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NEWARK PUBLIC SCHOOLS

SPANISHFRENCH

PORTUGUESE

Level IWorld Languages High School Curriculum

CURRICULUM GUIDE DRAFT2011-2012

Suggested Course Pacing

THEMATIC UNIT SUGGESTED TIME GRAMMARTraditional Block

Unit 1- TARGET LANGUAGE WORLD AND ITS IMPORTANCE

Benefits of learning another language Target language countries Simple geographical divisions

(continents, country, capitals) Cardinal Points (north, south, east,

west) Flag, currency Alphabet Target Language Names

10 days 5 days NOUNS AND ARTICLES Gender and number of noun Diminutive Possession of nouns Definite and indefinite articles Use of the definite article with

titles and days of the week Contractions

ADJECTIVES Agreement Position Short form possessive Ordinal numbers 1st – 10th

Cardinal numbers 1 – 100

VERBS Present tense Negation Verb “to be” (ser/estar-

être/avoir- ser/estar) Idiomatic uses of to have = to

be (hungry, thirsty, hot, old, etc)

Helping verbs (to have to….) Verb+ weather expressions Present progressive tense Expressing the future with to

go+ preposition+ infinitive Use of to like +infinitive

Regular ending verbs Past tense

ADVERBS Adverbs of affirmation Adverbs of negation Adverbs of time Adverbs of place Adverbs of frequency

PRONOUNS Subject Direct object Indirect object Pronouns

PREPOSITIONS Simple prepositions and their uses

CONJUNCTIONS Simple conjunctions

INTERJECTIONS

Unit 2- PERSONAL LIFE

Greetings & Farewells Introduce self and others Personal Information Emotions Address Nationality Numbers 0-20 Phone Age + idiomatic uses of to be

14 days 7 days

Unit 3- SCHOOL AND EDUCATION

Basic educational words Courses, Subjects, Schedules Commands School Places Numbers 30-100 Days of the week Months of the year Date Telling Time Likes and dislikes Negative/Affirmative statements

18 days 9 days

Unit 4- FAMILY LIFE

Members of family Ages Cultural similarities/Differences Pets Describing (Personality, appearances,

adjectives) Appearance

14 days

7 days

Unit 5- CELEBRATIONS

Birthdays Holidays Customs Traditions Invitations Phone conversation

10 days

5 days

Unit 6- FOOD AND RESTAURANTS

Table settings Eating/meal patterns Exchanging conversation about food Menu Ordering Expressing opinions

16 days

8 days

Newark Public SchoolsAligned to the 2009 New Jersey Core Curriculum Content Standards

ENGAGING STUDENTS FOSTERING ACHIEVEMENT CULTIVATING 21ST CENTURY GLOBAL SKILLS

Unit 1: Target Language World and its ImportanceContent Area: World LanguagesTarget Course/Grade Level: Spanish, French, Portuguese- Level I– Novice Mid -Grades 9-12(For an understanding of this proficiency level, see the Appendix 1: 2009 World Languages Standard document.)Unit SummaryIn “Target Language World and Its Importance” students explore the usefulness, the importance and the benefits of learning a foreign language as they identify the countries where the language is spoken. Through a series of scaffold learning activities, they strengthen their interpretive, interpersonal and presentational skills.Primary interdisciplinary connections: Geography; History; Economics and Technology21st century themes: Global Awareness, Financial , Economic, Business and Entrepreneurial Literacy

Learning TargetsStandard 7.1: All students will be able to use a world language in addition to English to engage in meaningful conversation, to understand and interpret spoken and written language, and to present information, concepts, and ideas, while also gaining an understanding of the perspectives of other cultures. Through language study, they will make connections with other content areas, compare the language and culture studied with their own, and participate in home and global communities.Strands: A: Interpretive Mode, B: Interpersonal Mode, and C: Presentational ModeTeacher Resource: See the Appendices 4, 5 and 6 for rubrics on the 3 modes of communicationContent Statements● The Novice-Mid language learner understands and communicates at the word level and can independently identify and recognize memorized words and phrases that bring meaning to text.●Personal identity is developed through experiences that occur within one’s family, one’s community, and the culture at large.●Maps, graphs, and other graphic organizers facilitate understanding of information on a wide range of topics related to the world and global issues. They make complex concepts more accessible to second-language learners who have limited proficiency in the language.

CPI# Cumulative Progress Indicator (CPI)7.1.NM.A.1 Recognize familiar spoken or written words and phrases contained in culturally authentic materials

using electronic information sources related to targeted themes7.1.NM.A.2 Demonstrate comprehension of simple, oral and written directions, commands, and requests

through appropriate physical response.7.1.NM.A.4 Identify familiar people, places, and objects based on simple oral and/or written descriptions7.1.NM.B.2 Give and follow simple oral and written directions, commands, and requests when participating in

age-appropriate classroom and cultural activities.7.1.NM.B.5 Exchange information using words, phrases, and short sentences practiced in class on familiar

topics or on topics studied in other content areas.7.1.NM.C.1 Use basic information at the world and memorized-phrase level to create a multimedia-rich

presentation on targeted themes to be shared virtually with target language audience.7.1.NM.C.3 Copy/write words, phrases, or simple guided texts on familiar topics.7.1.NM.C.4 Present information from age- and level-appropriate, culturally authentic materials orally or in

writing.7.1.NM.C.5 Name and label tangible cultural products and imitate cultural practices from the target culture(s).

https://www13.state.nj.us/NJCCCS/ContentAreaTableView_WorldLang.aspx



http://www.nj.gov/education/aps/cccs/wl/

Unit Essential Questions Why is it important to learn another language? How can learning another language help me socially,

academically and financially? How did this Target language become one of the most

spoken in the world? Can I identify the different continents where countries

using this language are located?

Unit Enduring Understandings There are many other languages in the

world that are just as useful and important as English.

Languages spread through different events and processes.

There are X countries where the Target language is the official language

Unit Learning TargetsStudents will…

List 5-7 reasons for learning another language. Discuss the academic, social and financial usefulness of another language. Identify the reasons and events explaining how the target language spread through the world. Recognize the cardinal points in target language Identify the countries where the target language is spoken. Identify nationalities. Identify the capitals of the countries where the language is spoken Recognize the continents where the target countries are located. Exchange information about different countries with their peers. Present their findings about a specific country they have researched

Level 1, Unit1: Evidence of LearningSummative Assessment (10 days)

Countries and Capitals Quiz Countries, Capitals and location Unit Test Research project Presentation of research project. Benefits of learning another language writing assignment

Equipment needed: Computer; LCD projectorTeacher Resources:See Unit Activity and Ancillary Resources for details.See Appendix 8 for websites that offer a wealth of additional resources to prepare activities and powerpoints in French, Spanish and Portuguese.



Formative Assessments Checking for understanding : White boards, signaling,

drawing to demonstrate understanding Exit tickets

Student- to- student conversations Completed graphic organizers Homework

Level 1, Unit 1: Lesson PlansLesson Timeframe

Lesson 1Benefits of another language

1/2 day- Block schedule1 days- Traditional Schedule

Lesson 2Social, academic and financial usefulness

1/2 day- Block Schedule1 days- Traditional Schedule

Lesson 3Target countries and capitals

2 days- Block Schedule4 days- Traditional Schedule

Lesson 4 Cardinal points

1/21 day- Block Schedule1 days- Traditional Schedule

Lesson 5Geographic location of target countries and capitals

1days- Block Schedule2 days- Traditional Schedule

Lesson 6Project: Target language country- research and presentation

1days-Block Schedule2days- Traditional Schedule

Teacher Notes:

Curriculum Development ResourcesSee Appendix 2 for 21 st Century Interdisciplinary Themes and Definitions See Appendix 3 for Differentiated Instructional StrategiesSee Appendix 7 for How To Select Culturally Authentic Materials Based On Proficiency Level



Unit 2: Personal LifeContent Area: World LanguagesTarget Course/Grade Level: Spanish, French, Portuguese- Level I– Novice Mid -Grades 9-12 (For an understanding of this proficiency level, see the Appendix 1: 2009 World Languages Standard

document.)Unit SummaryIn “Personal Life” students utilize target language to engage in simple conversation by using newly

acquired vocabulary. In addition, in this unit students recognize and distinguish between various culturally authentic gestures and levels of formality of greeting and leave-taking. As they do, they compare and contrast them with the ones used among themselves and their peers. Through a series of scaffold learning activities, they strengthen their interpretive, interpersonal and presentational skills.

Primary interdisciplinary connections: Sociology, history, technology21st century themes: Global Awareness, civic literacy

Learning TargetsStandard 7.1: All students will be able to use a world language in addition to English to engage in

meaningful conversation, to understand and interpret spoken and written language, and to present information, concepts, and ideas, while also gaining an understanding of the perspectives of other cultures. Through language study, they will make connections with other content areas, compare the language and culture studied with their own, and participate in home and global communities.

Strands: A: Interpretive Mode, B: Interpersonal Mode, and C: Presentational ModeTeacher Resource: See the Appendices 4, 5 and 6 for rubrics on the 3 modes of communicationContent Statements

● The Novice-Mid language learner understands and communicates at the word level and can independently identify and recognize memorized words and phrases that bring meaning to text.●Observing and participating in culturally authentic activities contribute to familiarization with cultural products and practices.● Many products and practices related to home and community are shared across cultures; others are culture-specific.● Learning about age- and developmentally appropriate content that is of high interest to students and has a direct connection to the cultural contexts of the target language cultivates an awareness of the shared human experience.● The Novice-Mid language learner understands and communicates at the word level and can use memorized words and phrases independently to: Respond to learned questions; Ask memorized questions.● Personal identity is developed through experiences that occur within one’s family, one’s community, and the culture at large



through appropriate physical response.7.1.NM.A.3 Recognize a few common gestures and cultural practices associated with the target culture(s)




Greet and introduce each other in the target language. Ask and respond to simple questions about someone else's identity and well-being. Use appropriate forms of address to peers and adults when making introductions. Differentiate between informal and formal exchanges. Demonstrate attention to accuracy of register in introducing self and expressing greetings. Present rehearsed and spontaneous greetings and introductions. Recognize and distinguish between various culturally-authentic gestures and levels of formality of

greeting and leave-taking. Demonstrate understanding of hand-shaking, body language and greetings, including those used in

telephone, computer, and letter-writing situations, as well as the concept of personal space. Contrast customs of greeting and leave-taking between the United States and target language countries. Contrast the use of formal address in French and English. Identify formal and informal expressions. Identify numbers 0-20 and utilize with age expressions. Identify basic expressions of courtesy. Ask and answer questions about age. Ask and answer questions about street addresses and telephone numbers

Level 1, Unit 2: Evidence of LearningSummative Assessment

Warm-up exercises/Do Now activities Listening comprehension (Interpretive) Written test Role play/Skit (Interpersonal assessment)

Equipment needed: computer; LCD projector, audioTeacher Resources:See Unit Activity and Ancillary Resources for details.See Appendix 8 for websites that offer a wealth of additional resources to prepare activities and powerpoints in French, Spanish and Portuguese.

Formative Assessments

Warm-up exercises Written practice exercises Listening exercises

Student- to- student conversations Completed Graphic Organizers Fill – in Activities Matching Activities

Lesson PlansLesson Timeframe

Lesson 1Greetings and Introductions

1 day Block schedule/2 days Traditional schedule

Lesson 2Formal versus informal greetings


Lesson 3Nationality


Lesson 4 Express emotion


Lesson 5Numbers 0-20, telephone numbers and age

1day Block schedule/2 days Traditional schedule

Lesson 6Role Play

2 days Block schedule/4 days Traditional schedule

Teacher Notes:




Unit 3: School and EducationContent Area: World LanguagesTarget Course/Grade Level: Spanish, French, Portuguese- Level I– Novice Mid -Grades 9-12 (For an understanding of this proficiency level, see the Appendix 1: 2009 World Languages Standard

document.)Unit SummaryIn “School and Education” students explore new vocabulary and utilize target language to discuss

classroom supplies and objects, school schedules and subjects. Students compare and contrast school life in the target country to the one in the US. Through a series of scaffold learning activities, they strengthen their interpretive, interpersonal and presentational skills.

Primary interdisciplinary connections: Technology, math, history21st century themes: Global Awareness, civic literacy, financial, economic, business and entrepreneurial

literacy, communication and collaborationLearning Targets

Standard 7.1 : All students will be able to use a world language in addition to English to engage in meaningful conversation, to understand and interpret spoken and written language, and to present information, concepts, and ideas, while also gaining an understanding of the perspectives of other cultures. Through language study, they will make connections with other content areas, compare the language and culture studied with their own, and participate in home and global communities.

Strands: A: Interpretive Mode, B: Interpersonal Mode, and C: Presentational ModeTeacher Resource: See the Appendices 4, 5 and 6 for rubrics on the 3 modes of communicationContent Statements

● The Novice-Mid language learner understands and communicates at the word level and can independently identify and recognize memorized words and phrases that bring meaning to text.● Personal identity is developed through experiences that occur within one’s family, one’s community, and the culture at large. (Topics that assist in the development of this understanding should include, but are not limited to: self, friends, family, pets, physical/personality descriptions, school, likes/dislikes, and pastimes.)●Observing and participating in culturally authentic activities contribute to familiarization with cultural products and practices.● Many products and practices related to home and community are shared across cultures; others are culture-specific.● Learning about age- and developmentally appropriate content that is of high interest to students and has a direct connection to the cultural contexts of the target language cultivates an awareness of the shared human experience. (Content that assists in the development of this understanding should include, but is not limited to: all content areas and popular culture.)

CPI# Cumulative Progress Indicator (CPI)7.1.NM.A.1 Recognize familiar spoken or written words and phrases contained in culturally authentic

materials using electronic information sources related to targeted themes7.1.NM.A.2 Demonstrate comprehension of simple, oral and written directions, commands, and

requests through appropriate physical response.7.1.NM.A.3 Recognize a few common gestures and cultural practices associated with the target

culture(s)7.1.NM. A.4 Identify familiar people, places and objects based on simple oral and/or written

descriptions



7.1.NM.A.5 Demonstrate comprehension of brief oral and written messages using age and level appropriate, culturally authentic materials on familiar topics.

7.1.NM.B.1 Use digital tools to exchange basic information at the word and memorized phrase level related and targeted themes.

7.1.NM.B.2 Give and follow simple oral and written directions, commands, and requests when participating in age-appropriate classroom and cultural activities.

7.1.NM.B.3 Imitate appropriate gestures and intonation of the target culture(s)/language during greetings, leave-takings and daily interactions.

7.1.NM.B.4 Ask and respond to simple questions, make requests, and express preferences using memorized words and phrases.

7.1.NM.B.5 Exchange information using words, phrases, and short sentences practiced in class on familiar topics or on topics studied in other content areas.

7.1.NM.C.3 Copy/write words, phrases, or simple guided texts on familiar topics.7.1.NM.C.4 Present information from age- and level-appropriate, culturally authentic materials orally

or in writing.7.1. NM.C.5 Name and label tangible cultural products and imitate cultural practices from the target

culture(s).Unit Essential Questions

How does a classroom in a target country look, and how does that compare to mine?

· What subjects do teenagers students in target countries study? How is it different from mine?

· How does the educational system, and especially high school, work in the target country? What compares to ours and what contrasts?

How can I tell time in the target language?

Unit Enduring Understandings

In the US there are bulletin boards, and decorations on the walls in most target language countries there are not.

Scheduling is very different in US schools as compared to the target language countries.

The high school experience is very different in the US than the one in other countries, and extracurricular activities are more numerous in the US than in the target language countries.

In many countries military time is used to tell time and to distinguish between AM and PM.


Identify school objects and supplies Identify school subjects Identify days of the week Compare and contrast calendar (Days of the week) in U.S. vs. target countries Ordinal Numbers Discuss schedule by using subjects, days of the week and ordinal numbers Compare and contrast the educational system of the US vs. the target language countries Discuss classes and extracurricular activities in the target language Compare and contrast classes and extracurricular activities in the United States and in the target language

culture Decipher an authentic report card in the target language Identify classes and extracurricular activities in the target language Create a course schedule and extracurricular request form in the target language Interview a student in the target language about his/her current classes and activities Write a description in the target language of classes and extracurricular activities Persuade others in the target language to participate in a specific extracurricular activity Identify colors


Understand simple classroom commands Compare grading scales and systems Numbers 30-100 Telling time using a clock Military time vs. normal time based on different target countries Use regular verbs in the present tense to construct simple sentences Use adjective agreement with colors and objects Use definite and indefinite articles with class subjects and objects Use time vocabulary

Level 1, Unit 3: Evidence of LearningSummative Assessment

Warm-up exercises Listening comprehension Written assignments Unit Test Role play Create a school schedule

Equipment needed: computer; LCD projector, audioTeacher Resources:See Unit Activity and Ancillary Resources for details.See Appendix 8 for websites that offer a wealth of additional resources to prepare activities and powerpoints in French, Spanish and Portuguese.Formative Assessments

School Objects and Supplies Labeling Practice dialogues Written activities

Student- to- student conversations Warm up exercises Listening activities Quizzes

Level 1, Unit 3: Lesson PlansLesson Timeframe

Lesson 1School Objects and supplies


Lesson 2School Subjects


Lesson 3Schedules and educational systems


Lesson 4Days of the week and ordinal numbers


Lesson 5Colors and adjective agreement


Lesson 6Telling time


Lesson 7Extra curricular activities


Lesson 8Regular verbs and simple grammar with Unit vocabulary


Teacher Notes:



Unit 4: Family LifeContent Area: World languagesTarget Course/Grade Level: Spanish, French, Portuguese- Level I– Novice Mid -Grades 9-12 (For an understanding of this proficiency level, see the Appendix 1: 2009 World Languages Standard document.)Unit Summary:In “Family Life” students explore new vocabulary and utilize target language to discuss family members, describe physical and personality attributes, feelings and emotions. Students explore the cultural differences and similarities between the target country and the US when discussing family members and their pets and those portrayed throughout the unit. Through a series of scaffold learning activities, they strengthen their interpretive, interpersonal and presentational skills.Primary interdisciplinary connections: Language Arts, Social Sciences, History and Technology.21st century themes: Global awareness, civic literacy, health literacy and environmental literacy.

Learning TargetsStandard 7.1 : All students will be able to use a world language in addition to English to engage in meaningful conversation, to understand and interpret spoken and written language, and to present information, concepts, and ideas, while also gaining an understanding of the perspectives of other cultures. Through language study, they will make connections with other content areas, compare the language and culture studied with their own, and participate in home and global communities.Strands: A: Interpretive Mode, B: Interpersonal Mode, and C: Presentational ModeTeacher Resource: See the Appendices 4, 5 and 6 for rubrics on the 3 modes of communicationContent Statements● The Novice-Mid language learner understands and communicates at the word level and can independently identify and recognize memorized words and phrases that bring meaning to text.● Personal identity is developed through experiences that occur within one’s family, one’s community, and the culture at large. (Topics that assist in the development of this understanding should include, but are not limited to: self, friends, family, pets, physical/personality descriptions, school, likes/dislikes, and pastimes.)●Observing and participating in culturally authentic activities contribute to familiarization with cultural products and practices.● Many products and practices related to home and community are shared across cultures; others are culture-specific..● Learning about age- and developmentally appropriate content that is of high interest to students and has a direct connection to the cultural contexts of the target language cultivates an awareness of the shared human experience. (Content that assists in the development of this understanding should include, but is not limited to: all content areas and popular culture.)

Level 1, Unit 4, page 2CPI# Cumulative Progress Indicator (CPI)7.1.NM.A.1 Recognize familiar spoken or written words and phrases contained in culturally

authentic materials using electronic information sources related to targeted themes7.1.NM.A.2 Demonstrate comprehension of simple, oral and written directions, commands, and

requests through appropriate physical response.7.1.NM.A.3 Recognize a few common gestures and cultural practices associated with the target

culture(s)7.1.NM. A.4 Identify familiar people, places and objects based on simple oral and/or written

descriptions7.1.NM.A.5 Demonstrate comprehension of brief oral and written messages using age and level

appropriate, culturally authentic materials on familiar topics.7.1.NM.B.2 Give and follow simple oral and written directions, commands, and requests when



participating in age-appropriate classroom and cultural activities.7.1.NM.B.3 Imitate appropriate gestures and intonation of the target culture(s)/language during

greetings, leave-takings and daily interactions.7.1.NM.B.4 Ask and respond to simple questions, make requests, and express preferences using

memorized words and phrases.7.1.NM.B.5 Exchange information using words, phrases, and short sentences practiced in class

on familiar topics or on topics studied in other content areas.7.1.NM.C.3 Copy/write words, phrases, or simple guided texts on familiar topics.7.1.NM.C.4 Present information from age- and level-appropriate, culturally authentic materials

orally or in writing.7.1. NM.C.5 Name and label tangible cultural products and imitate cultural practices from the

target culture(s).Unit Essential Questions

What is a family? Who makes up a family? How are American families and target country

families alike and different? What does our family life tell us about our culture? How do young people’s lives differ across cultures?

Unit Enduring Understandings Family is made up of people related to

me In America a pet can be considered to

be part of your family and in the target language country it is not

The notion of family differs from culture to culture

Life as a teenager in the US is very different than life in the target language country.


Identify new vocabulary related to family members and pets in the target language Identify some pastimes Describe physical and personality characteristics using a variety of appropriate adjectives Ask and answer questions about physical appearance, personality, traits, and emotions Identify descriptive adjectives Express likes and dislikes Identify possessive adjectives Recall subject pronouns Explore the importance of the family and their relationships in the target country as well as in the US Utilize verbs: to be, to have, to live, to do, to name or to call oneself Compare and contrast different aspects of their daily lives with those of families living in the target

country Recall adjective agreement Compare adjective placement in the target languages with the one in English Explore question and answer formation Identify cognates and false cognates Identify and utilize interrogative words to ask questions

Level 1, Unit 4: Evidence of LearningSummative Assessment ( 10 days)Creating/presenting family tree / family albumUnit TestWritten description of familyPresentation: Create a poster or power point about self, family member or a pet and describe him/her with descriptive adjectivesEquipment needed: Computer, LCD projectorTeacher Resources:See Unit Activity and Ancillary Resources for details.See Appendix 8 for websites that offer a wealth of additional resources to prepare activities and


powerpoints in French, Spanish and Portuguese.

Formative Assessments Warm-up activities Labeling family members Family tree Student-to-student dialogues re: family

Practice description activities Completed graphic Organizers Vocabulary quizzes


Lesson 1Family


Lesson 2Family Albums


Lesson 3Descriptions


Lesson 4Adjective agreement


Lesson 5Likes and dislikes


Lesson 6Question formation


Lesson 7Poster presentation


Teacher Notes:Curriculum Development ResourcesSee Appendix 2 for 21 st Century Interdisciplinary Themes and Definitions See Appendix 3 for Differentiated Instructional StrategiesSee Appendix 7 for How To Select Culturally Authentic Materials Based On Proficiency Level



Unit 5: CelebrationsContent Area: World LanguagesTarget Course/Grade Level: Spanish, French, Portuguese- Level I– Novice Mid -Grades 9-12 (For an understanding of this proficiency level, see the Appendix 1: 2009 World Languages

Standard document.)Unit SummaryIn “Celebrations Unit” students will have the opportunity to explore their experiences about

celebrations and compare it to the target countries. Additionally, they will learn new holidays/traditions practiced in the target countries. Through a series of scaffold learning activities, they will strengthen their interpretive, interpersonal and presentational skills.


Learning TargetsStandard 7.1 : All students will be able to use a world language in addition to English to engage in


Strands: A: Interpretive Mode, B: Interpersonal Mode, and C: Presentational ModeTeacher Resource: See the Appendices 4, 5 and 6 for rubrics on the 3 modes of communication

Content Statements● The Novice-Mid language learner understands and communicates at the word level and can independently identify and recognize memorized words and phrases that bring meaning to text.●Observing and participating in culturally authentic activities contribute to familiarization with cultural products and practices.● Many products and practices related to home and community are shared across cultures; others are culture-specific.● Learning about age- and developmentally appropriate content that is of high interest to students and has a direct connection to the cultural contexts of the target language cultivates an awareness of the shared human experience.● The Novice-Mid language learner understands and communicates at the word level and can use memorized words and phrases independently to: Respond to learned questions; Ask memorized questions.● Personal identity is developed through experiences that occur within one’s family, one’s community, and the culture at large.



through appropriate physical response.7.1.NM.A.3 Recognize a few common gestures and cultural practices associated with the target culture(s)7.1.NM.A.5 Demonstrate comprehension of brief oral and written messages using age and level appropriate,

culturally authentic materials on familiar topics.







7.1.NM.C.3 Copy/write words, phrases, or simple guided texts on familiar topics.7.1.NM.C.4 Present information from age- and level-appropriate, culturally authentic materials orally or in

writing.

Unit Essential Questions Why do people celebrate holidays? What festivals, celebrations, holidays, etc. take place

in the target country? How are foreign celebrations represented differently

in the United States in comparison to the way they are celebrated in the target language country?

How are traditions transferred from one part of the world to another?


People in different countries celebrate different holidays.

Every country has its own unique traditions

Unit Learning Targets Students will… Discuss preparing a birthday party Compare and contrast birthday parties in target countries and US (sweet sixteen vs quinceañera) Identify some traditions/celebrations in the target countries Compare and contrast holidays observed in target countries and compare them to our customs of

celebration. Compare and contrast different kinds of calendars used around the world.

Evidence of LearningSummative Assessment

· Quizzes: birthday party vocabulary, verb “to celebrate”, holidays· Venn diagram comparing and contrasting celebrations/traditions· Research project: Research a holiday tradition in a target country· Unit test

Equipment needed: computer; LCD projector, audioTeacher Resources:

See Unit Activity and Ancillary Resources for details.See Appendix 8 for websites that offer a wealth of additional resources to prepare activities andpowerpoints in French, Spanish and Portuguese.


Listening activities Writing practice activities Vocabulary quizzes

Venn Diagam, comparing and contrasting celebrations

Homework



Lesson 1Identify basic vocabulary to plan a birthday party


Lesson 2Discuss basic ingredients to bake a cake


Lesson 3Describe Clothes used for a party


Lesson 4 Compare and contrast birthday party in US to target countries


Lesson 5Different traditions & Celebrations


Teacher Notes:



Unit 6: Food and RestaurantsContent Area: World LanguagesTarget Course/Grade Level: Spanish, French, Portuguese- Level I– Novice Mid -Grades 9-12(For an understanding of this proficiency level, see the Appendix 1: 2009 World Languages Standard document.)Unit SummaryIn “Food and Restaurants” students will use the newly acquired vocabulary to order in a restaurant. Students will also talk about how food tastes. In addition, students will talk about their diet as well as describe how to prepare foods. Finally, students will learn about culturally specific foods. Through a series of scaffold learning activities, they will strengthen their interpretive, interpersonal and presentational skills.Primary interdisciplinary connections: Health, Sociology21st century themes: Global Awareness, health literacy, life and career skills,

Learning TargetsStandard 7.1 : All students will be able to use a world language in addition to English to engage in meaningful conversation, to understand and interpret spoken and written language, and to present information, concepts, and ideas, while also gaining an understanding of the perspectives of other cultures. Through language study, they will make connections with other content areas, compare the language and culture studied with their own, and participate in home and global communities.Strands: A: Interpretive Mode, B: Interpersonal Mode, and C: Presentational ModeTeacher Resource: See the Appendices 4, 5 and 6 for rubrics on the 3 modes of communicationContent Statements

The Novice-Mid language learner understands and communicates at the word level and can independently identify and recognize memorized words and phrases that bring meaning to text.

Personal identity is developed through experiences that occur within one’s family, one’s community, and the culture at large.

Observing and participating in culturally authentic activities contribute to familiarization with cultural products and practices.

Maps, graphs, and other graphic organizers facilitate understanding of information on a wide range of topics related to the world and global issues. They make complex concepts more accessible to second-language learners who have limited proficiency in the language.

Learning about age- and developmentally appropriate content that is of high interest to students and has a direct connection to the cultural contexts of the target language cultivates an awareness of the shared human experience.

What is perceived as “basic needs” varies among and within cultures Many products and practices related to home and community are shared across cultures, others are culture

specific.

CPI# Cumulative Progress Indicator (CPI)


7.1.NM.A.1 Recognize familiar spoken or written words and phrases contained in culturally authentic materials using electronic information sources related to targeted themes

7.1.NM.A.4 Identify familiar people, places, and objects based on simple oral and/or written descriptions7.1.NM.B.2 Give and follow simple oral and written directions, commands, and requests when participating in age-

appropriate classroom and cultural activities.7.1.NM.B.5 Exchange information using words, phrases, and short sentences practiced in class on familiar topics or on

topics studied in other content areas.7.1.NM.C.3 Copy/write words, phrases, or simple guided texts on familiar topics.7.1.NM.C.4 Present information from age- and level-appropriate, culturally authentic materials orally or in writing.


7.1.NM.C.5 Name and label tangible cultural products and imitate cultural practices from the target culture(s).

Unit Essential Questions At what time of day and where do the target language

teenagers eat their various meals? What is the role of a café/restaurant in the target language

country? What types of food do I eat and how does that compare to

the types of food people in the target language country eat?

Unit Enduring Understandings Patterns of eating vary depending on the country

you live in

Food is an important part of a person’s culture


Identify basic foods and drinks at a café/restaurant Identify appetizers and desserts at a café/restaurant Categorize food and drinks Identify the prices of particular items on a menu Identify place settings and proper location Discuss manners at a table by comparing and contrasting the US and target language country Order a meal by using restaurant expressions. Comment on foods by using preferences Ask for the bill Discuss the tip Compare and contrast the differences between eating in the US and the target language country

Level 1, Unit 6: Evidence of Learning




Summative Assessment (7 days)quiz, quiz Summative Assessment (7 days)

Quiz Group restaurant role play Unit Test Research project Presentation of research project.

Equipment needed: computer; LCD projectorTeacher Resources:See Unit Activity and Ancillary Resources for details.

See Appendix 8 for websites that offer a wealth of additional resources to prepare activities andpowerpoints in French, Spanish and Portuguese.

ForFormative Assessment

Answer questions using authentic menu Interpretive reading and listening tasks

Student- to- student conversations Completed graphic Organizers Quiz


Lesson 1Identifying basic foods and drinks


Lesson 2Identifying appetizers and desserts


Lesson 3Reading authentic menus in target language


Lesson 4Setting the table and dinner etiquette


Lesson 5Commenting on food, comparing and contrasting dining in US and target

language countries


Lesson 6Requesting and ordering food


Lesson 7Requesting the bill and discussing the tip


Lesson 8Traditional dishes


Teacher Notes:




Unit 7:Getting Around TownContent Area: World LanguagesTarget Course/Grade Level: Spanish, French, Portuguese- Level I– Novice Mid -Grades 9-12 (For an understanding of this proficiency level, see the Appendix 1: 2009 World Languages Standard

document.)Unit SummaryIn “Social Life and Community” students will talk about the town where they live and compare it to a

town in a target language country. Students will describe the different places around town and their purpose. Students will also learn how to navigate in a typical target language country/town through the use of maps, methods of transportation, town layout and directions. Through a series of scaffold learning activities, they will strengthen their interpretive, interpersonal and presentational skills.

Primary interdisciplinary connections: World History, Geography21st century themes: Global Awareness, Civic Literacy

Learning Targets



Standard 7.1 : All students will be able to use a world language in addition to English to engage in meaningful conversation, to understand and interpret spoken and written language, and to present information, concepts, and ideas, while also gaining an understanding of the perspectives of other cultures. Through language study, they will make connections with other content areas, compare the language and culture studied with their own, and participate in home and global communities.


Content Statements● The Novice-Mid language learner understands and communicates at the word level and can independently identify and recognize memorized words and phrases that bring meaning to text.

●Personal identity is developed through experiences that occur within one’s family, one’s community, and the culture at large.

●Observing and participating in culturally authentic activities contribute to familiarization with cultural products and practices.

●Maps, graphs, and other graphic organizers facilitate understanding of information on a wide range of topics related to the world and global issues. They make complex concepts more accessible to second-language learners who have limited proficiency in the language.

● Learning about age- and developmentally appropriate content that is of high interest to students and has a direct connection to the cultural contexts of the target language cultivates an awareness of the shared human experience.

● What is perceived as “basic needs” varies among and within cultures.● Many products and practices related to home and community are shared across cultures, others are

culture specific.CPI# Cumulative Progress Indicator (CPI)7.1.NM.A.1 Recognize familiar spoken or written words and phrases contained in culturally authentic materials

using electronic information sources related to targeted themes7.1.NM.A.4 Identify familiar people, places, and objects based on simple oral and/or written descriptions7.1.NM.B.2 Give and follow simple oral and written directions, commands, and requests when participating in


topics or on topics studied in other content areas.7.1.NM.C.3 Copy/write words, phrases, or simple guided texts on familiar topics.7.1.NM.C.4 Present information from age- and level-appropriate, culturally authentic materials orally or in

writing.

7.1.NM.C.5 Name and label tangible cultural products and imitate cultural practices from the target culture(s).Unit Essential Questions

How are towns in the target language countries different from towns in the United States?

What is the most popular method of transportation in Newark, or the suburbs? How might that answer be similar or different in target language countries?

Where do teenagers socialize in Newark? What about in the target language countries?

Unit Enduring Understandings Every town is unique in the United States

as well as in the target language countries

There are many different things to do, based on where a town is located.

Different towns require different types of transportation.





Identify different types of specialty stores (bakery, meat market, etc..) Give information about different places to visit within the city and their location. Identity methods of transportation to get around town Identify vocabulary associated with streets within the community Ask and give simple directions from one place to another. Design an ideal town for teenagers Recommend the hot spots in town for a new student Narrate in the present tense what you do around town.

Evidence of LearningSummative Assessment)

Quizzes on: stores vocabulary verb to go methods of transportation directions

Unit TestWriting assessment on narrating what you do around town on a Saturday.


See Appendix 8 for websites that offer a wealth of additional resources to prepare activities andpowerpoints in French, Spanish and Portuguese.


Worksheets: create map of town Interpretive reading and listening tasks

Student- to- student conversations Completed graphic Organizers quizzes Written practice activities


Lesson 1Specialty stores, Location of stores

2 day Block schedule/4days Traditional schedule

Lesson 2Activities in different places


Lesson 3Methods of transportation, vocabulary related to street


Lesson 4Basic directions within town


Lesson 5Ideal town


Lesson 6Interesting places in town

2day Block schedule/4 days Traditional schedule

Lesson 7Sequencing words, activities around town


Teacher Notes:




Unit 8: Clothing and ShoppingContent Area: World Languages

Target Course/Grade Level: Spanish, French, Portuguese- Level I– Novice Mid -Grades 9-12 (For an understanding of this proficiency level, see the 2009 World Languages Standard document.)Unit SummaryIn “Clothing and Shopping” students will identify various types of clothing, become familiar with the shopping methods and sizes in the target language countries, and compare and contrast them to the United States. Through a series of scaffold learning activities, they will strengthen their interpretive, interpersonal and presentational skills.Primary interdisciplinary connections: Consumer Math; Economics, Geography21st century themes: Global Awareness, Economic

Learning TargetsStandard 7.1 : All students will be able to use a world language in addition to English to engage in meaningful conversation, to understand and interpret spoken and written language, and to present information, concepts, and ideas, while also gaining an understanding of the perspectives of other cultures. Through language study, they will make connections with other content areas, compare the language and culture studied with their own, and participate in home and global communities.Strands: A: Interpretive Mode, B: Interpersonal Mode, and C: Presentational ModeTeacher Resource: See the Appendices 4, 5 and 6 for rubrics on the 3 modes of communication

Content Statements● The Novice-Mid language learner understands and communicates at the word level and can independently identify and recognize memorized words and phrases that bring meaning to text.●Personal identity is developed through experiences that occur within one’s family, one’s community, and the culture at large.●Observing and participating in culturally authentic activities contribute to familiarization with cultural products and practices.●Maps, graphs, and other graphic organizers facilitate understanding of information on a wide range of topics related to the world and global issues. They make complex concepts more accessible to second-language learners who have limited proficiency in the language.● Learning about age- and developmentally appropriate content that is of high interest to students and has a direct connection to the cultural contexts of the target language cultivates an awareness of the shared human experience.* What is perceived as “basic needs” varies among and within cultures.* Many products and practices related to home and community are shared across cultures, others are culture specific.CPI# Cumulative Progress Indicator (CPI)7.1.NM.A.1 Recognize familiar spoken or written words and phrases contained in culturally authentic materials

using electronic information sources related to targeted themes7.1.NM.A.4 Identify familiar people, places, and objects based on simple oral and/or written descriptions7.1.NM.B.2 Give and follow simple oral and written directions, commands, and requests when participating in


topics or on topics studied in other content areas.7.1.NM.C.3 Copy/write words, phrases, or simple guided texts on familiar topics.7.1.NM.C.4 Present information from age- and level-appropriate, culturally authentic materials orally or in

writing.7.1.NM.C.5 Name and label tangible cultural products and imitate cultural practices from the target culture(s).





Unit Essential Questions How does the environment of different countries affect

style of clothing? How is a person’s style of clothing related to their

cultural background? What influences impact teenagers’ attitudes towards

fashion? How are American clothing sizes similar and different

when compared to those of target language countries? What is shopping like in the target language country?

How does that compare to shopping in the United States?

Unit Enduring Understandings Weather differences determine what type

of clothing is worn.

“Fashionable” is defined differently in different cultures/countries.

Sizes can be named or measured differently in different countries

Shopping is set up in a variety of different ways, as compared to the United States


Identify basic vocabulary to describe clothes Describe clothes by using colors (primary and secondary) Recognize differences between sizes of clothing in the US and target language countries. Identify numbers 100-1000 to be able to discuss prices in the target language. Ask for assistance and price of items at a clothing store by using expressions and verb “cost” Exchange ideas about clothing and personal style by discussing preferences. Describe clothing and fashion styles by using a source of information on fashion such as a famous person,

model, or designer’s work. Produce oral and written presentations on the influence of fashion on teen culture. Exchange information about different countries with peers. Compare and contrast typical clothing in the US and the target language countries.

Evidence of LearningSummative Assessment (7 days)

Clothing quiz, colors and sizes quiz Group activity: write descriptive paragraph using magazine picture of famous actor or actress. Unit Test Research project Presentation of research project. IPA


See Appendix 8 for websites that offer a wealth of additional resources to prepare activities and powerpoints in French, Spanish and Portuguese.


Answer questions using clothing catalogue Interpretive reading and listening tasks Role play making a purchase

Student- to- student conversations Completed graphic Organizers quiz


Lesson 1Clothing vocabulary


Lesson 2Describing clothing by using colors and size

2 days Block schedule/4days Traditional schedule

Lesson 3Cultural differences in sizes and numbers 100-1000


Lesson 4Making a purchase


Lesson 5Expression of preferences, and Fashion influence


Lesson 6Describe, compare and contrast clothing.


Lesson 7Present your project to the class


Teacher Notes:


.Newark Public SchoolsAligned to the 2009 New Jersey Core Curriculum Content Standards


Unit 9: Leisure ActivitiesContent Area: World LanguagesTarget Course/Grade Level: Spanish, French, Portuguese- Level I– Novice Mid -Grades 9-12 (For an understanding of this proficiency level, see the Appendix 1: 2009 World Languages Standard document.)Unit SummaryIn “Leisure Activities” students explore newly acquired vocabulary to discuss hobbies and other activities people do in their free time. Students will discuss sports, and seasonal activities and they will compare and contrast to those practiced in different cultures. Through a series of scaffold learning activities, they strengthen their interpretive, interpersonal and presentational skills.Primary interdisciplinary connections: Technology, Geography, Science, Health and physical education21st century themes: Global Awareness, civic literacy, financial, economic, business and entrepreneurial literacy

Learning TargetsStandard 7.1 : All students will be able to use a world language in addition to English to engage in meaningful conversation, to understand and interpret spoken and written language, and to present information, concepts, and ideas, while also gaining an understanding of the perspectives of other cultures. Through language study, they will make connections with other content areas, compare the language and culture studied with their own, and participate in home and global communities.Strands: A: Interpretive Mode, B: Interpersonal Mode, and C: Presentational ModeTeacher Resource: See the Appendices 4, 5 and 6 for rubrics on the 3 modes of communication

Content Statements The Novice-Mid language learner understands and communicates at the word level and can independently

identify and recognize memorized words and phrases that bring meaning to text. Observing and participating in culturally authentic activities contribute to familiarization with cultural products

and practices. Many products and practices related to home and community are shared across cultures; others are culture-

specific. Learning about age- and developmentally appropriate content that is of high interest to students and has a direct

connection to the cultural contexts of the target language cultivates an awareness of the shared human experience.

The Novice-Mid language learner understands and communicates at the word level and can use memorized words and phrases independently to: Respond to learned questions; Ask memorized questions.

Personal identity is developed through experiences that occur within one’s family, one’s community, and the culture at large.What is perceived as “basic needs” varies among and within cultures.

Many products and practices related to home and community are shared across cultures, others are culture specific.



through appropriate physical response.7.1.NM.A.3 Recognize a few common gestures and cultural practices associated with the target culture(s)7.1.NM. A.4 Identify familiar people, places and objects based on simple oral and/or written

descriptions




7.1.NM.B.2 Give and follow simple oral and written directions, commands, and requests when participating in age-appropriate classroom and cultural activities.




7.1.NM. C.2 Imitate, recite and /or dramatize simple poetry, rhymes, songs and skits.

7.1.NM.C.3 Copy/write words, phrases, or simple guided texts on familiar topics.7.1.NM.C.4 Present information from age- and level-appropriate, culturally authentic materials orally

or in writing.7.1. NM.C.5 Name and label tangible cultural products and imitate cultural practices from the target

culture(s).Unit Essential Questions

What kinds of activities do people enjoy in the target language country?

What interests teenagers around the world and how is culture reflected in free-time activities of the target culture?

How is it different from our culture? How does weather and geography affect the types of

activities one does? What is the weather like in the target country?

Unit Enduring Understandings In the United States do different activities

than people do in the target country. Teenagers around the world have different

interests. Free-time activities vary according to one’s

culture Some Target language countries have

tropical weather


Identify leisure activities and other interests vocabulary Ask and answer questions about related to interests and leisure activities Comprehend and interpret simple, culturally-authentic announcements and advertisements about related to

leisure activities. Identify activities being described. Ask and answer questions about their likes and dislikes. Identify and discuss prominent individuals involved in sports and the arts in the target country. Identify popular sports in the target country Discuss the impact of geographic locations on popular leisure activities and other interests Identify various verbs and prepositions with sports and activities in English and in the Target language Identify weather and seasons Ask and answer questions about weather Describe the use of the metric system when talking about weather and climate. Discuss the influence of weather on lifestyles and activities of interest Identify and utilize accurately simple grammatical structures to discuss the topics in the unit Identify prepositions of location

Evidence of Learning


Summative Assessment (8 days) Warm-up exercises Listening comprehension Written test Role play Project Presentation

Equipment needed: computer; LCD projector, audioTeacher Resources:See Unit Activity and Ancillary Resources for details.



Vocabulary Quizzes Grammar practice exercises Reading and Listening Activities

Student- to- student conversations Completed graphic Organizers Exit tickets


Lesson 1Sports and leisure activities


Lesson 2Sports and appropriate verbs


Lesson 3Leisure interests


Lesson 4 Weather


Lesson 5Seasons


Lesson 6Weather and its reflection on Leisure activities


Lesson 7Project presentation


Teacher Notes:


Public SchoolsAligned to the 2009 New Jersey Core Curriculum Content Standards


Unit 10: Fine ArtsContent Area: World LanguagesTarget Course/Grade Level: Spanish, French, Portuguese- Level I– Novice Mid -Grades 9-12 (For an understanding of this proficiency level, see the Appendix 1: 2009 World Languages Standard

document.)Unit Summary

In “Fine Arts” students will develop appreciation of various forms of art from the target countries. Students will discover how many different people contribute to the cultural makeup of the target culture throughout time. Students will incorporate research, multimedia, and authentic materials to acquire information and perspectives a series of scaffold learning activities, they strengthen their interpretive, interpersonal and presentational skills.


Learning TargetsStandard 7.1 : All students will be able to use a world language in addition to English to engage in



Content Statements The Novice-Mid language learner understands and communicates at the word level and can independently

identify and recognize memorized words and phrases that bring meaning to text. Observing and participating in culturally authentic activities contribute to familiarization with cultural products

and practices. Many products and practices related to home and community are shared across cultures; others are culture-

specific. Learning about age- and developmentally appropriate content that is of high interest to students and has a direct

connection to the cultural contexts of the target language cultivates an awareness of the shared human experience.

The Novice-Mid language learner understands and communicates at the word level and can use memorized words and phrases independently to: Respond to learned questions; Ask memorized questions.

Personal identity is developed through experiences that occur within one’s family, one’s community, and the culture at large.

What is perceived as “basic needs” varies among and within cultures. Many products and practices related to home and community are shared across cultures, others are culture

specific.



through appropriate physical response.7.1.NM.A.3 Recognize a few common gestures and cultural practices associated with the target culture(s)








7.1.NM.C.3 Copy/write words, phrases, or simple guided texts on familiar topics.7.1.NM.C.4 Present information from age- and level-appropriate, culturally authentic materials orally or in

writing.Unit Essential Questions

What are the motives/inspirations for creation? How does art, music, literature influence our lives? Why do people create art, literature or music? What are the similarities and differences between

artists in the same geographical areas? How is history depicted in art, music, and literature?


People create art because of different reasons.

The fine arts reflect and affect society.


Describe a painting using basic descriptive vocabulary in target language Identify specific paintings by selecting the correct one being described. Analyze different painting styles by comparing, contrasting and expressing preference of a particular

painter. Become familiar with various artists, writers and painters of target countries and be able to give at least

three identifying details about them Analyze a literature piece (poem, short-fiction, drama) Develop an appreciation of target culture songs. Appreciate literature in the context of Target language countries.

Evidence of LearningSummative Assessment (5 days)

Unit tests Written and/or oral Painting description Sing a song

Equipment needed: computer; LCD projector, audioTeacher Resources:See Unit Activity and Ancillary Resources for details.




Warm up Activities Quizzes Matching painting styles with paintings Recite a poem

• Interpretive reading and listening activities

Lesson PlanLesson Timeframe

Lesson 1Identify basic vocabulary about art


Lesson 2Different paint styles


Lesson 3Describe a painting


Lesson 4Painting Styles


Lesson 5Writers, painters and artists


Lesson 6 Analyze literature piece


Lesson 7Analyze Songs


Teacher Notes:


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