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1 | P a g
e
Spaanissh I
Un
Hon
Gradit 4: Foo
nors
des 9-od, Glorio
s Cu
-12 ous Food
urric
d
U N I T 4
culumm
2 | P a g
Paterson
the com
● P● E● M● R● C● L● R
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c
e
n Public School
mpletion of a stro
Possess knowledExpress thoughtMove progressivRely on backgroCompose short dLearn and embrRead, listen, andEnglish into theBecome valuablcultures
ls is committed
ong series of cou
dge of adequatets and ideas on avely from simplound knowledgedialogues, storie
race the culture ad understand ag target languagele citizens globa
to seeing that a
urse studies, stu
e vocabulary strua variety of topile sentence struce to develop fluees, narratives, anand traditions oe-appropriate aue ally, understandi
Course
all students prog
dents will be ab
uctured in conteics ctures to a moreency in the second essays on a vf the native speauthentic materia
ing and respecti
e Descrip
gress and develo
ble to:
extual thematic u
e complex use ofond language acqvariety of topicsakers’ countriesals presented by
ing cultural diffe
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op the required
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f verbs, adjectivquisition relateds s while learning
natives for nati
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omoting accepta
U N I T 4
rt second langua
cher expressionslives, families, a
nd cultural exprfamiliar materia
ance of all peop
age acquisition.
s, etc… and communitie
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At
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om
3 | P a g
The SpaModel Cstudents
The Wo
Unit 1: A
Unit 2: S
Unit 3: H
Unit 4: F
Unit 5: C
Unit 6: M
Unit 7: G
e
anish Program aCurriculum for Ws for an interdep
orld Languages u
All About Me
School Days
Home, Sweet H
Food, Glorious
Celebrations!
Migratory Anim
Going Green
at Paterson PubliWorld Languagependent world.
units for grades
Home
Food
mals
ic Schools will fes and encompa
9-12 consist of
focus on acquiriasses the N.J.C.C
f the following s
ing communicatC.C. Standards f
even thematic u
tion skills and cfor World Lang
units of study:
cultural exposurguages which ad
U N I T 4
re. It is guided bddress the need t
by the NJ DOE to prepare all
Educational Technology Standards
8.1.12.A.1, 8.1.12.A.2, 8.1.12.B.2, 8.1.12.C.1, 8.1.12.D.1, 8.1.12.D.2, 8.1.12.D.3, 8.1.12.E.1, 8.1.12.F.1
Technology Operations and Concepts
Create a personal digital portfolio which reflects personal and academic interests, achievements, and career aspirations by using a variety of digital tools and resources
Produce and edit a multi-page digital document for a commercial or professional audience and present it to peers and/or professionals in that related area for review.
Creativity and Innovation
Apply previous content knowledge by creating and piloting a digital learning game or tutorial.
Communication and Collaboration
Develop an innovative solution to a real world problem or issue in collaboration with peers and experts, and present ideas for feedback through social media or in an online community.
Digital Citizenship
Demonstrate appropriate application of copyright, fair use and/or Creative Commons to an original work.
Evaluate consequences of unauthorized electronic access and disclosure, and on dissemination of personal information.
Compare and contrast policies on filtering and censorship both locally and globally.
Research and Information Literacy Produce a position statement about a real world problem by developing a systematic plan of investigation with peers and
experts synthesizing information from multiple sources.
Critical Thinking, Problem Solving, Decision Making
Evaluate the strengths and limitations of emerging technologies and their impact on educational, career, personal and or social needs.
Career Ready Practices
Career Ready Practices describe the career-ready skills that all educators in all content areas should seek to develop in their students.
They are practices that have been linked to increase college, career, and life success. Career Ready Practices should be taught and
reinforced in all career exploration and preparation programs with increasingly higher levels of complexity and expectation as a
student advances through a program of study.
CRP1. Act as a responsible and contributing citizen and employee
Career-ready individuals understand the obligations and responsibilities of being a member of a community,
and they demonstrate this understanding every day through their interactions with others. They are
conscientious of the impacts of their decisions on others and the environment around them. They think about
the near-term and long-term consequences of their actions and seek to act in ways that contribute to the
betterment of their teams, families, community and workplace. They are reliable and consistent in going
beyond the minimum expectation and in participating in activities that serve the greater good.
CRP2. Apply appropriate academic and technical skills.
Career-ready individuals readily access and use the knowledge and skills acquired through experience and
education to be more productive. They make connections between abstract concepts with real-world
applications, and they make correct insights about when it is appropriate to apply the use of an academic skill
in a workplace situation
CRP3. Attend to personal health and financial well-being.
Career-ready individuals understand the relationship between personal health, workplace performance and
personal well-being; they act on that understanding to regularly practice healthy diet, exercise and mental
health activities. Career-ready individuals also take regular action to contribute to their personal financial wellbeing,
understanding that personal financial security provides the peace of mind required to contribute more
fully to their own career success.
Career Ready Practices
CRP4. Communicate clearly and effectively and with reason.
Career-ready individuals communicate thoughts, ideas, and action plans with clarity, whether using written,
verbal, and/or visual methods. They communicate in the workplace with clarity and purpose to make
maximum use of their own and others’ time. They are excellent writers; they master conventions, word
choice, and organization, and use effective tone and presentation skills to articulate ideas. They are skilled at
interacting with others; they are active listeners and speak clearly and with purpose. Career-ready individuals
think about the audience for their communication and prepare accordingly to ensure the desired outcome.
CRP5. Consider the environmental, social and economic impacts of decisions.
Career-ready individuals understand the interrelated nature of their actions and regularly make decisions that
positively impact and/or mitigate negative impact on other people, organization, and the environment. They
are aware of and utilize new technologies, understandings, procedures, materials, and regulations affecting
the nature of their work as it relates to the impact on the social condition, the environment and the
profitability of the organization.
CRP6. Demonstrate creativity and innovation.
Career-ready individuals regularly think of ideas that solve problems in new and different ways, and they
contribute those ideas in a useful and productive manner to improve their organization. They can consider
unconventional ideas and suggestions as solutions to issues, tasks or problems, and they discern which ideas
and suggestions will add greatest value. They seek new methods, practices, and ideas from a variety of sources
and seek to apply those ideas to their own workplace. They take action on their ideas and understand how to
bring innovation to an organization.
CRP7. Employ valid and reliable research strategies.
Career-ready individuals are discerning in accepting and using new information to make decisions, change
practices or inform strategies. They use reliable research process to search for new information. They evaluate
the validity of sources when considering the use and adoption of external information or practices in their
workplace situation.
Career Ready Practices
CRP8. Utilize critical thinking to make sense of problems and persevere in solving them.
Career-ready individuals readily recognize problems in the workplace, understand the nature of the problem,
and devise effective plans to solve the problem. They are aware of problems when they occur and take action
quickly to address the problem; they thoughtfully investigate the root cause of the problem prior to
introducing solutions. They carefully consider the options to solve the problem. Once a solution is agreed
upon, they follow through to ensure the problem is solved, whether through their own actions or the actions
of others.
CRP9. Model integrity, ethical leadership and effective management.
Career-ready individuals consistently act in ways that align personal and community-held ideals and principles
while employing strategies to positively influence others in the workplace. They have a clear understanding of
integrity and act on this understanding in every decision. They use a variety of means to positively impact the
directions and actions of a team or organization, and they apply insights into human behavior to change
others’ action, attitudes and/or beliefs. They recognize the near-term and long-term effects that
management’s actions and attitudes can have on productivity, morals and organizational culture.
CRP10. Plan education and career paths aligned to personal goals.
Career-ready individuals take personal ownership of their own education and career goals, and they regularly
act on a plan to attain these goals. They understand their own career interests, preferences, goals, and
requirements. They have perspective regarding the pathways available to them and the time, effort,
experience and other requirements to pursue each, including a path of entrepreneurship. They recognize the
value of each step in the education and experiential process, and they recognize that nearly all career paths
require ongoing education and experience. They seek counselors, mentors, and other experts to assist in the
planning and execution of career and personal goals.
CRP11. Use technology to enhance productivity.
Career-ready individuals find and maximize the productive value of existing and new technology to accomplish
workplace tasks and solve workplace problems. They are flexible and adaptive in acquiring new technology.
They are proficient with ubiquitous technology applications. They understand the inherent risks-personal and
organizational-of technology applications, and they take actions to prevent or mitigate these risks.
Career Ready Practices
CRP12. Work productively in teams while using cultural global competence.
Career-ready individuals positively contribute to every team, whether formal or informal. They apply an
awareness of cultural difference to avoid barriers to productive and positive interaction. They find ways to
increase the engagement and contribution of all team members. They plan and facilitate effective team
meetings.
4 | P a g
e
#
1 Idprcu
2 Skcufo
3 Dinw
4 Aa
5 InSpthho
Stude
dentify words anreferences, produlture.
kim and scan cuultural products ood and gastrono
Demonstrate comnstructions, com
with food.
Ask and respond culturally authe
nterpret highlighpanish language
hat compares fooome and target c
ent Learning O
nd phrases assocducts, and practi
ulturally authentand practices re
omy.
mprehension of ommands, and req
to questions to entic menu.
hts from a culture passage orallyod and authenticculture(s).
Pacing CObjective
ciated with foodices of the target
tic texts to identelated to Spanis
oral and written uests associated
order a meal fro
rally authentic and/or in writinc cuisine in the
Chart – U
d t
tify h
d
om
ng
Unit 4
CCSS
7.1.NM.A17.1.NM.A.57.1.NM.C.4
7.1.NM.A37.1.NM.C.47.1.NM.B.2
7.1.NM.A27.1.NM.B.47.1.NM.B.2
7.1.NM.B.57.1.NM.B.17.1.NM.B.47.1.NM.C.47.1.NM.A37.1.NM.A.5
U N I T 4
6 wweeks
7 | P a g
• Extr
• Adju
• Timrepo
• Combetw
• Prov
A
• Com
• Tape
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• Aud
e
Time/Genera
ra time for assig
ust length of ass
meline with due dorts and projects
mmunication sysween home and s
vide lecture note
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ll-checker
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al
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signment
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stem school
es/outline
•
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ology
ard •
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DAccommo
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Extra Respon
Have student
Repeat, clarifdirections
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Provide a watransitions
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Differentiaodate Based on
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ts verbalize step
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arning for
ners
zzes/Grading
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ons aloud
ated Instrun Students Indi
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e step-by-step d
manageable task
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group instructio
asize multi-sensng
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ent feedback
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ks
rections
edback
on
sory
•
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on
ctured
sroom
•
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U N I T 4
Reca
Teacher-made
Use visual grap
Reference resopromote indepe
Visual and verb
Graphic organi
Organiz
Individual daily
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Note-taking ass
Color code mat
all
checklist
phic organizers
ources to endence
bal reminders
izers
zation
y planner
ten agenda
sistance
terials
8 | P a g
•
•
•
•
•
•
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e
Adaption of M Evaluate Vocab Elevated Text Additional Proj Independent St Projects compl Self Selection o Tiered/Multilev Learning Cente Individual Resp Independent B Open-ended ac Community/Su
Material and Requ
bulary
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ojects
tudent Options
leted individual
of Research
vel Activities
ers
ponse Board
ook Studies
ctivities
ubject expert me
Accommod
uirements
or with Partner
entorships
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s
nrichmenttudents individdual Needs: Str
rategies
U N I T 4
9 | P a g
•
•
•
•
•
•
•
•
•
•
•
•
e
Timelines, Map
Unit Assessme
DBQ, Essays,
Accountable T
Projects, Portfo
Homework
Concept Mapp
Primary and Se
Photo, Video, P
Create an Orig
Glogster to ma
Tumblr to crea
Suggeps, Charts, Grap
ents, Chapter As
Short Answer
Talk, Debate, Or
olio, Presentatio
ping
econdary Source
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inal Song, Film
ake Electronic P
ate a Blog
sted Formphic Organizers
ssessments, Quiz
al Report, Role
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osters
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zzes
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ery Walks
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e
Assessme
U N I T 4
ents
10 | P a
Endurin
に H
➢ H
➢ M
➢ F
Grade: New Jer7.1.NM
ACTFL
• I
• I
• P
g e
ng Understand
Healthy eating h
Historical influe
Mealtimes vary
Family time and
9-12
rsey Core Curr.A.1, 7.1.NM.A
L Modes of Com
Interpersonal
Interpretive
Presentational
ding:
habits and fitnes
ences affect the
from region to
d sharing food is
riculum ContenA.2, 7.1.NM.A.3
mmunication:
ss practices vary
types of food co
region.
s an essential pa
Uni
nt Standards (N3, 7.1.NM.A.5,
y from culture to
onsumed and wa
art of the Spanis
it: Four
NJCCCS): 7.1.NM.B.2, 7.
o culture.
ays they are pre
sh culture.
1.NM.B.4, 7.1.N
epared.
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Topic: Food,
M.C.5
U N I T 4
Glorious Food
11 | P a
NJDLear
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rd:7.1.NM.A1
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ood
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agram
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12 | P a
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rd: 7.1.NM.C.4
information frod level-approprily authentic ls orally or in
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ize a few comms and cultural s associated wit
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14 | P a
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DOE Student rning Objective
5
t highlights fromly authentic
h language passand/or in writing
mpares food andic cuisine in the nd target culture
rd: 7.1.NM.C.4
information frod level-approprily authentic ls orally or in
rd:7.1.NM.A3
ize a few comms and cultural s associated witet culture(s).
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is cost of beverages in arison with the n the United s?
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ost card to a frieto 5 items and in euros.
aragraph in youomparing cost oes in Spain in on with the cost
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oria completa
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U N I T 4
CultuPrPe
m/fo
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es
m/co
s_rn&c
Recao anseasoningpopular mRico.
Typical avary from
ural Practices, roducts, and erspectives
nd Sofrito are gs used to prepameals in Puerto
authentic foods m region to regio
are
on.
17 | P a
NJDLear
Standar
Demonscomprehoral andusing agappropriauthentifamiliar
g e
DOE Student rning Objective
rd:7.1.NM.A.5
strate hension of briefd written messagge- and level-iate, culturally ic materials on r topics.
e Essen
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ntial Questions Sam
Lectura CRead abouactivities Chile. In peach city compare twith whatweekendsrestaurantfavorite re
mple Activities
Cultural ut weekend in Spain and pairs, discuss woffers and these activities t you do on s. Do you go to ts? What is yourestaurant?
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Cultural Semana en Esp
k: pp 234-235 ack 21
mos 1
k: p. 27b
k: p. 81b
k: p.297b
k: p. 234b
k: p.351b
U N I T 4
CultuPrPe
aña
ural Practices, roducts, and erspectives
18 | P a
Un sándUn sándUn sándLa ensalEl carneEl bistecEl polloEl pescaLa hambEl perroLa pizzaLa tortilLa omelLas pataEl arrozEl pasteEl heladEl heladEl heladEl menúEl cama
g e
Vocabulario
dwich dwich de jamón dwich de queso lada e c
o ado burguesa
o caliente a lla lette atas fritas z el do do con sabor de do con sabor de ú arero
o
vainilla chocolate
LaLaLaLaLaLaElElElLaLaLaElElElLa
Unidad
Las frutas y
a naranja a banana a manzana a pera a fresa a cereza l pomelo l tomate l pepino a zanahoria as patatas as judías verdesl pimiento l guisante l brócoli as verduras
Unit d 4: Vocabu
y las verduras
4 Vocabularulario: Food,
Por e
El aperitiLa sopaLa ensalaEl quesoEl yogur(El jamónLa salchiEl pescadEl lenguaLa tuna El atún El carneEl bistecEl polloLa ternerEl arrozLas espagLas patat
y Glorious Fo
el almuerzo y la
ivo
ada
(t) n icha do ado
ra
guetis tas fritas
ood
a cena
El aEl aEl lEl jEl jEl jEl jLa La El cEl tEl tEl c
U N I T 4
Las be
agua agua mineral leche jugo de naranjajugo de manzanjugo de uva jugo de tomate soda limonada café té té helado chocolate
ebidas
na
19 | P a
El pan La mermLa mantLos cereEl huevo
Un kilo Una librUna docUn litro Una cajaUna cucUna tazaUna piz
g e
Por el desayun
melada tequilla eales o
Las medidas
ra cena
a charada a ca
no
ElLaLaLaElLaElEl
s
SeEsGuPrAyCoCeCoPo
Unidad
Poner
l tapete a servilleta a copa a taza l plato a cuchara l tenedor l cuchillo
Los v
er star ustar reparar yudar ocinar enar omer oder
Unit d 4: Vocabu
la mesa
verbos
4 Vocabularulario: Food,
Grande Pequeño/Viejo/vieDelicioso
El desayuEl almueLa cenaEl postreEl plato pEl tentem
y Glorious Fo
Los adjetivos
/pequeña eja o/deliciosa
La comida
uno rzo
principal
mpié
ood
El aLa La La La El c
AmAnAzuBlaNeRojMoVerMa
U N I T 4
Los ingr
azúcar sal pimienta mayonesa mostaza cátsup
Los co
marillo/amarillanaranjado/anaranul anco/blanca gro/negra jo/roja
orado/morada rde
arrón
redientes
olores
njada
20 | P a
Proje
1. In grin a resappropand bevpresent RUBIR● ●
g e
ct (Suggest
roups of 3 or 4staurant or a cpriate greetingverages, and at in front of th
RC REQUIREMenu Skit
ed)
4, design a mcafé setting. Ing(s) to server aask for the chhe class.
ED FOR:
menu and creatnclude in yourand friends, au
heck. Act out y
Unit Pro
te an original r skit, culturauthentic foodyour skits and
oject (Choo
Projec
skit lly s
d
2. DeveRecipe mInclude added towith all
RUBRI
ose 1)
ct (Suggesteelop a recipe omust be writtan image of t
o the class recstudents in cl
C REQUIRED
ed)
of your favoriten and presenthe final prodcipe book. Relass.
D
U N I T 4
te food (fromnted in the targduct. Class rececipe book wil
m any culture).get language.
cipes will be ll be shared