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Midland Park Public Schools
Spanish IV Prepared by:
Magdalene Ptak
Superintendent of Schools:
Marie C. Cirasella, Ed.D.
Approved by the Midland Park Board of Education on
January 21, 2020
Born on Date September 2014
Revised Date December 2019
Midland Park Public Schools
Spanish 4 Honors
Course description:
The underlying format of this course is that of a tour. Through this tour format the students will be exposed in
a more in-depth manner to the geography, history and rich cultures of the vast Spanish-speaking world.
Through their coursework they will continue to expand their use of higher level vocabulary as they acquire a
knowledge base of more advanced grammatical structures while they read, write and discuss topics presented
in class. Newspapers, magazines, online resources, and selected literary works will serve as source material in
conjunction with the basal text. The primary focus of this class is to increase the students’ ability to
communicate in Spanish with ease and confidence as they grow in understanding of the perspectives,
processes and products that represent the unique contribution of Hispanics to world culture.
Suggested Course Sequence:
Unit 1: Espana: 5 weeks
Unit 2: Paises andinos –Ecuador, Peru, Bolivia: 6 weeks
Unit 3: El Cono sur –Argentina, Chile, Paraguay, Uruguay: 6 weeks
Unit 4: La America Central- Guatemala, Honduras, El Salvador, Nicaragua, Costa Rica, Panama : 6 weeks
Unit 5: Mexico: 5 weeks
Unit 6: El Caribe- Cuba, Puerto Rico, Republica Dominicana: 6 weeks
Unit 7: Venezuela y Colombia: 5 weeks
Pre-requisite: Spanish 3
Midland Park Public Schools
Content area: Spanish
Unit title: Unit 1 Espana
Target course/Grade Level:
Spanish 4 Honors Grade 11
Unit summary: In this chapter, students will learn about the geography, history and
cultures of Spain. They will review nouns, articles and reterite of regular,
stem-changing and irregular verbs.Review number usage. Students will
also read and discuss newspaper articles, poems and a short story from
Spain. At the discretion of the teacher current events, a contemporary
life issue and information relating to other disciplines may be included
for auditrory,reading,writing and speaking practice.
Interdisciplinary connections: Reading NJSLSA.R1 NJSLASA.R2 NJSLSA.W2 NJSLSA.W3 NJSLSA.W6 WHST.9-10.5
Read closely to determine what the text says explicitly and to make logical inferences and relevant connections from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas Write informative/ explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection ,organization and analysis of content. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well structured event sequences. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose or audience.
21st Life & Career skills:
9.2.8.B3 : Evaluate communication, collaboration, and leadership skills that can be developed through school, home, work and extracurricular activities for use in a career 9.2.8.B6 : Demonstrate understanding of necessary preparation and legal requirements to enter workforce.
LEARNING TARGETS
Standards:
7.1 Communication. All students will be able to communicate in at least
one world language in addition to English. They will use language to
engage in conversation, understand and interpret spoken and written
Midland Park Public Schools
language, present information, concepts, and ideas while making
connections with other disciplines, and compare the language/culture
studied with their own.
7.2 Culture. All students will demonstrate an understanding of the perspectives of a culture(s) through experiences with
its products and practices.
EVIDENCE OF LEARNING
Summative Assessments
• Listening activities • Speaking activities • Authentic reading assignments • Vocabulary quizzes • Chapter test • Reading Comprehension activities • Literary reading • Explain in your own words an important historical event • Choose an aspect of Spanish culture that interests you and write about
it explaining your interest • Describe how the geography has influenced life in Spain. • Investigate the Spanish monarchy and describe the process of power
change from one generation to another • Write an essay that describes the cultural diversity of Spain as
evidenced in the architecture of the country.
Formative assessments
• Observation of oral discourse • Discussions • Questioning • Do now/ exit slips • Group / Individual projects • Homework • Auditory practice • Partner practice talking about cultural material from the textbook • Partner practice speaking about daily life topics.
Alternative assessments:
• Oral Presentations • Partner Skit • Group or Individual Project
• Writing assignment
Equipment Needed: Chrome books, CD/media player, Interwrite board, Elmo, Computers
Teacher Resources: Textbook Asi se Dice 4, Audio & Video programs Program. Vocabulary
transparencies. Power point presentations.
YouTube and other cultural video(s) clips.
Quia.com and other online review websites
including our Quizlet classroom. Cultural readings
from text and other sources (articles, emails,
novel,magazines). Travel advertisements
Interesting photos from Spanish speaking
Midland Park Public Schools
countries.CD/media player. Google
images,Music recordings and clips of
performances and social and historical events.
Conversemos juntos conversation manuel and
En marcha grammar workbook.
LESSON PLANS
Lesson # Lesson name : Espana Time frame(hours/days)
1 Learn vocabulary needed to learn about the geography, history, and culture of Spain
10 days
2 Number review, past tense review
Ongoing throughout the chapter
3 Conversation with a partner 10 days
4 Read and discuss a newspaper article about Spain
2 class days
5 Read a poem by a Spanish author
3 class days
6 Read and discuss a short story by a Spanish author 3 class days
7 Students report on a current event relating to Spain 1 class day
8 Developing reading comprehension skills 2 class days
9 Contemporary life issue or interdisciplinary topic 5 class days
Chapter review 1class day
9 Chapter 1 test 1 class days
10 Oral testing: Interpersonal speaking 2 class days
Teacher notes:
CURRICULUM DEVELOPMENT RESOURCES/TECHNOLOGY
Chrome books
YouTube
Quizlet.com
Click links below to access additional resources used
to design this unit: Quia Interactive Online Student
Edition found at quia.com
Quick pass .com
Studyspanish.com
Midland Park Public Schools
ACCOMODATIONS
Special Education Students/504
1.implement student’s IEP 2.use planning agenda 3.use peer partners for practice
English Language Learners
1.allow use of bilingual dictionary 2.allow additional time for writing 3.use buddy system as a resource for various types of information
At-Risk Students
1.offer extra help as needed 2.check notebook for accuracy and completeness 3.allow peer editing before submission of assignments
Gifted and Talented Students
1.processing a greater volume of any given print material 2.give option for independent work on language projects of choice 3.encourage larger volume of material to be produced
CAREER READINESS PRACTICES
CRP1: Act as a responsible citizen CRP2: Apply appropriate academic and technical skills CRP4:Communicate clearly and effectively and with reason CRP5:Consider the environmental, social and economic inpacts of decisions. CRP6:Demonstrate creativity and innovation CRP7:Employ valid and reliable research strategies CRP8:Utilize critical thinking to make sense of problems and persevere in solving them CRP9:Model integrity, ethical leadership CRP10:Plan education and career paths aligned to personal goals. CRP11:Use technology to enhance productivity CRP12:Work productively in teams while using cultural competence
UDL GUIDELINES
UDL GUIDELINES: PRESENTATION METHODS:
Present information through multiple media
Provide background knowledge
Offer alternatives for visual information
Midland Park Public Schools
Offer alternatives for auditory information
Clarify vocabulary
UDL GUIDELINES: ACTION AND EXPRESSION METHODS
Optimize access to tools and technologies
Use multiple media for communication
Guide appropriate goal-setting
Support planning and strategy development
Vary the methods for response
UDL GUIDELINES: ENGAGEMENT METHODS
Optimize individual choice and autonomy
Minimize threats and distractions
Foster collaboration and community
Increase feedback
Develop self-assessment and reflection
CPI# Cumulative Progress Indicator (CPI)
7.1NH.A.1 Recognize familiar words and phrases, understand the main idea, infer the meaning of some highly contextualized, unfamiliar spoken or written words contained in culturally authentic materials using electronic information sources related to targeted themes,
7.1.NH.A.5 Demonstrate comprehension of short spoken or written conversations and brief written messages on familiar topics.
7.1.NH.B.3 Imitate appropriate gestures, intonation, and common idiomatic expressions of the target culture / language during daily interactions.
7.1.NH.B.4 Ask and respond to questions, make requests, and express preferences in various social situations.
7.1.NH.C.3 Describe in writing people and things from home and school environment.
7.2.NH.B.3 Demonstrate and discuss in some detail observable patterns of behavior and social conventions of the peer group in the target culture and make comparisons with the U.S.
Standards: ACTFL Standards
Standard 1: Communication: Communicate in languages other than English.
Standard 2: Cultures: Gain knowledge and understanding of other cultures.
Standard 3: Connections: Connect with other disciplines and acquire information.
Standard 4: Comparisons: Develop insight into the nature of language and culture.
Standard 5: Communities: Participate in multilingual communities at home and around the world.
CPI# Staement
Standard 1.1 Students engage in conversation about the connection between geography and all aspects of life.
Standard2.2 Students demonstrate an understanding of the relationship between the practices and perspectives of the culture.
Standard 3.2 Students acquire information and recognize the different viewpoints that are available through the foreign language and its culture.
Standard 4.1 Students understand the nature of language through comparisons of the language studied and their own.
Midland Park Public Schools
Technology standards:
8.1.8.D.3 Demonstrate an understanding of fair use and Creative Commons to intellectual property
8.1.8.F.1 Explore a local issue by using digital tools to collect and analyze data to identify a solution and make an informed decision.
8.1.12.D.5 Analyze the capabilities and limitations of current and emerging technology resources and assess their potential to address personal, social, life long learning and career needs.
Unit Essential Questions
What role does geography play in the history of a people?
How does geography effect aspects of culture and life in a country?
How do modern monarchies function with respect to a change in power?
How is Spain a good example of the blending of cultures in centuries past to create what we know as the
modern nation?
Unit Enduring Understandings
By focusing on the geography of Spain and that of our own nation this chapter invites students to
understand that geography plays an important role in the development of a nation.
People choose to organize their lives and govern themselves in different manners but they must
attempt to accomplish the same goals on a daily individual basis and on a societal level as a nation.
Unit Learning Targets
Students will…
Learn about the geography of Spain and the impact it has had on the history, development and culture of the
nation.
Review numbers
Review nouns and articles as needed
Review the preterite tense as needed
Read newspaper or magazine articles related to Spain
Read a poem or short story from Spain
Read about and discuss a current event, interdisciplinary tpic or contemporary life issue related to Spain
View and discuss videos that present aspects of Spanish culture
Converse with a classmate inSpanish everyday
UNIT OVERVIEW
Midland Park Public Schools
Content area: Spanish
Unit title: Unit 2 Paises andinos
Target course/Grade Level:
Spanish 4 Honors Grade 11
Unit summary: In this chapter, students will learn about the geography, history and
cultures of the Andean countries of Ecuador, Peru and Bolivia. Students
will review the present and past perfect tenses. Students will also read
and discuss newspaper articles, poems and a short story from the
Andean region. At the discretion of the teacher current events, a
contemporary life issue and information relating to other disciplines may
be included for auditory ,reading, writing and speaking practice.
Interdisciplinary connections: Reading NJSLSA.R1 NJSLASA.R2 NJSLSA.W2 NJSLSA.W3 NJSLSA.W6 WHST.9-10.5
Read closely to determine what the text says explicitly and to make logical inferences and relevant connections from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas Write informative/ explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection ,organization and analysis of content. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well structured event sequences. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose or audience.
21st Life & Career skills:
9.2.8.B3 : Evaluate communication, collaboration, and leadership skills that can be developed through school, home, work and extracurricular activities for use in a career 9.2.8.B6 : Demonstrate understanding of necessary preparation and legal requirements to enter workforce.
LEARNING TARGETS
Standards:
7.3 Communication. All students will be able to communicate in at least
one world language in addition to English. They will use language to
engage in conversation, understand and interpret spoken and written
Midland Park Public Schools
language, present information, concepts, and ideas while making
connections with other disciplines, and compare the language/culture
studied with their own.
7.4 Culture. All students will demonstrate an understanding of the perspectives of a culture(s) through experiences with
its products and practices.
EVIDENCE OF LEARNING
Summative Assessments
• Listening activities • Speaking activities • Authentic reading assignments • Vocabulary quizzes • Chapter test • Reading Comprehension activities • Literary reading • Explain in your own words an important historical event • Investigate who discovered Machu Picchu . • Describe how the geography has influenced life in Ecuador, mainly the
volcanic environment.
• Write an essay that describes the layout and activities of Mach Picchu.
Formative assessments
• Observation of oral discourse • Discussions • Questioning • Do now/ exit slips • Group / Individual projects • Homework • Auditory practice • Partner practice talking about cultural material from the textbook • Partner practice speaking about daily life topics.
Alternative assessments:
• Oral Presentations • Partner Skit • Group or Individual Project
• Writing assignment
Equipment Needed: Chrome books, CD/media player, Interwrite board, Elmo, Computers
Teacher Resources: Textbook Asi se Dice 4, Audio & Video programs Program. Vocabulary
transparencies. Power point presentations.
YouTube and other cultural video(s) clips.
Quia.com and other online review websites
including our Quizlet classroom. Cultural readings
from text and other sources (articles, emails,
novel,magazines). Travel advertisements
Interesting photos from the Andean
region.CD/media player. Google images,Music
recordings and clips of performances and social
Midland Park Public Schools
and historical events. Conversemos juntos
conversation manuel and En marcha grammar
workbook.
LESSON PLANS
Lesson # Lesson name : Andean countries Time frame(hours/days)
1 Learn vocabulary needed to learn about the geography, history, and cultures of Ecuador, Bolivia and Peru.
10 days
2 Review the present perfect tense and learn the past perfect
Ongoing throughout the chapter
3 Conversation with a partner 10 days
4 Read and discuss a newspaper article about the Andean region
3 class days
5 Read a poem by an author from this region
3 class days
6 Read and discuss a short story 2 class days
7 Students report on a current event relating to the Andean nations
2 class day
8 Developing reading comprehension skills 4 class days
9 Contemporary life issue or interdisciplinary topic 2 class days
Chapter review 1class day
9 Chapter 1 test 1 class days
10 Oral testing: Interpersonal speaking 2 class days
Teacher notes:
CURRICULUM DEVELOPMENT RESOURCES/TECHNOLOGY
Chrome books
YouTube
Quizlet.com
Click links below to access additional resources used
to design this unit: Quia Interactive Online Student
Edition found at quia.com
Quick pass .com
Midland Park Public Schools
Studyspanish.com
ACCOMODATIONS
Special Education Students/504
1.implement student’s IEP 2.use planning agenda 3.use peer partners for practice
English Language Learners
1.allow use of bilingual dictionary 2.allow additional time for writing 3.use buddy system as a resource for various types of information
At-Risk Students
1.offer extra help as needed 2.check notebook for accuracy and completeness 3.allow peer editing before submission of assignments
Gifted and Talented Students
1.processing a greater volume of any given print material 2.give option for independent work on language projects of choice 3.encourage larger volume of material to be produced
CAREER READINESS PRACTICES
CRP1: Act as a responsible citizen CRP2: Apply appropriate academic and technical skills CRP4:Communicate clearly and effectively and with reason CRP5:Consider the environmental, social and economic inpacts of decisions. CRP6:Demonstrate creativity and innovation CRP7:Employ valid and reliable research strategies CRP8:Utilize critical thinking to make sense of problems and persevere in solving them CRP9:Model integrity, ethical leadership CRP10:Plan education and career paths aligned to personal goals. CRP11:Use technology to enhance productivity CRP12:Work productively in teams while using cultural competence
Midland Park Public Schools
UDL GUIDELINES
UDL GUIDELINES: PRESENTATION METHODS:
Present information through multiple media
Provide background knowledge
Offer alternatives for visual information
Offer alternatives for auditory information
Clarify vocabulary
UDL GUIDELINES: ACTION AND EXPRESSION METHODS
Optimize access to tools and technologies
Use multiple media for communication
Guide appropriate goal-setting
Support planning and strategy development
Vary the methods for response
UDL GUIDELINES: ENGAGEMENT METHODS
Optimize individual choice and autonomy
Minimize threats and distractions
Foster collaboration and community
Increase feedback
Develop self-assessment and reflection
CPI# Cumulative Progress Indicator (CPI)
7.1NH.A.1 Recognize familiar words and phrases, understand the main idea, infer the meaning of some highly contextualized, unfamiliar spoken or written words contained in culturally authentic materials using electronic information sources related to targeted themes,
7.1.NH.A.5 Demonstrate comprehension of short spoken or written conversations and brief written messages on familiar topics.
7.1.NH.B.3 Imitate appropriate gestures, intonation, and common idiomatic expressions of the target culture / language during daily interactions.
7.1.NH.B.4 Ask and respond to questions, make requests, and express preferences in various social situations.
7.1.NH.C.3 Describe in writing people and things from home and school environment.
7.2.NH.B.3 Demonstrate and discuss in some detail observable patterns of behavior and social conventions of the peer group in the target culture and make comparisons with the U.S.
Standards: ACTFL Standards
Standard 1: Communication: Communicate in languages other than English.
Standard 2: Cultures: Gain knowledge and understanding of other cultures.
Standard 3: Connections: Connect with other disciplines and acquire information.
Standard 4: Comparisons: Develop insight into the nature of language and culture.
Standard 5: Communities: Participate in multilingual communities at home and around the world.
CPI# Statement
Standard 1.2 Students will understand and interpret the influence of natural phenomena on daily life.
Standard2.2 Students demonstrate an understanding of the relationship between the practices and perspectives of the culture.
Standard 3.1 Students will reinforce their knowledge of volcanoes as they read about Tungurahua in Ecuador
Midland Park Public Schools
Standard 4.1 Students understand the nature of language through comparisons of the language studied and their own.
Standard5.1 Students will take their language use beyond the classroom by listening to newscasts or reading articles from the Andean region.
Technology standards:
8.1.8.D.3 Demonstrate an understanding of fair use and Creative Commons to intellectual property
8.1.8.F.1 Explore a local issue by using digital tools to collect and analyze data to identify a solution and make an informed decision.
8.1.12.D.5 Analyze the capabilities and limitations of current and emerging technology resources and assess their potential to address personal, social, life long learning and career needs.
Unit Essential Questions
How have the indigenous peoples of the Andean region reacted to the colonial Spaniards and modern
society?
How has the volitle nature of the Andes been both a benefit and a challenge to the people of this
region?
Unit Enduring Understandings
Recognize the different elements of different cultures that have blended in the Andean region.
Traditional and modern societies pass on knowledge and skills.
Humans live in all types of natural environments and must sustain daily life by using what nature
provides and dealing with acts of nature as they occur.
Unit Learning Targets
Students will…
Learn about the geography of Ecuador, Peru and Bolivia
Explain various elements of Incan society
Review the present and past perfect tenses
Read newspaper or magazine articles related to the Andean region
Read a poem or short story from this region
Read about and discuss a current event, interdisciplinary tpic or contemporary life issue related to this area of
South America
Midland Park Public Schools
View and discuss videos that present aspects of culture in these nations
Understand the connection between geography, natural occurrences and life in the Andes.
Include study and discussion of at least one topic from another discipline that relates to the Andes
View videos that depct aspects of Andean culture
Converse with a classmate in Spanish everyday
UNIT OVERVIEW
Content area: Spanish
Unit title: Unit 3 El Cono Sur
Target course/Grade Level:
Spanish 4 Honors Grade 11
Unit summary: In this chapter, students will learn about the geography, history and
cultures of Chile, Argentina, Paraguay, Uruguay. Students will learn and
practice many prepositions in Spanish. Students will learn and practice
the uses of Para and Por.
Interdisciplinary connections: Reading NJSLSA.R1 NJSLASA.R2 NJSLSA.W2 NJSLSA.W3 NJSLSA.W6 WHST.9-10.5
Read closely to determine what the text says explicitly and to make logical inferences and relevant connections from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas Write informative/ explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection ,organization and analysis of content. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well structured event sequences. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose or audience.
21st Life & Career skills:
9.2.8.B3 : Evaluate communication, collaboration, and leadership skills that can be developed through school, home, work and extracurricular activities for use in a career 9.2.8.B6 : Demonstrate understanding of necessary preparation and legal requirements to enter workforce.
Midland Park Public Schools
LEARNING TARGETS
Standards:
7.5 Communication. All students will be able to communicate in at least
one world language in addition to English. They will use language to
engage in conversation, understand and interpret spoken and written
language, present information, concepts, and ideas while making
connections with other disciplines, and compare the language/culture
studied with their own.
7.6 Culture. All students will demonstrate an understanding of the perspectives of a culture(s) through experiences with
its products and practices.
EVIDENCE OF LEARNING
Summative Assessments
• Listening activities • Speaking activities • Authentic reading assignments • Vocabulary quizzes • Chapter test • Reading Comprehension activities • Literary reading • Explain in your own words an important historical event • Choose an aspect of culture from the Southern Cone that interests you
and write about it explaining.
Formative assessments
• Observation of oral discourse • Discussions • Questioning • Do now/ exit slips • Group / Individual projects • Homework • Auditory practice • Partner practice talking about cultural material from the textbook • Partner practice speaking about daily life topics.
Alternative assessments:
• Oral Presentations • Partner Skit • Group or Individual Project
• Writing assignment
Equipment Needed: Chrome books, CD/media player, Interwrite board, Elmo, Computers
Teacher Resources: Textbook Asi se Dice 4, Audio & Video programs Program. Vocabulary
transparencies. Power point presentations.
YouTube and other cultural video(s) clips.
Quia.com and other online review websites
including our Quizlet classroom. Cultural readings
from text and other sources (articles, emails,
novel,magazines). Travel advertisements
Midland Park Public Schools
Interesting photos from the Southern Cone
.CD/media player. Google images,Music
recordings and clips of performances and social
and historical events. Conversemos juntos
conversation manuel and En marcha grammar
workbook.
LESSON PLANS
Lesson # Lesson name : El Cono Sur Time frame(hours/days)
1 Learn vocabulary needed to learn about the geography, history, and culture of the Southern Cone.
6 days Ongoing throughtout the chapter
2 Preposition practice
Ongoing throughout the chapter
Por and Para practice 8 days
3 Conversation with a partner 5 days
4 Read and discuss a newspaper article about the Southern Cone
2 class days
5 Read a poem
2 class days
6 Read and discuss a short story 3 class days
7 Students report on a current event relating to the Southern Cone
1 class day
8 Developing reading comprehension skills 1 class days
9 Contemporary life issue or interdisciplinary topic 2 class days
Chapter review 1class day
9 Chapter 1 test 1 class days
10 Oral testing: Interpersonal speaking 1 class days
Teacher notes:
CURRICULUM DEVELOPMENT RESOURCES/TECHNOLOGY
Chrome books
YouTube
Quizlet.com
Click links below to access additional resources used
Midland Park Public Schools
to design this unit: Quia Interactive Online Student
Edition found at quia.com
Quick pass .com
Studyspanish.com
ACCOMODATIONS
Special Education Students/504
1.implement student’s IEP 2.use planning agenda 3.use peer partners for practice
English Language Learners
1.allow use of bilingual dictionary 2.allow additional time for writing 3.use buddy system as a resource for various types of information
At-Risk Students
1.offer extra help as needed 2.check notebook for accuracy and completeness 3.allow peer editing before submission of assignments
Gifted and Talented Students
1.processing a greater volume of any given print material 2.give option for independent work on language projects of choice 3.encourage larger volume of material to be produced
CAREER READINESS PRACTICES
CRP1: Act as a responsible citizen CRP2: Apply appropriate academic and technical skills CRP4:Communicate clearly and effectively and with reason CRP5:Consider the environmental, social and economic inpacts of decisions. CRP6:Demonstrate creativity and innovation CRP7:Employ valid and reliable research strategies CRP8:Utilize critical thinking to make sense of problems and persevere in solving them CRP9:Model integrity, ethical leadership CRP10:Plan education and career paths aligned to personal goals. CRP11:Use technology to enhance productivity CRP12:Work productively in teams while using cultural competence
Midland Park Public Schools
UDL GUIDELINES
UDL GUIDELINES: PRESENTATION METHODS:
Present information through multiple media
Provide background knowledge
Offer alternatives for visual information
Offer alternatives for auditory information
Clarify vocabulary
UDL GUIDELINES: ACTION AND EXPRESSION METHODS
Optimize access to tools and technologies
Use multiple media for communication
Guide appropriate goal-setting
Support planning and strategy development
Vary the methods for response
UDL GUIDELINES: ENGAGEMENT METHODS
Optimize individual choice and autonomy
Minimize threats and distractions
Foster collaboration and community
Increase feedback
Develop self-assessment and reflection
CPI# Cumulative Progress Indicator (CPI)
7.1NH.A.1 Recognize familiar words and phrases, understand the main idea, infer the meaning of some highly contextualized, unfamiliar spoken or written words contained in culturally authentic materials using electronic information sources related to targeted themes,
7.1.NH.A.5 Demonstrate comprehension of short spoken or written conversations and brief written messages on familiar topics.
7.1.NH.B.3 Imitate appropriate gestures, intonation, and common idiomatic expressions of the target culture / language during daily interactions.
7.1.NH.B.4 Ask and respond to questions, make requests, and express preferences in various social situations.
7.1.NH.C.3 Describe in writing people and things from home and school environment.
7.2.NH.B.3 Demonstrate and discuss in some detail observable patterns of behavior and social conventions of the peer group in the target culture and make comparisons with the U.S.
Standards: ACTFL Standards
Standard 1: Communication: Communicate in languages other than English.
Standard 2: Cultures: Gain knowledge and understanding of other cultures.
Standard 3: Connections: Connect with other disciplines and acquire information.
Standard 4: Comparisons: Develop insight into the nature of language and culture.
Standard 5: Communities: Participate in multilingual communities at home and around the world.
CPI# Statement
Standard 1.3 Students will present information related to current events in the Southern Cone
Midland Park Public Schools
Standard2.1 Students demonstrate an understanding of the relationship between the practices and perspectives of those who pursue a gaucho lifestyle
Standard 3.1 Students further reinforce knowledge of nature by studying beautiful natural environments of this region
Standard 4.1 Students understand the nature of language through comparisons of the language studied and their own.
Standard 5.1 Students use Spanish in class for personal as well as class content related communications
Standard 5.2 Students shoe evidence of becoming life-long learners by using Spanish and the cultures associated with it for personal enrichment by studying about the tango as a music and dance form.
Technology standards:
8.1.8.D.3 Demonstrate an understanding of fair use and Creative Commons to intellectual property
8.1.8.F.1 Explore a local issue by using digital tools to collect and analyze data to identify a solution and make an informed decision.
8.1.12.D.5 Analyze the capabilities and limitations of current and emerging technology resources and assess their potential to address personal, social, life long learning and career needs.
Unit Essential Questions
How do people dedicated to cattle raising live on the South American continent?
How is the gaucho lifestyle similar or different to the cowboy lifestyle of the Great Plains?
How varied is the geography of the Southern cone?
How and where did the music and dance form known as the tango begin?
Unit Enduring Understandings
People in the Southern cone who have lived a lifestyle related to cattle have similarities to the American
cowboy.
The South American continent offers the world some of the most breathtaking natural places of many different
types.
The tango was an outgrowth of the multicultural urban communities of Buenos Aires.
Unit Learning Targets
Students will…
Learn about the geography of the Southern Cone
Use prepositions correctly
Midland Park Public Schools
Use Para and Por correctly
Understand the various historical and cultural events that have shaped the Southern Cone region
Read newspaper or magazine articles related to this area
Read a poem or short story from the Southern Cone
Read about and discuss a current event, interdisciplinary topic or contemporary life issue related to Chile,
Argentina, Uruguay, and Paraguay
View and discuss videos that present aspects of culture from the Southern Cone
UNIT OVERVIEW
Content area: Spanish
Unit title: Unit 4 La America Central
Target course/Grade Level:
Spanish 4 Honors Grade 11
Unit summary: In this chapter, students will learn about the geography, history and
cultures of Guatemala, Honduras, El Salvador, Nicaragua, Costa Rica, And
Panama. They will review demonstrative and possessive adjectives and
learn the pronoun forms. They will review and expand their knowledge
of the subjunctive.
Interdisciplinary connections: Reading NJSLSA.R1 NJSLASA.R2 NJSLSA.W2 NJSLSA.W3 NJSLSA.W6 WHST.9-10.5
Read closely to determine what the text says explicitly and to make logical inferences and relevant connections from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas Write informative/ explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection ,organization and analysis of content. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well structured event sequences. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose or audience.
21st Life & Career skills:
9.2.8.B3 : Evaluate communication, collaboration, and leadership skills that can be developed through school, home, work and extracurricular activities for use in a career 9.2.8.B6 : Demonstrate understanding of necessary preparation and legal requirements to enter workforce.
Midland Park Public Schools
LEARNING TARGETS
Standards:
7.7 Communication. All students will be able to communicate in at least
one world language in addition to English. They will use language to
engage in conversation, understand and interpret spoken and written
language, present information, concepts, and ideas while making
connections with other disciplines, and compare the language/culture
studied with their own.
7.8 Culture. All students will demonstrate an understanding of the perspectives of a culture(s) through experiences with
its products and practices.
EVIDENCE OF LEARNING
Summative Assessments
• Listening activities • Speaking activities • Authentic reading assignments • Vocabulary quizzes • Chapter test • Reading Comprehension activities • Literary reading • Explain in your own words an eco activity that can be practiced in this
area of the world. • Choose an aspect of culture from Central America that interests you
and write about it .
Formative assessments
• Observation of oral discourse • Discussions • Questioning • Do now/ exit slips • Group / Individual projects • Homework • Auditory practice • Partner practice talking about cultural material from the textbook • Partner practice speaking about daily life topics.
Alternative assessments:
• Oral Presentations • Partner Skit • Group or Individual Project
• Writing assignment
Equipment Needed: Chrome books, CD/media player, Interwrite board, Elmo, Computers
Teacher Resources: Textbook Asi se Dice 4, Audio & Video programs Program. Vocabulary
transparencies. Power point presentations.
YouTube and other cultural video(s) clips.
Midland Park Public Schools
Quia.com and other online review websites
including our Quizlet classroom. Cultural readings
from text and other sources (articles, emails,
novel,magazines). Travel advertisements
Interesting photos from Central America
.CD/media player. Google images,Music
recordings and clips of performances and social
and historical events. Conversemos juntos
conversation manuel and En marcha grammar
workbook.
LESSON PLANS
Lesson # Lesson name : Espana Time frame(hours/days)
1 Learn vocabulary needed to learn about the geography, history, and culture of Central America,
6 days Ongoing throughout the chapter
2 Possessive adjective and pronoun practice.
3 days
Demonstrative adjectives and pronouns 2 days
3 Conversation with a partner 5 days
4 Read and discuss a newspaper article about Central America
2 class days
5 Read a poem by Ruben Dario
2 class days
6 Read and discuss a short story 2 class days
7 Students report on a current event relating to Central America
2 class day
8 Developing reading comprehension skills 1 class days
9 Contemporary life issue or interdisciplinary topic 1 class day
9 Chapter review 1class day
10 Chapter 4 test 1 class days
11 Oral testing: Interpersonal speaking 1 class days
Teacher notes:
CURRICULUM DEVELOPMENT RESOURCES/TECHNOLOGY
Chrome books
Midland Park Public Schools
YouTube
Quizlet.com
Click links below to access additional resources used
to design this unit: Quia Interactive Online Student
Edition found at quia.com
Quick pass .com
Studyspanish.com
ACCOMODATIONS
Special Education Students/504
1.implement student’s IEP 2.use planning agenda 3.use peer partners for practice
English Language Learners
1.allow use of bilingual dictionary 2.allow additional time for writing 3.use buddy system as a resource for various types of information
At-Risk Students
1.offer extra help as needed 2.check notebook for accuracy and completeness 3.allow peer editing before submission of assignments
Gifted and Talented Students
1.processing a greater volume of any given print material 2.give option for independent work on language projects of choice 3.encourage larger volume of material to be produced
CAREER READINESS PRACTICES
CRP1: Act as a responsible citizen CRP2: Apply appropriate academic and technical skills CRP4:Communicate clearly and effectively and with reason CRP5:Consider the environmental, social and economic inpacts of decisions. CRP6:Demonstrate creativity and innovation CRP7:Employ valid and reliable research strategies CRP8:Utilize critical thinking to make sense of problems and persevere in solving them CRP9:Model integrity, ethical leadership CRP10:Plan education and career paths aligned to personal goals. CRP11:Use technology to enhance productivity CRP12:Work productively in teams while using cultural competence
Midland Park Public Schools
UDL GUIDELINES
UDL GUIDELINES: PRESENTATION METHODS:
Present information through multiple media
Provide background knowledge
Offer alternatives for visual information
Offer alternatives for auditory information
Clarify vocabulary
UDL GUIDELINES: ACTION AND EXPRESSION METHODS
Optimize access to tools and technologies
Use multiple media for communication
Guide appropriate goal-setting
Support planning and strategy development
Vary the methods for response
UDL GUIDELINES: ENGAGEMENT METHODS
Optimize individual choice and autonomy
Minimize threats and distractions
Foster collaboration and community
Increase feedback
Develop self-assessment and reflection
CPI# Cumulative Progress Indicator (CPI)
7.1NH.A.1 Recognize familiar words and phrases, understand the main idea, infer the meaning of some highly contextualized, unfamiliar spoken or written words contained in culturally authentic materials using electronic information sources related to targeted themes,
7.1.NH.A.5 Demonstrate comprehension of short spoken or written conversations and brief written messages on familiar topics.
7.1.NH.B.3 Imitate appropriate gestures, intonation, and common idiomatic expressions of the target culture / language during daily interactions.
7.1.NH.B.4 Ask and respond to questions, make requests, and express preferences in various social situations.
7.1.NH.C.3 Describe in writing people and things from home and school environment.
7.2.NH.B.3 Demonstrate and discuss in some detail observable patterns of behavior and social conventions of the peer group in the target culture and make comparisons with the U.S.
Standards: ACTFL Standards
Standard 1: Communication: Communicate in languages other than English.
Standard 2: Cultures: Gain knowledge and understanding of other cultures.
Standard 3: Connections: Connect with other disciplines and acquire information.
Standard 4: Comparisons: Develop insight into the nature of language and culture.
Standard 5: Communities: Participate in multilingual communities at home and around the world.
CPI# Staement
Standard 2.2 Students demonstrate an understanding of life in a Spanish colony by studying the Spanish colonial architecture of Antigua, Guatemala
Midland Park Public Schools
Standard3.1 Students reinforce and further their knowledge of other disciplibes through the study of Spanish as it relates to nature and the wealth of biodiversity in Central America.
Standard 3.2 Students acquire information and recognize the different viewpoint that exists in Costa Rica regarding education and military spending.
Standard 4.1 Students understand the nature of language through comparisons of the language studied and their own.
Technology standards:
8.1.8.D.3 Demonstrate an understanding of fair use and Creative Commons to intellectual property
8.1.8.F.1 Explore a local issue by using digital tools to collect and analyze data to identify a solution and make an informed decision.
8.1.12.D.5 Analyze the capabilities and limitations of current and emerging technology resources and assess their potential to address personal, social, life long learning and career needs.
Unit Essential Questions
How were Spanish colonial cities and Mayan cities constructed?
How are molas and other traditional crafts produced and what purpose dio they serve in society?
Why should the small Central American nations be of importance to the rest of the world?
Unit Enduring Understandings
People construct the communities in which they live in different ways but the physical structures must
always meet the needs of the people living in them. The structures reflect environment and cultural
attributes.
Crafts are products without modern manufacturing techniques and ful fill 4 basic purposes in a society.
A great amount of the wealth of the natural world comes from Central America.
Even small nations can offer the world alternative viewpoints and problem solving techniques that are
unique and effective.
Unit Learning Targets
Students will…
Learn about the geography , history and cultures of Central America.
Gain knowledge about Antigua , Guatemala, a fine example of Spanish colonial architecture.
Learn about the Mayan city of Tikal, Guatemala
Midland Park Public Schools
Discuss the viewpoint regarding education and military spending and how the two ideas are connected in Costa
Rica.
Review and practice possessive adjectives and pronouns
Review and practice demonstrative adjectives and pronouns
Read newspaper or magazine articles related to Central America
Read some literary selections from Central America
Research and discuss the extremely abundant biodiversity in Central America
Read about and discuss a current event, interdisciplinary tpic or contemporary life issue related to Central
America
View and discuss videos that present aspects of Central American culture
Expand knowledge and use of the subjunctive
Converse with a classmate in Spanish everyday
UNIT OVERVIEW
Content area: Spanish
Unit title: Unit 5 Mexico
Target course/Grade Level:
Spanish 4 Honors Grade 11
Unit summary: In this chapter, students will learn about the geography, history and
cultures of Mexico. Students will exp[and their knowledge of the
subjunctive mood.
Interdisciplinary connections: Reading NJSLSA.R1 NJSLASA.R2 NJSLSA.W2 NJSLSA.W3 NJSLSA.W6 WHST.9-10.5
Read closely to determine what the text says explicitly and to make logical inferences and relevant connections from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas Write informative/ explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection ,organization and analysis of content. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well structured event sequences. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose or audience.
Midland Park Public Schools
21st Life & Career skills:
9.2.8.B3 : Evaluate communication, collaboration, and leadership skills that can be developed through school, home, work and extracurricular activities for use in a career 9.2.8.B6 : Demonstrate understanding of necessary preparation and legal requirements to enter workforce.
LEARNING TARGETS
Standards:
7.9 Communication. All students will be able to communicate in at least
one world language in addition to English. They will use language to
engage in conversation, understand and interpret spoken and written
language, present information, concepts, and ideas while making
connections with other disciplines, and compare the language/culture
studied with their own.
7.10 Culture. All students will demonstrate an understanding of the perspectives of a culture(s) through experiences with
its products and practices.
EVIDENCE OF LEARNING
Summative Assessments
• Listening activities • Speaking activities • Authentic reading assignments • Vocabulary quizzes • Chapter test • Reading Comprehension activities • Literary reading • Research a point of interest in Mexico and tell a classmate about it in
an interview format, • Write about the unique aspects of Mexican cooking. • Describe in one’s own words how Mexican muralists used their art
form to record history and culture and used it as a tool of instruction • Give orally the bio of an influential Mexican
Formative assessments
• Observation of oral discourse • Discussions • Questioning • Do now/ exit slips • Group / Individual projects • Homework • Auditory practice • Partner practice talking about cultural material from the textbook • Partner practice speaking about daily life topics.
Midland Park Public Schools
Alternative assessments:
• Oral Presentations • Partner Skit • Group or Individual Project
• Writing assignment
Equipment Needed: Chrome books, CD/media player, Interwrite board, Elmo, Computers
Teacher Resources: Textbook Asi se Dice 4, Audio & Video programs Program. Vocabulary
transparencies. Power point presentations.
YouTube and other cultural video(s) clips.
Quia.com and other online review websites
including our Quizlet classroom. Cultural readings
from text and other sources (articles, emails,
novel,magazines). Travel advertisements
Interesting photos from the Mexico .CD/media
player. Google images,Music recordings and
clips of performances and social and historical
events. Conversemos juntos conversation
manuel and En marcha grammar workbook.
LESSON PLANS
Lesson # Lesson name : Mexico Time frame(hours/days)
1 Learn vocabulary needed to learn about the geography, history, and culture of Mexico.
6 days Ongoing throughout the chapter
2 Subjunctive practice practice
Ongoing throughout the chapter
3 Conversation with a partner 5 days
4 Read and discuss a newspaper article about Mexico
2 class days
5 Read a poem
2 class days
6 Read and discuss a short story 2 class days
7 Students report on a current event relating to the 1 class day
8 Developing reading comprehension skills 1 class days
9 Contemporary life issue or interdisciplinary topic 2 class days
Chapter review 1class day
9 Chapter 1 test 1 class days
10 Oral testing: Interpersonal speaking 2 class days
Teacher notes:
Midland Park Public Schools
CURRICULUM DEVELOPMENT RESOURCES/TECHNOLOGY
Chrome books
YouTube
Quizlet.com
Click links below to access additional resources used
to design this unit: Quia Interactive Online Student
Edition found at quia.com
Quick pass .com
Studyspanish.com
ACCOMODATIONS
Special Education Students/504
1.implement student’s IEP 2.use planning agenda 3.use peer partners for practice
English Language Learners
1.allow use of bilingual dictionary 2.allow additional time for writing 3.use buddy system as a resource for various types of information
At-Risk Students
1.offer extra help as needed 2.check notebook for accuracy and completeness 3.allow peer editing before submission of assignments
Gifted and Talented Students
1.processing a greater volume of any given print material 2.give option for independent work on language projects of choice 3.encourage larger volume of material to be produced
CAREER READINESS PRACTICES
CRP1: Act as a responsible citizen CRP2: Apply appropriate academic and technical skills CRP4:Communicate clearly and effectively and with reason CRP5:Consider the environmental, social and economic inpacts of decisions. CRP6:Demonstrate creativity and innovation CRP7:Employ valid and reliable research strategies CRP8:Utilize critical thinking to make sense of problems and persevere in solving them CRP9:Model integrity, ethical leadership
Midland Park Public Schools
CRP10:Plan education and career paths aligned to personal goals. CRP11:Use technology to enhance productivity CRP12:Work productively in teams while using cultural competence
UDL GUIDELINES
UDL GUIDELINES: PRESENTATION METHODS:
Present information through multiple media
Provide background knowledge
Offer alternatives for visual information
Offer alternatives for auditory information
Clarify vocabulary
UDL GUIDELINES: ACTION AND EXPRESSION METHODS
Optimize access to tools and technologies
Use multiple media for communication
Guide appropriate goal-setting
Support planning and strategy development
Vary the methods for response
UDL GUIDELINES: ENGAGEMENT METHODS
Optimize individual choice and autonomy
Minimize threats and distractions
Foster collaboration and community
Increase feedback
Develop self-assessment and reflection
CPI# Cumulative Progress Indicator (CPI)
7.1NH.A.1 Recognize familiar words and phrases, understand the main idea, infer the meaning of some highly contextualized, unfamiliar spoken or written words contained in culturally authentic materials using electronic information sources related to targeted themes,
7.1.NH.A.5 Demonstrate comprehension of short spoken or written conversations and brief written messages on familiar topics.
7.1.NH.B.3 Imitate appropriate gestures, intonation, and common idiomatic expressions of the target culture / language during daily interactions.
7.1.NH.B.4 Ask and respond to questions, make requests, and express preferences in various social situations.
7.1.NH.C.3 Describe in writing people and things from home and school environment.
7.2.NH.B.3 Demonstrate and discuss in some detail observable patterns of behavior and social conventions of the peer group in the target culture and make comparisons with the U.S.
Standards: ACTFL Standards
Standard 1: Communication: Communicate in languages other than English.
Standard 2: Cultures: Gain knowledge and understanding of other cultures.
Standard 3: Connections: Connect with other disciplines and acquire information.
Standard 4: Comparisons: Develop insight into the nature of language and culture.
Midland Park Public Schools
Standard 5: Communities: Participate in multilingual communities at home and around the world.
CPI# Staement
Standard 1.1 Students engage in conversation about places in Mexico by using an interview format.
Standard2.2 Students demonstrate an understanding of the relationship between the practices and perspectives of the culture. Mexican muralist’s art and the passing on of history and indigenous culture.
Standard 3.1 Students will connect to the fine, performing, and culinary arts asthey study about painting , music, dance and cooking.
Standard 4.1 Students understand the nature of language through comparisons of the language studied and their own as they acquire more knowledge and use with greatr accuracy the subjunctive.
Technology standards:
8.1.8.D.3 Demonstrate an understanding of fair use and Creative Commons to intellectual property
8.1.8.F.1 Explore a local issue by using digital tools to collect and analyze data to identify a solution and make an informed decision.
8.1.12.D.5 Analyze the capabilities and limitations of current and emerging technology resources and assess their potential to address personal, social, life long learning and career needs.
Unit Essential Questions
Why is Mexico such a popular tourist destination?
How does Mexican cooking reflect both its Spanish and New World roots?
Why would UNESCO cite Mexican cooking as part of the immaterial Patrimony of Humanity making it
noteworthy of study?
Unit Enduring Understandings
As the largest Spanish-speaking country Mexico offers a great vasriety of landscapes and activities for
tourists.
Mexican cooking is a unique blend of Spanish and various cultures as evidenced in its culinary products
and it reflects the cooperative communal nature of the activity in daily life.
Midland Park Public Schools
Unit Learning Targets
Students will…
Learn about the geography , history and culture of Mexico
Expand their knowledge and usage of the subjunctive
Learn about Mexican art, music and dance
Learn about the uniqueness of Mexican cooking
Read newspaper or magazine articles related to Mexico
Read a poem or short story from Mexico
Read about and discuss a current event, interdisciplinary topic or contemporary life issue related to Mexico
View and discuss videos that present aspects of Mexican culture
Converse with a classmate in Spanish everyday
UNIT OVERVIEW
Content area: Spanish
Unit title: Unit 6 El Caribe
Target course/Grade Level:
Spanish 4 Honors Grade 11
Unit summary: In this chapter, students will learn about the geography, history and
cultures of the Spanish-speaking Caribbean, Cuba, Puerto Rico, and the
Dominican Republic. They will also continue to work with the subjunctive
including the present perfect subjunctive,
Interdisciplinary connections: Reading NJSLSA.R1 NJSLASA.R2 NJSLSA.W2 NJSLSA.W3 NJSLSA.W6 WHST.9-10.5
Read closely to determine what the text says explicitly and to make logical inferences and relevant connections from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas Write informative/ explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection ,organization and analysis of content. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well structured event sequences. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
Midland Park Public Schools
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose or audience.
21st Life & Career skills:
9.2.8.B3 : Evaluate communication, collaboration, and leadership skills that can be developed through school, home, work and extracurricular activities for use in a career 9.2.8.B6 : Demonstrate understanding of necessary preparation and legal requirements to enter workforce.
LEARNING TARGETS
Standards:
7.11 Communication. All students will be able to communicate in at
least one world language in addition to English. They will use language
to engage in conversation, understand and interpret spoken and
written language, present information, concepts, and ideas while
making connections with other disciplines, and compare the
language/culture studied with their own.
7.12 Culture. All students will demonstrate an understanding of the perspectives of a culture(s) through experiences with
its products and practices.
EVIDENCE OF LEARNING
Summative Assessments
• Listening activities • Speaking activities • Authentic reading assignments • Vocabulary quizzes • Chapter test • Reading Comprehension activities • Literary reading • Read about a historic preservation project in Puerto Rico. Research the
concept of historic preservation and find a recent or current project to report on.
• Discuss pirate lore of the Caribbean. • Read about and view a video about the finding of a treasure ship.
Formative assessments
• Observation of oral discourse • Discussions • Questioning • Do now/ exit slips • Group / Individual projects • Homework • Auditory practice • Partner practice talking about cultural material from the textbook • Partner practice speaking about daily life topics.
Midland Park Public Schools
Alternative assessments:
• Oral Presentations • Partner Skit • Group or Individual Project
• Writing assignment
Equipment Needed: Chrome books, CD/media player, Interwrite board, Elmo, Computers
Teacher Resources: Textbook Asi se Dice 4, Audio & Video programs Program. Vocabulary
transparencies. Power point presentations.
YouTube and other cultural video(s) clips.
Quia.com and other online review websites
including our Quizlet classroom. Cultural readings
from text and other sources (articles, emails,
novel ,magazines). Travel advertisements
Interesting photos from the countries of Cuba,
Puerto Rico and the Dominican Republic
.CD/media player. Google images ,Music
recordings and clips of performances and social
and historical events. Conversemos juntos
conversation manuel and En marcha grammar
workbook.
LESSON PLANS
Lesson # Lesson name : Espana Time frame(hours/days)
1 Learn vocabulary needed to learn about the geography, history, and culture of the Caribbean countries.
8 8 days 9 Ongoing throughout
chapter 10
2 Continued subjunctive practice, present perfect subjunctive.
Ongoing throughout the chapter
3 Conversation with a partner 5 days
4 Read and discuss a newspaper article about a historic preservation project in Puerto Rico.
2 class days
5 Read a poem by Nicolas Guillen
2 class days
6 Read and discuss a short story 2 class days
7 Students report on a current event relating to the Caribbean
1 class day
8 Developing reading comprehension skills 1 class days
9 Contemporary life issue , interdisciplinary topic or current event
2 class days
Chapter review 1class day
9 Chapter 1 test 1 class days
Midland Park Public Schools
10 Oral testing: Interpersonal speaking 2 class days
Teacher notes:
CURRICULUM DEVELOPMENT RESOURCES/TECHNOLOGY
Chrome books
YouTube
Quizlet.com
Click links below to access additional resources used
to design this unit: Quia Interactive Online Student
Edition found at quia.com
Quick pass .com
Studyspanish.com
ACCOMODATIONS
Special Education Students/504
1.implement student’s IEP 2.use planning agenda 3.use peer partners for practice
English Language Learners
1.allow use of bilingual dictionary 2.allow additional time for writing 3.use buddy system as a resource for various types of information
At-Risk Students
1.offer extra help as needed 2.check notebook for accuracy and completeness 3.allow peer editing before submission of assignments
Gifted and Talented Students
1.processing a greater volume of any given print material 2.give option for independent work on language projects of choice 3.encourage larger volume of material to be produced
CAREER READINESS PRACTICES
Midland Park Public Schools
CRP1: Act as a responsible citizen CRP2: Apply appropriate academic and technical skills CRP4:Communicate clearly and effectively and with reason CRP5:Consider the environmental, social and economic inpacts of decisions. CRP6:Demonstrate creativity and innovation CRP7:Employ valid and reliable research strategies CRP8:Utilize critical thinking to make sense of problems and persevere in solving them CRP9:Model integrity, ethical leadership CRP10:Plan education and career paths aligned to personal goals. CRP11:Use technology to enhance productivity CRP12:Work productively in teams while using cultural competence
UDL GUIDELINES
UDL GUIDELINES: PRESENTATION METHODS:
Present information through multiple media
Provide background knowledge
Offer alternatives for visual information
Offer alternatives for auditory information
Clarify vocabulary
UDL GUIDELINES: ACTION AND EXPRESSION METHODS
Optimize access to tools and technologies
Use multiple media for communication
Guide appropriate goal-setting
Support planning and strategy development
Vary the methods for response
UDL GUIDELINES: ENGAGEMENT METHODS
Optimize individual choice and autonomy
Minimize threats and distractions
Foster collaboration and community
Increase feedback
Develop self-assessment and reflection
CPI# Cumulative Progress Indicator (CPI)
7.1NH.A.1 Recognize familiar words and phrases, understand the main idea, infer the meaning of some highly contextualized, unfamiliar spoken or written words contained in culturally authentic materials using electronic information sources related to targeted themes,
7.1.NH.A.5 Demonstrate comprehension of short spoken or written conversations and brief written messages on familiar topics.
7.1.NH.B.3 Imitate appropriate gestures, intonation, and common idiomatic expressions of the target culture / language during daily interactions.
7.1.NH.B.4 Ask and respond to questions, make requests, and express preferences in various social situations.
7.1.NH.C.3 Describe in writing people and things from home and school environment.
Midland Park Public Schools
7.2.NH.B.3 Demonstrate and discuss in some detail observable patterns of behavior and social conventions of the peer group in the target culture and make comparisons with the U.S.
Standards: ACTFL Standards
Standard 1: Communication: Communicate in languages other than English.
Standard 2: Cultures: Gain knowledge and understanding of other cultures.
Standard 3: Connections: Connect with other disciplines and acquire information.
Standard 4: Comparisons: Develop insight into the nature of language and culture.
Standard 5: Communities: Participate in multilingual communities at home and around the world.
CPI# Staement
Standard 1.2 Students understand and interpret written language as they practice writing emails about topic related to Cuba, Puerto Rico, and the Dominican Republic.
Standard2.2 Students demonstrate an understanding of the relationship between the practices and perspectives of the culture.
Standard 3.1 Students further their knowledge of map reading skills by studyin about the capital cities of Habana, Santo Domingo, and San Juan and create a brochure about one of them that includes a walking tour.
Standard 3.2 Students acquire information and recognize the distinctive viewpointsexist between the U.S. and Cuba.
Standard 4.1 Students understand the nature of language through comparisons of the language studied and their own.
Technology standards:
8.1.8.D.3 Demonstrate an understanding of fair use and Creative Commons to intellectual property
8.1.8.F.1 Explore a local issue by using digital tools to collect and analyze data to identify a solution and make an informed decision.
8.1.12.D.5 Analyze the capabilities and limitations of current and emerging technology resources and assess their potential to address personal, social, life long learning and career needs.
Unit Essential Questions
What is the official relationship between the U.S. and Cuba, the Dominican republic and Puerto Rico?
How do people express their pride in their racial and ethnic background?
How do people preserve those cultural products that link modern society with the past?
Unit Enduring Understandings
Our relationships with other countries change over time for various reasons.
Midland Park Public Schools
Spanish speaking countries have multiracial and multiethnic individuals and their racial and ethnic ties
are expressed in the arts they produce.
Preservation of historic sites is important to people of all countries.
Unit Learning Targets
Students will…
Learn about the geography of Cuba, the Dominican Republic and Puerto Rico.
Review and practice of the subjunctive mood.
Read newspaper or magazine articles related to the Caribbean.
Read a poem or short story from the Caribbean.
Read about and discuss a current event, interdisciplinary topic or contemporary life issue related to the a
historic preservation both intentional and unintentional.rea.
Read about and discuss
View and discuss videos that present aspects of Caribbean culture.
Converse with a classmate in Spanish everyday
UNIT OVERVIEW
Content area: Spanish
Unit title: Unit 7 Colombia y Venezuela
Target course/Grade Level:
Spanish 4 Honors Grade 11
Unit summary: In this chapter, students will learn about the geography, history and
cultures of Colombia and Venezuela. Students will continue the study of
the subjunctive mood.
Interdisciplinary connections: Reading NJSLSA.R1 NJSLASA.R2 NJSLSA.W2 NJSLSA.W3
Read closely to determine what the text says explicitly and to make logical inferences and relevant connections from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas Write informative/ explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection ,organization and analysis of content. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well structured event sequences.
Midland Park Public Schools
NJSLSA.W6 WHST.9-10.5
Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose or audience.
21st Life & Career skills:
9.2.8.B3 : Evaluate communication, collaboration, and leadership skills that can be developed through school, home, work and extracurricular activities for use in a career 9.2.8.B6 : Demonstrate understanding of necessary preparation and legal requirements to enter workforce.
LEARNING TARGETS
Standards:
10.1 Communication. All students will be able to communicate in at
least one world language in addition to English. They will use language
to engage in conversation, understand and interpret spoken and
written language, present information, concepts, and ideas while
making connections with other disciplines, and compare the
language/culture studied with their own.
10.2 Culture. All students will demonstrate an understanding of the perspectives of a culture(s) through experiences with
its products and practices.
EVIDENCE OF LEARNING
Summative Assessments
• Listening activities • Speaking activities • Authentic reading assignments • Vocabulary quizzes • Chapter test • Reading Comprehension activities • Literary reading • Research a topic of personal interest and create a PPT presentation
and share with the class. • Take a final exam
Formative assessments
• Observation of oral discourse • Discussions • Questioning • Do now/ exit slips • Group / Individual projects
Midland Park Public Schools
• Homework • Circumlocution game • Auditory practice • Partner practice talking about cultural material from the textbook • Partner practice speaking about daily life topics.
Alternative assessments:
• Oral Presentations • Partner Skit • Group or Individual Project
• Writing assignment
Equipment Needed: Chrome books, CD/media player, Interwrite board, Elmo, Computers
Teacher Resources: Textbook Asi se Dice 4, Audio & Video programs Program. Vocabulary
transparencies. Power point presentations.
YouTube and other cultural video(s) clips.
Quia.com and other online review websites
including our Quizlet classroom. Cultural readings
from text and other sources (articles, emails,
novel,magazines). Travel advertisements
Interesting photos from Colombia and
Venezuela .CD/media player. Google images,
Music recordings and clips of performances
and social and historical events. Conversemos
juntos conversation manuel and En marcha
grammar workbook.
LESSON PLANS
Lesson # Lesson name : Colombia -Venezuela Time frame(hours/days)
1 Learn vocabulary needed to learn about the geography, history, and cultures of Colombia and Venezuela.
8 days
2 Subjunctive practice
Ongoing throughout the chapter
3 Conversation with a partner 5 days
4 Read and discuss a newspaper article about the Southern Cone
2 class days
5 Read a poem
2 class days
6 Read and discuss a short story 2 class days
7 Students report on a current event relating to Colombia and Venezuela
1 class day
8 Developing reading comprehension skills 1 class days
9 Contemporary life issue or interdisciplinary topic 2 class days
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Chapter review 1class day
9 Chapter 1 test 1 class days
10 Oral testing: Interpersonal speaking 1 class day
11 Individual research project 3 days
Teacher notes:
CURRICULUM DEVELOPMENT RESOURCES/TECHNOLOGY
Chrome books
YouTube
Quizlet.com
Click links below to access additional resources used
to design this unit: Quia Interactive Online Student
Edition found at quia.com
Quick pass .com
Studyspanish.com
ACCOMODATIONS
Special Education Students/504
1.implement student’s IEP 2.use planning agenda 3.use peer partners for practice
English Language Learners
1.allow use of bilingual dictionary 2.allow additional time for writing 3.use buddy system as a resource for various types of information
At-Risk Students
1.offer extra help as needed 2.check notebook for accuracy and completeness 3.allow peer editing before submission of assignments
Gifted and Talented Students
1.processing a greater volume of any given print material 2.give option for independent work on language projects of choice 3.encourage larger volume of material to be produced
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CAREER READINESS PRACTICES
CRP1: Act as a responsible citizen CRP2: Apply appropriate academic and technical skills CRP4:Communicate clearly and effectively and with reason CRP5:Consider the environmental, social and economic inpacts of decisions. CRP6:Demonstrate creativity and innovation CRP7:Employ valid and reliable research strategies CRP8:Utilize critical thinking to make sense of problems and persevere in solving them CRP9:Model integrity, ethical leadership CRP10:Plan education and career paths aligned to personal goals. CRP11:Use technology to enhance productivity CRP12:Work productively in teams while using cultural competence
UDL GUIDELINES
UDL GUIDELINES: PRESENTATION METHODS:
Present information through multiple media
Provide background knowledge
Offer alternatives for visual information
Offer alternatives for auditory information
Clarify vocabulary
UDL GUIDELINES: ACTION AND EXPRESSION METHODS
Optimize access to tools and technologies
Use multiple media for communication
Guide appropriate goal-setting
Support planning and strategy development
Vary the methods for response
UDL GUIDELINES: ENGAGEMENT METHODS
Optimize individual choice and autonomy
Minimize threats and distractions
Foster collaboration and community
Increase feedback
Develop self-assessment and reflection
CPI# Cumulative Progress Indicator (CPI)
7.1NH.A.1 Recognize familiar words and phrases, understand the main idea, infer the meaning of some highly contextualized, unfamiliar spoken or written words contained in culturally authentic materials using electronic information sources related to targeted themes,
7.1.NH.A.5 Demonstrate comprehension of short spoken or written conversations and brief written messages on familiar topics.
7.1.NH.B.3 Imitate appropriate gestures, intonation, and common idiomatic expressions of the target culture / language during daily interactions.
7.1.NH.B.4 Ask and respond to questions, make requests, and express preferences in various social situations.
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7.1.NH.C.3 Describe in writing people and things from home and school environment.
7.2.NH.B.3 Demonstrate and discuss in some detail observable patterns of behavior and social conventions of the peer group in the target culture and make comparisons with the U.S.
Standards: ACTFL Standards
Standard 1: Communication: Communicate in languages other than English.
Standard 2: Cultures: Gain knowledge and understanding of other cultures.
Standard 3: Connections: Connect with other disciplines and acquire information.
Standard 4: Comparisons: Develop insight into the nature of language and culture.
Standard 5: Communities: Participate in multilingual communities at home and around the world.
CPI# Staement
Standard 1.1 Students engage in conversation about the connection between geography and all aspects of life.
Standard2.2 Students demonstrate an understanding of the relationship between the practices and perspectives of the culture related to gold in Colombia and petroleum in Venezuela
Standard 3.1 Students reinforce an understanding of literature as they focus on the literary genre of “magical realism” and Nobel Prize winning author Gabriel Garcia Marquez
Standard 3.2 Students acquire information and recognize the different viewpoints that are available through the foreign language and its culture.
Standard 4.1 Students understand the nature of language through comparisons of the language studied and their own.
Standards 1.3,5.2 Students present information, concepts and ideas about a topic of personal interest related to a country or area of the Spanish- speaking world
Technology standards:
8.1.8.D.3 Demonstrate an understanding of fair use and Creative Commons to intellectual property
8.1.8.F.1 Explore a local issue by using digital tools to collect and analyze data to identify a solution and make an informed decision.
8.1.12.D.5 Analyze the capabilities and limitations of current and emerging technology resources and assess their potential to address personal, social, life long learning and career needs.
Unit Essential Questions
What role does geography play in the history of a people?
How does geography effect aspects of culture and life in a country?
How has gold effected the history and culture of Colombia? (legend of El Dorado)
Midland Park Public Schools
How is the history of Venezuela quite different from the other Spanish-speaking countries? How has
money and the important commodity of petroleum played their roles in the development and now
recent decline of the nation?
Unit Enduring Understandings
Both the indigenous people of Colombia and the Spanish understood the value of gold which was
reflected in its use in their societies.
Diversification in products and exports is important to a country’s econmy.
Unit Learning Targets
Students will…
Learn about the geography , history and cultures of Venezuela and Colombia.
Continued review and expansion of the practice of the subjunctive.
Read newspaper or magazine articles related to Venezuela and Colombia.
Read a poem or short story from this region.
Learn about a literary genre that came out of this area in Latin America and had great world impact.
Read about and discuss a current event, interdisciplinary topic or contemporary life issue related to Colombia
and Venezuela
View and discuss videos that present aspects of the cultures of this region
Converse with a classmate in Spanish everyday