unapproved - wethersfield public schools · that the cmt was field tested three (3) times. it was...

Wethersfield Board of Education 127 Hartford Avenue

Wethersfield, Connecticut 06109-2798

Agenda for the Meeting of the Board of Education Tuesday, April 8, 2014

7:00 p.m., Town Hall Council Chambers 505 Silas Deane Highway

1. Call to Order a. Roll Call for Quorum b. Pledge of Allegiance

2. Student/Staff Recognition/Presentations

3. Approval of Minutes of Previous Meetings

a. March 25, 2014 Board of Education Meeting (Ref. 1) b. March 31, 2014 Special Board of Education Meeting (Ref. 1a) c. April 3, 2014 Special Board of Education Meeting (Ref. 1b)

4. Public Comment

5. Communications

6. Action Items

a. Recommended Motion: Approval of E-Commerce and Web Site Design Curriculum (Ref. 2) b. Recommended Motion: Approval of Spanish II Curriculum (Ref. 2) c. Recommended Motion: Approval of Chemistry Level 1 Curriculum (Ref. 2) d. Recommended Motion: Approval of Textbook for World History (Ref. 2) e. Recommended Motion: Approval of Cancellation of Regular Board of Education

Meeting for June 24, 2014 (Ref. 3)

7. Reports/Discussion Items a. FY 2013 – 2014 Budget Status Report: Period Ending February 28, 2014 (Ref. 4) b. First Reading: Policy #5131.911 Bullying Behavior in the Schools (Ref. 5) c. Announcements/Information (Ref. 6)

8. Board of Education

a. Meetings Held (Ref. 7) Special Board of Education Meeting – Retreat, 03.31.14 Student Programs and Services Committee, 04.01.14

Policy and Planning Committee, 04.02.14 Special Board of Education Meeting, 04.03.14 Special School Project Building Committee, 04.07.14 Finance and Information Management, 04.08.14

b. Meetings Scheduled School Project Building Committee, (04.14.14 @ 6:30 p.m.)

CREC Council, (04.16.14 @ 11:30 a.m.) Joint Town Council/Board of Education Meeting – Budget Hearing (04.21.14 @ 7:00 p.m.)

9. Unfinished Business

10. Public Comment

11. Board Comments

12. Adjournment

1

Unapproved

Reference 1

Board of Education

March 25, 2014

Chairperson DeAngelo requested Board Members to turn off cell phones.

This meeting was recorded and videotaped. The tapes are available in the Town Manager’s

Office.

The Wethersfield Board of Education met in regular session on Tuesday, March 11, 2014, at

7:00 p.m. in the Town Council Chambers, Town Hall, 505 Silas Deane Highway. The following

Board members were present: Chairperson DeAngelo, Vice Chairperson Steinmiller-Paradise,

Mr. Cascio, Mr. Forrest, Mrs. Latina, Ms. McDougall, and Mr. Morris. Also present were:

Superintendent of Schools, Michael Emmett; Assistant Superintendent for Human Resources &

Finance, Timothy Howes; Director of Curriculum and Instruction, Sally Dastoli; Wethersfield

High School Principal, Thomas Moore; Silas Deane Middle School Principal, Steven Cook; Silas

Deane Middle School Assistant Principal, Cynthia Fries; and Wethersfield High School Student

Representative, Sam Solberg.

1. Pledge of Allegiance

Mr. Forrest led the Board and public in reciting the Pledge of Allegiance.

2. Student/Staff Recognition/Presentations

Silas Deane Middle School Principal, Steven Cook, spoke of the SDMS Drama Club’s upcoming

production, The Wizard of Oz Jr., and how the school plans to tie in a school goal of creating a

positive school culture by recognizing acts of kindness. A memorable artifact from the play, the

yellow brick, will symbolize SDMS’ Yellow Brick Road of Kindness. SDMS Music

Teacher/Drama Club Coordinator, Matthew Berloe, made a presentation regarding the SDMS

Drama Club with student members, Vanessa Valle and Leah Ostergren, who described their

Stage Crew responsibilities in productions. The SDMS Spring Production of

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The Wizard of Oz Jr. will be held in the SDMS Auditorium as follows: Friday and Saturday,

April 4 and 5 at 7:00 p.m.; and Sunday, April 6 at 2:30 p.m. There is a Wednesday, April 2, 4:00

p.m., performance for Senior Citizens (Dress Rehearsal) and a performance on Thursday, April

3, for Grades 6 of the entire District. Board Comments: Mrs. DeAngelo commented.

3. Approval of Minutes of Previous Meetings

a. March 11, 2014 Regular Board of Education Meeting

Mrs. Latina MOVED to approve the minutes of the Regular Board of Education Meeting of

March 11, 2014, as submitted. The motion was SECONDED by Mr. Forrest and VOTED

unanimously, with Mr. Cascio abstaining.

4. Public Comment

Robert Young, 20 Coppermill Road, commented on 1) the budget for the WHS Graduation

Ceremony’s second venue plan as an added cost to the WHS Referendum, and 2) an article that

appeared in the March 18, 2014, Harford Courant entitled “New Testing Set for Rollout.”

5. Communications

Mr. Emmett mentioned SBAC testing began at SDMS and WHS today with presence from the IT

Department at both schools to address technology issues. Mr. Emmett noted technology

functioning and Wi-Fi capability are in good shape. Mr. Emmett is looking forward to feedback

from District students and staff regarding the tests. Mr. Emmett, Mr. Moore, and Ms. Bryan

(WHS Counselor) met with officials from Goodwin College regarding the Goodwin College

Senior Academy. Starting next year, some WHS Senior class students will have the opportunity

to complete high school work and also earn up to twelve (12) credits at Goodwin College during

a two-day per week program (2:00 to 5:00 p.m. on Mondays and Wednesdays). Tyrone Black,

Goodwin College Director of Early College Programs, will be visiting WHS, and Mr. Moore and

Ms. Bryan will be taking a look at WHS Junior class students who may be eligible for that

program. This program currently is open to students in Hartford, Wethersfield, Rocky Hill,

Vernon, South Windsor, East Hartford, and Manchester. Mr. Emmett indicated the WHS

Renovation project is escalating with masonry, plumbing, and electrical contractors on site.

Gym A will be closed tomorrow allowing for construction of the permanent wall to Gym A

(from what used to be Gym B). Accessibility to Gym A is anticipated in the next couple of days

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thereafter. Mr. Emmett noted the opening of Bids for painting and the elevator occurred today.

He mentioned the Finance Subcommittee meeting and the Building Committee meeting were

held yesterday evening. A variance was completed between Town funds and O & G funds in

terms of where the WHS Renovation project is, and the variance was measured at $1.00 which is

on target with that of O & G.

6. Action Items

a. Recommended Motion: Approval of Language Arts, Reading & Writing Units, and Math Curriculum

Ms. McDougall MOVED that the Wethersfield Board of Education approve the Grades 7 & 8

Language Arts Curriculum; the Math Curriculum, Pre-Algebra, Level 1, Grade 7; the Math

Curriculum, Level 2, Grade 7; and the Math Curriculum, Level 2, Grade 8. The motion was

SECONDED by Mrs. Steinmiller-Paradise and VOTED unanimously. Board Comments: Ms.

McDougall commented. Mrs. Dastoli also commented.

b. Recommended Motion: Approval of Proposal to Delete Course Math Transitions

Ms. McDougall MOVED that the Wethersfield Board of Education delete Course – Grade 8

Math Transitions. The motion was SECONDED by Mr. Forrest and VOTED unanimously.

Board Comments: Ms. McDougall, and Mrs. Latina commented. Mrs. Dastoli also commented.

c. Recommended Motion: Approval of Textbook for Honors Geometry

Ms. McDougall MOVED that the Wethersfield Board of Education approve Textbook for

Honors Geometry – Geometry, Burger, Chard, Kennedy, Leinwand, Renfro, Roby, Seymour,

Waits, Holt McDougal, 2012. The motion was SECONDED by Mr. Morris and VOTED

unanimously. Board Comments: Ms. McDougall, Mrs. Steinmiller-Paradise, and Mr. Morris

commented. Mrs. Dastoli also commented.

d. Approval of Wethersfield Early Childhood Collaborative (WECC) Grant Funds

Mr. Forrest MOVED that the Wethersfield Board of Education approve allocation of the sum of

$2,500 for the matching portion of the Graustein Memorial Foundation grant in support of the

Wethersfield Early Childhood Collaborative. The motion was SECONDED by Ms. McDougall

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and VOTED unanimously. Board Comments: Ms. McDougall commented. Mr. Emmett also

commented.

7. Reports/Discussion Items

a. Announcements/Information

Chairperson DeAngelo reviewed the items in Board Members’ packets and reminded Committee

Chairpersons/Board members to review scheduled meeting dates and times with their calendars.

8. Board of Education

a. Meetings Held

Chairperson DeAngelo announced the following meetings: Policy and Planning Committee:

Mrs. Steinmiller-Paradise indicated the Committee finished reviewing the By-Laws of the Board

of Education. Additions and modifications were made, and the Committee will be meeting for a

review prior to the information being sent to the CABE Office. Human Resources and Personnel

Committee: Mr. Morris indicated he attended this meeting with Mr. Carey and Mr. Howes. The

deadline for the Superintendent Evaluation process was discussed. The Superintendent’s own

evaluation is planned for inclusion in Board Members’ meeting packets for the next meeting, and

an executive session meeting is anticipated on or before the last week in April 2014 to further

discuss the matter. Student Program and Services Committee: Ms. McDougall indicated the

Committee discussed the curriculum matters presented earlier in tonight’s meeting. There was a

discussion and an update with school Principals on School Improvement Plans, and a discussion

of a new guideline document (Library Media Center Collection -- Management of Guidelines

and Procedures) describing, for example, how it is decided what books are purchased for,

utilized in, or eliminated from school libraries. CREC Council: Mrs. Steinmiller-Paradise

indicated there was a discussion about the new Aerospace and Engineering Academy and SBAC

being decided to be given in Grade 11. It was noted that forty (40%) percent of State district

schools do not have written curriculum to operate by. It was learned that CREC offers Data

Analysis and Research Training (DART) to teachers for their use in classroom teaching.

Discussion regarding SBAC clarified that: 1) grade level testing contains grade level questions,

2) Districts can start SBAC testing when they wish, 3) there is no timing for the tests, 4) the next

two (2) years serve as field tests for SBAC testing, and 5) a test taking session duration via

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computer is recommended not exceed forty-five to fifty (45 to 50) minutes. It was also clarified

that the CMT was field tested three (3) times. It was noted that under Common Core State

Standards, every State will have the same test, whereas prior to Common Core State Standards

implementation, States had grade testing with varying levels of difficulty when comparing the

same grade state by state. She mentioned there is information regarding the regional calendar in

Board members’ packets. Policy and Planning Committee: Mrs. Steinmiller-Paradise indicated

that the Committee will be moving on to the zero series at next Wednesday’s meeting. School

Projects Building Finance Committee: Mr. Emmett indicated that as reported in the

Communications portion of tonight’s meeting, the Committee discussed the variance between

Town funds and O & G funds. School Projects Building Committee: Mr. Emmett indicated the

Committee discussed the next reimbursement submission to the State regarding the WHS

Renovation Project.

b. Meetings Scheduled

Chairperson DeAngelo announced the following meetings are scheduled: Special Board of

Education Meeting – Retreat; Student Programs and Services Committee; Policy and Planning

Committee; and Finance and Information Management. In order to ensure a quorum at

Committee Meetings, Chairperson DeAngelo advised Board members to verify their attendance

at Committee Meetings with the Committee’s Chairpersons and Administrative Chairperson.

9. Unfinished Business

There was no unfinished business to discuss.

10. Public Comments

There were no comments made by the Public during this portion of the meeting.

11. Board Comments

Mrs. Latina inquired and Mr. Emmett indicated SBAC testing in the elementary schools will

begin in late spring. It was decided to move forward with SBAC testing with SDMS and WHS

first, as to not encroach on AP Exams and to ensure reallocation of technology, if necessary,

from SDMS and WHS to the elementary schools. The elementary schools are taking practice

tests at this time, and IT staff members are present in elementary schools for the purposes of

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enhancing Wi-Fi and installing switches to increase Wi-Fi capacity. In response to a member of

the public’s concern regarding time in taking the Smarter Balanced Assessment, the District has

no control over the ability to capture results, etc., as the assessment is a national test. As

mentioned in a CREC Council meeting recently attended by Mrs. Steinmiller-Paradise, Districts

are not certain they will receive any type of tangible data from the field testing. Mrs. Latina

expressed condolences to Town Councilor, Michael Rell, and his family on the loss of his father,

Lou Rell. Lou Rell was the husband of Connecticut’s former Governor, M. Jodi Rell.

Mr. Cascio clarified and Mr. Emmett indicated that there is an expense with graduation being

held at the Cove. He asked Mr. Emmett to provide the cost of graduation ceremonies held at the

Cove in the past.

Ms. McDougall commented favorably on the Superintendent’s report regarding happenings in

the District’s elementary schools, as she was pleased to see that three (3) of the elementary

schools had forums for parents to learn of new and existing curriculum.

Mr. Forrest commented favorably of teacher participation and involvement (input and feedback)

with the curriculum proposed to the Board at tonight’s meeting.

Mr. Solberg clarified and Mr. Emmett confirmed the four thousand ($4,000) dollar described to

reserve CCSU as a graduation venue would be included in the nine thousand ($9,000) dollar

graduation budget. Mr. Solberg indicated that it is his job to communicate the sentiment among

students in their preference of having the Ceremony at the Cove, despite his realization in

knowing Mr. Emmett has communicated the plan for the Class of 2014 Graduation Ceremony.

Mr. Solberg indicated that there is talk among students and parents of a different arrangement so

that CCSU can be an alternative backup to the Cove.

Mr. Emmett indicated that logistically, he will not be able to make a decision on graduation day

to use CCSU as the alternative location on that day. He mentioned that having WHS Gym

available allowed for an alternative decision to be made on graduation day. He will be meeting

with parents and students on April 2, 2014 to discuss opportunities to make the day special as a

class.

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Chairperson DeAngelo expressed condolences to the Rell Family and thanked Mrs. Latina for

her information. She commented favorably of the signing and talent of students in the WHS

Drama Club production of Into the Woods. She commented favorably of Mr. Solberg’s portrayal

of the wolf, as well as the Prince characters.

Mr. Cascio MOVED to adjourn the meeting at 7:48 p.m. The motion was SECONDED by

Mr. Forrest and VOTED unanimously.

Respectfully submitted,

______________________________________________

Elaine Steinmiller-Paradise, Vice-Chairperson – Secretary

Minutes Recorded by Ellen Goslicki, Recording Secretary

1

Unapproved

Reference 1a

Board of Education

March 31, 2014

The Wethersfield Board of Education met in special session on Monday, March 31, 2014, at

6:00 p.m. in the Stillman Building, Lower Level Meeting Room, 127 Hartford Avenue. The

following Board members were present: Chairperson DeAngelo, Vice Chairperson Steinmiller-

Paradise, Mr. Carey, Mr. Cascio, Mr. Forrest, Mrs. Latina, Ms. McDougall, Ms. Moon, and

Mr. Morris. Also present were: Superintendent of Schools, Michael Emmett; Assistant

Superintendent for Human Resources & Finance, Timothy Howes; Director of Special Services,

Emily Daigle; Director of Curriculum and Instruction, Sally Dastoli; Director of Maintenance

and Operations, Fred Bushey and Connecticut Boards of Education (CABE),

Nick Caruso (Facilitator).

Introductions were carried out.

Mr. Caruso commenced with a presentation related to roles and responsibilities of related to

being a Board member. Mr. Caruso presented the 12 mistakes Board members make.

*Impatience

*Behave Poorly

*Publicly Challenge the Board After a Vote

*Act Like the “Lone Ranger”

*Can’t See the Forest for the Trees-Micromanagement

*Drop Bomb on Superintendent at a Board Meeting

*Vote Along Party Lines, Putting Politics Before Children

*Become a “Ball Carrier” for others with Hidden Agendas

*Participate in “Illegal” Executive Sessions

*Consider Staff “the Enemy”

*Ignore Policy

*Think the Reason for School is Delivering Content

2

As there was not enough time to revisit the Board Goals this topic will be discussed at a future

meeting.

Mr. Forrest MOVED to adjourn the meeting at 8:10 p.m. The motion was SECONDED by

Mr. Carey and VOTED unanimously.


______________________________________________

Elaine Steinmiller-Paradise, Vice-Chairperson – Secretary

1

Unapproved

Reference 1b

Board of Education

April 3, 2014

The Wethersfield Board of Education met in special session on Thursday, April 3, 2014, at 6:30

p.m. in the Lower Level Meeting Room of the Stillman Building, 127 Hartford Avenue. The

following Board members were present: Chairperson DeAngelo, Vice Chairperson Steinmiller-

Paradise, Mr. Carey, Mr. Cascio, Ms. McDougall, and Mr. Morris. Also present were

Superintendent of Schools, Michael Emmett; and Assistant Superintendent for Human Resources

& Finance, Timothy Howes.

Mrs. Goslicki led the Board and public in reciting the Pledge of Allegiance.

Mr. Carey MOVED to leave public session and enter executive session at 6:31 p.m. for the

purpose of discussing: Interview Candidate for Highcrest School Principal. The motion was

SECONDED by Mr. Cascio and VOTED unanimously.

Present for executive session: Mrs. DeAngelo, Mrs. Steinmiller-Paradise, Mr. Carey,

Mr. Cascio, and Ms. McDougall. Others: Mr. Emmett.

Mr. Cascio MOVED to leave executive session and re-enter public session at 6:40 p.m. for the

purpose of allowing Mr. Morris to enter the meeting. The motion was SECONDED by

Mr. Carey and VOTED unanimously.

Mr. Carey MOVED to leave public session and re-enter executive session at 6:41 p.m. for the

purpose of continued discussion regarding: Interview Candidate for Highcrest School Principal.

The motion was SECONDED by Mr. Cascio and VOTED unanimously.

Present for executive session: Mrs. DeAngelo, Mrs. Steinmiller-Paradise, Mr. Carey,

Mr. Cascio, Ms. McDougall, and Mr. Morris. Others: Mr. Emmett.

Mrs. Steinmiller-Paradise MOVED to leave executive session and re-enter public session at

6:55 p.m. for the purpose of allowing the candidate for Highcrest School Principal to enter the

meeting. The motion was SECONDED by Mr. Morris and VOTED unanimously.

2 Mr. John Bean was then interviewed by the Board members for the position of Highcrest School

Principal. His fifteen (15) years in education have been spent in the South Windsor and Tolland

School Districts (with the last three (3) years as Vice Principal of Tolland Intermediate School).

He has experience in the special education field and has coached unified sports teams. He was

also a grant writer for the Town of East Hartford. Mr. Bean is a graduate of the University of

Connecticut and played the trumpet in the University of Connecticut Marching Band. Board

Comments: Mrs. DeAngelo, Mrs. Steinmiller-Paradise, Mr. Carey, Mr. Cascio, Ms. McDougall,

and Mr. Morris commented. Mr. Emmett and Mr. Howes also commented.

Mr. Cascio MOVED that the Wethersfield Board of Education appoint John Bean to the position

of Principal of Highcrest School, at a salary of One Hundred Seventeen Thousand, Four Hundred

Ninety-Five ($117,495.00) Dollars, which is Step 2 of the current Agreement Between

Wethersfield Board of Education and Wethersfield School Administrators Association effective

as negotiated. The motion was SECONDED by Mr. Carey and VOTED unanimously.

Mrs. Steinmiller-Paradise MOVED to adjourn the meeting at 7:26 p.m. The motion was

SECONDED by Ms. McDougall and VOTED unanimously.


______________________________________________ Elaine Steinmiller-Paradise, Vice-Chairperson – Secretary

Minutes Recorded by Ellen Goslicki, Recording Secretary

Reference 2


Wethersfield, Connecticut 06109

April 4, 2014 TO: Wethersfield Board of Education FROM: Michael T. Emmett, Superintendent of Schools RE: Recommended Motions I have enclosed the following motions regarding Curriculum Approvals and Textbook Adoption. Recommended Motion: MOVED that the Wethersfield Board of Education approve the E-Commerce and Web Site Design Curriculum. Recommended Motion: MOVED that the Wethersfield Board of Education approve the Spanish II Curriculum. Recommended Motion: MOVED that the Wethersfield Board of Education approve the Chemistry Level 1 Curriculum. Recommended Motion: MOVED that the Wethersfield Board of Education approve the Textbook for World History – World History: Patterns of Interaction, Beck, Black, Krieger, Naylor, Shabaka, 2012 (Houghton Mifflin) Level 1 and 2. Background: The Student Programs & Services Committee met on April 1, 2014 to review and discuss these recommendations. The Committee approved forwarding them to the full Board for approval. Mrs. Dastoli will be present on Tuesday evening in the event Board members have any questions. MTE:eh H:\BOE\BOERef\Curriculum\FY2013.14\MTECvrMemo04.08.14.doc

TO: Michael Emmett, Superintendent of Schools

FROM: Sally Dastoli

DATE: April 4, 2014

RE: Curriculum/Textbook Approval

On April 1, 2014, at the Student Programs and Services meeting, the committee recommended forwarding the following curriculum and textbook adoptions to the full Board of Education for their approval. Enclosed you will find a copy of the proposed curriculum and textbook documents.

• E-Commerce and Web Site Design Curriculum • Spanish II Curriculum • Chemistry Level 1 Curriculum • Textbook for World History – World History: Patterns of Interaction, Beck, Black, Krieger,

Naylor, Shabaka, 2012. (Houghton Mifflin) Level 1 and 2 I will be at the April 8th Board of Education meeting to answer questions. District Curriculum Office\BOE correspondence\memoBOE Curriuclum approval April 8, 2014 H:\BOE\BOERef\Curriculum\FY2013.14\SDCvrMemo04.08.14.doc

Office of Curriculum & Instruction 127 Hartford Avenue

Wethersfield, CT 06109 Tel. 860-571-8142 – Fax: 860-571-8128

Sally Dastoli

Director of Curriculum & Instruction

Wethersfield Public Schools Course Outline

Course Name: E-commerce and Website Design Department: Business Grade(s): 9-12 Level(s): Unleveled Course Number(s): 64104 Credits: .50 Course Description: This course will enable students to learn about the social, business and the governmental environment of E-commerce. Web design, the use of Internet browsers, effective search strategies, social media and web security will be explored to familiarize students with the web as a business tool and resource. In addition, students will learn the basics of designing and developing a Website. Design issues specific to web-based presentations, web page layout, effective navigations, and use of graphics, as well as critically evaluating Website quality will be areas of concentration. Revised/Approval Date: 2-20-14 Approved Administrative Team 2-26-14 Approved Student Programs & Services Meeting 4-1-14 Authors/Contributors: Chris Palazzo

E-commerce and Website Design Page 1

Course connections to the Connecticut Business and Finance Technology Frameworks Content Area: Business Management Standards

A1. Apply the decision-making process to business applications. A9. Describe effective communication skills. A11. Explain the importance of ethical standards in conducting business. A19. Discuss the advantages and disadvantages of e-business. B34. Describe and give examples of markets for goods and services in the U.S. and global economy. C5. Identify the characteristics of a successful entrepreneur. C46. Describe an entrepreneurial opportunity and formulate the steps in establishing a business

oriented toward that opportunity. C47. Identify target markets for potential new businesses. C49. Describe how the Internet and other emerging technologies have impacted the components of

marketing including product, place, price and promotion. D67. Illustrate how social, cultural, technological, geographic, and political factors influence

consumer buying behavior and business activities in different cultures. Content Area: Computer Information Systems

Impact on Society: Assess the impact of information technology in a global society. A1. Describe the impact of technology on the knowledge and skills needed for success in the workplace. C4. Describe the process for managing folders and files. C6. Develop proper input techniques (e.g., 10-key touch pad, scanning ,digital cameras, and recognition of developing technologies, the use of a touch screen mouse or stylus, speech recognition, student response systems, digital inking, and any new emerging technology) C7. Use a variety of input technologies to maximize productivity. E10. Design, create, and publish pages incorporating multi-media using various online template resources. E11. Create and utilize multimedia delivery tools (e.g., blogs, podcasting, webcasting). E12. Design, develop, and deliver advanced web content and applications using web design programs.

Content Area: Personal Finance

E22. Identify alternative sources for purchases (e.g., online, retail stores, catalogs). E25. Investigate current types of consumer fraud, including online scams. E28. Explain how a consumer can identify and report fraudulent behavior and practices observed on the Internet.

Course Connections to Common Core State Standards The following Common Core State Standards are integrated throughout each unit, but are not specified under the student objectives. College and Career Readiness Standards for Speaking and Listening Comprehension and Collaboration

• Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.

• Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.


Presentation of Knowledge and Ideas • Present information, findings, and supporting evidence such that listeners can follow the line of

reasoning and the organization, development, and style are appropriate to task, purpose, and audience.

• Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

• Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

College and Career Readiness Standards for Reading Key Ideas and details

• Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

• Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

• Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

Craft and Structure • Interpret words and phrases as they are used in a text, including determining technical,

connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

• Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

• Assess how point of view or purpose shapes the content and style of a text.

Integration of Knowledge and Ideas • Integrate and evaluate content presented in diverse formats and media, including visually and

quantitatively, as well as in words. • Delineate and evaluate the argument and specific claims in a text, including the validity of the

reasoning as well as the relevance and sufficiency of the evidence. • Analyze how two or more texts address similar themes or topics in order to build knowledge or to

compare the approaches the authors take.

Range of reading and Level of text Complexity • Read and comprehend complex literary and informational texts independently and proficiently.

Overarching Skills This section includes 21st Century skills and discipline focused skills such as inquiry skills, problem solving skills, research skills, etc. These objectives should be taught and assessed through the integration of the other units. This unit is not meant to be taught in isolation as a separate unit. Title: E-commerce and Website Design Enduring Understandings Essential Questions • Making use of online technology has value in

the business environment. • People can create and change the online

environment. • The Internet enables users to participate in the

• What value does online technology have in the business environment?

• How can the ability to create and change the online environment help people and the business environment?


global economy. • The Internet enables users to select from a

large variety of multimedia tools and to share information with large audiences.

• The Internet is a worldwide network of hardware that enables users to meet their particular needs.

• How can the Internet assist users in participating in the global economy?

• How can people make use of various tools to adapt technology to meet their goals?

• How does the Internet allow for design flexibility to meet various needs?

Objectives (skills) (Show link to standards in parenthesis after objective) The student will: 21st Century Student Outcomes Think Creatively

• Use a wide range of idea creation techniques (such as brainstorming) • Create new and worthwhile ideas (both incremental and radical concepts) • Elaborate, refine, analyze and evaluate their own ideas in order to improve and maximize creative

efforts

Work Creatively with Others • Develop, implement and communicate new ideas to others effectively • Be open and responsive to new and diverse perspectives; incorporate group input and feedback

into the work • Demonstrate originality and inventiveness in work and understand the real world limits to

adopting new ideas • View failure as an opportunity to learn; understand that creativity and innovation is a long-term,

cyclical process of small successes and frequent mistakes Implement Innovations

• Act on creative ideas to make a tangible and useful contribution to the field in which the innovation will occur

Reason Effectively

• Use various types of reasoning (inductive, deductive, etc.) as appropriate to the situation Use Systems Thinking

• Analyze how parts of a whole interact with each other to produce overall outcomes in complex systems

Make Judgments and Decisions • Effectively analyze and evaluate evidence, arguments, claims and beliefs • Analyze and evaluate major alternative points of view • Synthesize and make connections between information and arguments • Interpret information and draw conclusions based on the best analysis • Reflect critically on learning experiences and processes


Solve Problems • Solve different kinds of non-familiar problems in both conventional and innovative ways • Identify and ask significant questions that clarify various points of view and lead to better

solutions Communicate Clearly

• Articulate thoughts and ideas effectively using oral, written and nonverbal communication skills in a variety of forms and contexts

• Listen effectively to decipher meaning, including knowledge, values, attitudes and intentions • Use communication for a range of purposes (e.g. to inform, instruct, motivate and persuade) • Utilize multiple media and technologies, and know how to judge their effectiveness a priori as

well as assess their impact • Communicate effectively in diverse environments (including multi-lingual)

Collaborate with Others

• Demonstrate ability to work effectively and respectfully with diverse teams • Exercise flexibility and willingness to be helpful in making necessary compromises to accomplish

a common goal • Assume shared responsibility for collaborative work, and value the individual contributions made

by each team member Access and Evaluate Information

• Access information efficiently (time) and effectively (sources) • Evaluate information critically and competently • Use and Manage Information • Use information accurately and creatively for the issue or problem at hand • Manage the flow of information from a wide variety of sources • Apply a fundamental understanding of the ethical/legal issues surrounding the access and use of

information Analyze Media

• Understand both how and why media messages are constructed, and for what purposes • Examine how individuals interpret messages differently, how values and points of view are

included or excluded, and how media can influence beliefs and behaviors • Apply a fundamental understanding of the ethical/legal issues surrounding the access and use of

media Create Media Products

• Understand and utilize the most appropriate media creation tools, characteristics and conventions • Understand and effectively utilize the most appropriate expressions and interpretations in diverse,

multi-cultural environments

Apply Technology Effectively • Use technology as a tool to research, organize, evaluate and communicate information • Use digital technologies (computers, PDAs, media players, GPS, etc.),

communication/networking tools and social networks appropriately to access, manage, integrate, evaluate and create information to successfully function in a knowledge economy


• Apply a fundamental understanding of the ethical/legal issues surrounding the access and use of information technologies

Adapt to Change • Adapt to varied roles, jobs responsibilities, schedules and contexts • Work effectively in a climate of ambiguity and changing priorities

Be Flexible

• Incorporate feedback effectively • Deal positively with praise, setbacks and criticism • Understand, negotiate and balance diverse views and beliefs to reach workable solutions,

particularly in multi-cultural environments Manage Goals and Time

• Set goals with tangible and intangible success criteria • Balance tactical (short-term) and strategic (long-term) goals • Utilize time and manage workload efficiently

Work Independently

• Monitor, define, prioritize and complete tasks without direct oversight Be Self-directed Learners

• Go beyond basic mastery of skills and/or curriculum to explore and expand one’s own learning and opportunities to gain expertise

• Demonstrate initiative to advance skill levels towards a professional level • Demonstrate commitment to learning as a lifelong process • Reflect critically on past experiences in order to inform future progress

Interact Effectively with Others

• Know when it is appropriate to listen and when to speak • Conduct themselves in a respectable, professional manner

Work Effectively in Diverse Teams

• Respect cultural differences and work effectively with people from a range of social and cultural backgrounds

• Respond open-mindedly to different ideas and values • Leverage social and cultural differences to create new ideas and increase both innovation and

quality of work Manage Projects

• Set and meet goals, even in the face of obstacles and competing pressures • Prioritize, plan and manage work to achieve the intended result

Produce Results

• Demonstrate additional attributes associated with producing high quality products including the abilities to:

- Work positively and ethically - Manage time and projects effectively - Multi-task


- Participate actively, as well as be reliable and punctual - Present oneself professionally and with proper etiquette - Collaborate and cooperate effectively with teams - Respect and appreciate team diversity - Be accountable for results

Be Responsible to Others • Act responsibly with the interests of the larger community in mind

Instructional Support Materials

• Laudon, Kenneth C., and Carol G. Travor. E-commerce Business. Technology. Society. Ninth ed. New Jersey: Pearson, 2013. Print.

• Schneider, Gary P. Electronic Commerce. 9th ed. Cambridge, MA: Course Technology, 2011. Print.

• Miles, James E., and Chip Dolce. E-commerce. New York: Mcgraw Hill, 2006. Print. • Evans, Mark A., and Michael Hamm. Introduction to Web Design. Columbus, OH:

Glencoe/McGraw-Hill, 2011. Print. • Book Website:

http://www.glencoe.com/sec/computered/web_design/students/reading_strategy.php

Suggested Instructional Strategies • Think/Pair/Share • Oral Descriptions • Modeling • Group Problem Solving • Graphic Organizers • Differentiated Tasks • Guided Practice • Vocabulary Reinforcement • Cooperative Activities • Problems Presented in Context • Classification Charts • Computer Simulations • View relevant videos

Suggested Assessment Methods (Include use of school-wide analytic and course specific rubrics)

• Student work • Quizzes • Student/group presentations • Class participation


Unit 1: The Internet and E-Commerce Time Frame: September/ October Length of Unit: 4-6 Weeks Enduring Understandings Essential Questions • The Internet continues to evolve and impact

society. • E-commerce plays a major role in the way that

business is conducted today. • E-commerce and e-business enable companies

to address a variety of needs.

• How has the Internet evolved? • How does e-commerce enable companies to be

more successful? • How can the differences between e-commerce

and e-business enable companies to address various needs?

Objectives (knowledge and skills) (Show link to standards in parenthesis after objective) The student will: 1.1. Explain how the Internet started. 1.2. Explain how search engines help users locate businesses. 1.3. Understand the evolution of e-commerce from its early years to today. 1.4. Differentiate between e-commerce and e-business. 1.5. Describe the major types of e-commerce. Academic Vocabulary

• Internet • E-commerce • E-business • Marketplace • Ubiquity • Marketspace • Reach • Universal Standards • Personalization • Customization • Social e-commerce • Mobile e-commerce • Local e-commerce


• Articles (i.e. Pinterest article on how quickly the company has grown) • Prezi.com • Padlet.com

Suggested Instructional Strategies

• Use of internet resources • Think/Pair/Share • Oral Descriptions • Modeling • Group Problem Solving • Graphic Organizers/ Timelines • Differentiated Tasks • Guided Practice


• Vocabulary Reinforcement • Cooperative Activities • Problems Presented in Context • Classification Charts


• Scavenger hunts • Oral presentations • E-commerce and Social Media Project • Quiz


Unit 2: The Nature of E-commerce: Business Models and Concepts Time Frame: October/November Length of Unit: 4-6 Weeks Enduring Understandings Essential Questions • E-commerce has changed the way in which

people participate in the marketplace. • There are many advantages and disadvantages

in using e-commerce versus a traditional brick-and-mortar outlet.

• There are a variety of business models that companies take advantage of.

• How has e-commerce changed the way that people participate in the marketplace?

• What are the advantages and disadvantages in using e-commerce versus a traditional brick-and-mortar outlet?

• What are some examples of various business models that companies can take advantage of?

Objectives (knowledge and skills) (Show link to standards in parenthesis after objective) The student will: 2.1. Explain how e-commerce has changed the way people do business. 2.2. Discuss the advantages and disadvantages of e-commerce over traditional business methods. 2.3. Define business problems. 2.4. Identify the key components of e-commerce business models. 2.5. Describe the major business to consumer, business models. 2.6. Describe the major business to business, business models Academic Vocabulary

• Business Model • Business plan • E-commerce business model • Key Elements of a Business Model • Value Proposition • Revenue /Financial Model • Advertising Revenue Model • Subscription Revenue Model • Transaction Fee Revenue Model • Sales Revenue Model • Affiliate Revenue Model • Market Opportunity • Competitive Environment • Competitive Advantage • Asymmetry • First-Mover Advantage • Unfair Competitive Advantage • Perfect Market • Leverage • Market Strategy • Organizational Development • Management Team


Instructional Support Materials • Articles (i.e. Twitter article on generating revenue)


• Use of internet resources • Think/Pair/Share • Oral Descriptions • Modeling • Group Problem Solving • Graphic Organizers • Differentiated Tasks • Guided Practice • Vocabulary Reinforcement • Cooperative Activities • Problems Presented in Context • Classification Charts


• Scavenger hunts • Oral presentations • Developing a Business Model Project • Quiz


Unit 3: Case Analysis of E-commerce and Web Services Time Frame: December Length of Unit: 2-3 Weeks Enduring Understandings Essential Questions • There are different revenue models that vary in

effectiveness for businesses. • Creating a mutually advantageous business

relationship increases the likelihood for businesses to be successful.

• What are the various revenue models and how can they enable businesses to be more effective?

• How can relationships have an impact on the success or failure of a business?

Objectives (knowledge and skills) (Show link to standards in parenthesis after objective) The student will: 3.1. Identify revenue models 3.2. Compare and contrast the effectiveness of various revenue models. 3.3. Explain the importance of creating business relationships. 3.4. Evaluate how information technology transforms business processes and relationships. Instructional Support Materials

• Amazon.com • Paypal.com • Various online Web Services


• Group presentations/projects • Multimedia resources • Group discussion • Collaborative learning • Scavenger hunts


• PayPal Group Project and Presentation • Amazon Individual/Group Project and Presentation


Unit 4: Web Design Time Frame: December/January Length of Unit: 6-7 Weeks Enduring Understandings Essential Questions • The Internet and the World Wide Web are not

the same thing. • Research shows that certain design elements

are more effective. • The Internet and World Wide Web continue to

create a variety of career opportunities. • Developing a Website enables a developer to

be creative in the way in which they provide information to the public.

• What is the relationship between the Internet and the World Wide Web?

• How do the various components of a Web page impact its functionality?

• What are examples of careers that a person may pursue that require the understanding of Web site development?

• How can the way in which a Website is developed impact the way it is viewed by the public?

Objectives (knowledge and skills) (Show link to standards in parenthesis after objective) The student will: 4.1. Explain the difference between the Internet and the World Wide Web. 4.2. Describe the common elements of a Web page. 4.3. Summarize the steps in the Website development process. 4.4. Compare and contrast Website development careers, job opportunities, job duties, and skills. 4.5. Develop and maintain a Website. Academic Vocabulary

• Internet • World Wide Web • File • Web site • Web page • Home page • Web browser • Text • Graphics • Multimedia • Audio • Video • Animation • Hyperlink • Folder • Subfolder • Interface design • Web site authoring software • WYSIWYG • Web producer • Web designer • Web developer • Web site administrator • Webmaster


• Copyright • Citation • Trademark • Markup language • Tag


• Google sites • w3schools.com


• Oral Descriptions • Modeling • Group Problem Solving • Graphic Organizers • Differentiated Tasks • Guided Practice • Vocabulary Reinforcement • Cooperative Activities • Problems Presented in Context • Classification Charts • Computer Simulations • Group Projects • View Exemplars


• 5 Stages in the Website Development Process Poster • Internet and Society project • Creating the Business of Your Dreams Website (Using Google sites)



Course Name: Spanish II Department: World Language Grade(s): Grade 9, 10, 11, 12 Level(s): 1 and 2 Course Number(s): 53901 (level 1) and 54102 (level 2) Credits: 1.0 Course Description: 53901 Spanish II - Level 1 Prerequisite: Pass Spanish I with "C+" or better The student continues the development of the five basic skills in the language. The approach used is similar to that of Spanish I. The student gains greater proficiency at the Novice Level in all five language skills--listening comprehension, speaking, reading, writing and Hispanic culture. Students are encouraged to use Spanish to communicate as they participate orally in discussions. Class participation continues to be a key element of the course. Cultural focus: Mexico. 54102 Spanish II – Level 2 Prerequisite: Pass Spanish I with "C-" or better This course follows the basic curriculum of Level 1 with an emphasis on communication and culture. This course is designed for the student who has a strong interest in pursuing Spanish and who has attained a "C-" or better in Spanish I and teacher recommendation. Due to the difference in pace and content between levels 1 and 2, it would be difficult for a student to move into a level 1 sequence without additional course work. Required Instructional Materials: Exprésate 2, Humbach Velasco, 2006. (Holt, Rinehart and Winston) Revised/Approval Date: 2-21-14 Approved Administrative Team 2-26-14 Approved Student Programs & Services Meeting 4-1-14 Authors/Contributors: Laura DeMonte

Spanish II Page 1

Foreign Language Standards: CSDE 2005 (Connecticut World Language Curriculum Framework) The following foreign language standards are integrated throughout each unit but are not specified under the student objectives. CONTENT STANDARD 1: Communication (Interpersonal Mode) How do I use another language to communicate with others?

Students will: 9-12 (Advanced)

In at least one language other than English, students will engage in conversation and correspondence, provide and obtain information, express feelings and exchange opinions.

• Exchange information about current and past events, as well as aspirations in their personal lives and the lives of their friends, families and others within their community.

• Exchange information about international current events based on newspaper or magazine articles, television and radio programs, videos, films and Internet resources, and compare and contrast how information is reported in both the target and their native cultures.

• Participate in culturally appropriate exchanges that reflect social amenities such as expressing gratitude, extending and receiving invitations, apologizing and communicating preferences

• Work in groups to develop solutions to problems that are of contemporary or historical interest in both the target and their native cultures.

• Exchange opinions on a variety of topics, including issues of contemporary or historical interest in the target and their native cultures.

• Share their personal reactions and feelings about authentic literary texts such as poems, plays, short stories and novels.

• Discuss their personal feelings and ideas with members of the target culture in order to consider alternate viewpoints.

• Employ rephrasing and circumlocution, i.e., using other words and gestures to explain words or concepts, to successfully communicate their messages.

CONTENT STANDARD 2: Communication (Interpretive Mode) How do I understand what others are trying to communicate in another language?


In at least one language other than English, students will understand and interpret spoken and written language on a variety of topics.

• Understand the main ideas and relevant details of extended discussions, lectures and formal presentations on topics related to daily life and/or historical or contemporary themes in the target culture.

• Understand the main idea or plot and relevant details or subplots of radio or television programs, films or other forms of media designed primarily by native speakers of the target language.

• Comprehend the main ideas and relevant details of live and recorded presentations of culturally significant songs, folk tales, plays, comedies and anecdotes.

• Recognize the characters and the significance of their roles when reading authentic literary texts and comprehend the main plot and relevant subplot(s).

• Comprehend the main ideas and significant details of full-length feature articles in newspapers, magazines and websites on topics of current or historical importance in the target culture.

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CONTENT STANDARD 3: Communication (Presentational Mode) How do I present information, concepts and ideas in another language in a way that is understood?


In at least one language other than English, students will present information, concepts and ideas to listeners or readers on a variety of topics.

• Prepare oral presentations and/or written summaries on topics of current or historical interest in the target language.

• Perform scenes from plays and/or recite poems or excerpts from short stories in the target language.

• Prepare oral and/or written analyses in the target language of the plot, character, descriptions and development, and themes found in authentic literary works, including poems, plays, short stories and short works of fiction or nonfiction.

• Describe, explain, express opinions about and analyze stories, plays, poems or other literature, as well as radio programs, music, films, art and websites.

• Write letters in the target language to peers in the target culture, describing and analyzing current events of mutual interest.

• Use a dictionary or thesaurus written entirely in the target language, as appropriate, to select words for use in preparing written and oral reports.

CONTENT STANDARD 4: Cultures How do I use my understanding of culture to communicate and function appropriately in another culture?


In at least one language other than English, students will demonstrate an understanding of the products, practices and perspectives of the cultures studied, and will use their cultural knowledge for interpersonal, interpretative and presentational communication.

• Identify and analyze products and practices of the target culture (e.g., social, economic, legal and political), and explore the relationships between these products and practices and the perspectives of the culture.

• Identify, experience or read about, and discuss expressive forms of the culture, including but not limited to literature, periodicals, films, television, websites and the fine arts, in order to explore their effects on the larger community.

• Interact in a variety of cultural contexts that reflect both peer group and adult activities within the target culture, using the appropriate verbal and nonverbal clues.

• Identify, discuss and analyze various patterns of behaviors or interactions that are typical of the target culture.

• Identify, discuss, analyze and evaluate themes, ideas and perspectives that are related to the target culture.

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CONTENT STANDARD 5: Connections (Interdisciplinary Mode) How do I use my understanding of another language and culture to reinforce and expand my knowledge of other disciplines, and vice versa?


In at least one language other than English, students will reinforce and expand their knowledge of other areas of study through the world language, and vice versa.

• Use information acquired from other school subjects to complete activities in the world language classroom.

• Acquire more complex and abstract information from a variety of authentic sources in the world language classroom and integrate it with other school subjects.

• Analyze the similarities and differences among sources, selecting the most appropriate information for specific purposes.

• Use new information and perspectives gained through world language study to expand their personal knowledge and interdisciplinary connections.

CONTENT STANDARD 6: Connections (Intradisciplinary Mode) How do I use my understanding of another language and culture to broaden and deepen my understanding of that language and culture and access and use information that would otherwise be unavailable to me?


In at least one language other than English, students will acquire and use information from a variety of sources only available in the world language.

• Use multiple media resources to analyze aspects of the target culture(s) and apply their knowledge to new situations.

• Access and analyze materials, looking for sources of information for potential use in original work on the target language or culture(s).

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CONTENT STANDARD 7: Comparisons Among Languages How do I demonstrate an understanding of the similarities, differences and interactions across languages?


In at least one language other than English, students will demonstrate literacy and an understanding of the nature of language through comparisons across languages.

• Analyze various elements of the target language (such as time or tense), and compare and contrast them with comparable linguistic elements in English.

• Evaluate the style of a communicative interaction in the target language. • Cite evidence to support conclusions, distinguish between fact and opinion,

and connect new and previous learning both in written and oral communication.

• Read and comprehend longer, more complex texts in abridged and unabridged formats.

• Use a writing process in producing work that includes self-assessment and discussion with other students.

• Produce a range of written work that is coherent, accurate and representative of a variety of literary styles.

CONTENT STANDARD 8: Comparisons Among Cultures How do I demonstrate an understanding of the similarities, differences and interactions across cultures?


In at least one language other than English, students will demonstrate an understanding of the concept of culture through comparisons across cultures.

• Discuss and analyze different forms of communication across cultures such as signs, symbols, advertisements, displays, songs and rhymes.

• Compare and contrast the treatment of current issues across cultures by drawing

on authentic texts. • Analyze how other cultures view the role of the United States in the world

arena. • Use new information and perspectives to compare and contrast their experiences

with those of their peers in the target culture(s). • Use new and evolving information and perspectives to demonstrate

understanding of the similarities and differences across cultures. • Use new and evolving information and perspectives to identify universals of

human experience across cultures and to demonstrate empathy and respect for the people(s) of other cultures.

• Evaluate the effectiveness of a communicative interaction based on cultural elements.

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CONTENT STANDARD 9: Communities How do I use my knowledge of language and culture to enrich my life and broaden my opportunities?


In at least one language other than English, students will use the world language and their cultural knowledge both within and beyond the school setting for personal enjoyment, enrichment and active participation.

• Communicate with members of the target culture and interpret information regarding topics of personal, community or world interest.

• Establish and/or maintain interpersonal relations with speakers of the target language via letters or e-mail and/or exchange programs.

• Use their target language skills and demonstrate cultural understanding while participating in career exploration, volunteer experiences, school-to-work projects or school/individual exchanges with homestay.

• Use various media from the target language and culture for personal enjoyment.

• Read literature, listen to music and view films and websites in the target language for entertainment.

Spanish II Page 6

Overarching Skills This section includes 21st Century skills and discipline focused skills such as inquiry skills, problem solving skills, research skills, etc. These objectives should be taught and assessed through the integration of the other units. This unit is not meant to be taught in isolation as a separate unit. Enduring Understandings Essential Questions

• Learning a World Language opens doors to a greater variety of career options, increased lifelong learning opportunities, and enhanced leisure activities.

• As students increase their proficiency in another language, they acquire skills which empower them to gain knowledge in other disciplines and sensitivity to a variety of viewpoints in the target cultures.

• As the world moves toward a global community, it is increasingly important for World Language study to result in proficiencies that enable students to engage in conversations, interpret authentic materials, and recent concepts in a language other than their own.

• People use a variety of simple and complex structures to communicate the same thing.

• Effective communication uses appropriate vocabulary, correct language structure, and patterns.

• Language learning involves taking risks and learning from ones’ mistakes.

• Why is it important to communicate in another language?

• What is culture? • Why is it important to understand the

perspectives (value systems) of another culture?

• What can you read about in your World Language that you would not be exposed to in your native language?

• Where can you use the language other than the classroom?

• How can learning a World Language enrich your life?

• Why are specific vocabulary groups and language structures necessary for effective communication?

• How does word formation facilitate clear communication?

• How do sentence and paragraph formations facilitate language formation?

• Why is it important to take risks when speaking another language?

Objectives (skills) Leveling Key: ∆= L1 / * = L2 The student will: S.1. ∆*Maximize the use of the Spanish language. S.2. ∆*Hold conversations with peers and Spanish-speaking people whenever possible. S.3. ∆*Make formal and informal presentations to the class in Spanish. S.4. ∆*Listen with understanding to a variety of speakers. S.5. ∆*Compare target language and their own. S.6. ∆*Compare formal vs. informal/conversational language. S.7. ∆*Write formal and informal compositions on a variety of topics. S.8. ∆*Utilize strategies to read authentic literary text (i.e. dialogues, legends/fables, short stories) S.9. ∆Use information from the text to make predictions. S.10. ∆*Interpret spoken language from a variety of resources (i.e. video, audio) S. 11 ∆*Make connections between language and culture. S.11. ∆*Compare other cultures to provide connections, contrasts, and understanding. S.12. ∆*Appreciate the contexts in which the language occurs. S.13. ∆*Make current and historical connections to other disciplines. S.14. ∆*Use various technology tools to research and present in a variety of ways. Instructional Support Materials

Spanish II Page 7

Exprésate 1 and 2 textbook (Holt, Rinehart and Winston) o Exprésate 1 and 2 workbook/lab manual/video manual o Exprésate 1 and 2 Spanish audio program o Exprésate 1 and 2 video and DVD o Exprésate 1 and 2 overhead transparencies o Exprésate 1 and 2 situation cards kit o Exprésate 1 and 2 testing materials o Exprésate 1 and 2 online resources o Exprésate 1 and 2 realia o ¡Lee Conmigo! Reader for Spanish 1 and 2 (Holt, Rinehart and Winston) o Ven Conmigo 1 textbook and workbooks (Holt, Rinehart and Winston) o Ven Conmigo 2 textbook and workbooks (Holt, Rinehart and Winston) o Ven Conmigo 3 textbook and workbooks (Holt, Rinehart and Winston) o En Español 1 textbook and workbook, 1999 (McDougal Littell) o Leyendas mexicanas, Genevieve Barlow and William Stivers, 1996 (Glencoe McGraw-Hill) o La Catrina Video/DVD Program (Paso a Paso 2), David Curland; Myriam Met; et al, 1996

(Pearson Prentice Hall) o La Catrina Video Workbook, David Curland and Luis Verano, 1996 (Scott Foresman and

Company) o Spanish First Year Workbook, Stephen Levy and Robert Nassi, 1996 (Amsco School

Publications) o Spanish Second Year Workbook, Stephen Levy and Robert Nassi, 2001 (Amsco School

Publications) o Español en pareja, Michael Dreke/Wolfgang Lind/Margaret Schlubach-Ruping, 1991

(Langenscheidt KG Company) o Culture related videos o Dictionaries, maps and other realia o Helpful Internet sites

o http://go.hrw.com/gopages/wl-sp.html (online textbook) o http://www.discoveryeducation.com/ o http://studyspanish.com/ o http://www.youtube.com/ o http://www.quia.com/ o http://www.wordreference.com (online dictionary) o http://www.ux1.eiu.edu/~cfcca/gram.html o http://www.ux1.eiu.edu/~cfcca/acentos.html o http://www.indiana.edu/~call/ejercicios.html o http://www.colby.edu/~bknelson/SLC/index.php o http://www.bowdoin.edu/~eyepes/newgr/index.html o http://conjuguemos.com/home/docs/php/list.php?type=fillin&division=grammar&langua

ge=spanish o http://www.webworkbooks.com/spanish/dictionary o http://atschool.eduweb.co.uk/rgshiwyc/school/curric/HotPotatoes/ o http://www.trentu.ca/academic/modernlanguages/spanish/masarriba/ o http://www.hello-world.com/Spanish/index.php o http://www.online-stopwatch.com/ o http://www.spanishspanish.com/ o http://www.spanishspanish.com/nationalities/nationalities_intro_web.html o http://www.laits.utexas.edu/spe/siteindex.php

Spanish II Page 8

http://www.worldcat.org/search?q=au%3ACurland%2C+David.&qt=hot_author

http://www.worldcat.org/search?q=au%3AMet%2C+Myriam.&qt=hot_author

http://www.bookdepository.com/author/David-Curland

http://www.bookdepository.com/author/Luis-Verano

http://www.bookdepository.com/publishers/Addison-Wesley-Longman

http://go.hrw.com/gopages/wl-sp.html

http://www.discoveryeducation.com/

http://studyspanish.com/

http://www.youtube.com/

http://www.quia.com/

http://www.wordreference.com/

http://www.ux1.eiu.edu/%7Ecfcca/gram.html

http://www.ux1.eiu.edu/%7Ecfcca/acentos.html

http://www.indiana.edu/%7Ecall/ejercicios.html

http://www.colby.edu/%7Ebknelson/SLC/index.php

http://www.bowdoin.edu/%7Eeyepes/newgr/index.html

http://conjuguemos.com/home/docs/php/list.php?type=fillin&division=grammar&language=spanish

http://conjuguemos.com/home/docs/php/list.php?type=fillin&division=grammar&language=spanish

http://www.webworkbooks.com/spanish/dictionary

http://atschool.eduweb.co.uk/rgshiwyc/school/curric/HotPotatoes/

http://www.trentu.ca/academic/modernlanguages/spanish/masarriba/

http://www.hello-world.com/Spanish/index.php

http://www.online-stopwatch.com/

http://www.spanishspanish.com/

http://www.spanishspanish.com/nationalities/nationalities_intro_web.html

http://www.laits.utexas.edu/spe/siteindex.php

Suggested Instructional Strategies • Power Point presentation • Teacher-student question and answer sessions • Drills • Pair work • Group work • Guest speakers • Interviews • Dialogues • Information-gap activities (partner A & B) • Debates • Video clips • Audio clips • Cultural videos • Articles • Internet research • Internet base activities (Exprésate, studyspanish, etc.) • Skype (calling someone in another country) • Sony soloist (Language Laboratory) • Movie maker • Inspiration • Food sampling • Charades (vocabulary drill) • Visual aids (transparencies, flash cards, power point lessons, video lessons, original artifacts, etc) • Music and dance • Games • Field trips

o Restaurants o Theaters o Museums


• Teacher informal observation • Daily oral participation • Homework and brief writings related to lessons • Oral and written assessments • Language lab assessments • Oral and written quizzes and tests • Essay/Compositions • Oral and written responses of essential questions • Oral presentations • Group presentations • Computer project using Inspiration/Moviemaker/Power Point/etc. • 3D model presentation • Dialogues • Acting • Singing • Dancing

Spanish II Page 9

• Video productions • School Wide Rubrics:

o Effective Communication Rubric o Higher Order Thinking Skills o Problem Solving o Technology Skills

• World Language Rubrics: o Oral Rubric o Speaking Rubric o Written Rubric

Spanish II Page 10

Preliminary Unit: Unidad Preliminar Time Frame: early-mid September Length of Unit: 2 weeks Enduring Understandings Essential Questions



• Foreign language communication allows people to obtain information, express feelings and exchange opinions with others.

• People possess different personality traits that can be positive or negative.

• How does the use of correct grammar improve communication?

• How do Spanish and English grammar and mechanics differ?

• What is the power of knowing a foreign language?

• How do I state basic information and make simple requests in Spanish?

• What personal and classroom tools contribute to student success?

• What constitutes a positive versus a negative personality trait?

Objectives (knowledge and skills) Leveling Key: ∆= L1 / * = L2 The student will: P.1 ∆* Recall and communicate essential Spanish I information (i.e. greetings, numbers, times, seasons, weather, colors, emotions) P.2 ∆*Respond to and give classroom commands. P.3 ∆*Identify and utilize classroom survival phrases (i.e. Más depacio, Tengo una pregunta, ¿Puedo hablar inglés?) P.4 ∆*Formulate and respond to Spanish I review as well as new, more advanced personal questions (i.e. ¿De dónde eres? ¿Cómo te llamas? / ¿Hace cuánto tiempo que estudias el español? ¿Cuándo cumples años? ). P.5 ∆*Identify classroom tools and objects in the target language. P. 6 ∆*Examine oneself and others’ personality traits P. 7 ∆*Differentiate positive and negative personality characteristics. P.8 ∆*Utilize adjective agreement (number and gender) when describing people. Foreign Language Standards: CSDE 2005 (Connecticut World Language Curriculum Framework) See page 2 Instructional Support Materials See page 8

• Also: o Videocultura Expresate 2, Chapter 2 –¿Cómo eres? o Paso a Paso 1 Textbook/Workbook, Communicative Activity 1-2 A/B, Myriam Met,

Richard Sayers and Carol Wargin, 2000 (Scott, Foresman and Company) o Vocabulary crossword puzzles (http://www.discoveryeducation.com/free-

puzzlemaker/?CFID=12147966&CFTOKEN=59262361 ) o Short textbook readings describing peer-age individuals in Spanish-speaking countries

Suggested Instructional Strategies See page 9

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http://www.discoveryeducation.com/free-puzzlemaker/?CFID=12147966&CFTOKEN=59262361


Suggested Assessment Methods See page 9-10

• Also o Culminating Performance Assessment Task(s):

Task 1: Write a short essay introducing yourself and your immediate family, including background, personality and interests.

Task 2: Perform a dialogue during which Student A and Student B ask and respond to review and new personal questions.

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Unit 1: Las vacaciones (Vacation) Time Frame: mid-September to early October Length of Unit: 2-3 weeks Enduring Understandings Essential Questions



• Interpreting spoken language is essential to good communication.

• Travel deepens understanding of various cultures and increases language knowledge and proficiency.

• Spanish is spoken in multiple countries across the world.

• Nationality differs from ethnic background, and both influence daily life.

• The Spanish-speaking world is comprised of many different countries, each with their own culture.



• How does interpreting spoken language facilitate communication?

• What are the advantages of travel and study abroad?

• Where is Spanish spoken throughout the world?

• How does one’s nationality differ from ethnic background?

• How do I express my likes and dislikes? • What are the advantages or watching an

authentic video series in Spanish? • How is Mexican culture similar to and

different from American culture?

Objectives (knowledge and skills) Leveling Key: ∆= L1 / * = L2 The student will: 1.1 ∆*Define and apply vocabulary related to vacation, including activities, transportation and sites of

interest 1.2 ∆*Identify and label the 20 Spanish-speaking countries on a world map 1.3 ∆*Indicate location of Spanish-speaking countries (estar + location) 1.4 ∆*Express adjectives of nationality corresponding to each Spanish-speaking country, as well as

oneself 1.5 ∆*Utilize adjective agreement (number and gender) when describing people, particularly

nationality/ethnicity 1.6 ∆*Distinguish nationality from ethnic background 1.7 ∆*Recognize various verbs of like/dislike (gustar, encantar, fascinar, interesar, odiar, etc) 1.8 ∆*Classify and apply regular (i.e. odiar) versus irregular (i.e. gustar) like/dislike verb construction 1.9 ∆Watch and interpret an episode of a target language mystery video set in Mexico (La Catrina) 1.10 ∆Identify new vocabulary, main characters, and events from La Catrina 1.11 ∆Compare and contrast Mexican and American culture Foreign Language Standards: CSDE 2005 (Connecticut World Language Curriculum Framework) See page 2 Instructional Support Materials See page 8 Also:

• Videocultura Exprésate 1, Ch. 10 ¿Adónde fuiste y qué hiciste la última vez que viajaste? • La Catrina episode 1 DVD and workbook activities • Map of the Spanish-speaking world

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• Español en pareja workbook activity 2A &2B (Hablar de nombre, nacionalidad, y lugar de residencia)

• Exprésate 1 Chapter 10 ancillary materials (vacation transparencies, audio CD, etc) • Vocabulary crossword puzzles (http://www.discoveryeducation.com/free-

puzzlemaker/?CFID=12147966&CFTOKEN=59262361 ) Suggested Instructional Strategies See page 9 Also:

• Power Point slideshow showcasing famous Hispanic figures; students identify their nationality aloud and in writing

• Vacation destination stations: Place pictures of varied vacation locales around the classroom; students can identify typical means of transportation, leisure activities conducted there, etc.

Suggested Assessment Methods See page 9-10 Also:

• Culminating Performance Assessment Task(s): o Task 1: Describe your ideal vacation aloud and/or in writing, including location, activities

you like/dislike to do, means of transportation, etc. Display an illustration of the destination.

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Unit 2: Las fiestas (Parties and Celebration) Time Frame: early October to early November Length of Unit: 1 month Enduring Understandings Essential Questions




• Special occasions are celebrated across the world in a variety of ways.

• Languages use different structures to communicate tense as well as differentiate between positive and negative expressions.





• How do people celebrate special events? • How do celebrations vary amongst

cultures? • How do I express past events? • How do I distinguish the past from the

present tense? • How do I distinguish positive and negative

expressions? • What are the advantages or watching an



Objectives (knowledge and skills) Leveling Key: ∆= L1 / * = L2 The student will: 2.1 ∆*Define and apply vocabulary related to parties and celebrations 2.2 ∆*Outline characteristics of a successful celebration 2.3 ∆*Compare and contrast celebrations and holidays in the U.S. and Spanish-speaking countries 2.4 ∆*Conjugate regular and irregular verbs (ir, ver, dar, ,ser, hacer) in the preterite (past) tense 2.5 ∆*Distinguish the present from the past tense 2.6 ∆*Recognize and utilize adverbial expressions of time indicating the past (i.e. el año pasado) 2.7 ∆*Identify and differentiate positive and negative expressions (i.e. algo – something vs. nada –

nothing) 2.8 ∆Watch and interpret an episode of a target language mystery video set in Mexico (La Catrina) 2.9 ∆Identify new vocabulary, main characters, and events from La Catrina 2.10 ∆Compare and contrast Mexican and American culture

Foreign Language Standards: CSDE 2005 (Connecticut World Language Curriculum Framework) See page 2 Instructional Support Materials See page 8 Also:

• La Catrina episode 2 & 3 and workbook activities • Ven Conmigo 1 Videoclip De Antemano, Ch. 10 (Mexican celebration) • Ven Conmigo 1 Ch. 10 ancillary materials (workbook) • ¡Lee Conmigo! Reader for Spanish I “El cumpleaños de Manuel” comic/reading • Paso a Paso 1 Textbook/Workbook Activity 10-2 A & B (¿Qué hiciste ayer?)

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• Vocabulary crossword puzzles (http://www.discoveryeducation.com/free-puzzlemaker/?CFID=12147966&CFTOKEN=59262361 )

Suggested Instructional Strategies See page 9 Suggested Assessment Methods See page 9-10 Also:

• Culminating Performance Assessment Task(s): o Task 1: Composition “Una fiesta inolvidable” (An Unforgettable Party): Write a 4

paragraph essay about a memorable past party. Use the preterite tense and include new party vocabulary terms, a variety of subjects and preterite time expressions.

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Unit 3: La casa y los quehaceres (The house and chores) Time Frame: early November to early December Length of Unit: 1 month Enduring Understandings Essential Questions




• Household structures vary across the world. • Languages use different structures to

communicate tense and avoid repetition. • Most Spanish verbs follow patterns, while

some do not. • The Spanish-speaking world is comprised

of many different countries, each with their own culture.




• How do household structures differ across the world?

• What makes a household function well? • How do I express my family and household

obligations? • How do I communicate present day

activities? • How do I express how frequently an

activity is performed? • What distinguishes a conjugated verb from

its infinitive form? • What patterns are evident in present tense

Spanish verb construction? • How do I avoid repetition in written and

spoken word? • How does direct object pronoun placement

differ in Spanish and English? • What are differences between the present

and past tense? • What are the advantages or watching an



Objectives (knowledge and skills) Leveling Key: ∆= L1 / * = L2 The student will: 3.1 ∆*Define and apply vocabulary for the house and chores 3.2 ∆*Recognize differences in household structure in Spanish-speaking countries and the U.S. 3.3 ∆*Describe, illustrate and label floors and rooms in a house 3.4 ∆*Communicate household chores and obligations of oneself and family members 3.5 ∆*Review regular verb formation in the present tense (ar/er/ir verbs) 3.6 ∆*Learn and apply adverbial expressions of time in the present (i.e. siempre, de vez en cuando). 3.7 ∆*Recognize patterns and conjugate irregular verbs in the present tense (“-go” verbs: traer, poner, oír,

etc./ “-go” and stem change verbs: decir, tener/ and others: ver, dar) 3.8 ∆*Differentiate conjugated versus infinitive verb forms 3.9 ∆*Learn and apply the verb + infinitive construction (poder + infinitive, tener que + infinitive, deber

+ infinitive, etc.)

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3.10 ∆Utilize single (conjugated) verb constructions and two verb (verb + infinitive) constructions in a single sentence

3.11 ∆*Locate the direct object in a sentence 3.12 ∆*Identify and utilize direct object pronouns in Spanish to avoid redundancy 3.13 ∆Distinguish direct object pronoun placement when using single (conjugated) verb constructions

vs. two verb (verb + infinitive) constructions 3.14 ∆*Compare and contrast placement of direct object pronouns in English and Spanish 3.15 ∆*Review preterite tense verb forms and uses 3.16 ∆*Recognize differences and construct verbs in the present and preterite tense 3.17 ∆Watch and interpret an episode of a target language mystery video set in Mexico (La Catrina) 3.18 ∆Identify new vocabulary, main characters, and events from La Catrina 3.19 ∆Compare and contrast Mexican and American culture


• En Español 1 textbook reading/comic “Manolo el imposible” • En Español 1 audio/listening activities Unidad 5, Etapa 2 • La Catrina episode 4 and workbook activities • Español en pareja workbook activity 8A/8B “Preguntar por la hora y darla” (replace given verbs

with irregular present tense verbs related to chores/school) • Vocabulary crossword puzzles (http://www.discoveryeducation.com/free-


• Kinesthetic direct object pronoun activity: Cut up cards/paper to represent parts of a simple sentence (i.e. subject, verb/verb + infinitive, adverb) and direct object pronouns (lo/la, etc); students come to the front of the classroom holding the cards/paper and restructuring sentences by discarding the direct object (i.e.student holding card) and inserting a direct object pronoun (i.e. student holding card) in the correct loction.

• Charades: drill chore vocabulary Suggested Assessment Methods See page 9-10 Also:

• Culminating Performance Assessment Task(s): o Task 1: Write a short composition about the household obligations of you and your

family, present and past. Use various subjects, the present tense, verb + infinitive constructions and adverbs of time to express typical daily chores. Also use the preterite tense to explain what chores you and others completed last week.

o Task 2: House and chore dialogue. Students A and B perform a dialogue in front of the class in which each student explains his/her household chores and asks the other for help in completing the chores. Students will employ typical phrases to greet, accept/decline and thank one other.

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Unit 4: Los muebles (Furniture) Time Frame: early-late December Length of Unit: 3 weeks Enduring Understandings Essential Questions




• Household structures vary across the world. • Languages use different structures to

communicate tense and mood. • The Spanish-speaking world is comprised





• How do household structures differ across the world?

• What furniture items are typically included in various rooms of house?

• How do I describe the look and location of items in Spanish?

• How do the verbs ser and estar differ? • How to I give advice and orders? • How do I avoid repetition in written and

spoken word? • How do I combine direct object pronouns

with commands? • What are the advantages or watching an



Objectives (knowledge and skills) Leveling Key: ∆= L1 / * = L2 The student will: 4.1 ∆*Define and apply vocabulary for furniture and household structures (i.e. fireplace, stairs, wall,

ceiling) 4.2 ∆*Describe, illustrate and label furniture 4.3 ∆*Review the verb haber /“hay” to express there is/there are 4.4 ∆*Recall and extend knowledge of descriptive adjectives to express permanent characteristics 4.5 ∆*Learn and apply prepositions with the verb estar to express location (i.e. al lado de, cerca) 4.6 ∆*Manipulate objects to demonstrate knowledge of prepositions 4.7 ∆*Compare and contrast uses of ser and estar (to be) 4.8 ∆*Give instructions and advice to others. 4.9 ∆*Learn and apply regular and irregular, positive informal “tú” command constructions 4.10 ∆Combine direct object pronouns with positive “tú” command constructions 4.11 ∆Watch and interpret an episode of a target language mystery video set in Mexico (La Catrina) 4.12 ∆Identify new vocabulary, main characters, and events from La Catrina 4.13 ∆Compare and contrast Mexican and American culture

Foreign Language Standards: CSDE 2005 (Connecticut World Language Curriculum Framework) See page 2 Instructional Support Materials

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See page 8 Also:

• Various Ven Conmigo/Exprésate transparencies of household room with varied furniture • La Catrina episode 5 and workbook activities • Vocabulary crossword puzzles (http://www.discoveryeducation.com/free-


• Partnered listening for information/furniture illustration: Students A describes a room of his/her house while Student B draws the room, and vice-versa. The student dictating then checks his partner’s illustration for accuracy. Use furniture vocabulary, ser and estar, positive commands, with and without direct object pronouns.

• Simon Says: Drill estar + preposition and commands by asking students to move a simple classroom tool (pencil, calculator, etc) to different locations.


• Culminating Performance Assessment Task(s): o Task 1: ¿Qué pasa en mi casa? Create an illustration of two rooms of your house. Label

the furniture with new vocabulary, and write a composition detailing the items in the rooms (description/location) as well as the typical activities in the rooms.

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Unit 5: Los deportes (Sports) Time Frame: January Length of Unit: 2-3 weeks Enduring Understandings Essential Questions




• Sports transcend borders and promote cross-cultural understanding.

• Sports promote self-discipline and teamwork.

• Most Spanish verbs follow patterns, while some do not.





• How do popular sports vary worldwide? • How do worldwide sports and sports

competitions promote cross-cultural understanding?

• What elements contribute to the making of a successful athlete and/or team?

• How do regular and stem-changing verbs differ?

• What patterns are exhibited by stem-changing verbs in the present tense?

• How do stem-changing verbs differ in the present and past tense?

• What are the advantages or watching an authentic video series in Spanish?

• How is Mexican culture similar to and different from American culture?

Objectives (knowledge and skills) Leveling Key: ∆= L1 / * = L2 The student will: 5.1 ∆*Define and apply vocabulary for sports, equipment, and events 5.2 ∆*Describe his/her involvement in sports, past and present 5.3 ∆*Express likes and dislikes regarding sports 5.4 ∆*Examine popular sports in Spanish-speaking countries 5.5 ∆*Compare and contrast sports in the U.S. and the Spanish-speaking world 5.6 ∆*Identify stem-changing e-ie/o-ue/e-i verbs 5.7 ∆*Recognize patterns in stem-changing verb conjugation 5.8 ∆*Recognize differences between regular and stem-changing verbs in the present tense 5.9 ∆*Conjugate stem-changing e-ie/o-ue/e-i verbs in the present tense 5.10 ∆Compare and contrast stem-changes in the present and past tense 5.11 ∆*Review vocabulary terms for numbers in Spanish. 5.12 ∆*Compare and contrast the use of numeric symbols in Spanish-speaking countries and the U.S. 5.13 ∆Watch and interpret an episode of a target language mystery video set in Mexico (La Catrina) 5.14 ∆Identify new vocabulary, main characters, and events from La Catrina 5.15 ∆*Compare and contrast Mexican and American culture 5.16 ∆*Examine and describe basic Mexican geography, history, sites and culture

Foreign Language Standards: CSDE 2005 (Connecticut World Language Curriculum Framework) See page 2

Spanish II Page 21

Instructional Support Materials See page 8 Also:

• En Español 1 textbook/workbook activities Unidad 3, Etapa 2 (sports) • Various short readings/articles on popular sports in the Spanish-speaking world

(textbook/Internet, etc) • Vocabulary crossword puzzles (http://www.discoveryeducation.com/free-


• Realia: Bring varied sports equipment to class. Students identify objects, manipulate objects (commands), and answer related questions (What other equipment is needed? Where would a game/meet take place? etc)


• Culminating Performance Assessment Task(s): o Task 1: Create a poster/collage of your favorite sports figure or team. Use various

illustrations and write captions using new vocabulary and various stem-changing verbs. Present important information aloud to the class.

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Unit 6: La niñez (Childhood) Time Frame: end January – early March Length of Unit: 5-6 weeks Enduring Understandings Essential Questions



• The past is connected to the present. • Childhood experiences vary amongst all

people and cultures. • Family plays a central role in one’s

childhood development. • Languages use different structures to

communicate tense and avoid repetition. • Most Spanish verbs follow patterns, while

some do not. • Interpreting spoken language is essential to

good communication. • The Spanish-speaking world is comprised





• What contributes to a memorable childhood?

• How does daily life differ from childhood to adulthood?

• How do I describe myself in the past? • How do I express past events? • How do I distinguish the past from the

present tense? • How do I express repetitive past events? • How do I differentiate various past

constructions in Spanish? • How do I avoid repetition in written and

spoken word? • How does direct and indirect object

pronoun placement differ in Spanish and English?



Objectives (knowledge and skills) Leveling Key: ∆= L1 / * = L2 The student will: 6.1 ∆*Define and apply vocabulary for childhood activities, hobbies, behavior, and personality 6.2 ∆*Review and apply adverbs of time related to the imperfect tense and emphasizing

repetition/frequency (i.e. siempre, a menudo, casi nunca, etc) 6.3 ∆*Identify and utilize introductory expressions related to childhood (i.e. De pequeño/a, Cuando era

niño/a) 6.4 ∆*Describe interests, likes/dislikes and behavior during one’s childhood 6.5 ∆*Conjugate regular and irregular (ir, ser, ver) verbs in the imperfect tense 6.6 ∆*Recognize differences between two past tenses: the preterite and the imperfect, including use, form

and key expressions of time 6.7 ∆Compare and contrast the present, preterite and imperfect tenses 6.8 ∆*Compare and contrast behavior and activities between childhood and teenage years 6.9 ∆*Learn and apply the haber verb construction in the imperfect tense (había – there was/were) 6.10 ∆*Review and employ correct adjective agreement (number/gender) to describe people 6.11 ∆*Recall direct object pronoun use and placement in Spanish. 6.12 ∆*Locate the indirect object of a sentence.

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6.13 ∆*Identify and utilize indirect object pronouns in Spanish to avoid redundancy. 6.14 ∆Distinguish indirect object pronoun placement when using single (conjugated) verb

constructions vs. two verb (verb + infinitive) constructions 6.15 ∆*Compare and contrast placement of indirect object pronouns in English and Spanish 6.16 ∆Watch and interpret an episode of a target language mystery video set in Mexico (La Catrina) 6.17 ∆Identify new vocabulary, main characters, and events from La Catrina 6.18 ∆*Compare and contrast Mexican and American culture


• Exprésate 2, Ch. 6 text/audio/visual materials • Ven Conmigo 2, Ch. 7 text/audio/visual materials • La Catrina episode 6 & 7 and workbook activities • Vocabulary crossword puzzles (http://www.discoveryeducation.com/free-


• Student Interview: Student A and B take turns asking how often they engaged in certain childhood activities.

• Who’s Who? Guessing Game: Each student briefly describes him/herself as a child in writing (3-4 sentences), including a physical/personality description and hobbies. The teacher collects each writing prompt and redistributes for students to read and guess the student described.


• Culminating Performance Assessment Task(s): o Task 1: Create a Power Point “album” presentation about your childhood. Include about

10 slides illustrating and describing yourself and your family/friends, your home and neighborhood, favorite parks/playground, yearly vacations, sports, hobbies, etc. Use the imperfect tense and expressions of time. Scan or insert authentic pictures from your childhood.

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Unit 7: La rutina diaria (Daily Routine) Time Frame: March Length of Unit: 3-4 weeks Enduring Understandings Essential Questions



• Humans are creatures of habit. • Daily routine promotes overall good health. • Languages use different structures to

communicate tense and indicate the agent/ of an action.






• How do people typically prepare for the day ahead?

• How does daily routine differ on school/work days and non-school/work days?

• How do people unwind and prepare to rest? • How do I indicate actions performed by

myself versus actions performed by others? • How do reflexive verbs differ from non-

reflexive verbs? • What is the difference between a reflexive,

direct and indirect object pronoun? • How do I distinguish the present from the

past tense? • What elements contribute to fluid writing

and speech? • How do I express the distance between

objects? • What are the advantages or watching an



Objectives (knowledge and skills) Leveling Key: ∆= L1 / * = L2 The student will: 7.1 ∆*Define and apply vocabulary for daily routine, including activities and objects (i.e. el jabón, el hilo

dental) 7.2 ∆*Outline one’s daily routine, past and present 7.3 ∆*Review and identify body parts in Spanish 7.4 ∆*Recall verb + infinitive construction to express obligations and routine activities (i.e. tener que,

preferir) 7.5 ∆Identify and apply additional verb + infinitive constructions: acabar de, soler, faltar 7.6 ∆*Distinguish conjugated and infinitive verb forms 7.7 ∆Use both conjugated verb and verb + infinitive constructions within one sentence 7.8 ∆*Identify reflexive pronouns in Spanish 7.9 ∆*Recognize and utilize reflexive verbs and pronouns in Spanish 7.10 ∆*Conjugate reflexive verbs in the present tense 7.11 ∆Conjugate reflexive verbs in the present tense and past tense (preterite/imperfect), combined

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7.12 ∆*Manipulate reflexive pronoun form and placement to match subject and verb constructions 7.13 ∆*Recognize and formulate stem-change reflexive verbs (i.e. despertarse, dormirse, despedirse,

etc.) 7.14 ∆Distinguish reflexive pronoun placement when using single (conjugated) verb constructions vs.

two verb (verb + infinitive) constructions 7.15 ∆*Recognize differences between reflexive and non-reflexive actions/verbs 7.16 ∆Explain differences between reflexive, direct and indirect object pronouns 7.17 ∆Learn and apply useful words and phrases to create more fluid writing (antes de, mientras,

entonces, normalmente, etc) 7.18 ∆*Identify forms and function of demonstrative adjectives in Spanish (este, ese, aquel) 7.19 ∆*Compare and contrast demonstrative adjectives in English and Spanish 7.20 ∆Watch and interpret an episode of a target language mystery video set in Mexico (La Catrina) 7.21 ∆Identify new vocabulary, main characters, and events from La Catrina 7.22 ∆*Compare and contrast Mexican and American culture


• En Español 1 Unidad 5 textbook/video/audio materials • Exprésate 1 Videocultura Ch. 5 “Prepararse para una fiesta” • La Catrina episode 8 & 9 and workbook activities • Song “No Hago Más Na” by El Gran Combo.

http://www.colby.edu/~bknelsom/SLC/reflexives_combo.php • Vocabulary crossword puzzles (http://www.discoveryeducation.com/free-


• Realia: Display various daily routine items in multiple classroom station. Students identify the object, its purpose and its position/location (demonstrative adjectives).

• Charades: Act out daily routine verbs for improved recall Suggested Assessment Methods See page 9-10 Also:

• Culminating Performance Assessment Task(s): o Task 1: Composition “Mi rutina diaria:” Write a 5 paragraph essay outlining your daily

routine, including morning, afternoon and evening. Include an introduction and conclusion. Use new vocabulary and reflexive and non-reflexive verbs (1 and 2/verb+infinitive constructions), and connections/prepositions.

o Task 2: Prepare, narrate and record a story corresponding to a daily routine picture sequence in the language lab. Use daily routine vocabulary, appropriate subjects, reflexive and non-reflexive verb constructions.

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Unit 8: El trabajo/Las profesiones (Work/Professions) Time Frame: April Length of Unit: 1 month Enduring Understandings Essential Questions



• Personal interests and skills influence career choice.

• Job success requires hard work and dedication.

• Requirements vary from job to job. • Languages use different structures to

communicate tense. • Most Spanish verbs follow patterns, while

some do not. • Interpreting spoken language is essential to

good communication. • The Spanish-speaking world is comprised




• What are my skills and interests? • What are my personal and professional

goals? • How does my current education affect my

future? • How does one acquire a certain job? • How does one achieve success in a given

field? • How do I express myself in the future? • How the present, past and future tenses

differ? • How do I differentiate the verbs saber and

conocer? • How do I construct regular and irregular

verbs in present tense? • What are some different groups of irregular

verbs in the present tense? • What are the advantages or watching an



Objectives (knowledge and skills) Leveling Key: ∆= L1 / * = L2 The student will: 8.1 ∆*Define and apply vocabulary for jobs and job-related activities 8.2 ∆*Examine his/her skills and interests, and strengths and weaknesses in considering a future career 8.3 ∆*Indicate his/her tentative future plans and professional aspirations 8.4 ∆*Describe skills, requirements, and duties of various jobs 8.5 ∆Compare and contrast childhood and current professional aspirations 8.6 ∆*Express family members’ jobs and job-related activities 8.7 ∆*Conjugate regular and irregular verbs (limited – tener, salir, etc) in the future tense 8.8 ∆*Recognize differences between the present, past and future tense, in both use and form 8.9 ∆Emplpythe present, past and future tense, in speech and writing 8.10 ∆*Distinguish the use of same definition verbs saber vs. conocer (to know) 8.11 ∆*Conjugate regular and irregular verbs in the present tense 8.12 ∆*Identify and form verbs that demonstrate an irregular spell change in the “yo” form present

tense (i.e. “yo” regular: c>zc (ofrecer)/ c>z (convencer)/ g>j (proteger) etc) 8.13 ∆*Identify and form verbs that demonstrate a stem change and other irregularities in the present

tense (i.e. u> ú (actuar)/ uir>y (influir) etc) 8.14 ∆Learn and apply the verb dedicarse (to dedícate oneself to), as opposed to ser

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8.15 ∆Watch and interpret an episode of a target language mystery video set in Mexico (La Catrina) 8.16 ∆Identify new vocabulary, main characters, and events from La Catrina 8.17 ∆*Compare and contrast Mexican and American culture


• La Catrina episode 10 and workbook activities • Exprésate 2 pg. 56-57 reading/listening activity ¿A qué se dedica usted? • En Español 1 listening/audio activities regarding professions Unidad 6, Etapa 1 • Ven Conmigo 3 Ch. 12 reading, video and audio/listening activity ¿Qué planes tienes para el

futuro? • Cantos Ritmos y Rimas, Lannie Zovi, 2002 (Vibrante Press) song “En qué trabajas tú?” • Vocabulary crossword puzzles (http://www.discoveryeducation.com/free-


• Distribute a survey that aids in determining students skills, strength/weakness to help them consider possible careers


• Culminating Performance Assessment Task(s): o Task 1: Write and perform a paired dialogue in which Student A and B ask and respond

to questions about future personal and professional plans, including skills, job requirements, life goals, etc.

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Uni1t 9: La comida (Food) Time Frame: early-late May Length of Unit: 3-4 weeks Enduring Understandings Essential Questions



• Languages use different structures to communicate tense and mood, and make comparisons.

• Food customs vary worldwide and reflect one’s culture.

• Climate and geography affect food availability.





• How do food customs vary around the world?

• How can I express my food preferences? • How do climate and geography affect food

availability? • How can I describe inherent characteristics

food? • How do I communicate actions in progress? • What is the difference between and simple

and compound verb forms? • How do I differentiate present, past and

future actions? • How do I compare similar and different

things? • How do Mexican and American cooking

differ? • How do I make suggestions and give

advice? • How do I avoid repetition when giving

commands? • How does object pronoun placement differ

between positive and negative commands? • What are the advantages and disadvantages

of open-air markets as well as supermarkets?



Objectives (knowledge and skills) Leveling Key: ∆= L1 / * = L2 The student will: 9.1 ∆*Define and apply vocabulary for food, (fruits, vegetables, meat and cooking-related verbs) 9.2 ∆*Identify fruits and vegetables particular to the Spanish-speaking world 9.3 ∆*Express individual food preferences 9.4 ∆*Describe characteristics of food using various adjectives (crujiente, salado/a, duro etc) 9.5 ∆*Narrate actions in progress in speech and writing 9.6 ∆*Formulate regular and irregular verbs in the present progressive tense 9.7 ∆*Recognize elements of a compound verb structure (estar + present participle) 9.8 ∆*Differentiate habitual actions (present) from actions currently in progress (present progressive).

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9.9 ∆*Classify and apply stem changes to the participle form of the present progressive (e>i, o>u) 9.10 ∆Distinguish present (general and ongoing), past and future actions. 9.11 ∆*Utilize adjective agreement (number and gender) when describing food 9.12 ∆*Learn and apply comparative constructions of equality/inequality(tan como, más/menos que) 9.13 ∆*Identify similarities and differences between equal and unequal comparative constructions. 9.14 ∆*Recall and utilize irregular comparative forms (peor, mejor, etc) 9.15 ∆*Make food recommendations and give advice in the target language 9.16 ∆*Review the use and formation of positive, informal “tú” commands 9.17 ∆*Learn and apply regular and irregular negative, informal “tú” command constructions 9.18 ∆Combine object pronouns (direct, indirect and reflexive) with command constructions 9.19 ∆Compare and contrast object pronoun placement between positive and negative commands 9.20 ∆*Combine positive and negative commands in a single statement 9.21 ∆Compare and contrast object pronoun placement in English and Spanish 9.22 ∆*Identify typical Mexican dishes and ingredients 9.23 ∆*Locate recipes, translate them, and prepare simple Mexican dishes 9.24 ∆*Examine characteristics of open-air markets, and compare and contrast them to supermarkets 9.25 ∆Watch and interpret an episode of a target language mystery video set in Mexico (La Catrina) 9.26 ∆Identify new vocabulary, main characters, and events from La Catrina 9.27 ∆*Compare and contrast Mexican and American culture, particularly food customs Foreign Language Standards: CSDE 2005 (Connecticut World Language Curriculum Framework) See page 2 Instructional Support Materials See page 8 Also:

• La Catrina episode 11 and workbook activities • Various articles (En Español 1,La Catrina workbook) regarding Mexican food and markets • Traditional Mexican recipes (Internet, cookbooks, etc0 • Vocabulary crossword puzzles (http://www.discoveryeducation.com/free-


• Drill use and forms of the present progressive by (the teacher) preparing a simple Mexican dish (pico de gallo) in front of the class. As students watch you prepare the dish, they narrate your actions using the present progressive of new vocabulary (i.e. La profesora está cortando la cebolla). Students then have an opportunity to taste the dish.

• Visit a local Mexican restaurant to sample typical Mexican dishes. • Charades: perform actions for improved recall of the present progressive tense • Realia: Bring in authentic or visual representation of food items to drill vocabulary


• Culminating Performance Assessment Task(s): o Task 1: “Una receta mexicana:” Select a simple, authentic Mexican recipe and prepare

the dish on video or in front of the class. Narrate and demonstrate the steps of cooking the dish to the class using new vocabulary, positive and negative command forms and the present progressive tense. After tasting the dish, peers can express opinions politely using descriptive adjective and comparative forms.

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Unit 10: La televisión, el cine y las películas (TV and Movies) Time Frame: late May-mid June Length of Unit: 3 weeks Enduring Understandings Essential Questions



• Languages use different structures to communicate tense.

• Most Spanish verbs follow patterns, while some do not.

• Television and movies reflect and influence daily life.

• Legends and fairy tales span countries and continents.

• Myths and legends convey life lessons and truths.

• Successful immigration involves facing and overcoming hardship.





• How do television and movies influence daily life?

• What are the pros and cons of television viewing?

• How do I express my opinion? • How do I express present and past actions? • How have my television and movie viewing

habits changed over the years? • How are stories passed on? • What are the characteristics of myths and

legends? • Why do people decide to leave their home

country? • What are the advantages and disadvantages

of immigrating to another country? • How do immigrants succeed in a new

country? • What are the advantages or watching an

authentic video in Spanish? • How is Mexican culture similar to and


Objectives (knowledge and skills) Leveling Key: ∆= L1 / * = L2 The student will: 10.1 ∆*Define and apply vocabulary for television and movies, including programs and genres 10.2 ∆*Express opinions, likes and dislikes regarding television programs and movies 10.3 ∆*Compare past and present TV and movie viewing preferences 10.4 ∆*Examine the influence of television and television viewing habits on daily life 10.5 ∆*Conjugate regular and irregular verbs in the present and past (preterite) tense 10.6 ∆*Learn and apply forms of select stem-changing (preferir, dormir, etc) and completely irregular

“JUI” verbs in the preterite tense (traducir, tener, etc) 10.7 ∆*Watch and interpret segments of Spanish-language TV programs 10.8 ∆*Recognize elements of Spanish telenovelas, and compare and contrast them with American

programs 10.9 ∆Identify characteristics of myths and legends 10.10 ∆Read and interpret various Mexican legends 10.11 ∆Watch and interpret a Spanish-language feature film “El Norte”(Guatemalan brother and sister

flee Guatemala during civil war, and take a risky journey through Mexico to the U.S.) 10.12 ∆Examine and discuss hardships associated with immigration

Spanish II Page 31

10.13 ∆Watch and interpret an episode of a target language mystery video set in Mexico (La Catrina) 10.14 ∆Identify new vocabulary, main characters, and events from La Catrina 10.15 ∆*Compare and contrast Mexican, Guatemalan and American culture.


• La Catrina episode 12 &13 and workbook activities • Spanish language TV programs/segments (YouTube, Univisión, Telemundo, etc) • Ven Conmigo 3 Ch. 8 textbook and audio materials (De Antemano: La radio y la televisión) • Paso a Paso 2 Textbook/Workbook, Communicative Activity 10-1 A/B, Myriam Met, Richard

Sayers and Carol Wargin, 2000 (Scott, Foresman and Company) • Leyendas mexicanas legends and mastery exercises: El león y el grillo & Las orejas del conejo • El Norte (film), Gregory Nava, 1983(Cinecom International) • Vocabulary crossword puzzles (http://www.discoveryeducation.com/free-


• Students describe their favorite TV program or movie in 3-4 sentences using new vocabulary (without stating the title). The teacher collects writing and redistributes each prompt for the class members to read aloud and guess the program.

• Act out Mexican legends using simple props for increased understanding of main events. Various students represent the animal and human characters in front of the class.


• Culminating Performance Assessment Task(s): o Task 1: “Un programa que le fascina a___ (nombre):” Interview a friend or family

member about his/her favorite TV program and write 1-2 paragraphs to describe it. Include new vocabulary, and the present and past tense. Incorporate details such as channel, main characters, length of show, success, etc.

Spanish II Page 32




Course Name: Chemistry-1 Department: Science Grade(s): 10-12 Level(s): 1 Course Number(s): 43101 Credits: 1.2 Course Description: Chemistry Level 1 is recommended for students who have maintained at least a “C” average in their freshman and sophomore Level 1 mathematics courses and in their Level 1 science courses. The Level 1 program is suited for students who prefer a challenging and quantitative approach to chemistry. The pacing and rigor of the Level 1 program is for students who may major in science or in a major that requires a chemistry prerequisite in college. Required Instructional Materials: Chemistry, Prentice Hall (2008) Assorted lab materials, chemicals, and safety equipment for Chemistry lab Revised Date: 02/20/14 Approved Administrative Team 2-26-14 Approved Student Programs & Services Meeting 4-1-14 Authors/Contributors: Dr. S. Marsh, M. Kieras

Chemistry-Level 1 Page 1

Overarching Skills This section includes 21st Century skills and discipline focused skills such as inquiry skills, problem solving skills, research skills, etc. These objectives should be taught and assessed through the integration of the other units. This unit is not meant to be taught in isolation as a separate unit. Title: Inquiry, Literacy and Numeracy Skills Enduring Understandings Essential Questions

SCIENTIFIC INQUIRY

• Scientific inquiry is a thoughtful and coordinated attempt to search out, describe, explain and predict natural phenomena.

• Scientific inquiry progresses through a continuous process of questioning, data collection, analysis and interpretation.

• Scientific inquiry requires the sharing of findings and ideas for critical review by colleagues and other scientists.

SCIENTIFIC LITERACY

• Scientific literacy includes the ability to read, write, discuss and present coherent ideas about science.

• Scientific literacy also includes the ability to search for and assess the relevance and credibility of scientific information found in various print and electronic media.

SCIENTIFIC NUMERACY

• Scientific numeracy includes the ability to use mathematical operations and procedures to calculate, analyze and present scientific data and ideas.

LABORATORY SAFETY

• Employ and practice proper laboratory safety protocols at all times.

• How is mathematics used to express scientific principles?

• How can an experiment enhance our understanding of the world around us?

• How is measurement used to identify and quantify matter?

• How does the use of scientific inquiry allow us to better understand our environment?

• What is the value of scientific literacy in the pursuit of proper scientific inquiry?


Objectives (skills) The student will: S.1. Identify questions that can be answered through scientific investigation. S.2. Read, interpret and examine the credibility and validity of scientific claims in different

sources of information. S.3. Formulate a testable hypothesis and demonstrate logical connections between the scientific

concepts guiding the hypothesis and the design of the experiment. S.4. Design and conduct appropriate types of scientific investigations to answer different

questions. S.5. Identify independent and dependent variables, including those that are kept constant and

those used as controls. S.6. Use appropriate tools and techniques to make observations and gather data. S.7. Assess the reliability of the data that was generated in the investigation. S.8. Use mathematical operations to analyze and interpret data, and present relationships

between variables in appropriate forms. S.9. Articulate conclusions and explanations based on research data, and assess results based on

the design of the investigation. S.10. Communicate about science in different formats, using relevant science vocabulary,

supporting evidence and clear logic. S.11. Understand and demonstrate proper laboratory safety skills. S.12. Demonstrate properly expressed measurements with correct units and significant figures. Suggested Instructional Strategies

• Teacher-centered o Lecture o In-class sample problems

• Student-centered o Group and independent problem solving

POGIL (Process-Oriented Guided Inquiry Learning) group work Computer Simulations Data Analysis

o Laboratory Activities Dry Lab Activities Wet Lab Activities

Suggested Assessment Methods

• Tests and Quizzes o Concept-checks on focused topics o Multiple choice / matching / filling in the blanks o Open-ended / free-response questions o Algorithmic problems

• Laboratory / Inquiry based activities • Informal / Formal question and answer (teacher to student) • Computer based learning (simulations) • Appropriate Scoring Rubrics


Unit 1: Matter and Change Time Frame: September Length of Unit: 2weeks Enduring Understandings Essential Questions

• Matter can be classified based upon patterns in composition, structure and/or behavior.

• Models and theories are used to generate knowledge and advance understanding of systems.

• What criteria are used to organize and identify samples of matter?

• What criteria are used to differentiate properties and changes in matter?

• How do the particles that make up a sample of matter behave on the atomic/molecular scale?

Objectives (knowledge and skills) (Show link to standards in parenthesis after objective) The student will: 1.1. Distinguish between elements, compounds, and mixtures. 1.2. Classify matter based upon properties, composition, and structure. 1.3. Distinguish between chemical and physical changes. 1.4. Apply the Law of Conservation of Mass to chemical and physical changes. Instructional Support Materials

• Assorted lab materials. • Samples of elements, compounds, and mixtures.


• Baseline test(s) • Process Oriented Guided Inquiry Learning (POGIL) based learning activities.


• Focused Concept Check(s) • Unit Summative Assessment • Inquiry based lab(s)


Unit 2: Measurement Time Frame: September Length of Unit: 2 Weeks Enduring Understandings Essential Questions

• Chemistry uses mathematics to express relationships efficiently and accurately.

• The inter-relationships of measured quantities of matter within a chemical change can be expressed, monitored, and predicted through mathematics.

• What does a valid measurement look like? • How are calculated values limited by the

measurements that were used?

Objectives (knowledge and skills) (Show link to standards in parenthesis after objective) The student will: 2.1. Determine the number of significant figures in a measurement and a calculated answer. 2.2. Apply the technique of dimensional analysis to a variety of conversion problems. 2.3. Solve formula based problems utilizing a scoring rubric. Instructional Support Materials

• Calculators Suggested Instructional Strategies

• POGIL based learning activities • Inquiry based lab(s)


• Rubric for formula based problem solving • Rubric for dimensional analysis conversion problems • Focused Concept Check(s) • Unit Summative Assessment • Inquiry based lab(s)


Unit 3: Atomic Structure Time Frame: October Length of Unit: 2Weeks Enduring Understandings Essential Questions

• Scientists construct and use models based upon observations and experimental data to generate knowledge and advance understanding.

• How does the interpretation of experimental data result in the formation of an atomic model?

• In what ways can the composition and structure of an atom be determined or represented?

Objectives (knowledge and skills) (Show link to standards in parenthesis after objective) The student will: 3.1. Describe the structure of the atom according to Dalton, Thomson, and Rutherford. 3.2. Inter-relate the three subatomic particles of a given isotope or monatomic ion. 3.3. Calculate the average atomic mass for a set of isotopes. Suggested Instructional Strategies





Unit 4: Electronic Structure Time Frame: October Length of Unit: 2Weeks Enduring Understandings Essential Questions

• Constancy, patterns and change are found in all systems.


• How do the properties, structure and composition of atoms reflect the organization of electrons in an atom and the classification of atoms?

• What patterns and trends can be inferred from the periodic table in electron structure?

Objectives (knowledge and skills) (Show link to standards in parenthesis after objective) The student will: 4.1. Describe the relationship between the wavelength and frequency of electromagnetic radiation. 4.2. Calculate the energy, wavelength, or frequency of a photon. 4.3. Describe electrons using the quantum mechanical model. 4.4. Sequence electrons in an atom using an electron configuration. Instructional Support Materials

• Spectrum emission tubes • Diffraction gratings






Unit 5: Periodic Table Time Frame: November Length of Unit: 2Weeks Enduring Understandings Essential Questions

• Constancy, patterns and change are found in all systems.


• How do the properties and behavior of atoms reflect the organization and classification of atoms on the periodic table?

• What patterns and trends regarding atoms can be inferred from the periodic table?

Objectives (knowledge and skills) (Show link to standards in parenthesis after objective) The student will:

5.1. Classify elements and chemical groups of elements based upon electron configuration. 5.2. Explain and apply the periodic trends in atomic size, ionic size, ionization energy, and

electronegativity. 5.3. Predict how the octet rule applies to atoms of metal and nonmetal elements.






Unit 6: Bonding in Matter Time Frame: November/December Length of Unit: 3Weeks Enduring Understandings Essential Questions

• Observable characteristics of matter are dependent upon interactions on the atomic/molecular scale.

• What factors determine the type of bonding that occurs between atoms?

• How does chemical bonding influence the properties of molecules?

• In what ways can atoms combine to form compounds?

• How are observable properties reflected in atomic interactions?


6.1. Describe and illustrate the bonding in ionic, molecular, network solids, and metals. 6.2. Classify bonds as ionic, polar covalent, or non-polar covalent bonds. 6.3. Correlate properties of substance to the types of chemical bonding and interparticle forces.


• Samples of ionic, molecular, and metals • Conductivity testers






Unit 7: Molecular Shape and Polarity Time Frame: December/January Length of Unit: 2Weeks Enduring Understandings Essential Questions

• Observable characteristics of matter are dependent upon interactions on the atomic/molecular scale.

• How does shape and bonding influence the properties of molecules?

• How does the bonding in plastics and other polymers affect their physical properties?


7.1. Analyze a Lewis structure to determine electron domains and molecular shape(s). 7.2. Describe how electronegativity values and molecular shape determines the distribution of charge

in a polar molecule. 7.3. Evaluate and classify the strength of inter-molecular forces.


• Molecular models kits Suggested Instructional Strategies



• Focused Concept Check(s) • Unit Summative Assessment


Unit 8: Chemical Names and Formulas Time Frame: January Length of Unit: 2Weeks Enduring Understandings Essential Questions

• Chemistry has accepted methods of communicating chemical information that ensures the uniform study and understanding of matter.

• What are the underlying meanings derived from the symbolism used in chemistry?

• How are the naming systems related to the types of bonding and resulting compound?


8.1. Derive a chemical formula from a compound’s name. 8.2. Derive a compound’s name from a chemical formula. 8.3. Differentiate between ionic, molecular, and acids naming and formula writing approaches.






Unit 9: Chemical Reactions Time Frame: February Length of Unit: 3Weeks Enduring Understandings Essential Questions

• The number of atoms that begin a reaction must equal the number of atoms at the end of a reaction.

• Chemistry uses mathematics to express relationships efficiently and accurately.

• In which ways can the mole concept be applied to balanced chemical equations?

• How does a balanced equation allow for the conversion of one substance to another?

• In what ways are new substances formed during a chemical reaction?


9.1. Describe a chemical reaction by writing and balancing a chemical equation. 9.2. Predict the products of chemical reaction using five general patterns of reactivity. 9.3 Write a net ionic equation using the activity series of metals and/or solubility rules for

precipitates. Instructional Support Materials

• Samples of metals • Samples of aqueous solutions






Unit 10: Chemical Quantities Time Frame: March Length of Unit: 3Weeks Enduring Understandings Essential Questions


• What is a mole and how does it unify mass, volume, and number of particles for a substance?

• Which mole relationship(s) is/are needed to determine a desired outcome?

• How does the composition of a compound relate to the mole and chemical formula?


10.1. Define one mole as a number of representative particles, a mass expressed in grams, and a volume of a gas at standard temperature and pressure,

10.2. Inter-relate mole, grams, liters, and number of particles for a substance using dimensional analysis.

10.3. Utilize the mole concepts to calculate the percent composition, empirical formula, and molecular formula for compounds.


• Samples of metals • Samples of aqueous solutions






Unit 11: Chemical Equations & Stoichiometry Time Frame: March Length of Unit: 3Weeks Enduring Understandings Essential Questions

• The number of atoms that begin a reaction must equal the number of atoms at the end of a reaction.

• Chemistry uses mathematics to express relationships between reacting substances efficiently and accurately.


• In which ways can the mole concept be applied to balanced chemical equations?

• How does a balanced equation allow for the conversion of one substance to another?

• In what ways are new substances formed during a chemical reaction?


11.1. Interpret balanced chemical equations in terms of moles, representative particles, mass, and volumes at STP.

11.2. Calculate quantities in a balanced chemical equation in terms of moles, representative particles, mass, and volumes at STP.

11.3. Calculate limiting reagents, theoretical yield, actual yield, or percent yield given appropriate information.






Unit 12: Thermochemistry Time Frame: April Length of Unit: 3Weeks Enduring Understandings Essential Questions

• Heat transformations are involved in all chemical changes.

• Heat transformations are involved in all physical changes.

• How can heat be measured during a chemical reaction or physical change?

• What is the role of energy in the behavior of matter?


12.1. Inter-relate heat, mass, and temperature change through the specific heat of a substance. 12.2. Calculate the change in enthalpy for a chemical change or physical change. 12.3. Calculate the change in enthalpy using standard heats of formation.


• Calorimetry equipment Suggested Instructional Strategies





Unit 13: Kinetic Theory and Gas Laws Time Frame: May Length of Unit: 3Weeks Enduring Understandings Essential Questions

• Scientists construct and use models to predict changes, generate knowledge, develop theories and laws and apply mathematics to quantify these relationships efficiently and accurately.

• How does changing an independent variable effect the dependent variable (pressure, temperature, volume, or mass)?

• How does the motion of the particles of matter influence the physical properties of matter?


13.1. Describe Kelvin temperature in terms of the average kinetic energy of the particles. 13.2. Inter-relate the temperature, pressure, volume, and/or mole of gas using an applicable gas law. 13.3. Compare the effusion rates of two gases at the same temperature. 13.4. Inter-relate the total pressure of a mixture of gases to the partial pressures of the component gases. 13.5. Apply stoichiometric concepts to gases involved in chemical changes.


• Boyle’s Law apparatus • Vacuum pump






Unit 14: (Enrichment/Optional) States of Matter Time Frame: May/June Length of Unit: 2Weeks Enduring Understandings Essential Questions

• The relative spacing and interparticle attractions within a substance directly determines the temperatures at which phases changes occur.

• During a phase change, the average kinetic energy of the particles remains constant.

• Why is a material a solid, liquid or gas? • How do changes in temperature and

pressure affect the physical state of a substance?


14.1. Evaluate that factors that determine the physical properties of solids, liquids, and gases. 14.2. Identify the conditions necessary for melting, boiling, and sublimation. 14.3. Describe how equilibrium conditions are represented in a phase diagram.


• Hot plates Suggested Instructional Strategies





Unit 15: (Enrichment/Optional) Reaction Rates and Equilibrium Time Frame: June Length of Unit: 2Weeks Enduring Understandings Essential Questions

• The speed of a reaction is determined by the number of effective collisions between reactant particles.

• Chemical equilibrium is established when the rate of the forward reaction is equal to the rate of the reverse reaction.

• What affects the rate of a chemical reaction? • How does a system at equilibrium respond to

changes in concentration, temperature and pressure?


15.1. Identify the factors that affect the rate of a chemical reaction and explain each factor in terms of collision theory.

15.2. Identify three stresses that can change the equilibrium position of a system. 15.3. Calculate the equilibrium constant, Kc, for a system at equilibrium.

Instructional Support Materials • NO2/N2O4 equilibrium tubes (for demonstration)






WETHERSFIELD PUBLIC SCHOOLS Office of Curriculum and Instruction

RECOMMENDATION FOR TEXTBOOK ADOPTION COMPLETED BY TEXTBOOK ADHOC SELECTION COMMITTEE

I. Title of Recommended Textbook: World History: Patterns of Interaction Author(s)/Editors: Beck, Black, Krieger, Naylor, Shabaka Publisher: Houghton Mifflin

978-0-547-49112-7 Copyright Date: 2012

Edition: 2012

Textbook to be used in grade(s)/course(s): Grade 10 (7-12 only) Course Title: International Studies (7-12 only) Levels: 1 and 2 [ ] New Textbook [ X ] Replacement for the following text: (name, author, publisher, date) [ ] Supplement to the following text: (name, author, publisher, date)

Book Title Publisher & Author Date World History Perspectives on the Past DC Heath 1994 World History People and Nations Holt, Rinehart, and Winston 2000

Cost of book and/or other book supplementals (i.e. teacher guide) Students texts (200) with 6-year digital access and all Teacher resources: $18,994.95 Reasons for addition/replacement/supplementation: Current books are very outdated, lack common core requirements, and offer little in the way of supplemental materials. II. Other textbooks considered during the review process: Must list at least 2 or a written explanation as to why 2 others were not found. The Heritage of World Civilizations, Voyages in World History III. The weakest areas of student performance/most critical areas of the curriculum (identified by staff, the committee and student data) used to select sections of the textbooks for analysis: (i.e. critical thinking, problem solving, real world applications, etc). Use of Primary Sources Critical Thinking Skills Use of Multimedia Real World Applications

Revised 4/4/14

V. Teacher priorities (identified by staff and the committee) used for evaluation of the textbook sections identified in Part III: (i.e. differentiation, readability, integration of reading and writing strategies, integration of technology, etc.).

Priority #1 Readability Findings Textbook is laid out appropriately with complementary visuals and excellent maps. Priority #2 Material supplied in addition to the book. Findings Supplemental materials are also superb and draw from the History Channel and A & E Network. Priority #3 Skill Development Findings The text continually supplies questions that require students to utilize various skills – interpretation, analysis, evaluation, etc. instead of just standard recall type questions.

VI. Sections of the textbook (if any) in need of modifying/supplementing for curriculum alignment: NA VII. Summary of student textbook preference/comments from “Student Rating” exercise: Has the best charts and graphs. Makes the most sense. Presents vocabulary clearly with highlights and a glossary. VIII. Date Report Submitted to District Curriculum Office: Date of Administrative TEAM (K-12) approval: 3-12-14

Signatures of Textbook Review Committee: (May be transferred to electronic signatures)

Original on file in Curriculum Office

Date of Student Programs & Services Meeting: 4-1-14 Date of Board Adoption:

Please attach: [ ] Reading Department Evaluation

Please forward the following items to the Office of Curriculum and Instruction:

1. Completed Recommendation of Textbook Adoption form. 2. Reading department evaluation. 3. One copy of recommended text and supplementals (may not be returned).

2 {curric/newdrive/curric documents & programs//textbook forms/adoption form 2010}

Revised 4/4/14

Reference 3



April 4, 2014 TO: Wethersfield Board of Education FROM: Michael T. Emmett, Superintendent of Schools RE: Approval of Cancellation of Regular Board of Education Meeting

for June 24, 2014. Recommended Motion: MOVED that the Wethersfield Board of Education cancel the regular meeting scheduled for June 24, 2014. Background: Since Tuesday, June 24, 2014 is the date for the Graduation class ceremonies the administration is recommending that the Board cancels the regular Board of Education meeting scheduled for June 24, 2014. Unless there is business to be conducted, the Board has traditionally cancelled the second June meeting. MTE:eh H:\BOE\BOERef\MtgCanc\FY2013.14\MTECvr04.08.14Grad..doc

Reference 4



April 4, 2014 TO: Wethersfield Board of Education FROM: Michael T. Emmett, Superintendent of Schools RE: FY 2013-14 Budget Status Report: Period Ending February 28, 2014 Attached is a memo from Mr. Howes detailing budget expenditures through February 28, 2014. Mr. Howes will be present on Tuesday evening to answer any questions Board members may have. MTE:eh H:\BOE\BOERef\Expend Rpt\FY2013.14\MTECvrMemo04.04.14.doc

Wethersfield Public Schools

Year-to-Date Budget Status Report

February 28, 2014

This memorandum and its attachment include year to date budget expenditure information for

all major objects of the 2012-2013 Wethersfield Public Schools approved operating budget. Please refer

to the attached sheet to reference precise amounts of approved, finalized appropriations; approved

transfers to date; expenditures; and encumbrances.

All salary lines (61XXX objects) are normal for the year and are in line with spending in prior

years. Spending on district permanent and temporary staff members across all objects was within 3% of

last year’s percentages of expenditures, with the exception of substitute clerical salary expenditures.

Changes in the amounts budgeted for clerical staffing has resulted more accurate budget data; this line

is expected to level out for the year.

Employee benefits object lines (62XXX objects) reflect normal spending year-to-date.

Noteworthy changes are lower spending in the pension object balanced by overexpenditures in the

defined-contribution pension object; the defined-contribution portion was budgeted within Object

62002 and a transfer will be made at year-end. Tuition reimbursement requests are up moderately from

the prior year, but will not exceed the budget line.

Purchased professional services have been utilized to the same degree as the prior year,

although within different lines. This reflects the needs of the district for the current year (i.e. pupil

tutoring has decreased due to fewer expelled or medically-homebound students whereas instructional

program improvement spending has increased to reflect professional development needs at this point in

the year).

Utilities and maintenance spending are on target overall, with only minor variations in each line

that are primarily functions of bill receipt timing.

Transportation supply expenses are dependent upon billing received and fuel deliveries made;

the 2/28 snapshot report provided reflects both an encumbrance and a liquidation, which has increased

the line. This will align to reflect year-on-year spending in line with prior years by the next budget

report.

Better budgeting practices have helped to align the allocation to the communications account

with actual expenditures; our FY2014 performance in Communications is improved over prior years.

There may be a year-end deficit in the Advertising account; this account is difficult to forecast due to the

nature of personnel turnover. However, the total Advertising object is well under a tenth of a percent of

the budget as a whole. Pupil tuition is a function of external billing and receipts; our bottom line

expenditures should not change significantly.

Instructional supplies as a whole are on par with last year’s spending at this time. The most

dramatic fluctuations, in consumable textbooks and other A/V media, reflect current needs of teachers;

this is consistent with prior years.

Capital spending has increased moderately, but is still well within normal ranges.

Some account lines show 100% of funds obligated. This reflects encumbrances of monies for

which we anticipate billing in the encumbered amount, plus any bills received in excess of the

encumbrance. Depending on the status of each accounts payable cycle, new purchases may have been

entered before existing encumbrances are released or reduced; this may temporarily produce a

percentage number in excess of the original appropriation for a line or object. Objects for electricity,

water, unemployment compensation, telephone/communications services, rental lease, and heat

energy are obligated at 100% from the beginning of the year and may occasionally have actual

expenditures exceed encumbered amounts, depending upon timing of the liquidation of an invoice and

corresponding reduction of the encumbrance. This is considered normal.

In sum, all account objects show normal activities, including expenditures and encumbrances,

for typical February year-to-date accounting activity. There are no reasons to believe at this time that

the Wethersfield Board of Education will overextend monetary resources provided to the Board during

the current fiscal year. There remains the possibility for a budget surplus; however uncertainties in the

tuition, transportation, and equipment/building repair accounts prohibit a strong surplus outlook at this

time.

WETHERSFIELD BOARD OF EDUCATION

FY 2014 EXPENDITURE REPORT

THROUGH FEBRUARY 2014

3/21/2014

10:11:21AM

FISCAL YEAR 2014

Account Category % ObligBudget Expend Encumbered Transfers Balance % Oblig Budget Expend Encumbered Transfers Balance

FY 2014 FY 2013

SCHOOL GENERAL FUND9100

Salaries & Wages6100

SUPERVISION SALARY -1,454,203 - %64.061110 836,173-1,411,485 -2,247,658 62.82,273,120 818,917

CERTIFIED STAFF SALARY -12,052,088 - %52.361112 10,794,794-11,897,640 -22,692,434 52.423,055,501 11,003,413

SUBSTITUTES - CERTIFIED SALARY 366,300227,262 - %106.361114 )(42,908223,964321,701 -502,756 108.5558,449 )(35,113

NON-CERTIFIED - PERMANENT SALA -3,890,941 - %61.461120 2,290,327-3,888,432 -6,178,759 62.96,342,141 2,451,200

SUBSTITUTES - CLERICAL SALARY 42,13565,336 - %111.961121 )(35,22227,74159,054 -51,573 168.396,000 )(11,471

OVERTIME - CUSTODIANS -54,298 - %56.061123 41,960-54,503 -96,463 56.597,028 42,730

NON-CERTIFIED TEMPORARY SALARY -598,753 - %59.261130 443,616-546,544 -990,160 55.21,010,855 412,102

EXTRA PAY - STIPENDS -237,976 - %49.661140 199,652663232,709 -433,024 53.9479,882 241,906

Salaries & Wages 408,43518,580,857 - %56.06100 14,528,391252,36718,412,068 -33,192,827 56.233,912,976 14,923,684

Employee Benefits6200

SOCIAL SECURITY -519,894 - %56.062001 397,897-512,094 -909,991 56.3928,807 408,913

PENSION -417,157 - %93.962002 --310,255 -310,255 100.0444,388 27,231

HEALTH INSURANCE -2,806,396 - %49.562003 2,963,510-3,283,245 -6,246,755 52.65,663,774 2,857,378

EMPLOYEE INSURANCES 34,210205,317 - %64.262004 122,29224,577175,534 -322,403 62.1372,851 133,324

WORKER'S COMPENSATION 60,906182,710 - %100.062005 11,97250,763152,265 -215,000 94.4243,623 7

ANNUITY -- - %- 62006 --- -- 0.0- -

TUITION REIMBURSEMENT -15,955 - %29.362007 42,689-11,811 -54,500 21.754,500 38,545

UNEMPLOYMENT COMPENSATION 28,9732,087 - %88.762009 )(28,00021,64731,353 -25,000 212.035,000 3,940

DEFINED CONTRIB PENSION -12,201 - %100.062012 )(1,027-1,027 -- 100.0- )(12,201

Employee Benefits 124,0904,161,716 - %55.46200 3,509,33296,9874,477,585 -8,083,904 56.67,742,943 3,457,137

Professional Svcs6300

PUPIL TUTORING -11,689 - %39.063110 14,435-15,565 -30,000 51.930,000 18,311

INSTRUCTIONAL PRGM IMPRV 20,01371,711 - %92.163120 12,05480779,124 )(25092,235 86.999,615 7,892

PUPIL SERVICES 42,026102,856 - %91.663130 29,53531,27497,418 -158,228 81.3158,228 13,346

LEGAL SERVICES 67,79145,762 - %72.163192 24,35184,35248,821 -157,524 84.5157,524 43,972

TECHNICAL SERVICES 147,125189,041 - %71.863193 140,249106,574196,158 -442,981 68.3468,459 132,294

DATA PROCESSING 27,05741,329 - %65.763194 29,08036,60642,162 -107,847 73.0104,100 35,715

Professional Svcs 304,010462,387 - %75.36300 249,703259,614479,248 )(250988,815 74.71,017,926 251,529




3/21/2014

10:11:21AM

FISCAL YEAR 2014


FY 2014 FY 2013

Maint. & Prop. Svcs6400

ELECTRICITY 276,979415,090 - %100.064100 -273,796455,705 -729,501 100.0692,069 -

WATER 10,46039,540 - %100.064110 -20,62426,845 -47,469 100.050,000 -

CLEANING BUILDINGS 6,29113,209 - %43.364200 26,6668,66312,207 -47,537 43.945,000 25,500

REPAIRS&MAINTENANCE - BUILDING 36,358109,121 - %84.164300 27,57226,608127,221 )(20,000201,400 84.8172,900 27,421

REPAIRS&MAINTENANCE - EQUIPMEN 108,245142,268 - %81.264310 27,62275,031110,531 -213,184 87.0308,341 57,828

ENVIRONMENTAL MGMT -2,472 - %18.664315 3,37489216,034 -20,300 83.413,300 10,828

AIR QUALITY TESTING -- - %- 64320 4,000-- -4,000 0.04,000 4,000

RENTAL LEASE - BUILDINGS 9759,615 - %135.864410 )(54-6,054 -6,000 100.97,800 )(2,790

RENTAL LEASE - EQUIPMENT 51,375117,042 - %96.964420 )(1,18660,47497,303 -156,590 100.8173,872 5,455

OTHER PROPERTY SERVICES 4951,054 - %26.464500 3,645337368 -4,350 16.25,875 4,327

MAINTENANCE SUPPLIES 52,20297,770 - %92.064600 17,41252,662109,748 20,000159,822 90.3162,960 12,988

CLEANING SUPPLIES 82,63362,268 - %90.664610 53,94349,13552,622 -155,700 65.4160,000 15,100

HEAT ENERGY 98,868207,161 - %100.064700 -124,048198,652 -322,700 100.0306,029 -

Maint. & Prop. Svcs 724,8821,216,608 - %92.46400 162,995692,2691,213,289 -2,068,553 92.12,102,146 160,657

Transportation Svcs6500

STUDENT TRANSPORTATION - REIMB 1,258,5751,372,602 - %112.565100 20,0331,051,8751,149,186 -2,221,094 99.12,339,702 )(291,476

STUDENT TRANSPORTATION - NON-R 6,67413,540 - %56.665110 12,0406,0758,448 -26,562 54.735,711 15,497

TRANSPORTATION SUPPLIES-FUEL 99,24272,319 - %108.765220 10,26772,14590,837 -173,250 94.1157,896 )(13,666

STAFF TRAVEL&CONFERENCE 5,83260,749 - %56.265800 35,4842,05648,480 -86,020 58.7118,480 51,899

Transportation Svcs 1,370,3241,519,211 - %109.06500 77,8251,132,1511,296,950 -2,506,926 96.92,651,789 )(237,746

Tuition & Other Svcs6600

COMMUNICATIONS 96,834151,815 - %104.266400 )(56,05799,405187,442 -230,789 124.3238,685 )(9,964

DUES/FEES/SUBSCRIPTIONS 86028,080 - %47.866500 35,69849722,156 25058,101 38.860,494 31,554

ADVERTISING 1,12816,783 - %111.866600 10,2089704,697 -15,875 35.716,025 )(1,886

PRINTING&BINDING 2,73219,166 - %55.866610 13,2153,67217,672 -34,559 61.839,254 17,356

PUPIL TUITION 1,107,8412,366,996 - %111.166700 )(663,594873,6372,363,711 -2,573,755 125.83,129,029 )(345,808

Tuition & Other Svcs 1,209,3952,582,840 - %108.96600 )(660,530978,1812,595,677 2502,913,079 122.73,483,487 )(308,748




3/21/2014

10:11:21AM

FISCAL YEAR 2014


FY 2014 FY 2013

Supplies & Materials6700

INSTRUCTIONAL SUPPLIES 74,055285,447 - %53.167110 201,44851,002320,076 -572,526 64.8676,721 317,219

SOFTWARE&MEDIA SUPPLIES 56,937152,683 - %77.367115 94,32221,194130,198 -245,714 61.6271,039 61,419

TEXTBOOKS 97,57996,500 - %65.167200 152,83158,23898,797 -309,866 50.7297,944 103,865

TEXTBOOK-CONSUMABLES -2,163 - %2.967205 77,4713,47412,459 -93,404 17.173,381 71,218

LIBRARY BOOKS 12,05926,108 - %64.967210 22,1676,25030,583 -59,000 62.458,765 20,598

PERIODICALS 58012,298 - %60.867220 7,61945510,909 -18,983 59.921,179 8,301

OTHER AV MEDIA 101- - %1.667900 6,226-215 -6,441 3.36,442 6,341

CONF & MEETING SUPPLIES 68313,204 - %89.367902 6,3376379,106 -16,080 60.615,548 1,662

OFFICE/GENERAL SUPPLIES 9,98319,089 - %59.267904 19,8148,64317,286 -45,743 56.749,114 20,043

Supplies & Materials 251,976607,492 - %58.56700 588,235149,893629,629 -1,367,757 57.01,470,133 610,666

Capital Outlay6800

BUILDING IMPROVEMENTS 15,0005,829 - %23.168200 59,0132,11813,314 -74,445 20.790,000 69,171

EQUIPMENT-NEW-INSTRUCTIONAL 208,70659,102 - %82.768300 79,9082,860144,696 -227,465 64.9323,769 55,961

EQUIPMENT-NEW-NON-INSTRUCTIONA 2579,869 - %47.568310 4,665-335 -5,000 6.721,320 11,194

EQUIPMENT-REPLACE-INSTRUCTIONA 35,61410,257 - %32.168320 39,4363,12976,048 -118,613 66.8143,000 97,129

EQUIPMENT-REPLACE-NON-INSTRUCT 7,531100,482 - %77.968330 29,6107,75129,609 -66,970 55.8138,570 30,557

Capital Outlay 267,108185,540 - %63.26800 212,63215,858264,003 -492,493 56.8716,659 264,011

SCHOOL GENERAL FUND 4,660,21829,316,651 - %64.09100 18,668,5843,577,32029,368,450 -51,614,354 63.853,098,059 19,121,190

4,660,21829,316,651 - %64.0GRAND TOTAL 18,668,5843,577,32029,368,450 -51,614,354 63.853,098,059 19,121,190

Reference 5



April 4, 2014

TO: Wethersfield Board of Education FROM: Michael T. Emmett, Superintendent of Schools RE: First Reading: Policy #5131.911; Bullying Behavior in the Schools Background: The Policy and Planning Committee met on April 2, 2014 to review and discuss Policy #5131.911 Bullying Behavior in the Schools. The Committee approved forwarding this policy to the full Board as a first reading, with the expectation that final action will be taken at the Board’s next regular meeting on April 22. Mrs. Daigle will be present on Tuesday evening in the event Board members have any questions. MTE:eh H:\BOE\BOERef\Policies\FY2013.14\MECvrMemoBullyPolicy 04.08.14.doc

unapproved - wethersfield public schools · that the cmt was field tested three (3) times. it was...

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