World Language - ezds.neptune.k12.nj.us · Listening to songs from Juanes, Violeta Parra, Los...

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NEPTUNE TOWNSHIP SCHOOL DISTRICT World Language Curriculum Advanced Placement Spanish NEPTUNE TOWNSHIP SCHOOL DISTRICT Office of the Superintendent 60 Neptune Blvd. Neptune, NJ 07753-4836 November 28, 2012 Document C1#1

Transcript of World Language - ezds.neptune.k12.nj.us · Listening to songs from Juanes, Violeta Parra, Los...

Page 1: World Language - ezds.neptune.k12.nj.us · Listening to songs from Juanes, Violeta Parra, Los Jaivas Writing Skills Workbook and Audio activities “Galeria de arte y vida” Writing

NEPTUNE TOWNSHIP SCHOOL DISTRICT

World Language

Curriculum

Advanced Placement Spanish

NEPTUNE TOWNSHIP SCHOOL DISTRICT

Office of the Superintendent

60 Neptune Blvd.

Neptune, NJ 07753-4836

November 28, 2012 Document C1#1

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NEPTUNE TOWNSHIP BOARD OF EDUCATION

John E. Daniels, Sr., President

Kerry J. Gizzi, Vice President

Dwayne Breeden Fred C. Capolongo

Laura G. Granelli Chanta L. Jackson

Jennifer S. Latshaw Denis C. McCarthy

SCHOOL DISTRICT ADMINISTRATION

David A. Mooij

Superintendent of Schools

Bertha L. Williams-Pullen

Assistant Superintendent of Schools

Matthew Gristina

Assistant Superintendent for Curriculum, Instruction & Assessment

Peter J. Leonard

Business Administrator/Board Secretary

Peter I. Bartlett

Assistant Business Administrator/Assistant Board Secretary

Kathleen M. Skelton

Director of Special Services

Jennifer M. Clearwaters

Director of School Counseling Services

Lori Burns

Administrator for Co-Curricular Activities & Athletics

Supervisor

Kathleen M. Thomsen

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ELEMENTARY SCHOOL ADMINSTRATION

Principals

Sally A. Millaway, Gables

James M. Nulle, Green Grove

Arlene M. Rogo, Ed.D., Midtown Community

Donato Saponaro, Shark River Hills

Jerard L. Terrell, Summerfield

Benedict P. Yennella, Early Childhood Center

MIDDLE SCHOOL ADMINSTRATION

Mark K. Alfone, Principal

Marjory V. Wilkinson, Vice Principal

Michael V. Smurro, Assistant Principal

HIGH SCHOOL ADMINISTRATION

Richard W. Allen, Principal

Titania M. Hawkins, Vice Principal

James H. Whitson, Vice Principal

DEPARTMENT CHAIRPERSONS

Lakeda D. Demery

Michael Fiorillo

Charles M. Kolinofsky

Joshua Loveland

Dawn Reinhardt

Tara L. Stephenson

Candice Wells

Hillary L. Wilkins

Cheryl L. Young

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NEPTUNE TOWNSHIP SCHOOL DISTRICT

ADVANCED PLACEMENT SPANISH

CURRICULUM

Table of Contents

Acknowledgements...……………………………………………………………….i

District Mission Statement…………………………………..…………….............ii

District Educational Outcome Goals………………………………………………iii

Course Description ………………………………………..……………………….iv

Curriculum

Unit Title Page

Unit 1- La rutina , la casa y las comidas…………………………………………...……...1

Unit 2- El tiempo y los desastres, las profesiones y los oficios

y los medios de comunicación ..……………………………………………………....13

Unit 3- La estación de servicio, la hora, los días, los meses,

las estadísticas, los países y las nacionalidades…………….…….…..…...……….17

Unit 4- El avión y el turismo, el cuerpo, and el medioambiente….………….……22

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NEPTUNE TOWNSHIP SCHOOL DISTRICT

World Language Curriculum

Advanced Placement Spanish

Acknowledgements

The 2009 NJCCCS clearly state the mission of a comprehensive world language program is to

“enable individuals, whether functioning as citizens or workers, to communicate face-to-face and

by virtual means in appropriate ways with people from diverse cultures.” With that goal in mind,

the World Language Curriculum Committee worked tirelessly to create communicative curricula

that emphasized cultural awareness. The following teachers are to be commended for their talent,

endless hours of collaboration and undying commitment to ensuring that the students of Neptune

Township School District have the best educational opportunities that foster critical thinking in

preparation for the 21st workplace.

Committee Members

Maria Granata-Davis

Jean Leonard

Javier Rodriguez

Michael Rybarczyk

i

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NEPTUNE TOWNSHIP SCHOOL DISTRICT

DISTRICT MISSION STATEMENT

The primary mission of the Neptune Township School District is to prepare all students for life

in the twenty-first century by encouraging them to recognize that learning is a continuing

process. It is with high expectations that our schools foster:

• A strong foundation in academic areas and modern technologies.

• A positive and varied approach to teaching and learning.

• An emphasis on critical thinking skills and problem-solving techniques.

• A respect for and an appreciation of our world, its resources, and its people.

• A sense of responsibility, good citizenship, and accountability.

• An involvement by the parents and the community in the learning process.

ii

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Neptune Township School District

Educational Outcome Goals

The students in the Neptune Township schools will become life-long learners and will:

Become fluent readers, writers, speakers, listeners, and viewers with comprehension and

critical thinking skills.

Acquire the mathematical skills, understandings, and attitudes that are needed to be

successful in their careers and everyday life.

Understand fundamental scientific principles, develop critical thinking skills, and demonstrate

safe practices, skepticism, and open-mindedness when collecting, analyzing, and interpreting

information.

Become technologically literate.

Demonstrate proficiency in all New Jersey Core Curriculum Content Standards (NJCCCS).

Develop the ability to understand their world and to have an appreciation for the heritage of

America with a high degree of literacy in civics, history, economics and geography.

Develop a respect for different cultures and demonstrate trustworthiness, responsibility,

fairness, caring, and citizenship.

Become culturally literate by being aware of the historical, societal, and multicultural aspects

and implications of the arts.

Demonstrate skills in decision-making, goal setting, and effective communication, with a

focus on character development.

Understand and practice the skills of family living, health, wellness and safety for their

physical, mental, emotional, and social development.

Develop consumer, family, and life skills necessary to be a functioning member of society.

Develop the ability to be creative, inventive decision-makers with skills in communicating

ideas, thoughts and feelings.

Develop career awareness and essential technical and workplace readiness skills, which are

significant to many aspects of life and work.

iii

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ADVANCED PLACEMNT SPANISH

CURRICULUM

COURSE DESCRIPTION

Advanced Placement Spanish is the capstone course in Neptune’s K-12 Spanish program. It is

an approved AP course by the College Board. AP Spanish is intended for students who wish to

develop proficiency and integrate their language skills, using authentic materials and sources.

Students who enroll should already have a basic knowledge of the language and cultures of

Spanish-speaking peoples and should have attained a reasonable proficiency in using the

language. At the completion of this course students will sit for the AP Spanish Language Exam.

iv

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Unit 1

La rutina , la casa y las comidas

Suggested Time

Frame

45 days(3, 15 day chapters)

STAGE 1: Identify Desired Results

Overview / Rationale

Students will learn vocabulary, expressions, and idioms to discuss and compare their daily

routines with classmates. Students will discuss the use of gas and electrical energy in their house,

ask parents about details, and create an energy saving plan. At the conclusion of the unit students

will discuss many different foods and design the menu for and organize a feast, wedding, or

other large celebration.

Standards 7.1 Intermediate- High/ Advanced-Low

7.1.IH.A.1- 8 Analyze structures of the target language and comparable linguistic structures in

English

7.1.IH.A.1- Analyze and critique information contained in culturally authentic materials using

electronic information sources related to a variety of familiar and some unfamiliar topics

7.1.IH.A.2 – demonstrate comprehension of spoken and written language, as expressed by

speakers of the target language in formal and informal settings, through appropriate responses

7.1.IH.A.6 - Analyze and critique readings from culturally authentic materials

7.1.IH.A.3 - Compare and contrast the use of verbal and non-verbal etiquette to perform a

variety of functions

7.1.IH.A.4 – Analyze historical and political contexts that connect or have connected famous

people, places, and events from the target culture(s) with the United States

7.1.IH.B4 – Ask and respond to questions as part of a group discussion of topics and situations of

a personal, academic, or social nature

7.1.IH.B.5 – Engage in oral and/or written discourse in a variety of timeframes on topics of

personal or social interest or on topics studied in other content areas.

7.1.IH.A.5 – Synthesize information discourse dealing with a variety of topics

7.1.IH.B.3 – interact in a variety of familiar situations using culturally appropriate verbal and

non-verbal communication strategies

7.1.IH.C.2 – create and perform stories, poems, short plays, or oral reports based on personal

experiences and/or that reflect cultural perspectives associated with the target culture(s).

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Technology Standard (s) Interdisciplinary Standard (s)

8.1.12.A.3-4, 8.1.12.F.1

Science

5.1.12.D.1, 1.2.12.A.1-2, 2.2.12.A.3-4

Social Studies

6.1.12.D.14.f, 6.1.12.D.16.a, 6.2.12.C.5.d

6.2.12.D.6.a

Health/PE

2.2.12.A.1

Arts

1.2.12.A.1-2

Essential Questions

How do authors reflect the sociopolitical climate of their nations in writing?

In what ways do childhood experiences influence adult decisions?

What effect does the state of personal health have on moods and emotions?

How do I develop communicative competence?

How are environmental concerns unique in the Hispanic world?

Enduring Understandings

Establish the core Spanish vocabulary necessary to discuss Central American literature

and politics

Discussing Mexican society, literature, and the effect of childhood experiences on adult

decisions

Discussing mental and physical health in the Hispanic countries

In this unit plan, the following 21st Century themes and skills are addressed

Check ALL that apply –

21st Century Themes

Indicate by circling whether these skills are:

E – encouraged

T – taught

A – assessed

X

Global Awareness

E

ETA Creativity and Innovation

X

Environmental Literacy

E

ETA Critical Thinking and Problem

Solving

X

Health Literacy A ETA Communication

X Civic Literacy A ETA Collaboration

X Financial, Economic, Business and

Entrepreneurial Literacy

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Student Learning Targets / Objectives

Students will know…

Vocabulary expressions, and idioms to

discuss and compare their daily

routines with classmates

How to discuss the use of gas and

electrical energy in their house

How to discuss many different foods

and design a menu for a feast, wedding,

or other large celebration

How to reflect on natural disasters and

epic storms in our world’s recent

history

How to create news interviews between

a reporter and an eyewitness covering a

hurricane or tsunami

To discuss different professions;

explain how they can help small

business

Students will be able to…

Use expressions, and idioms to discuss

and compare their daily routines with

classmates

Discuss the use of gas and electrical

energy in their house

Discuss many different foods and

design a menu for a feast, wedding, or

other large celebration

Reflect on natural disasters and epic

storms in our world’s recent history

Create news interviews between a

reporter and an eyewitness covering a

hurricane or tsunami

Discuss different professions; explain

how they can help small business

STAGE 2: Determine Acceptable Evidence

Assessments

Formative

Assessments

Listening Skills

Listening to news and synthesizing the information

Listening to music and summarizing the singer’s point of view

Listening to songs from Juanes, Violeta Parra, Los Jaivas

Writing Skills

Workbook and Audio activities “Galeria de arte y vida”

Writing in both formal and informal contexts

Journal entries

Open-ended responses

Creative writing

Reports current events in Spain, and Latin America

Poems: Pablo Nerduda “Me gusta cuando callas”, Federico Garcia

Lorca “Poema del cantante jondo”, Julio Cortazar “La autopista del

sur”

Speaking Skills

Dialogs: impromptu conversations

Prepared dialogs

Conversations based on thematic elements

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Oral presentations: Persuasive speeches to the class, cultural or

historical presentations, art, literature, history, film.

Debates on the fairness or correctness of certain aspects of the culture

In-class skits, prepared and impromptu

Reading Skills

Authentic Literature: Abriendo Puertas; Antologia de Literatura en

Espanol; expressions, and idioms to discuss and compare

Quizzes

Grammar: Verbs forms, Past and Future tenses, Subjunctive, pronouns,

possessives and interrogatives, indefinite articles, comparatives and

superlatives

Vocabulary: climate, families, mental and physical health, the

environment, music, art

Cultural: Spanish and English Language Literature, the Spanish Civil

War, Civil War in Latin America, Spanish music and art

Summative

Assessment

Chapter tests

Quarter 1 / Unit assessment

STAGE 3: Plan Learning Experiences

Teaching and Learning Actions

Instructional

Strategies

Unit 1

La casa: aparatos, comida, herramientas, muebles, quehaceres, ropa pp.

1, 3, 4, 12, 15

El tiempo: al aire libre, animales, medio ambiente pp. 39, 41, 42, 50, 53

Los viajes: aeropuertos , caminos, medios de transporte pp. 61, 63, 64,

71, 75

Las diversiones: arte, ciencia ficcion, coches, fiestas, suenos, telefono,

televisión

Projects

“I am a doctor, and you are the teacher” P. 101

Students perform real-life scenarios they may encounter with someone from

the Hispanic Culture.

D indicates differentiation at the lesson level

Student Resources

Computer laboratory

CD culturally authentic documents

Video

Teacher-created resources

Newspapers and magazines:

http://worldpress.org/gateway.htm

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http://www.onlinenewspapers.com/

www.studyspanish.com

www.cnn.com/espanol/

Radio/Pops artists

Maps: South America, Central America, Europe

Textbook: Triangulo Manual para estudiantes

Teacher Resources

The College Board’s curriculum (2013-2014)

Computer laboratory

CD culturally authentic documents

Video

Teacher-created resources

Newspapers and magazines:

http://worldpress.org/gateway.htm

http://www.onlinenewspapers.com/

www.studyspanish.com

www.cnn.com/espanol/

Radio

Maps: South America, Central America, Europe

Triangulo textbook

Music Cds.Pop artists

AP Spanish Language syllabus

Textbook: Triangulo Manual para profesores

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Unit 2

El tiempo y los desastres, las profesiones y los oficios y los medios de

comunicación

Suggested Time

Frame

45 days(3, 15 day chapters)

STAGE 1: Identify Desired Results

Overview / Rationale

Students will reflect on natural disasters and epic storms in our world’s recent history. They will

create news interviews between a reporter and an eyewitness covering a famous hurricane or

tsunami. Students will discuss different possible professions, explain what micro edits are and

how they help small business. They will discuss advantages and disadvantages of cell phones

and internet to prepare for a roll-playing debate of the topic.

Standards7.1 Intermediate- High/ Advanced-Low

7.1.IH.A.1- 8 Analyze structures of the target language and comparable linguistic structures in

English

7.1.IH.A.1- Analyze and critique information contained in culturally authentic materials using

electronic information sources related to a variety of familiar and some unfamiliar topics

7.1.IH.A.2 – demonstrate comprehension of spoken and written language, as expressed by

speakers of the target language in formal and informal settings, through appropriate responses

7.1.IH.A.6 - Analyze and critique readings from culturally authentic materials

7.1.IH.A.3 - Compare and contrast the use of verbal and non-verbal etiquette to perform a

variety of functions

7.1.IH.A.4 – Analyze historical and political contexts that connect or have connected famous

people, places, and events from the target culture(s) with the United States

7.1.IH.B4 – Ask and respond to questions as part of a group discussion of topics and situations of

a personal, academic, or social nature

7.1.IH.B.5 – Engage in oral and/or written discourse in a variety of timeframes on topics of

personal or social interest or on topics studied in other content areas.

7.1.IH.A.5 – Synthesize information discourse dealing with a variety of topics

7.1.IH.B.3 – interact in a variety of familiar situations using culturally appropriate verbal and

non-verbal communication strategies

7.1.IH.C.2 – create and perform stories, poems, short plays, or oral reports based on personal

experiences and/or that reflect cultural perspectives associated with the target culture(s).

Technology Standard (s) Interdisciplinary Standard (s)

8.1.12.A.3-4, 8.1.12.F.1

Science

5.1.12.D.1, 1.2.12.A.1-2, 2.2.12.A.3-4

Social Studies

6.1.12.D.14.f, 6.1.12.D.16.a, 6.2.12.C.5.d

6.2.12.D.6.a

Health/PE

2.2.12.A.1

Arts

1.2.12.A.1-2

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Essential Questions

How do music and art reflect the Spanish character?

How does a student of Spanish demonstrate advanced proficiency?

What effect does the state of personal health have on moods and emotions?

Enduring Understandings

Establish the core Spanish vocabulary necessary to discuss Spanish visual arts, poetry,

theater, and music

Establish the core Spanish vocabulary, including advanced situational words (e.g., at the

theater, in the country, aboard a jet, phrases, idioms)

Establish the core Spanish vocabulary necessary to discuss mental and physical health.

In this unit plan, the following 21st Century themes and skills are addressed

Check ALL that apply –

21st Century Themes

Indicate by circling whether these skills are:

E – encouraged

T – taught

A – assessed

X Global Awareness E ETA Creativity and Innovation

X

Environmental Literacy

E

ETA Critical Thinking and Problem

Solving

X Health Literacy ETA ETA Communication

Civic Literacy ETA ETA Collaboration

Financial, Economic, Business and

Entrepreneurial Literacy

Student Learning Targets / Objectives

Students will know…

How to collaborate with Spanish-

speaking students to compose

suggestions for the maintenance of

good health

How to identify the uses and formation

of all subjunctive mood verb forms

How to respond to oral prompts with

accuracy and fluency

How to demonstrate the ability to listen

and respond to narratives spoken by

native speakers

How to classify indefinite articles and

negative expressions in written and

oral forms

Students will be able to…

Collaborate with Spanish-speaking

students to compose suggestions for the

maintenance of good health

Identify the uses and information of all

subjunctive mood verbs forms

Respond to oral prompts with accuracy

and fluency

Demonstrate the ability to listen and

respond to narratives spoken by native

speakers

Classify indefinite articles and negative

expressions in written and oral forms

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STAGE 2: Determine Acceptable Evidence

Assessments

Formative

Assessments

Listening Skills

Listening to news and synthesizing the information

Listening to music and summarizing the singer’s point of view

Listening to songs from Mexico, and Colombia

Writing Skills

Workbook and Audio activities “Galeria de arte y vida”

Writing in both formal and informal contexts

Journal entries

Open-ended responses

Creative writing

Reports current events in Mexico, and South America

Poems: Pablo Nerduda “Me gusta cuando callas”, Federico Garcia

Lorca “Poema del cantante jondo”, Julio Cortazar “La autopista del

sur”

Speaking Skills

Dialogs: impromptu conversations

Prepared dialogs

Conversations based on thematic elements

Oral presentations: Persuasive speeches to the class, cultural or

historical presentations, art, literature, history, film.

Debates on the fairness or correctness of certain aspects of the culture

In-class skits, prepared and impromptu

Reading Skills

Authentic Literature: Abriendo Puertas; Antologia de Literatura en

Espanol; expressions, and idioms to discuss and compare

Quizzes

Grammar: Verbs forms, Past and Future tenses, Subjunctive, pronouns,

possessives and interrogatives, indefinite articles, comparatives and

superlatives

Vocabulary: climate, families, mental and physical health, the

environment, music, art

Cultural: Spanish and English Language Literature, the Spanish Civil

War, Civil War in Latin America, Spanish music and art

Summative

Assessment

Chapter tests

Quarter 2 / Unit 2 assessment

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STAGE 3: Plan Learning Experiences

Teaching and Learning Actions

Instructional

Strategies

Unit 2

La medicina: accidentes, emergencias, médicos, salud pp. 25, 26, 27,

32, 35

El ejercicio físico y los deportes: actividades, equipo, lugares pp. 101,

102, 103, 107, 11

El mundo profesional: política, profesiones, trabajo pp. 133, 134, 135,

140, 145

Projects

Healthy eating habits in Latin America P.26

Students perform real-life scenarios they may encounter when traveling abroad

or communicating with someone from the Hispanic culture.

D indicates differentiation at the lesson level

Student Resources

Computer laboratory

CD culturally authentic documents

Video

Teacher-created resources

Newspapers and magazines:

http://worldpress.org/gateway.htm

http://www.onlinenewspapers.com/

www.studyspanish.com

www.cnn.com/espanol/

Radio/Pops artits

Maps: South America, Central America, Europe

Triangulo textbook

Teacher Resources

The College Board’s curriculum (2013-2014)

Computer laboratory

CD culturally authentic documents

Video

Teacher-created resources

Newspapers and magazines:

http://worldpress.org/gateway.htm

http://www.onlinenewspapers.com/

www.studyspanish.com

www.cnn.com/espanol/

Radio

Maps: South America, Central America, Europe

Triangulo textbook

Music Cds.Pop artists

AP Spanish Language syllabus

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Unit 3

La estación de servicio, la hora, los días, los meses, las estadísticas, los

países y las nacionalidades

Suggested Time

Frame

45 days(3, 15 day chapters)

STAGE 1: Identify Desired Results

Overview / Rationale

Students will talk about driving, gas prices, and the future of transportation in the U.S. and

abroad. They will compare oil importers to oil exporters and discuss how this affects

international trading relationships. Students will discuss vacations and season preferences. They

will write a creative story that implicitly or explicitly explains the importance of the Equinox in

ancient European and Latin American cultures. At the end of the unit students will discuss travel

to foreign countries and the effects of globalization. Students will create a model of what they a

particular country will be like in 25 years. They will write a paper supporting their projections

with if/then statements.

Standards: 7.1 Intermediate- High/ Advanced-Low

7.1.IH.A.1- 8 Analyze structures of the target language and comparable linguistic structures in

English

7.1.IH.A.1- Analyze and critique information contained in culturally authentic materials using

electronic information sources related to a variety of familiar and some unfamiliar topics

7.1.IH.A.2 – demonstrate comprehension of spoken and written language, as expressed by

speakers of the target language in formal and informal settings, through appropriate responses

7.1.IH.A.6 - Analyze and critique readings from culturally authentic materials

7.1.IH.A.3 - Compare and contrast the use of verbal and non-verbal etiquette to perform a

variety of functions

7.1.IH.A.4 – Analyze historical and political contexts that connect or have connected famous

people, places, and events from the target culture(s) with the United States

7.1.IH.B4 – Ask and respond to questions as part of a group discussion of topics and situations of

a personal, academic, or social nature

7.1.IH.B.5 – Engage in oral and/or written discourse in a variety of timeframes on topics of

personal or social interest or on topics studied in other content areas.

7.1.IH.A.5 – Synthesize information discourse dealing with a variety of topics

7.1.IH.B.3 – interact in a variety of familiar situations using culturally appropriate verbal and

non-verbal communication strategies

7.1.IH.C.2 – create and perform stories, poems, short plays, or oral reports based on personal

experiences and/or that reflect cultural perspectives associated with the target culture(s).

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Technology Standard (s) Interdisciplinary Standard (s)

8.1.12.A.3-4, 8.1.12.F.1

Science

5.1.12.D.1, 1.2.12.A.1-2, 2.2.12.A.3-4

Social Studies

6.1.12.D.14.f, 6.1.12.D.16.a, 6.2.12.C.5.d

6.2.12.D.6.a

Health/PE

2.2.12.A.1

Arts

1.2.12.A.1-2

Essential Questions

What literary themes can be considered universal?

How does a storyteller create a work of fiction?

In what ways do the arts illustrate the outcome of the Spanish civil war?

Enduring Understandings

Establish the core Spanish vocabulary necessary to study Spanish peninsular literature

Brainstorm children’s literature to determine the theme or topic for a personal topic

Researching the causes, events, and outcomes of the Spanish Civil War In this unit plan, the following 21

st Century themes and skills are addressed

Check ALL that apply –

21st Century Themes

Indicate by circling whether these skills are:

E – encouraged

T – taught

A – assessed

X Global Awareness E ETA Creativity and Innovation

X

Environmental Literacy

E

ETA Critical Thinking and Problem

Solving

Health Literacy A ETA Communication

X Civic Literacy A ETA Collaboration

Financial, Economic, Business and

Entrepreneurial Literacy

Student Learning Targets / Objectives

Students will know…

How to compare and contrast Spanish

literature with English language

literature

How to create a multimedia project

based on the comparison of Spanish

and English language literature

How to discuss advantages of cell

phones and internet

How to talk about driving, gas prices

and the future of transportation in the

U.S. and abroad

How to discuss international trading

relationships with foreign countries

Students will be able to…

To compare and contrast Spanish

literature with English language

literature

To create a project based on

comparison of Spanish and English

language literature

Discuss advantages of cell phones and

the internet

To talk about driving, gas prices and the

future of transportation in the U.S. and

abroad

Discuss international trading

relationships with foreign countries

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STAGE 2: Determine Acceptable Evidence

Assessments

Formative

Assessments

Listening Skills

Listening to news and synthesizing the information

Listening to music and summarizing the singer’s point of view

Listening to songs from Mexico, and Colombia

Writing Skills

Workbook and Audio activities “Galeria de arte y vida”

Writing in both formal and informal contexts

Journal entries

Open-ended responses

Creative writing

Reports current events in Mexico, and South America

Poems: Pablo Nerduda “Me gusta cuando callas”, Gustavo Adolfo

Becquer, Isabel Allende “Dos Palabras”

Speaking Skills

Dialogs: impromptu conversations

Prepared dialogs

Conversations based on thematic elements

Oral presentations: Persuasive speeches to the class, cultural or

historical presentations, art, literature, history, film.

Debates on the fairness or correctness of certain aspects of the culture

In-class skits, prepared and impromptu

Reading Skills

Authentic Literature: Abriendo Puertas; Antologia de Literatura en

Espanol; expressions, and idioms to discuss and compare cultures

Quizzes

Grammar: Verbs forms, Past and Future tenses, Subjunctive, pronouns,

possessives and interrogatives, indefinite articles, comparatives and

superlatives

Vocabulary: climate, families, mental and physical health, the

environment, music, art

Cultural: Spanish and English Language Literature, the Spanish Civil

War, Civil War in Latin America, Spanish music and art

Summative

Assessment

Chapter Tests

Quarter 3 / Unit 2 assessment

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STAGE 3: Plan Learning Experiences

Teaching and Learning Actions

Instructional

Strategies

Unit 3

Short Dialogues: El arte de escuchar pp. 16, 17 (Triangulo)

Abriendo Puertas:

No oyes ladrar los perros Juan Rulfo, (México) p.25

Dos Palabras Isabel Allende, (Chile) p.130

Poemas de Pablo Neruda, Pablo Neruda (Chile) p.264

Poemas de Gustavo Adolfo Becquer, Gustavo Adolfo Becquer

(Espana) p.207

Projects

Healthy eating habits in Latin America P.26

Students perform real-life scenarios they may encounter when traveling abroad

or communicating with someone from the Hispanic culture.

D indicates differentiation at the lesson level

Student Resources

Computer laboratory

CD culturally authentic documents

Video: Evita, La Guerra civil de Espana, Goya, Picasso

Teacher-created resources

Newspapers and magazines:

http://worldpress.org/gateway.htm

http://www.onlinenewspapers.com/

www.studyspanish.com

www.cnn.com/espanol/

Radio/Pops artits

Maps: South America, Central America, Europe

Triangulo textbook

Abriendo Puertas textbook

Teacher Resources

The College Board’s curriculum (2013-2014)

Computer laboratory

CD culturally authentic documents

Videos: Evita, La Guerra Civil de Espana, Goya, Picasso

Teacher-created resources

Newspapers and magazines:

http://worldpress.org/gateway.htm

http://www.onlinenewspapers.com/

AP Spanish Language Syllabus

Abriendo Puertas (Teacher’s Resource Manual)

Triangulo (Manual Para Profesores)

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Unit 4

El avión y el turismo, el cuerpo y el medioambiente

Suggested Time

Frame

45 days (3, 15 day chapters)

STAGE 1: Identify Desired Results

Overview / Rationale

Students will discuss tourism and its potential to positively affect Latin American economies.

They will create an advertisement to try to encourage more tourism to a particular region of the

Latin American country of their choice. Students will move on to discuss body type, body

image, media portrayals, ideal bodies, appearance, and their importance. They will analyze and

critique a mainstream magazine of their choice. They will be encouraged to focus on the image

of beauty the media sells to the public, and hypothesize over why it sells and where those ideals

come from. Finally students will discuss the condition of the environment, global warming,

natural resources, and the rainforest. Students will participate in a service learning project to do

their part to take care of their local environment by raising awareness or volunteering with a

local organization.

Standards 7.1 Intermediate- High/ Advanced-Low

7.1.IH.A.1- 8 Analyze structures of the target language and comparable linguistic structures in

English

7.1.IH.A.6 - Analyze and critique readings from culturally authentic materials

7.1.IH.A.3 - Compare and contrast the use of verbal and non-verbal etiquette to perform a

variety of functions

7.1.IH.A.4 – Analyze historical and political contexts that connect or have connected famous

people, places, and events from the target culture(s) with the United States

7.1.IH.B4 – Ask and respond to questions as part of a group discussion of topics and situations of

a personal, academic, or social nature

7.1.IH.B.5 – Engage in oral and/or written discourse in a variety of timeframes on topics of

personal or social interest or on topics studied in other content areas.

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15

Technology Standard (s) Interdisciplinary Standard (s)

8.1.12.A.3-4, 8.1.12.F.1

Science

5.1.12.D.1, 1.2.12.A.1-2, 2.2.12.A.3-4

Social Studies

6.1.12.D.14.f, 6.1.12.D.16.a, 6.2.12.C.5.d

6.2.12.D.6.a

Health/PE

2.2.12.A.1

Arts

1.2.12.A.1-2

Essential Questions

In what ways do routines change during holidays?

Is communication more than just the words we use?

What leisure time activities are universal?

Enduring Understandings

Research holiday destinations in Hispanic nations, and determine a typical activity by

comparing and contrast the different routines.

The study of another language and culture deepens understanding of where and how

people live and why events occur.

The amount of leisure time available and how it is spent varies among cultures.

In this unit plan, the following 21st Century themes and skills are addressed

Check ALL that apply –

21st Century Themes

Indicate by circling whether these skills are:

E – encouraged

T – taught

A – assessed

X

Global Awareness

E

ETA Creativity and Innovation

X

Environmental Literacy

E

ETA Critical Thinking and Problem

Solving

X

Health Literacy A ETA Communication

X Civic Literacy A ETA Collaboration

X Financial, Economic, Business and

Entrepreneurial Literacy

Student Learning Targets / Objectives

Students will know…

Differences and similarities between

Hispanic and American leisure

Students will be able to…

Talk about differences and similarities

between Hispanic and American leisure

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16

activities.

How to collect, share, and analyze

issues, problems and challenges lead to

an understanding of the role cultural

perspectives.

How to discuss many different foods

and design a menu for a feast, wedding,

or other large celebrations as a whole

family

How to engage in oral and/or written

discourse in a variety of timeframes on

topics of personal or social.

How to describe in writing people and

things from the home and school

environment.

activities.

Collect, share, and analyze issues,

problems and challenges lead to an

understanding of the role cultural

perspectives.

Read and discuss many different foods

and design a menu for a feast, weeding,

or any other celebration.

Engage in oral and/or written discourse

in a variety of timeframes on topics of

personal or social.

Describe in writing people and things

from home and school environment.

STAGE 2: Determine Acceptable Evidence

Assessments

Formative

Assessments

Listening Skills

Listening to news and synthesizing the information

Listening to music and summarizing the singer’s point of view

Listening to songs from Juanes, Violeta Parra, Los Jaivas

Writing Skills

Workbook and Audio activities “Galeria de arte y vida”

Writing in both formal and informal contexts

Journal entries

Open-ended responses

Creative writing

Reports current events in South American families

Poems: Pablo Nerduda “Me gusta cuando callas”, Federico Garcia

Lorca “Poema del cantante jondo”, Julio Cortazar “La autopista del

sur”

Speaking Skills

Dialogs: impromptu conversations

Prepared dialogs about the holidays

Conversations based on thematic elements

Oral presentations: Persuasive speeches to the class, cultural or

historical presentations, art, literature, history, film.

Debates on the fairness or correctness of certain aspects of the culture

In-class skits, prepared and impromptu

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17

Reading Skills

Authentic Literature: Abriendo Puertas; Antologia de Literatura en

Espanol; expressions, and idioms to discuss and compare

Quizzes

Grammar: Verbs forms, Past and Future tenses, Subjunctive, pronouns,

possessives and interrogatives, indefinite articles, comparatives and

superlatives

Vocabulary: Food, families, mental and physical health, the

environment, music, art, houses

Cultural: Spanish and English Language Literature, the Spanish Civil War,

Civil War in Latin America, Spanish music and art.

Summative

Assessment

Chapter Tests

Quarter 4 / Unit 4 assessment

STAGE 3: Plan Learning Experiences

Teaching and Learning Actions

Instructional

Strategies

Unit 4

La escuela: actividades, estudios, muebles, personas de la escuela. pp.

117, 118, 119, 123, 127

Las Relaciones personales: caracteristicas fisicas, emociones, familia,

personalidad. Pp. 149, 151, 152, 161, 167

Cuestiones Sociales: avances tecnologicos, futuro, leyes, policia. pp.

171, 172, 174, 179, 183

Projects:

The Food Pyramid

Students will identify their personal eating habits, as well as compare

and contrast the food pyramids of the United States and Spain.

Presentation:

PowerPoint / La comida en colores

Students complete a follow-along graphic organizer

Creation of a one-day menu for themselves

D indicates differentiation at the lesson level

Student Resources

Computer laboratory

CD culturally authentic documents

Video: Cooking in Latin America

Teacher-created resources: desayuna activity sheet

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18

Newspapers and magazines:

http://worldpress.org/gateway.htm

http://www.onlinenewspapers.com/

www.studyspanish.com

www.cnn.com/espanol/

http://www.compraonline.grupoeroski.com/ecoventa/tienda/tiend.jsp

Radio

Maps: South America, Central America, Europe

Triangulo textbook

Music Cds.Pop artist

Teacher Resources

The College Board’s curriculum (2013-2014

Computer laboratory

CD culturally authentic documents

Video

Teacher-created resources

Newspapers and magazines:

http://worldpress.org/gateway.htm

http://www.onlinenewspapers.com/

www.studyspanish.com

www.cnn.com/espanol/

Radio

Maps: South America, Central America, Europe

Triangulo textbook

Music Cds.Pop artists

AP Spanish Language syllabus

Spanish language USDA web page:

http://www.mypyramid.gov/mypyramid/sp-index.aspx

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NEPTUNE TOWNSHIP SCHOOL DISTRICT

Office of the Superintendent

60 Neptune Blvd.

Neptune, NJ 07753

An Affirmative Action Equal Opportunity Employer

2012