Curriculum Management System - Monroe Township School District · Table of Contents Monroe Township...

Curriculum Management System

MONROE TOWNSHIP SCHOOLS

Course Name: Spanish III Grade: 10 or 11

For adoption by all regular education programs Board Approved: 9.10.2014 as specified and for adoption or adaptation by all Special Education Programs in accordance with Board of Education Policy # 2220.

Table of Contents

Monroe Township Schools Administration and Board of Education Members Page ….

Mission, Vision, Beliefs, and Goals Page ….

Core Curriculum Content Standards Page ….

Scope and Sequence Pages …

Goals/Essential Questions/Objectives/Instructional Tools/Activities Pages …

Quarterly Benchmark Assessment Page ….

Monroe Township Schools Administration and Board of Education Members

ADMINISTRATION Dr. Kenneth R. Hamilton, Superintendent

Dr. Jeff C. Gorman, Assistant Superintendent

BOARD OF EDUCATION Ms. Kathy Kolupanowich, Board President

Mr. Doug Poye, Board Vice President Ms. Amy Antelis

Ms. Michele Arminio Mr. Marvin I. Braverman

Mr. Ken Chiarella Mr. Lew Kaufman

Mr. Tom Nothstein Mr. Anthony Prezioso

Jamesburg Representative

Mr. Robert Czarneski

WRITERS NAME Natasha Carannante

CURRICULUM SUPERVISOR

Dr. Kelly F. Roselle

mailto:[email protected]



Mission, Vision, Beliefs, and Goals

Mission Statement

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

Vision Statement

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

Beliefs

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

Board of Education Goals

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

Common Core State Standards (CSSS)

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

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

http://www.corestandards.org/

http://www.corestandards.org/the-standards

http://www.corestandards.org/the-standards

http://www.state.nj.us/education/sca

http://parcconline.org/

Quarter 1

Unit Topic: La vida contemporánea

I. Los estilos de vida a. Content vocabulary

• daily routines at home • daily routines at school • weekend and leisure activities • special events and celebrations

b. Review present tense verbs • regular verbs • irregular verbs • spelling change verbs • stem-changing verbs • reflexive verbs

c. Gustar and other verbs like gustar d. Possessive adjectives and pronouns II. Las relaciones personales a. Content vocabulary

• Adjectives to describe oneself and others • Interpersonal activities

b. Other uses of reflexive verbs • Verbs that change meaning • Reciprocal actions

c. Por vs. para III. El entretenimiento y el ocio

a. Content vocabulary • Outdoor recreational activities • Sporting events and competitions

b. Review preterite tense • Regular verbs • Irregular verbs • Spelling change verbs • Stem-changing verbs • Verbs with special meaning in the preterite

Quarter 2

Unit Topic(s): La vida contemporánea (continued) & La belleza y la estética

I. El entretenimiento y el ocio (continued) a. Review imperfect tense

• Regular verbs • Irregular verbs

b. Preterite vs. Imperfect in context c. Aztec legend El Iztaccíhuatl y el Popocatépetl II. Las definiciones de la belleza y la creatividad

a. Content vocabulary • Color, light and materials • Other descriptive adjectives to describe works of

art b. Making comparisons of equality and inequality c. Making comparisons using the superlative III. Las artes visuales a. Content vocabulary

• Art forms • Styles and periods of art

b. Preterite vs. Imperfect in context continued c. Present and pluperfect tenses d. Estar + the past participle, ser + the past participle e. Impersonal “se” f. La pintura española

• Diego Velázquez (Siglo de Oro/el realismo) • Francisco de Goya (el realismo/el clasicismo/

la guerra/Las pinturas negras) • Pablo Picasso (período azul/período rosa/el

cubismo) • Salvador Dalí (el surrealismo) • Joan Miró (el arte abstracto) • Remedios Varo (el surrealismo)

Quarter 3

Unit Topic(s): La belleza y la estética (continued) & La ciencia y la tecnología

I. Las artes visuales (continued) a. La pintura mexicana

• Frida Kahlo b. El muralismo mexicano

• Diego Rivera • José Clemente Orozco • David Alfaro Siqueiros

II. El cuidado de la salud y la medicina

a. Content vocabulary • Health, food and nutrition • Body parts, symptoms, remedies and medical

terminology • Physical fitness

b. Use and placement of direct, indirect and double object pronouns with single and double verb constructions c. Positive and negative formal commands with and

without object and reflexive pronouns

Quarter 4

Unit Topic(s): La ciencia y la tecnología (continued), Las familias y las comunidades, La belleza y la estética (continued)

I. El cuidado de la salud y la medicina (continued) a. Subjunctive mood

1. Regular, irregular, spelling change & stem-changing conjugations

2. Uses of the subjunctive • Will and volition (giving advice &

recommendations) • Impersonal expressions • Verbs of emotion • Doubt and negation • Indicative (creo que/es cierto que) vs.

Subjunctive

II. Las innovaciones tecnológicas (on-line articles found at BBC Mundo Ciencia y Tecnología and/or Salud) III. Los efectos de la tecnología en el individuo y en la sociedad (on-line articiles found at BBC Mundo Ciencia y Tecnología and/or Salud)

IV. Las tradiciones y los valores sociales a. Content vocabulary

• Love and friendship • Expressions related to interpersonal

relationships b. Subjunctive mood continued with more verbs of

emotion and impersonal expressions c. Personal values of literary figures—Intro to Don Quijote

V. El lenguaje y la literatura a. Don Quijote

• Excerpt from chapter 1 • Windmill scene

b. Lazarillo de Tormes • Lazarillo & the blind man (chapters 1-5)

c. Interpersonal relationships—Don Quijote and Sancho Panza and/or Lazarillo and the blind man

VI. La música latina

a. Universal themes of love and friendship found throughout all genres of Spanish and Latin music (flamenco, tango, salsa, mariachi, merengue, salsa, bachata, reggaetón, pop and Spanish rock.)

La vida contemporánea Stage 1 Desired Results

ESTABLISHED GOALS NJ Core Curriculum Content Standards for World Languages Interpretive Mode 7.1.IL.A.1 Identify the main idea and most supporting details contained in culturally authentic materials using electronic information sources related to targeted themes. 7.1.IL.A.2 Demonstrate comprehension of oral and written instructions connected to daily activities through appropriate responses. 7.1.IL.A.3 Compare and contrast the use of verbal and nonverbal etiquette (i.e., the use of gestures, intonation, and cultural practices) in the target culture(s) and in one’s own culture. 7.1.IL.A.4 Use the target language to describe people, places, objects, and daily activities learned about through oral or written descriptions. 7.1.IL.A.5 Demonstrate comprehension of conversations and written information on a variety of topics. 7.1.IL.A.6 Identify the main idea, theme, and most supporting details in readings from age

Transfer Students will be able to independently use their learning to…

• Discuss daily routines at home and at school. • Talk about leisure and after-school activities. • Describe special events and celebrations.

Meaning

UNDERSTANDINGS Students will understand that…

• People of various cultures share similar daily lifestyles and routines

• People of Hispanic and North-American cultures prepare for and celebrate special events and occasions in similar manners

• Verbs need to be conjugated to reflect the mood, tense and doer of an action in order to facilitate effective communication

• Reflexive verbs have more than one use • Certain verbs like gustar have a different

construction that always requires an indirect object pronoun

• The prepositions por and para cannot be used interchangeably

ESSENTIAL QUESTIONS • How would you describe the typical school day of

an American teen to a foreign exchange student? • How are your preparations for a special event

the same or different from those of people of Hispanic origin?

• What makes reflexive verbs special and how does their use in Spanish differ from expressing the same ideas in English?

• What makes verbs like gustar special and how does their construction differ from other Spanish verbs?

• How do the uses of por and para differ?

Acquisition Students will know…

• Daily routine and special event activities that are commonly shared between the U.S. and Hispanic cultures

• How reflexive verbs differ from other verbs • How verbs like gustar differ from other verbs

Students will be skilled at… • Using the content vocabulary to discuss their

daily routines and to describe special events and occasions.

• Conjugating regular, irregular, stem-changing, spelling change, reflexive and verbs like gustar in the present tense.

• Differentiating the distinct uses of por and para.

- and level-appropriate, culturally authentic materials. 7.1.IL.A.7 Infer the meaning of a few unfamiliar words in some new contexts. 7.1.IL.A.8 Compare and contrast unique linguistic elements in English and the target language. Interpersonal Mode 7.1.IL.B.1 Use digital tools to participate in short conversations and to exchange information related to targeted themes. 7.1.IL.B.2 Give and follow a series of oral and written directions, commands, and requests for participating in age- and level-appropriate classroom and cultural activities. 7.1.IL.B.3 Use appropriate gestures, intonation, and common idiomatic expressions of the target culture(s)/language in familiar situations. 7.1.IL.B.4 Ask and respond to factual and interpretive questions of a personal nature or on school-related topics. 7.1.IL.B.5 Engage in short conversations about personal experiences or events and/or topics studied in other content areas.

Presentational Mode 7.1.IL.C.1 Use knowledge about cultural products and cultural practices to create a multimedia-rich presentation on targeted themes to be shared virtually with a target language audience. 7.1.IL.C.2 Present student-created and/or authentic short plays, skits, poems, songs, stories, or reports. 7.1.IL.C.3 Use language creatively to respond in writing to a variety of oral or visual prompts. 7.1.IL.C.4 Compare and contrast age-and level-appropriate culturally authentic materials orally and in writing. 7.1.IL.C.5 Compare and contrast cultural products and cultural practices associated with the target culture(s) and one’s own culture, orally, in writing, or through simulation. Common Core State Standards CCSS.ELA-LITERACY.W.11-12.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. CCSS.ELA-LITERACY.W.11-12.3 Write narratives to develop real or

imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. CCSS.ELA.LITERACY.W.11-12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. CCSS.ELA.LITERACY.W.11-12.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

Stage 2 - Evidence Evaluative Criteria Assessment Evidence Fairfax County PALS assessments for writing and speaking:

• Level 3 writing task analytic rubric http://www.fcps.edu/is/worldlanguages/pals/documents/Level3AnalyticWriting.pdf

• Level 3 writing task holistic rubric http://www.fcps.edu/is/worldlanguages/pals/documents/Level3HolisticWriting.pdf

• Level 3 presentational speaking holistic rubric http://www.fcps.edu/is/worldlanguages/pals/documents/Level3HolisticPresentational.pdf

Teacher-created project rubric that includes the following additional criteria:

• Engages audience • Includes creative use of technology • Demonstrates good use of unit vocabulary

relating to daily routines or special celebrations • Demonstrates accurate use of the present tense all

PERFORMANCE TASK(S): TV Commercial You will be asked to select a product and create your own TV commercial. Find a TV commercial for your product that shows a group of people celebrating a special event or going about their daily routines in a relevant way. Using iMovie with voiceovers on your iPad, recreate the dialogue using the grammar and the vocabulary learned in this unit of study to reflect the scenes on the screen and to market your product.

http://www.fcps.edu/is/worldlanguages/pals/documents/Level3AnalyticWriting.pdf


http://www.fcps.edu/is/worldlanguages/pals/documents/Level3HolisticWriting.pdf


http://www.fcps.edu/is/worldlanguages/pals/documents/Level3HolisticPresentational.pdf


verbs • Student can respond to follow-up questions

appropriately

• PALS Level 3 writing task rubrics • PALS Level 3 presentational speaking holistic

rubric • Pre-determined teacher point value scale for

written quizzes and tests.

OTHER EVIDENCE: • Mini Keynote presentation: All About Me!

Create a Keynote presentation introducing yourself to the class. Include details about your family, friends, extracurricular and leisure activities, special events and celebrations.

• Write a paragraph describing your a.m. and p.m. daily routines on a school day. • Quiz/Test on content vocabulary used in context • Quiz/Test on present tense conjugations (regular, irregular, stem-changing,

spelling change, reflexive) used in context • Quiz/Test on verbs like gustar used in context • Quiz/Test on por vs. para in context • Daily DO NOW self-assessment activities • conjuguemos.com Spanish verbs and Spanish grammar (student practice and self-

assessment activities) • colby.edu Barbara Nelson textbook (student practice & self-assessment activities)

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

• Venn diagram: Compare and contrast the typical day of an American teen and a teen from a selected Spanish-speaking country. • Inside-outside circle: Getting to know you—Inside circle asks questions about daily routines on school days and weekends and outside circle

responds. Reverse the roles and then rotate the circle. • Create a story board sequence demonstrating how you prepare yourself for a special occasion from the time you wake up until you go to bed

and present to the class using Keynote on your iPad. • Use AVID reading strategies to interpret the main points of on-line news articles (BBC Mundo Sociedad y Cultura) about contemporary life

prior to discussing as a class or with a partner. • Vocabulary Bingo or Vocabulary Wordle • Vocabulary whiteboard game (recall of vocabulary words/phrases and used in context) • Flashcardlet or Quizlet App for vocabulary review and practice • Cornell notes on the following topics: regular, irregular, stem-changing, spelling change, reflexive present tense verbs; verbs like gustar; por vs.

para. • Whiteboard row game practicing present tense conjugations (divide class into teams of 4 or 5 students per row) • Para Empezar practice activities found in Realidades 3 resources (student textbook, practice workbook, Guided practice workbook, Writing,

Audio, Video workbook, and realidades.com practice activities) • Schaum’s Spanish grammar workbook for notes and practice activities. • studyspanish.com for on-line notes and self-assessment activities. • conjuguemos.com Spanish verb and Spanish grammar self-assessment practice activities for the present tense • colby.edu (Barbara Nelson textbook) self-assessment practice activities for the present tense Learning Resources

Realidades 3 textbook and workbooks Schaum’s Spanish grammar workbook Flashcardlet App Quizlet App Socrative App Spanish/English Dictionary App Keynote App iMovie App Camera App GarageBand App Pages App (for Cornell notes) DocScan App imageSpinner App YouTube App http://www.wordreference.com/ https://todaysmeet.com/ http://phschool.com/webcodes10/index.cfm?fuseaction=home.gotoWebCode&wcprefix=jek&wcsuffix=0001 http://www.studyspanish.com/ https://conjuguemos.com/ http://personal.colby.edu/personal/b/bknelson/SLC/ http://www.bbc.co.uk/mundo/ http://www.practicaespanol.com/ http://www.rtve.es/ http://www.univision.com/ http://www.peopleenespanol.com/ http://www.20minutos.com/

http://www.wordreference.com/

https://todaysmeet.com/

http://phschool.com/webcodes10/index.cfm?fuseaction=home.gotoWebCode&wcprefix=jek&wcsuffix=0001

http://www.studyspanish.com/

https://conjuguemos.com/

http://personal.colby.edu/personal/b/bknelson/SLC/

http://www.bbc.co.uk/mundo/

http://www.practicaespanol.com/

http://www.rtve.es/

http://www.univision.com/

http://www.peopleenespanol.com/

http://www.20minutos.com/

La vida contemporánea (continued) Stage 1 Desired Results

ESTABLISHED GOALS NJ Core Curriculum Content Standards for World Languages Interpretive Mode 7.1.IL.A.1 Identify the main idea and most supporting details contained in culturally authentic materials using electronic information sources related to targeted themes. 7.1.IL.A.2 Demonstrate comprehension of oral and written instructions connected to daily activities through appropriate responses. 7.1.IL.A.3 Compare and contrast the use of verbal and nonverbal etiquette (i.e., the use of gestures, intonation, and cultural practices) in the target culture(s) and in one’s own culture. 7.1.IL.A.4 Use the target language to describe people, places, objects, and daily activities learned about through oral or written descriptions. 7.1.IL.A.5 Demonstrate comprehension of conversations and written information on a variety of topics. 7.1.IL.A.6 Identify the main idea, theme, and most supporting details in readings from age - and level-appropriate, culturally authentic materials. 7.1.IL.A.7 Infer the meaning of a few unfamiliar words in some new contexts.


• Describe past outdoor recreational activities and adventures. • Discuss past sporting events and athletic competitions. • Discuss legends that explain natural phenomena.

Meaning UNDERSTANDINGS Students will understand that…

• Athletic competitions are universal pastimes and bring peoples of many cultures together. (ex. The World Cup & Olympic Games)

• Many legends have been born from natural phenomena around the world.

• Verbs need to be conjugated to reflect the mood, tense and doer of an action in order to facilitate effective communication.

• The preterite and the imperfect cannot be used interchangeably when relating events in the past.

• Certain verbs take on a special meaning when used in the preterite past tense.

ESSENTIAL QUESTIONS • What makes sporting events such a universal

pastime? • What do stories and legends tell us about their

culture and country of origin? • Why must the preterite and the imperfect

tenses be used together to effectively relate a past event in Spanish?

• How do the uses of the preterite and the imperfect tenses differ from each other?

• What are some of the contextual clue words used to indicate the preterite and the imperfect tenses?


• How to describe memorable past experiences and discuss athletic events and competitions with teens from a Spanish-speaking country.

• How to use the preterite and the imperfect together in context to

Students will be skilled at… • Using the content vocabulary to discuss past

outdoor recreational activities and sporting events and competitions.

• Conjugating regular, irregular, stem-changing, and spelling change verbs in the preterite tense.

7.1.IL.A.8 Compare and contrast unique linguistic elements in English and the target language. Interpersonal Mode 7.1.IL.B.1 Use digital tools to participate in short conversations and to exchange information related to targeted themes. 7.1.IL.B.2 Give and follow a series of oral and written directions, commands, and requests for participating in age- and level-appropriate classroom and cultural activities. 7.1.IL.B.3 Use appropriate gestures, intonation, and common idiomatic expressions of the target culture(s)/language in familiar situations. 7.1.IL.B.4 Ask and respond to factual and interpretive questions of a personal nature or on school-related topics. 7.1.IL.B.5 Engage in short conversations about personal experiences or events and/or topics studied in other content areas. Presentational Mode 7.1.IL.C.1 Use knowledge about cultural products and cultural practices to create a multimedia-rich presentation on targeted themes to be shared virtually with a target language audience. 7.1.IL.C.2 Present student-created and/or authentic short plays, skits, poems, songs, stories, or reports. 7.1.IL.C.3

describe a past event. • That certain verbs take on a special

meaning in the preterite.

• Conjugating regular and irregular verbs in the imperfect.

• Differentiating the distinct uses of the preterite and the imperfect.

• Knowing when to use the preterite for special meaning.

Use language creatively to respond in writing to a variety of oral or visual prompts. 7.1.IL.C.4 Compare and contrast age-and level-appropriate culturally authentic materials orally and in writing. 7.1.IL.C.5 Compare and contrast cultural products and cultural practices associated with the target culture(s) and one’s own culture, orally, in writing, or through simulation. Common Core State Standards CCSS.ELA-LITERACY.W.11-12.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. CCSS.ELA-LITERACY.W.11-12.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. CCSS.ELA.LITERACY.W.11-12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. CCSS.ELA.LITERACY.W.11-12.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

Stage 2 - Evidence Evaluative Criteria Assessment Evidence

Fairfax County PALS assessments for writing and speaking:





• Engages audience • Includes creative use of technology • Demonstrates good inclusion of unit

vocabulary to spin a tale of their own • Demonstrates accurate use of the preterite

and the imperfect tenses together in context to tell a story

• Student can respond to follow-up questions appropriately

PERFORMANCE TASK(S): Fairytale or Superhero Adventure You will write and illustrate your own original Fairytale or Superhero Adventure. Your stories can be prequels or sequels to well-known and beloved fairytales, new adventures for famous superheroes, or characters and stories of your own invention. Your narration should demonstrate your understanding of how to use the imperfect and the preterite together in context and should incorporate the unit content vocabulary as well. The illustrations and written text for your fairytale or adventure make take the form of a pop-up story book, a bound storybook, a Keynote presentation, or an iMovie with voiceovers and written text.

• PALS Level 3 writing task rubrics • PALS Level 3 presentational speaking

holistic rubric • Pre-determined teacher point value scale for


OTHER EVIDENCE: • Mini Keynote presentation: My Most Memorable Vacation!

Create a Keynote presentation to share your most memorable vacation with the class. Be sure to include unit vocabulary and the imperfect and preterite past tenses in your presentation.

• Write a paragraph describing a past memorable outdoor experience or athletic competition.

• Quiz/Test on content vocabulary used in context • Quiz/Test on preterite tense conjugations (regular, irregular, stem-changing, spelling

change, reflexive) used in context • Quiz/Test on preterite and imperfect used together in context • Daily DO NOW self-assessment activities









• conjuguemos.com Spanish verbs and Spanish grammar (student practice and self-assessment activities)

• colby.edu Barbara Nelson textbook (student practice & self-assessment activities)


• Project photos of a variety of outdoor recreational activities and expeditions. Have students use their content vocabulary to describe what they see in each photo.

• Work in small groups to write an original ending for ¡Una aventura desastrosa! and then reenact for the class. • Create a cartoon strip depicting a humorous outdoor adventure that went awry! The strips should include narrative lines and speech and/or

thought balloons for the characters. • Show a video clip of a past headline sporting event or competition. Have students use their content vocabulary and the preterite and imperfect

past tenses to describe what happened. Use bbc.co.uk (BBCMundo Deportes) as a resource and focus on World Cup or Olympic headlines. • Read together short stories such as Superhombre and Ricitos de Oro, practicing the imperfect and the preterite together in context. • Critical reading: use AVID strategies to read for comprehension the Aztec legend el Iztaccíhuatl y el Popocatépetl which has been used to explain

the origins of the two volcanoes found near Mexico City. • Perform a web search for additional Spanish or Latin American legends that have been used to explain other natural phenomena. Select one of

interest, summarize and present findings to the class with an accompanying photo of the natural phenomena, using Keynote on the iPad. • Use AVID reading strategies to interpret the main points of on-line news articles (BBC Mundo Deportes) relating to sports

prior to discussing as a class or with a partner. • Vocabulary Bingo or Vocabulary Wordle • Vocabulary whiteboard game (recall of vocabulary words/phrases and used in context) • Flashcardlet or Quizlet App for vocabulary review and practice • Cornell notes on the following topics: regular, irregular, stem-changing, and spelling change preterite tense conjugations; regular and irregular

imperfect conjugations; uses and clue words for the preterite and the imperfect tenses; verbs with special meaning in the preterite. • Whiteboard row game practicing preterite tense conjugations (divide class into teams of 4 or 5 students per row) • Unit 1 practice activities found in Realidades 3 resources (student textbook, practice workbook, Guided practice workbook, Writing, Audio,

Video workbook, and realidades.com practice activities) • Schaum’s Spanish grammar workbook for notes and practice activities. • studyspanish.com for on-line notes and self-assessment activities. • conjuguemos.com Spanish verb and Spanish grammar self-assessment practice activities for the preterite and imperfect tenses • colby.edu (Barbara Nelson textbook) self-assessment practice activities for the preterite and the imperfect tenses Learning Resources

Realidades 3 textbook and workbooks Schaum’s Spanish grammar workbook

Flashcardlet App Quizlet App Socrative App Spanish/English Dictionary App Keynote App iMovie App Camera App GarageBand App Pages App (for Cornell notes) DocScan App imageSpinner App YouTube App http://www.wordreference.com/ https://todaysmeet.com/ http://phschool.com/webcodes10/index.cfm?fuseaction=home.gotoWebCode&wcprefix=jek&wcsuffix=0001 http://www.studyspanish.com/ https://conjuguemos.com/ http://personal.colby.edu/personal/b/bknelson/SLC/ http://www.bbc.co.uk/mundo/ http://www.practicaespanol.com/ http://www.rtve.es/ http://www.univision.com/ http://www.peopleenespanol.com/ http://www.20minutos.com/









http://www.rtve.es/




La belleza y la estética Stage 1 Desired Results

ESTABLISHED GOALS NJ Core Curriculum Content Standards for World Languages Interpretive Mode 7.1.IL.A.1 Identify the main idea and most supporting details contained in culturally authentic materials using electronic information sources related to targeted themes. 7.1.IL.A.2 Demonstrate comprehension of oral and written instructions connected to daily activities through appropriate responses. 7.1.IL.A.3 Compare and contrast the use of verbal and nonverbal etiquette (i.e., the use of gestures, intonation, and cultural practices) in the target culture(s) and in one’s own culture. 7.1.IL.A.4 Use the target language to describe people, places, objects, and daily activities learned about through oral or written descriptions. 7.1.IL.A.5 Demonstrate comprehension of conversations and written information on a variety of topics. 7.1.IL.A.6 Identify the main idea, theme, and most supporting details in readings from age - and level-appropriate, culturally authentic materials. 7.1.IL.A.7 Infer the meaning of a few unfamiliar words in some new contexts.


• Describe, compare and contrast works of art. • Talk about various art forms, periods and styles of art. • Speak and write about selected Mexican and Spanish artists and their works of art. • Discuss the biographical, cultural and historical perspectives that have influenced certain periods,

movements and works of art.


• A work of art is not only influenced by the artist’s own biographical story, but also by the cultural and historical events that occur during the same time period.

• The cubist and surrealist art movements were greatly influenced by the Spanish Civil War and World Wars I and II.

• The Mexican muralist movement was greatly influenced by the Mexican Revolution and the rise of socialism and communism.

• Frida Kahlo’s artwork was greatly affected by the two great accidents in her life.

• Works of art such as Guernica were created as highly politicized, antiwar statements.

• Verbs need to be correctly conjugated to reflect the mood, tense and doer of an action in order to facilitate effective communication both in speaking and in writing.

• Infinitives can be changed to adjectives by putting them in the past participle form, thereby adding more descriptive

ESSENTIAL QUESTIONS • How do people express themselves and also

reflect the events happening around them through the arts?

• How did the political events at the beginning of the 20th century help shape the works of art and art movements of the time period, in particular cubism, surrealism and Mexican muralism?

• Who are some of the most influential Hispanic and Latino artists today? What contributions are they making to society?

• What ideas in the past do the present perfect and the pluperfect tenses allow you to express that the preterite and the imperfect do not?

7.1.IL.A.8 Compare and contrast unique linguistic elements in English and the target language. Interpersonal Mode 7.1.IL.B.1 Use digital tools to participate in short conversations and to exchange information related to targeted themes. 7.1.IL.B.2 Give and follow a series of oral and written directions, commands, and requests for participating in age- and level-appropriate classroom and cultural activities. 7.1.IL.B.3 Use appropriate gestures, intonation, and common idiomatic expressions of the target culture(s)/language in familiar situations. 7.1.IL.B.4 Ask and respond to factual and interpretive questions of a personal nature or on school-related topics. 7.1.IL.B.5 Engage in short conversations about personal experiences or events and/or topics studied in other content areas. Presentational Mode 7.1.IL.C.1 Use knowledge about cultural products and cultural practices to create a multimedia-rich presentation on targeted themes to be shared virtually with a target language audience. 7.1.IL.C.2 Present student-created and/or authentic short plays, skits, poems, songs, stories, or reports. 7.1.IL.C.3

adjectives to your repertoire. • The impersonal “se” should be used when

discussing the arts in a formal way as opposed to referring to the audience directly as “you.”


• Biographical facts and selected works of art pertaining to the following Spanish and Mexican artists: Diego Velázquez Francisco de Goya Pablo Picasso Joan Miró Salvador Dalí Remedios Varo Frida Kahlo Diego Rivera José Clemente Orozco David Alfaro Siqueiros

• Compositional elements relating to the

following artistic periods and movements: El Siglo de Oro El realismo El clasicismo Las pinturas negras El período azul El período rosa El cubismo El surrealismo El arte abstracto El muralismo mexicano

Students will be skilled at… • Using the content vocabulary to describe,

discuss, compare and contrast works of art. • Making comparisons of equality and

inequality. • Making comparisons using the superlative. • Using the preterite, the imperfect, the

present perfect and the pluperfect to discuss the biographical and historical events surrounding selected artists and their works of art.

• Using estar + the past participle to create descriptive adjectives.

• Using ser + the past participle to convey the passive voice.

• Using the impersonal “se” when describing works of art.

Use language creatively to respond in writing to a variety of oral or visual prompts. 7.1.IL.C.4 Compare and contrast age-and level-appropriate culturally authentic materials orally and in writing. 7.1.IL.C.5 Compare and contrast cultural products and cultural practices associated with the target culture(s) and one’s own culture, orally, in writing, or through simulation. Common Core State Standards CCSS.ELA-LITERACY.W.11-12.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. CCSS.ELA-LITERACY.W.11-12.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. CCSS.ELA.LITERACY.W.11-12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. CCSS.ELA.LITERACY.W.11-12.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

Stage 2 - Evidence

Evaluative Criteria Assessment Evidence Fairfax County PALS assessments for writing and speaking:





• Engages audience • Includes creative use of technology • Demonstrates good use of unit

vocabulary relating to artistic periods and specific works of art

• Demonstrates accurate use of all of the past tenses covered this year (preterite, imperfect, present and past perfect) for narration in the past

• Student can respond to follow-up questions appropriately

PERFORMANCE TASK(S): Spanish and Mexican Art Project— In-class Art Essay, Keynote Presentation & Art Replication, or iMovie You will select an artist studied in class and a work of art of your choice to research and replicate in an original manner. You will also be required to create and present an engaging Keynote presentation briefly describing the artist and then discussing in detail the selected work of art. You may creatively replicate your work of art using a variety of mediums including, but not limited to, canvas and paint, watercolor, art pencils and paper mounted on poster board, photography, collage, wood burning, or dramatic reenactment. The artwork should be brought to class on the day of your presentation to accompany your Keynote presentation. In lieu of the Keynote presentation and the art replication, students also have the option of creating an iMovie. Voiceovers and written text should be imbedded in the iMovie to help the audience follow along and a written script must also be handed in to the teacher. On another day, all students will also be required to write an in-class essay on their chosen artist and work of art. No supplemental materials in Spanish or English will be allowed (i.e. No notes, outlines, iPads, or dictionaries allowed!)


holistic rubric • Pre-determined teacher point value

scale for written quizzes and tests.

OTHER EVIDENCE: • Mini Keynote presentation: Making Comparisons

Students will work with a partner to create a mini Keynote presentation comparing and contrasting selected works of art by a given artist. Each mini presentation should include 2 comparisons of equality, 2 comparisons of inequality, and the superlative.

• Mini Keynote presentation: Hispanic/Latino Artists Today Students will research some of the most influential Hispanic and Latino artists today and create a mini Keynote presentation sharing with the class their most famous works of art and discussing what contributions they making to society today.










• Write a paragraph describing a selected work of art such as Las meninas or Guernica. • Quiz/Test on content vocabulary used in context • Quiz/Test on present perfect and past perfect tense conjugations • Quiz/Test on preterite and imperfect used together in context • Daily DO NOW self-assessment activities • conjuguemos.com Spanish verbs and Spanish grammar (student practice and self-assessment

activities) • colby.edu Barbara Nelson textbook (student practice & self-assessment activities)


• Project photos of famous works of art by Spanish and Mexican artists. Have students use their content vocabulary to describe what they see in each painting (ex. foreground, background, center, main images, colors, etc…) Have students then compare and contrast selected works of art.

• Play “I spy” (Yo veo)—Teacher and/or students take turns describing works of art that are hung around the room. The other students have to guess which painting is being described by title and artist in Spanish.

• YouTube: Watch clips on various artist and works of art of and answer discussion/comprehension questions for each. • Web search: Have students research and take notes on the Spanish Civil War and the Mexican Revolution and then summarize their findings. • Jigsaw activity with the Mexican muralists. One group researches Rivera, one group Siqueiros, one group Orozco and one group the Mexican

Revolution. Each group teaches their muralist to the other groups and then they all have to discuss and decide how all 4 groups fit together to form the Mexican muralist movement.

• Watch biographical excerpts from the movie Frida (2002) directed by Julie Taymor and then complete the accompanying comprehension and discussion activities by Applause Learning Resources.

• Critical reading: use AVID strategies to read for comprehension selected academic readings on each of the artist covered in the unit. (Readings can be found in the Realidades 3 and the Ya Verás level 3 textbooks.)

• Cornell notes on the following topics: each of the readings covering selected artists and their works of art; the present perfect and the pluperfect verb tenses; using estar + the past participle to form descriptive adjectives; using ser + the past participle to form the passive voice.

• Use AVID reading strategies to interpret the main points of on-line news articles (BBC Mundo Noticias) relating to art prior to discussing as a class or with a partner.

• Vocabulary Bingo or Vocabulary Wordle • Vocabulary whiteboard game (recall of vocabulary words/phrases and used in context) • Flashcardlet or Quizlet App for vocabulary review and practice • Whiteboard row game practicing preterite/imperfect/present perfect/pluperfect tense conjugations

(divide class into teams of 4 or 5 students per row) • Unit 2 practice activities found in Realidades 3 resources (student textbook, practice workbook, Guided practice workbook, Writing, Audio,

Video workbook, and realidades.com practice activities) • Schaum’s Spanish grammar workbook for notes and practice activities. • studyspanish.com for on-line notes and self-assessment activities. • conjuguemos.com Spanish verb and Spanish grammar self-assessment practice activities for the perfect tenses • colby.edu (Barbara Nelson textbook) self-assessment practice activities for the perfect tenses and the past participle. Learning Resources

Realidades 3 textbook and workbooks Ya Verás 3 textbook (Art readings) Schaum’s Spanish grammar workbook Flashcardlet App Quizlet App Socrative App Spanish/English Dictionary App Keynote App iMovie App Camera App GarageBand App Pages App (for Cornell notes) DocScan App imageSpinner App YouTube App http://www.wordreference.com/ https://todaysmeet.com/ http://phschool.com/webcodes10/index.cfm?fuseaction=home.gotoWebCode&wcprefix=jek&wcsuffix=0001 http://www.studyspanish.com/ https://conjuguemos.com/ http://personal.colby.edu/personal/b/bknelson/SLC/ http://www.bbc.co.uk/mundo/ http://www.practicaespanol.com/ http://www.rtve.es/ http://www.univision.com/ http://www.peopleenespanol.com/ http://www.20minutos.com/









http://www.rtve.es/




La ciencia y la tecnología Stage 1 Desired Results



• Talk about staying healthy through food and nutrition. • Discuss fitness and staying in shape through exercise. • Describe the symptoms of and remedies for common ailments. • Talk about new technologies and scientific discoveries relating to health and medicine.

Meaning

UNDERSTANDINGS Students will understand that…

• Maintaining a well-balanced diet is an important part of staying healthy.

• Regular exercise and staying in shape is also an important part of staying healthy.

• There is a connection between healthy habits and lifestyle in Spanish-speaking countries.

• The placement of direct object, indirect object and reflexive pronouns is very important for coherent communication.

• Verbs need to be conjugated to reflect the mood, tense and doer of an action in order to facilitate effective communication.

• The present indicative mood and the present subjunctive mood cannot be used interchangeably when communicating in the present tense.

ESSENTIAL QUESTIONS • What correlation is there between maintaining

a healthy lifestyle and avoiding many long-term health problems and debilitating diseases?

• What are the effects of technology on the individual and on society in the world of health and medicine?

• How does the placement of object and reflexive pronouns change depending on the verb structure of the sentence? (i.e. single or double verb constructions; positive or negative commands)

• How do the uses of the indicative and the subjunctive moods differ from one other?

• What are some of the contextual clues used to indicate the indicative or the subjunctive moods?


• Basic guidelines for health and nutrition as recommended by the World Health Organization and other research groups.

• How new technologies and scientific

Students will be skilled at… • Using the content vocabulary to discuss health

and nutrition and staying fit and in shape. • Using the content vocabulary to discuss new

discoveries and advances in the world of

- and level-appropriate, culturally authentic materials. 7.1.IL.A.7 Infer the meaning of a few unfamiliar words in some new contexts. 7.1.IL.A.8 Compare and contrast unique linguistic elements in English and the target language. Interpersonal Mode 7.1.IL.B.1 Use digital tools to participate in short conversations and to exchange information related to targeted themes. 7.1.IL.B.2 Give and follow a series of oral and written directions, commands, and requests for participating in age- and level-appropriate classroom and cultural activities. 7.1.IL.B.3 Use appropriate gestures, intonation, and common idiomatic expressions of the target culture(s)/language in familiar situations. 7.1.IL.B.4 Ask and respond to factual and interpretive questions of a personal nature or on school-related topics. 7.1.IL.B.5 Engage in short conversations about personal experiences or events and/or topics studied in other content areas. Presentational Mode 7.1.IL.C.1 Use knowledge about cultural products and cultural practices to

advances are affecting the world of health and medicine.

•

health and medicine. • Using direct and indirect object pronouns

alone and together with single and double verb constructions.

• Giving positive and negative formal commands with and without DO, IO and reflexive pronouns.

• Conjugating regular, irregular, stem-changing and spelling change verbs in the present subjunctive

• Using the present subjunctive to give advice and make recommendations or suggestions.

• Using the present subjunctive in noun clauses to express will and volition, impersonal expressions, verbs of emotion, doubt and negation.

• Differentiating between the present indicative when there is certainty and the present subjunctive when there is doubt or negation.

create a multimedia-rich presentation on targeted themes to be shared virtually with a target language audience. 7.1.IL.C.2 Present student-created and/or authentic short plays, skits, poems, songs, stories, or reports. 7.1.IL.C.3 Use language creatively to respond in writing to a variety of oral or visual prompts. 7.1.IL.C.4 Compare and contrast age-and level-appropriate culturally authentic materials orally and in writing. 7.1.IL.C.5 Compare and contrast cultural products and cultural practices associated with the target culture(s) and one’s own culture, orally, in writing, or through simulation. Common Core State Standards CCSS.ELA-LITERACY.W.11-12.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. CCSS.ELA-LITERACY.W.11-12.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. CCSS.ELA.LITERACY.W.11-12.4 Produce clear and coherent writing in

which the development, organization, and style are appropriate to task, purpose, and audience. CCSS.ELA.LITERACY.W.11-12.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.






• Engages audience • Includes creative use of technology • Demonstrates good use of unit vocabulary

relating to nutrition, health and fitness • Demonstrates accurate use of the present

subjunctive mood to give recommendations and advice

• Student can respond to follow-up questions

PERFORMANCE TASK(S): iMovie skit/Role play scenario: Staying in Shape (partner 1): You are out of shape and visit a nutritionist or personal trainer to change your life-style. Explain to your nutritionist/trainer that you have poor eating habits, don’t exercise, can’t sleep, have no energy, can’t concentrate and need to lose weight. Include some things that you have already tried unsuccessfully on your own. (Use as much unit vocabulary as possible and be sure to include the past tenses in your response.)

Giving Advice (partner 2): You are the nutritionist/personal trainer. What advice would you give to a client who is extremely out of shape and has very poor eating habits? (Use as much unit vocabulary as possible and don’t forget to use the subjunctive when giving your recommendations.)

In addition to the dialogue, creativity will also be an important component of each group’s iMovie grade! Use appropriate settings and props whenever possible.

A typed script in MLA format should accompany each iMovie and will be graded as a separate test grade. All dialogue used in the role play scenario should appear in the typed script.









appropriately


holistic rubric • Pre-determined teacher point value scale for


OTHER EVIDENCE: • Mini Keynote presentation: Who’s The Healthiest?

Have students research diabetes, obesity, (breast) cancer, heart attacks and strokes in the U.S. and selected Spanish-speaking countries. Which countries have the best and the worst statistics? Why do the students think this is so? Have students create a table or chart on their iPads to share their findings with the class.

• Write an email to your teacher explaining that you are home sick for the day. Describe your symptoms, your trip to the doctor, and how he treated your condition. Express regret over missing class and your hopes for completing all assignments in a timely manner. (Your email should include the past tenses and the present subjunctive.)

• Quiz/Test on content vocabulary used in context • Quiz/Test on direct and indirect object pronouns used together • Quiz/Test on positive and negative formal commands used with pronouns • Quiz/Test on the subjunctive mood used in context • Daily DO NOW self-assessment activities • conjuguemos.com Spanish verbs and Spanish grammar (student practice and self-

assessment activities) • colby.edu Barbara Nelson textbook (student practice & self-assessment activities)


• Poster project: Create an updated food pyramid using magazine cut outs to represent the necessary food groups and annotating the pyramid in Spanish. This will be a visual guide of a healthy and complete diet.

• Look at the school lunch menu for the week. Discuss the foods being offered and the nutritional value for each. • Play “Simon Says” (Simón dice) with body parts and symptoms for common illnesses. • Draw a Venn Diagram showing the similarities and differences between the eating habits of teens in the U.S. and the eating habits of youth in

assigned Spanish-speaking countries. • Dear Abby: Divide the class into small groups. Have each group write the columnist for advice regarding a specific health, diet and nutrition, or

fitness problem. Collect and redistribute the letters having another group respond as the columnist giving recommendations and advice using the subjunctive mood. Have the groups share their response with the class using the ELMO projector.

• Use AVID reading strategies to interpret the main points of on-line news articles (BBC Mundo Salud) about nutrition, health and medicine. • Watch video clips from BBC Mundo on health, science and technology. Discuss and then summarize each news clip.

• Cornell notes on the following topics: direct and indirect object pronouns; double object pronouns; positive and negative formal commands; the subjunctive mood used in noun clauses for will and volition, impersonal expression, verbs of emotion, doubt and negation.

• Vocabulary Bingo or Vocabulary Wordle • Vocabulary whiteboard game (recall of vocabulary words/phrases and used in context) • Flashcardlet or Quizlet App for vocabulary review and practice • Whiteboard row game practicing regular and irregular present subjunctive conjugations


Video workbook, and realidades.com practice activities) • Schaum’s Spanish grammar workbook for notes and practice activities. • studyspanish.com for on-line notes and self-assessment activities. • conjuguemos.com Spanish verb and Spanish grammar self-assessment practice activities for the subjunctive mood and formal commands. • colby.edu (Barbara Nelson textbook) self-assessment practice activities for direct and indirect object pronouns, formal commands, and the

subjunctive mood.

Learning Resources Realidades 3 textbook and workbooks Schaum’s Spanish grammar workbook Flashcardlet App Quizlet App Socrative App Spanish/English Dictionary App Keynote App iMovie App Camera App GarageBand App Pages App (for Cornell notes) DocScan App imageSpinner App YouTube App http://www.wordreference.com/ https://todaysmeet.com/ http://phschool.com/webcodes10/index.cfm?fuseaction=home.gotoWebCode&wcprefix=jek&wcsuffix=0001 http://www.studyspanish.com/ https://conjuguemos.com/ http://personal.colby.edu/personal/b/bknelson/SLC/ http://www.bbc.co.uk/mundo/ http://www.practicaespanol.com/ http://www.rtve.es/









http://www.rtve.es/

http://www.univision.com/ http://www.peopleenespanol.com/ http://www.20minutos.com/




Las familias y las comunidades & La belleza y la estética Stage 1 Desired Results



• Discuss personal and social values. • Talk about interpersonal relationships such as love and friendship. • Discuss how to maintain quality friendships and family relationships through healthy communication

and conflict resolution. • Talk about classic literary figures such as Don Quijote and Lazarillo de Tormes and describe their

values and interpersonal relationships. • Discuss how the themes of love and friendship are universal and are found throughout all genres of

music, the universal language.


• Certain interpersonal and social values are transcultural and transcend cultural and ethnic boundaries.

• Satire was often used to criticize certain elements of society when it was dangerous to speak out or write forthrightly.

• Music is the universal language of love and friendship, common themes found throughout all genres of Spanish and Latin music.

ESSENTIAL QUESTIONS • What are the qualities of a true friend? • Why is healthy communication and conflict

resolution so important to maintaining friendships and family relationships?

• What social values does Don Quijote represent? And Sancho Panza?

• How would you describe the relationship between Don Quijote and Sancho Panza?

• How would you describe the relationship between Lazarillo and the blind man?

• What are the needs of an individual living in the 21st century? How are they the same as or different from the needs of someone in the 16th or 17th century?

• El ingenioso Don Quijote de la Mancha has been translated into innumerable languages and has been enjoyed by many generations of readers. To what can one attribute the novel’s great success?

• At what elements of society does Cervantes poke fun through his classic novel El ingenioso Don Quijote de la Mancha?

- and level-appropriate, culturally authentic materials. 7.1.IL.A.7 Infer the meaning of a few unfamiliar words in some new contexts. 7.1.IL.A.8 Compare and contrast unique linguistic elements in English and the target language. Interpersonal Mode 7.1.IL.B.1 Use digital tools to participate in short conversations and to exchange information related to targeted themes. 7.1.IL.B.2 Give and follow a series of oral and written directions, commands, and requests for participating in age-and level-appropriate classroom and cultural activities. 7.1.IL.B.3 Use appropriate gestures, intonation, and common idiomatic expressions of the target culture(s)/language in familiar situations. 7.1.IL.B.4 Ask and respond to factual and interpretive questions of a personal nature or on school-related topics. 7.1.IL.B.5 Engage in short conversations about personal experiences or events and/or topics studied in other content areas. Presentational Mode 7.1.IL.C.1 Use knowledge about cultural products and cultural practices to create a multimedia-rich presentation

• What elements of society does the author of the picaresque novel Lazarillo de Tormes criticize?

• If you were a writer, what aspect of today’s society would you satirize?


• In the novel El ingenioso Don Quiijote de la Mancha, idealism is represented by Don Quijote and realism is represented by Sancho Panza.

• The picaresque novel originated in Spain, and Lazarillo de Tormes represents Spain’s first important contribution to the genre.

Students will be skilled at… • Using the content vocabulary to discuss emotions,

conflicts and solutions in relationships. • Using the content vocabulary to discuss their own

personal values and the social values of others. • Using the present subjunctive with verbs of

emotion to express surprise, hopes, fears, joys and sorrows when discussing problems.

• Using the content vocabulary to describe the interpersonal relationships of fictional characters (ex. Don Quijote & Sancho Panza; Lazarillo & the blind man).

on targeted themes to be shared virtually with a target language audience. 7.1.IL.C.2 Present student-created and/or authentic short plays, skits, poems, songs, stories, or reports. 7.1.IL.C.3 Use language creatively to respond in writing to a variety of oral or visual prompts. 7.1.IL.C.4 Compare and contrast age-and level-appropriate culturally authentic materials orally and in writing. 7.1.IL.C.5 Compare and contrast cultural products and cultural practices associated with the target culture(s) and one’s own culture, orally, in writing, or through simulation. Common Core State Standards CCSS.ELA-LITERACY.W.11-12.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. CCSS.ELA-LITERACY.W.11-12.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. CCSS.ELA.LITERACY.W.11-12.4 Produce clear and coherent writing in which the development, organization,

and style are appropriate to task, purpose, and audience. CCSS.ELA.LITERACY.W.11-12.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.






• Engages audience • Includes creative use of technology • Demonstrates good use of vocabulary

and key terms relating to the literature covered in class

• Demonstrates accurate use of all verb tenses and moods covered this year

• Student can respond to follow-up

PERFORMANCE TASK(S): iMovie/Literary dramatization Groups of students will film dramatic reenactments of assigned sections from either of these classic literary works, Don Quijote de la Mancha or Lazarillo de Tormes, and work together to create an original script and iMovie. When filming their iMovies, students should work together to dramatically recreate the scenes found in their assigned portion of text, using appropriate settings and props whenever possible. Creativity will be an important component of each group’s iMovie grade! Students should strive to include all of the action included in the original text. While students are not required to memorize their lines for the iMovie, neither are they to be seen visibly reading their lines. A typed script in MLA format should accompany each iMovie and will be graded as a separate test grade. All narration and dialogue used in the movie should appear in the typed script. Students should retell the story of don Quijote’s or Lazarillo’s adventures in their own words. NO lines may be copied from the original text. Students may have creative license when adding in narration and dialogue, but should not veer too far from the original meaning and ideas found in their assigned portion of text. The script for the iMovie should include examples of all of the verb tenses we have studied so far this year used correctly in context—present, preterite, imperfect, present perfect, pluperfect and present subjunctive.










questions appropriately


holistic rubric • Pre-determined teacher point value

scale for written quizzes and tests.

OTHER EVIDENCE: • Mini Presentation: Love and Friendship

Have students find a song in Spanish by a contemporary Latino artist to share with the class. Students should be able to identify the genre of the music and should also provide the teacher/class with a handout of the song lyrics. Students should also create a follow-up activity focusing on comprehension Q&A, vocabulary and grammar analysis to go over with the the class.

• Write an extended paragraph answering one of the following questions. Peer edit, revise and then share with the class.

1. If you were a knight errant like Don Quijote, what evils and wrongs in the world would you set out to right today? Why?

2. Describe a Quijote of the 21st century. 3. Think of an adventure that you would like to have. What preparations would you

have to make? Compare and contrast your adventure with that of Don Quijote. 4. If you were Lazarillo, how would you respond to the blind man’s cruel abuse and

mistreatment? Compare/contrast your response with that of Lazarillo. 5. Do you believe that people who have difficult childhoods are able to overcome and

succeed as adults? Explain your point of view. 6. Do you believe that there are people today who take advantage of the naïveté and

good faith of others? Who are they? Explain your point of view. • Quiz/Test on content vocabulary used in context • Quiz/Test on the subjunctive used with verbs of emotion • Quiz/Test on excerpts from Don Quijote or Lazarillo de Tormes. (comprehension assessments) • Daily DO NOW self-assessment activities • conjuguemos.com Spanish verbs and Spanish grammar (student practice and self-assessment

activities) • colby.edu Barbara Nelson textbook (student practice & self-assessment activities)


• Carousel activity: Write teacher-generated, interpersonal conflicts and problems on large post it papers and stick them around the room. Divide the students into small groups and have them come up with a resolution to each problem. Then have the groups move from Post It to Post It adding their solutions to each conflict.

• YouTube: Watch excerpts from Don Quijote, the movie, and Man of La Mancha, the musical, after reading excerpts from the novel; • Watch excerpts from the movie Lazarillo after reading about Lazarillo and his first master, the blind man.

• Dear Abby: Divide the class into small groups. Have each group write the columnist for advice regarding a specific relationship problem. Collect and redistribute the letters having another group respond as the columnist giving suggestions and advice using the subjunctive mood. Have the groups share their response with the class using the ELMO projector.

• Use AVID reading strategies to interpret the main points of an on-line news article (BBC Mundo Sociedad y Cultura) about relationships. • Watch video clips from BBC Mundo on society and culture. Discuss and then summarize each news clip. • Cornell notes on the following topics: the subjunctive mood used in noun clauses for impersonal expressions and verbs of emotion, the present

indicative vs. the present subjunctive for doubt and negation. • Vocabulary Bingo or Vocabulary Wordle • Vocabulary whiteboard game (recall of vocabulary words/phrases and used in context) • Flashcardlet or Quizlet App for vocabulary review and practice Flashcardlet or Quizlet App for vocabulary review and practice • Whiteboard row game practicing regular and irregular present subjunctive conjugations


Video workbook, and realidades.com practice activities) • Schaum’s Spanish grammar workbook for notes and practice activities. • studyspanish.com for on-line notes and self-assessment activities. • conjuguemos.com Spanish verb and Spanish grammar self-assessment practice activities for the subjunctive mood. • colby.edu (Barbara Nelson textbook) self-assessment practice activities for the subjunctive mood. Learning Resources

Realidades 3 textbook and workbooks Schaum’s Spanish grammar workbook Don Quijote de la Mancha (adapted for intermediate students by William T. Tardy) Lazarillo de Tormes (adapted for intermediate students by Marcel C. Andrade) Flashcardlet App Quizlet App Socrative App Spanish/English Dictionary App Keynote App iMovie App Camera App GarageBand App Pages App (for Cornell notes) DocScan App imageSpinner App YouTube App https://todaysmeet.com/ http://www.wordreference.com/ http://phschool.com/webcodes10/index.cfm?fuseaction=home.gotoWebCode&wcprefix=jek&wcsuffix=0001




http://www.studyspanish.com/ https://conjuguemos.com/ http://personal.colby.edu/personal/b/bknelson/SLC/ http://www.bbc.co.uk/mundo/ http://www.practicaespanol.com/ http://www.rtve.es/ http://www.univision.com/ http://www.peopleenespanol.com/ http://www.20minutos.com/






http://www.rtve.es/




Benchmark Assessment Quarter 1

1. Students will demonstrate their ability to describe the contemporary lives of teens in the U.S. and Spanish-speaking countries. 2. Students will be able to discuss daily routines at home and at school, weekend and leisure activities, special events and celebrations. 3. Students will be able to discuss outdoor recreational activities and sporting events and competitions. 4. Students will be able to use the present tense to read, speak and write about contemporary teen life at the Intermediate Low level. (This

includes the present tense of regular, irregular, spelling change, stem-changing, and reflexive verbs, and also verbs like gustar.) 5. Students will successfully differentiate the distinct uses of por and para in context when writing.


1. Students will be able to describe, compare and contrast works of art and to talk about various art forms, periods and styles of art. 2. Students will be able speak and write about selected Spanish and Mexican artists and discuss some of their most famous works of art.

(Spanish artist for discussion should include Diego Velázquez, Francisco de Goya, Pablo Picasso, Salvador Dalí, Joan Miró, and Remedios Varo. Mexican artists for discussion should include Frida Kahlo, Diego Rivera, José Clemente Orozco, and David Alfaro Siqueiros.)

3. Students will demonstrate their ability to discuss the biographical, cultural and historical perspectives that have influenced certain periods, movements and works of art.

4. Students will successfully be able to use the past tenses to read, speak and write about the artists and their works of art at the Intermediate Low level. (This includes the preterite, imperfect, present perfect and pluperfect tenses and should incorporate all necessary spelling changes, stem changes, and irregulars for each tense.)

5. Students will be able to discuss who are some of the most influential Hispanic and Latino artists today and what contributions they are making to modern society.

6.


1. Students will demonstrate their ability to talk about new technologies and scientific discoveries relating to health and medicine. 2. Students will be able to talk about staying healthy through food and nutrition and staying fit and in shape through regular exercise. 3. Students will be able to describe the symptoms of and remedies for common ailments and role play visits to the doctor, nutritionist or

fitness trainer. 4. Students will successfully be able to use the present subjunctive mood to read, speak and write about health and fitness at the Intermediate

Low level. (This includes using the present subjunctive in noun clauses of will and volition and impersonal expressions to give advice and make suggestions and recommendations.)

5. Students will be able to use direct object, indirect object and reflexive pronouns alone and together with a variety of verbs constructions to facilitate authentic communication in the target language. (This should include pronouns used with single and double verb constructions and also with positive and negative formal commands.)


1. Students will be able to discuss personal and social values and talk about interpersonal relationships such as love and friendship. 2. Students will be able discuss how to maintain quality friendships and family relationships through healthy communication and conflict

resolution. 3. Students will successfully be able to use the present subjunctive mood to read, speak and write about personal values and interpersonal

relationships at the Intermediate Low level. (This includes using the present subjunctive in noun clauses with verbs of emotion, more impersonal expressions, and doubt and negation.)

4. Students will be able to talk about classic literary figures such as Don Quijote and Lazarillo de Tormes and describe their values and interpersonal relationships.

5. Students will be able to use contemporary songs representing a variety of Latin music genres as a platform for discussing the universal themes of love and friendship.

Curriculum Management System - Monroe Township School District · Table of Contents Monroe Township...

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