing according to their Can Do Descriptor
TPR (Total Physical Response-Sheltered Instruction strategy) Demonstrate concepts
through multi sensory forms such as with body language, intonation
Pair visual prompts with verbal presentations
Repetition and additional practice
Model skills and techniques to be mastered
Native Language translation (peer, assistive technology, bilingual dictionary)
Emphasize key words or critical information by highlighting
Use of graphic organizers
Scaffold with prompts for sentence starters
Check for understanding with more frequency
Use of self-assessment rubrics
Increase one-on-one conferencing; frequent check ins
Use study guide to organize materials
-
19
Make vocabulary words available in a student created vocabulary notebook,
vocabulary bank, Word Wall, or vocabulary ring
Extended time
Select text complexity and tiered vocabulary according to Can Do Descriptors
Projects completed individually or with partners
Use online dictionary that includes images for words:
http://visual.merriamwebster.com/.
Use online translator to assist students with pronunciation:
http://www.reverso.net/text_translation.aspx?lang=EN.
Students at Risk of Failure:
Use of self-assessment rubrics for check-in
Pair visual prompts with verbal presentations
Ask students to restate information and/or directions
Opportunity for repetition and additional practice
Model skills/techniques to be mastered
Extended time
Provide copy of class notes
Strategic seating with a purpose
Provide students opportunity to make corrections and/or explain their answers
Support organizational skills
Check daily planner
Encourage student to proofread work
Assign a peer buddy
Build on students’ strengths based on Multiple Intelligences: Linguistic (verbal);
Logical (reasoning); Musical/Rhythmic; Intrapersonal Intelligence (understanding of
self); Visual Spatial Intelligence; Interpersonal Intelligence (the ability to interact with
others effectively); Kinesthetic (bodily); Naturalist Intelligence; and Learning Styles:
Visual; Auditory; Tactile; Kinesthetic; Verbal
High Achieving:
Extension Activities
Allow for student choice from a menu of differentiated outcomes; choices grouped by
complexity of thinking skills; variety of options enable students to work in the mode
that most interests them
Allow students to pursue independent projects based on their individual interests
Provide enrichment activities that include more complex material
Allow opportunities for peer collaboration and team-teaching
Set individual goals
Conduct research and provide presentation of appropriate topics
Provide students opportunity to design surveys to generate and analyze data to be be
used in discussion
Allow students to move through the assignment at their own pace (as appropriate)
http://visual.merriamwebster.com/http://www.reverso.net/text_translation.aspx?lang=EN
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20
Strategies to Differentiate to Meet the Needs of a Diverse Learning Population
Vocabulary Sorts-students engage with the vocabulary word by sorting into groups of
similar/different rather than memorizing definitions
Provide “Realia” (real life objects to relate to the five senses) and ask questions
relating to the senses
Role Play-students create or participate in role playing situations or Reader’s Theater
Moving Circle-an inside and outside circle partner and discuss, circles moves to new
partner (Refer to Kagan Differentiated Strategies)
Brainstorm Carousel-Large Post Its around the room, group moves in a carousel to
music. Group discusses topic and responses on paper. Groups rotate twice to see
comments of others. (Refer to Kagan Differentiated Strategies)
Gallery Walk-Objects, books, or student work is displayed. Students examine artifacts
and rotate.
Chunking-chunk reading, tests, questions, homework, etc to focus on particular
elements.
Think Pair Share Write
Think Talk Write
Think Pair Share
Note-taking -can be done through words, pictures, phrases, and sentences depending on
level
KWL (Know, Want to Know, Learned)/KWHL(Know, What to Know, How Will I
Learn, learned)/KWLS (Know, Want to Know, Learned, Still Want to Know) /KWLQ
(Know, What to Know, Learned, Questions I Still Have) Charts
Corners Cooperative Learning Strategy:
http://cooperativelearningstrategies.pbworks.com/w/page/28234420/Corners.
Circle Map strategy- place the main topic in a small circle and add student ideas in a
bigger circle around the topic. Students may use their native language with peers to
brainstorm.
Flexible grouping -as a whole class, a small group, or with a partner, temporary groups
are created: http://www.teachhub.com/flexible-grouping-differentiated-instruction-
strategy.
Jigsaw Activities -cooperative learning in a group, each group member is responsible
for becoming an "expert" on one section of the assigned material and then "teaching" it
to the other members of the team: http://www.adlit.org/strategies/22371/.
Technology Integration
__x__8.1 Educational Technology:
All students will use digital tools to access, manage, evaluate, and synthesize information in
order to solve problems individually and collaborate and create and communicate knowledge.
____8.2 Technology Integration, Engineering, Design and Computational Thinking -
Programming
All students will develop an understanding of the nature and impact of technology,
engineering, technological design, computational thinking and the designed world as they
relate to the individual, global society, and the environment.
http://cooperativelearningstrategies.pbworks.com/w/page/28234420/Cornershttp://www.teachhub.com/flexible-grouping-differentiated-instruction-strategyhttp://www.teachhub.com/flexible-grouping-differentiated-instruction-strategyhttp://www.adlit.org/strategies/22371/
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21
Unit Plan Title
Healthy Life: Taking Care of My Body & Stress, Stress, Stress
Suggested Time Frame 20 Lessons
Overview / Rationale
As a teen in today’s world I am faced with stress. Taking care of my body by staying active,
eating a balanced diet, identifying what causes stress and planning ways to alleviate stress can
help me to thrive.
As students begin to master the three most common simple tenses; present, preterite, and
imperfect, they will now endeavor to learn and utilize the conditional and lesser-used future
tense (largely replaced by the paraphrasis ir + a + infinitive (going + to + verb) in Latin
America). Students will compare and contrast their lives and communities today will the past
and their speculations of the future. Drawing upon prior knowledge of object pronouns and
word order, student will begin utilizing double object pronouns in their replies to questions to
create more native-sounding speech. Students will also refine and expand upon their ability to
make commands (a.k.a. using the imperative mood) in Spanish with special attention being
drawn to the construction of formal commands.
Suggested conversation and writing topics should include but not be limited to the arts and
music of Mexico and legends of Mesoamerican cultures.
Stage 1 – Desired Results
New Jersey Student Learning Standards for World Language
Interpretive Mode
7.1.IL.A.1 - Identify the main idea and most supporting details contained in culturally
authentic materials using electronic information sources related to targeted themes.
7.1.IL.A.2 - Demonstrate comprehension of oral and written instructions connected to daily
activities through appropriate responses.
7.1.IL.A.3 - Compare and contrast the use of verbal and non-verbal etiquette (i.e., the use of
gestures, intonation, and cultural practices) in the target culture(s) and in one’s own culture.
7.1.IL.A.4 - Use the target language to describe people, places, objects, and daily activities
learned about through oral or written descriptions.
7.1.IL.A.5 - Demonstrate comprehension of conversations and written information on a variety
of topics.
7.1.IL.A.6 - Identify the main idea, theme, and most supporting details in readings from age-
and level-appropriate, culturally authentic materials.
7.1.IL.A.7 - Infer the meaning of a few unfamiliar words in some new contexts.
7.1.IL.A.8 - Compare and contrast unique linguistic elements in English and the target
language.
Interpersonal Mode
7.1.IL.B.1 - Use digital tools to participate in short conversations and to exchange information
related to targeted themes.
7.1.IL.B.2 - Give and follow a series of oral and written directions, commands, and requests
for participating in age- and level-appropriate classroom and cultural activities.
-
22
7.1.IL.B.3 - Use appropriate gestures, intonation, and common idiomatic expressions of the
target culture(s)/language in familiar situations.
7.1.IL.B.4 - Ask and respond to factual and interpretive questions of a personal nature or on
school-related topics.
7.1.IL.B.5 - Engage in short conversations about personal experiences or events and/or topics
studied in other content areas.
Presentational Mode
7.1.IL.C.1 - Use knowledge about cultural products and cultural practices to create a
multimedia-rich presentation on targeted themes to be shared virtually with a target language
audience.
7.1.IL.C.2 - Present student-created and/or authentic short plays, skits, poems, songs, stories,
or reports.
7.1.IL.C.3 - Use language creatively to respond in writing to a variety of oral or visual
prompts.
7.1.IL.C.4 - Compare and contrast age- and level-appropriate culturally authentic materials
orally and in writing.
7.1.IL.C.5 - Compare and contrast cultural products and cultural practices associated with the
target culture(s) and one’s own culture, orally, in writing, or through simulation.
7.1.IL.C.6 - Summarize requirements for professions/careers that require proficiency in a
language other than English based on exploration of the 16 Career Clusters.
Essential Questions: What changes can be made to take
better care of one's’ body and mind? What makes up a balanced diet? How can one balance the aspects of life
What is causing stressing and how can
it effectually be managed?
Enduring Understandings: The manner in which we treat our
bodies now will have a great impact
on the way we feel in the future Everyday brings choices that affect
our physical and mental health Maturity brings additional
responsibilities which require the
ability to prioritize and organize to
minimize stress
Knowledge: Students will know…
Forms and uses of the future tense Forms and uses of the conditional tense Formal affirmative and negative
commands Using double object pronouns Vocabulary pertaining to health, body,
diet, exercise, stress, advice. That not all words ending in “o” are
masculine nor are all words ending in
“a” are feminine. That there is more one way to make an
affirmative nosotros command.
Skills: Students will be able to…
Give advice to classmates on how to
live a healthy life using commands Discuss what one will do and future
events using future tense Describe feelings with respect to
stress Recall and use school related
vocabulary to describe stressful
situations Use conditional to express what you
would do to alleviate stress or take
better care of one’s body
-
23
Formal commands actually use present
subjunctive verb forms of verbs The names of the “Big Three” painters
in the Mexican Muralism Movement
Make both affirmative and negative
nosotros commands (“let’s”)
In this unit plan, the following 21st Century Life and Careers skills are addressed:
Check ALL that apply –
21st Century Themes
Indicate whether these skills are:
E – encouraged
T – taught
A – assessed
Career Ready Practices
9.1 Personal Financial
Literacy
ETA CRP1. Act as a responsible and
contributing citizen and
employee.
X Income and Careers
CRP2. Apply appropriate
academic and technical skills. Money Management
CRP3. Attend to personal health
and financial well-being. Credit and Debt
Management
ETA CRP4. Communicate clearly and
effectively and with reason. Planning, Saving, and
Investing
CRP5. Consider the
environmental, social and
economic impacts of decisions. Becoming a Critical
Consumer
ETA CRP6. Demonstrate creativity and
innovation. Civic Financial
Responsibility
CRP7. Employ valid and reliable
research strategies. Insuring and Protecting
CRP8. Utilize critical thinking to
make sense of problems and
persevere in solving them.
9.2 Career Awareness,
Exploration, and
Preparation
E CRP9. Model integrity, ethical
leadership and effective
management.
X Career Awareness
ETA CRP10. Plan education and career
paths aligned to personal goals.
X Career Exploration
ETA CRP11. Use technology to enhance
productivity.
X Career Preparation
ETA CRP12. Work productively in
teams while using cultural
global competence.
Interdisciplinary Connections
New Jersey Student Learning Standards for Social Studies
6.1 U.S. History: America in the World: All students will acquire the knowledge and skills to
think analytically about how past and present interactions of people, cultures, and the
environment shape the American heritage. Such knowledge and skills enable students to make
-
24
informed decisions that reflect fundamental rights and core democratic values as productive
citizens in local, national, and global communities.
6.2 World History/Global Studies: All students will acquire the knowledge and skills to think
analytically and systematically about how past interactions of people, cultures, and the
environment affect issues across time and cultures. Such knowledge and skills enable students
to make informed decisions as socially and ethically responsible 35 world citizens in the 21st
century.
6.3 Active Citizenship in the 21st Century: All students will acquire the skills needed to be
active, informed citizens who value diversity and promote cultural understanding by working
collaboratively to address the challenges that are inherent in living in an interconnected world.
Student Resources
Primary Source Readings Newspapers: Latinos Unidos, http://elpais.com
Maps: South America, Central America, Europe
Videos: Culturally authentic videos on Youtube
English/Spanish Dictionaries
Secondary Source Readings Spanish-Language Web page: www.studyspanish.com,
www.quizlet.com
http://www.bbc.co.uk/languages/spanish/
Teacher created resources
Teacher Resources
Websites: Google Classroom, set up by the teacher
Videos: Video grammar lessons by “Señor Jordan” and “Gringo Español”.
Subject Pronouns Present tense conjugation of
o Regular verbs o Irregular verbs o Stem-changers
Ser vs Estar Grammar “Music Videos”
“Conjugations Back”
“Cry Me a Verb”
“Agree It”
Various cultural videos
Stage 2 – Assessment Evidence
Performance Task(s): Speaking exercises
Dialogs: Students to students
conversations Presentation in class: Student
enactment of scripted or original scenes
(e.g. in-class performance of a skit)
Writing exercises
Other Evidence:
Listening exercises
Youtube video describing
classes/school with Q/A Identify people based on oral
descriptions Identifying true/false statements
about health
http://elpais.com/http://www.studyspanish.com/http://www.quizlet.com/http://www.bbc.co.uk/languages/spanish/
-
25
Whiteboards for
conjugations/vocabulary Various websites that assess conjugation
skills/vocabulary acquisition (see
teacher resources) Completion of verb charts Crosswords vocabulary depictions original descriptions (both oral and
written)
Newsletter utilizing the future tense (En
el año 2050…) Public service brochure using formal
commands, conditional & future tenses
to inform how to live a healthy life
Student/Student Q & A;
Teacher/Student Q & A Student-led review of previous
lesson in their own words
Department Created Summative
Assessments
Stage 3 – Learning Plan
Instructional
Strategies
Descriptions
Suggested Learning
Activities
Total Physical Response Guided Notes Drawing to demonstrate classroom items Graphic organizers: Venn diagram; comparing/contrasting
things that happened and things that used to happen Images/video clips with Q/A Sentence strips to put conversation in order Jeopardy/ Kahoot Conjugation games: battleship, connect four, etc. Vocabulary games: Pictionary, Catchphrase, Fly Swat Student-led review sessions Cultural lecture topics; Art/music in Mexico; regional
variations in Mexican culture, cuisine and climate; the Legend
of Quetzalcóatl; Spanish words of Nahuatl origin; indigenous
people of Mexico
Accommodations and Modifications
Below please find a list of suggestions for accommodations and modifications to meet the
diverse needs of our students. Teachers should consider this a resource and understand that
they are not limited to the recommendations included below.
An accommodation changes HOW a student learns; the change needed does not alter the
grade-level standard. A modification changes WHAT a student learns; the change alters the
grade-level expectation.
Special Education and 504 Plans
-
26
All modifications and accommodations must be specific to each individual child’s IEP
(Individualized Educational Plan) or 504 Plan.
Pre-teach or preview vocabulary
Repeat or reword directions
Have students repeat directions
Use of small group instruction
Pair visual prompts with verbal presentations
Ask students to restate information, directions, and assignments
Repetition and time for additional practice
Model skills/techniques to be mastered
Extended time to complete task/assignment/work
Provide a copy of class notes
Strategic seating (with a purpose - eg. less distraction)
Flexible seating
Repetition and additional practice
Use of manipulatives
Use of assistive technology (as appropriate)
Assign a peer buddy
Emphasize key words or critical information by highlighting
Use of graphic organizers
Scaffold with prompts for sentence starters
Check for understanding with more frequency
Provide oral reminders and check student work during independent practice
Chunk the assignment - broken up into smaller units, work submitted in phases
Encourage student to proofread assignments and tests
Provide regular home/school communication
Teacher checks student planner
Provide student with clear expectations in writing and grading criteria for assignments
(rubrics)
Testing Accommodations:
Students should receive all testing accommodations for Benchmark assessments that they
receive for State testing.
Setting: Alternate setting for assessments, small groups, screens to block distractions
Presentation: large print, test readers, use of audio, fewer questions on each page
Response: answer verbally, use large block answer sheet, speech-to-text dictation,
accept short answers
Allow for retakes
Provide study guides
Use of reference aids such as glossary
Choice of test format (multiple-choice, essay, true-false)
Alternate ways to evaluate (projects or oral presentations instead of written tests)
Open-book or open-note tests
-
27
English Language Learners:
All modifications and accommodations should be specific to each individual child’s LEP level
as determined by the WIDA screening or ACCESS, utilizing the WIDA Can Do Descriptors.
Pre-teach or preview vocabulary
Repeat or reword directions
Have students repeat directions
Use of small group instruction
Scaffold language based on their Can Do Descriptors
Alter materials and requirements according to Can Do Descriptors
Adjust number of paragraphs or length of writing according to their Can Do Descriptor
TPR (Total Physical Response-Sheltered Instruction strategy) Demonstrate concepts
through multi sensory forms such as with body language, intonation
Pair visual prompts with verbal presentations
Repetition and additional practice
Model skills and techniques to be mastered
Native Language translation (peer, assistive technology, bilingual dictionary)
Emphasize key words or critical information by highlighting
Use of graphic organizers
Scaffold with prompts for sentence starters
Check for understanding with more frequency
Use of self-assessment rubrics
Increase one-on-one conferencing; frequent check ins
Use study guide to organize materials
Make vocabulary words available in a student created vocabulary notebook,
vocabulary bank, Word Wall, or vocabulary ring
Extended time
Select text complexity and tiered vocabulary according to Can Do Descriptors
Projects completed individually or with partners
Use online dictionary that includes images for words:
http://visual.merriamwebster.com/.
Use online translator to assist students with pronunciation:
http://www.reverso.net/text_translation.aspx?lang=EN.
Students at Risk of Failure:
Use of self-assessment rubrics for check-in
Pair visual prompts with verbal presentations
Ask students to restate information and/or directions
Opportunity for repetition and additional practice
Model skills/techniques to be mastered
Extended time
Provide copy of class notes
Strategic seating with a purpose
Provide students opportunity to make corrections and/or explain their answers
Support organizational skills
http://visual.merriamwebster.com/http://www.reverso.net/text_translation.aspx?lang=EN
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Check daily planner
Encourage student to proofread work
Assign a peer buddy
Build on students’ strengths based on Multiple Intelligences: Linguistic (verbal);
Logical (reasoning); Musical/Rhythmic; Intrapersonal Intelligence (understanding of
self); Visual Spatial Intelligence; Interpersonal Intelligence (the ability to interact with
others effectively); Kinesthetic (bodily); Naturalist Intelligence; and Learning Styles:
Visual; Auditory; Tactile; Kinesthetic; Verbal
High Achieving:
Extension Activities
Allow for student choice from a menu of differentiated outcomes; choices grouped by
complexity of thinking skills; variety of options enable students to work in the mode
that most interests them
Allow students to pursue independent projects based on their individual interests
Provide enrichment activities that include more complex material
Allow opportunities for peer collaboration and team-teaching
Set individual goals
Conduct research and provide presentation of appropriate topics
Provide students opportunity to design surveys to generate and analyze data to be be
used in discussion
Allow students to move through the assignment at their own pace (as appropriate)
Strategies to Differentiate to Meet the Needs of a Diverse Learning Population
Vocabulary Sorts-students engage with the vocabulary word by sorting into groups of
similar/different rather than memorizing definitions
Provide “Realia” (real life objects to relate to the five senses) and ask questions
relating to the senses
Role Play-students create or participate in role playing situations or Reader’s Theater
Moving Circle-an inside and outside circle partner and discuss, circles moves to new
partner (Refer to Kagan Differentiated Strategies)
Brainstorm Carousel-Large Post Its around the room, group moves in a carousel to
music. Group discusses topic and responses on paper. Groups rotate twice to see
comments of others. (Refer to Kagan Differentiated Strategies)
Gallery Walk-Objects, books, or student work is displayed. Students examine artifacts
and rotate.
Chunking-chunk reading, tests, questions, homework, etc to focus on particular
elements.
Think Pair Share Write
Think Talk Write
Think Pair Share
Note-taking -can be done through words, pictures, phrases, and sentences depending on
level
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KWL (Know, Want to Know, Learned)/KWHL(Know, What to Know, How Will I
Learn, learned)/KWLS (Know, Want to Know, Learned, Still Want to Know) /KWLQ
(Know, What to Know, Learned, Questions I Still Have) Charts
Corners Cooperative Learning Strategy:
http://cooperativelearningstrategies.pbworks.com/w/page/28234420/Corners.
Circle Map strategy- place the main topic in a small circle and add student ideas in a
bigger circle around the topic. Students may use their native language with peers to
brainstorm.
Flexible grouping -as a whole class, a small group, or with a partner, temporary groups
are created: http://www.teachhub.com/flexible-grouping-differentiated-instruction-
strategy.
Jigsaw Activities -cooperative learning in a group, each group member is responsible
for becoming an "expert" on one section of the assigned material and then "teaching" it
to the other members of the team: http://www.adlit.org/strategies/22371/.
Technology Integration
__x__8.1 Educational Technology:
All students will use digital tools to access, manage, evaluate, and synthesize information in
order to solve problems individually and collaborate and create and communicate knowledge.
____8.2 Technology Integration, Engineering, Design and Computational Thinking -
Programming
All students will develop an understanding of the nature and impact of technology,
engineering, technological design, computational thinking and the designed world as they
relate to the individual, global society, and the environment.
http://cooperativelearningstrategies.pbworks.com/w/page/28234420/Cornershttp://www.teachhub.com/flexible-grouping-differentiated-instruction-strategyhttp://www.teachhub.com/flexible-grouping-differentiated-instruction-strategyhttp://www.adlit.org/strategies/22371/
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Unit Plan Title
Pop Culture & Technology
Suggested Time Frame 25 Lessons
Overview / Rationale
This unit provides learners with the opportunity to explore the difference between tense and
mood and when to use the subjunctive. In this unit they will hone their command of the
subjunctive mood conjugation and usage in two or more tenses. Special attention will be paid
to the use of the subjunctive to express doubt, disbelief or denial, an emotional reaction to
something, making hypothetical statements, and certain expressions like para que which
always require the subjunctive mood.
Students will look more in-depth into the role of Spanish in the media and explore the
differences between English- and Spanish- digital and print media by comparing and
contrasting authentic materials in both languages.
Discussion topics may include but are not limited to the racial and ethnic diversity of Latin
America, Hispanic identity in the United States, and pop culture in the Spanish-speaking
world.
Stage 1 – Desired Results
New Jersey Student Learning Standards for World Language
Interpretive Mode
7.1.IL.A.1 - Identify the main idea and most supporting details contained in culturally
authentic materials using electronic information sources related to targeted themes.
7.1.IL.A.2 - Demonstrate comprehension of oral and written instructions connected to daily
activities through appropriate responses.
7.1.IL.A.3 - Compare and contrast the use of verbal and non-verbal etiquette (i.e., the use of
gestures, intonation, and cultural practices) in the target culture(s) and in one’s own culture.
7.1.IL.A.4 - Use the target language to describe people, places, objects, and daily activities
learned about through oral or written descriptions.
7.1.IL.A.5 - Demonstrate comprehension of conversations and written information on a variety
of topics.
7.1.IL.A.6 - Identify the main idea, theme, and most supporting details in readings from age-
and level-appropriate, culturally authentic materials.
7.1.IL.A.7 - Infer the meaning of a few unfamiliar words in some new contexts.
7.1.IL.A.8 - Compare and contrast unique linguistic elements in English and the target
language.
Interpersonal Mode
7.1.IL.B.1 - Use digital tools to participate in short conversations and to exchange information
related to targeted themes.
7.1.IL.B.2 - Give and follow a series of oral and written directions, commands, and requests
for participating in age- and level-appropriate classroom and cultural activities.
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7.1.IL.B.3 - Use appropriate gestures, intonation, and common idiomatic expressions of the
target culture(s)/language in familiar situations.
7.1.IL.B.4 - Ask and respond to factual and interpretive questions of a personal nature or on
school-related topics.
7.1.IL.B.5 - Engage in short conversations about personal experiences or events and/or topics
studied in other content areas.
Presentational Mode
7.1.IL.C.1 - Use knowledge about cultural products and cultural practices to create a
multimedia-rich presentation on targeted themes to be shared virtually with a target language
audience.
7.1.IL.C.2 - Present student-created and/or authentic short plays, skits, poems, songs, stories,
or reports.
7.1.IL.C.3 - Use language creatively to respond in writing to a variety of oral or visual
prompts.
7.1.IL.C.4 - Compare and contrast age- and level-appropriate culturally authentic materials
orally and in writing.
7.1.IL.C.5 - Compare and contrast cultural products and cultural practices associated with the
target culture(s) and one’s own culture, orally, in writing, or through simulation.
7.1.IL.C.6 - Summarize requirements for professions/careers that require proficiency in a
language other than English based on exploration of the 16 Career Clusters.
Essential Questions: What does pop culture consist of? Am I interested in the same things that
are popular in Latin America? What does it take for a fad to become
a trend? What does it take for a celebrity to
become an icon?
Enduring Understandings: Pop culture is prevalent in our daily
lives. Pop culture consists of the arts, fads,
entertainment, beliefs and values that
are shared by a large segment of
society.
Knowledge: Students will know…
The subjunctive is a mood, not a tense;
it is much more prevalent in Spanish
than it is in English and must be used
in situations that do not deal with
reality. When expressing doubt or uncertainty
the subjunctive mood is needed, but
when that element of doubt is removed
it becomes a job for the indicative. Certain conjugations always require
that subjunctive mood follows. Present subjunctive forms of the
irregular verbs ir, ser, dar, and estar.
Skills: Students will be able to…
Express their hopes and wishes in
Spanish using the subjunctive mood Make suggestions and
recommendations using the
subjunctive mood Identify 6 situations (“WEIRDO”
situations) that introduce a
subordinate clause requiring the
subjunctive mood Conjugated all regular verbs
(including stem changing verbs) verbs
in the present tense subjunctive mood. Make an apology in Spanish
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Vocabulary: Pop Culture, Technology,
verbs associated with technology use
(abrir, apagar, cerrar, etc)
Describe an ideal relationship, partner,
or world Use the irregular subjunctive verbs
saber and haber Use the present perfect subjunctive to
express a wish, hope, doubt,
uncertainty about, or emotional
reaction to something in the past Conjugate verbs in the past
subjunctive to use in contrary-to-fact
si clauses Express cause and effect in Spanish Talk about hypothetical situations Talk about their accomplishments Talk about future plans
In this unit plan, the following 21st Century Life and Careers skills are addressed:
Check ALL that apply –
21st Century Themes
Indicate whether these skills are:
E – encouraged
T – taught
A – assessed
Career Ready Practices
9.1 Personal Financial
Literacy
ETA CRP1. Act as a responsible and
contributing citizen and
employee.
X Income and Careers
CRP2. Apply appropriate
academic and technical skills. Money Management
CRP3. Attend to personal health
and financial well-being. Credit and Debt
Management
ETA CRP4. Communicate clearly and
effectively and with reason. Planning, Saving, and
Investing
CRP5. Consider the
environmental, social and
economic impacts of decisions. Becoming a Critical
Consumer
E CRP6. Demonstrate creativity and
innovation. Civic Financial
Responsibility
CRP7. Employ valid and reliable
research strategies. Insuring and Protecting
CRP8. Utilize critical thinking to
make sense of problems and
persevere in solving them.
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9.2 Career Awareness,
Exploration, and
Preparation
E CRP9. Model integrity, ethical
leadership and effective
management.
X Career Awareness
ETA CRP10. Plan education and career
paths aligned to personal goals.
X Career Exploration
ETA CRP11. Use technology to enhance
productivity.
X Career Preparation
ETA CRP12. Work productively in
teams while using cultural
global competence.
Interdisciplinary Connections
New Jersey Student Learning Standards for Social Studies
6.1 U.S. History: America in the World: All students will acq