curriculum-spanish for heritage speakers i spanish for heritage speakers i ... speak spanish with an...

Curriculum

Spanish for Heritage Speakers I Textbook: El español para nosotros – Nivel 1

Course Description: The course Spanish for Heritage Speakers Level I provides instruction directed at student’s continued development of existing competencies in the Spanish language. Students will acquire skills that range from learning grammar and spelling, and developing specialized vocabulary through the study of other disciplines, to interpretation and analysis of different literary genres. Students will also increase their awareness and appreciation of different Hispanic cultures. Students will compare and contrast language functions between Spanish and English and enhance their language skills in both languages. Spanish is used exclusively in the classroom. Goals: Upon completion of the Spanish for Heritage Speakers Level I course, students are expected to confidently understand, read, write and speak Spanish with an increased vocabulary and general knowledge of other disciplines. They will increase their reading skills through interpretation and analysis of different literary genres from Spain, Latin America and the United States. Students will be able to organize their thoughts and write in a coherent manner. They will increase their writing skills by writing personal essays, noun poems, expository compositions and descriptive essays. Students will further their knowledge of the Spanish language and will engage in class discussions on other disciplines such as history, geography, sociology, anthropology, Hispanic culture, finances, medical specializations and fine arts. Students will become aware of the richness and diversity of the Hispanic culture.

Course Objectives Spanish for Heritage Speakers I

Textbook: El español para nosotros – Nivel 1

STANDARDS FOR FOREIGN

LANGUAGE LEARNING

OBJECTIVES

Communication Communicate in

languages other than English

MFL 1.1 Students engage in conversations, provide and obtain information, express feeling and emotions, and exchange opinions. MFL 1.2 Students understand and interpret written and spoken language on a variety of topics. MFL 1.3 Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.

Cultures

Gain knowledge and understanding of other

cultures

MFL 2.1 Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied. MFL 2.2 Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Connections

Connect with other disciplines and acquire

information

MFL 3.1 Students reinforce and further their knowledge of other disciplines through the foreign language. MFL 3.2 Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures.

Comparisons

Develop insight into the nature of language

and culture

MFL 4.1 Students demonstrate understanding of the nature of language through comparisons of the target language with English. MFL 4.2 Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Communities Participate in multilingual

communities at home and around the world

MFL 5.1 Students use the language both within and beyond the school setting. MFL 5.2 Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.

Spanish for Heritage Speakers - Level I Scope and Sequence for Chapter I

Knowledge, Process, Skills World Language Standards Textbook

location Required /

optional History / Culture The biography of Simón Bolívar. Vocabulary, biography and reading comprehension

MFL1.1, MFL1.2, MFL1.3, MFL3.1 2-5 Required

Geographical Terms • La geografía física • Formaciones terrestres • Montañas • Océanos y Mares • Lagos y Ríos

Terminology comprehension

MFL1.1, MFL1.2, MFL1.3, MFL3.1 6-9 Required

Language functions and structure: nouns, definite and indefinite articles, gender agreement of adjectives with nouns, use of the verb ser, correct spelling of vowel sounds

MFL1.1, MFL1.2 10-15 Required

Literature: Author: Luis Lloréns Torres Poem: Bolívar vocabulary, biography, reading comprehension

MFL1.1, MFL1.2, MFL1.3, MFL2.2, MFL3.1, MFL3.2

16-19 Required

Author: Nicolás Guillén Poem: No sé por qué piensas tú biography, reading comprehension

MFL1.1, MFL1.2, MFL1.3, MFL2.2, MFL3.1,MFL3.2

20-22 Required

Author: Gina Valdés Poem: Soy de aquí vocabulary, biography, reading comprehension

MFL1.1, MFL1.2, MFL1.3, MFL2.2, MFL3.1,MFL3.2

23-25 Required

Composition: MFL1.1, MFL1.2, MFL1.3, MFL5.2 26-27 Required

Descriptive writing Connection between Spanish and English language structures MFL1.2, MFL 4.1 28-29 Required

Spanish for Heritage Speakers - Level I Scope and Sequence for Chapter 2


location Required/optional

History / Culture Ethnic groups of Spain and Latin America “Grupos étnicos del mundo hispano” Vocabulary and reading comprehension

MFL 1.1, MFL 1.2, MFL1.3, MFL2.1, MFL2.2, MFL3.1, MFL4.2, MFL5.1

32-37 Required

Sociological and Anthroplogical Terms • Grupos • La cultura • Normas • Etnocentrismos • Relatividad cultural • Lenguas


MFL 1.1, MFL 1.2, MFL1.3, MFL2.1, MFL3.1, MFL4.2

38-41 Required

Language functions and structure: Use of adjectives with plural nouns, synonyms and antonyms, the verb ser in the plural, how to spell with e and i correctly

MFL 1.1, MFL 1.2, MFL2.2, MFL3.2 42-45 Required

Literature: Author: Alonso de Ercilla y Zúñiga Poem: La Araucana vocabulary, biography, reading comprehension

MFL 1.1, MFL 1.2, MFL2.2, MFL3.2 46-47 Required

Author: Rigoberta Menchú Prose: Me llamo Rigoberta Menchú y así me nació la conciencia vocabulary, biography, reading comprehension

MFL 1.1, MFL 1.2, MFL1.3, MFL2.1, MFL 3.2, MFL 4.2

48-51 Required

Author: Adalberto Ortíz Poem: Contribución Yo no sé vocabulary, biography, reading comprehension

MFL 1.1, MFL 1.2, MFL1.3, MFL2.2 MFL3.2

52-55 Required

Composition: Personal essay

MFL 1.2, MFL 1.3, MFL2.1, MFL4.2 MFL5.1, MFL5.2

56 Required

Connection between Spanish and English language structures MFL 1.2, MFL 4.1 57-59 Required


Knowledge, Process, Skills World Language Standards Textbook location

Required/optional

History / Culture Oscar de la Renta Vocabulary, biography and reading comprehension

MFL 1.1, MFL 1.2, MFL2.1 62-66 Required

How to prepare and conduct an interview MFL 1.1, MFL 1.2, MFL1.3, MFL2.1 MFL 5.1

67 Required

Literary Terms • El cuento y la novela • Argumento • Personajes y protagonistas • Lugar o ambiente • El cuento • La novela • Narración realista y fantástica


MFL 1.1, MFL 1.2, MFL 1.3, MFL 2.1, MFL 4.2

68-69 Required

Language functions and structure: How to identify and analyze a sentence; capitalize words; use prefixes; use tú and usted

MFL 1.3, MFL 2.1, MFL 4.2 70-73 Required

Literature: Author: Francisco Monterde Short Story: Una moneda de oro vocabulary, biography, reading comprehension

MFL 1.1, MFL 1.2, MFL 2.2, MFL 3.1, MFL 3.2,

74-79 Required

Composition: How to write a short story

MFL 1.3, MFL 3.1.2, MFL 5.2 80 Required





History / Culture Latino Holidays “Fiestas latinas”

• el 16 de septiembre – Miguel Hidalgo • el 5 de mayo –maximiliano de Austria • el día de San Juan Bautista • el día de La Raza

vocabulary, reading comprehension

MFL 1.1, MFL 1.2, MFL 1.3, MFL 2.1, MFL3.1, MFL 4.2, MFL 5.1

86-91 Required

Literary Terms MFL2.2, MFL3.1 92-93 Required

• La lírica • La narrative • Poesía

Terminology comprehension How to analyze poetry MFL 1.1, MFL 1.2, MFL 1.3, MFL 2.2,

MFL3.1 94-95 Required

Language functions and structure: Present tense of ar verbs; present tense of the verbs: ir,dar,estar ; contractions; el voseo

MFL 1.1, MFL 1.2, MFL 1.3, MFL 2.1, MFL 4.2, MFL 5.1

96-99 Required

Literature: Author: Gabriela Mistral Poem: El himno cotidiano vocabulary, biography, reading comprehension comprehension

MFL 1.1, MFL 1.2, MFL 2.2, MFL 3.2 100-103 Required

Author: Gustavo A. Bécquer Poem: Rima biography, reading comprehension


104-105 Required

Composition: How to write a noun poem

MFL 1.2, MFL 1.3, MFL 5.1, MFL 5.2 106 Required

Connection between Spanish and English language structures MFL 1.2, MFL 4.1 107 Required Regarding the term “hispano” MFL 1.2, MFL 2.1, MFL 3.2, MFL 4.2 108-113 Required



Required/optional

History / Culture How the rise in population affects life in Hispanic cities. Costumbres que cambian

• El tráfico

MFL 1.1, MFL 1.3, MFL 2.1, MFL3.1, MFL 4.2

116-121 Required

• Los suburbios • Los barrios pobres

reading comprehension Financial Terms

• Presupuesto • Préstamos • Compras a plazos • Cuentas del banco • Cajero automático


MFL 1.1, MFL 1.3, MFL3.1, MFL 5.2 122-125 Required

How to make a budget MFL 1.3, MFL 3.1 126 Required Literature: Author: El Arcipreste de Hita Poem: Ejemplo de la propiedad que el dinero ha… biography

MFL 1.3, MFL 2.1, MFL3.1, MFL 3.2 127 Required

Language functions and structure: Present tense of er and ir verbs; nouns beginning with accentuated a; compound nouns; correct spelling with the letter d

MFL 1.2 128-131 Required

Literature: Author: José de la Cuadra Short Story: Olor a cacao biography, reading comprehension

MFL 1.1, MFL 1.3, MFL 2.2, MFL3.1, MFL 3.2

132-135 Required

Composition: Expository writing

MFL1.2, MFL 1.3, MFL 2.1, MFL 4.1, MFL 4.2

136 Required

Connection between Spanish and English language structures MFL1.2, MFL 4.1 137-139 Required




History / Culture Hispanic Families

• El compadrazgo • Cambios socials

Vocabulary, reading comprehension


Insurance Terms • Objeto de los seguros • Compañía de seguros • Tipos de seguros • Deducibles • Seguro de vida

terminology comprehension

MFL 1.1, MFL3.1 146-149 Required

Language functions and structure: Present tense of the verb tener ; period and comma; exclamation and question marks; double gender nouns; correct spelling with b and v; homophones

MFL 1.1, MFL 1.2 150-155 Required

Literature: Author: Anonymous Poem: El Cid vocabulary, reading comprehension

MFL 1.1, MFL2.2, MFL 3.1, MFL3.2 156-158 Required

Author: Gabriel García Márquez Prose: El amor en los tiempos del cólera Vocabulary, biography


Author: Isabel Allende Prose: La casa de los espíritus

MFL 1.1, MFL 1.3, MFL 2.2 MFL 3.2

163-165 Required

biography, reading comprehension(of both novel excerpts) Composition: How to write a description of a home

MFL 1.2, MFL 1.3, MFL 3.1, MFL 5.1 MFL 5.2

166-167 Required




Required/optional

History / Culture Roberto Clemente Un atleta y héroe puertorriqueño Reading comprehensio


Taxation Terms • Impuesto • Ingreso bruto ajustado • Exenciones • Ingreso gravable

terminology comprehension

MFL 1.1, MFL 1.2, MFL 1.3, MFL3.1, 176-179 Required

Language functions and structure: Stem changing verbs; infinitives; correct spelling with c,z,s


Literature: Author: René de Risco Bermúdez Prose: Ahora que vuelvo Ton Vocabulary, biography, introduction, reading comprehension


186-189 Required

Composition: How to prepare for and organize a debate

MFL 1.1, MFL 1.2, MFL 1.3, MFL5.1 190-191 Required

Connection between Spanish and English language structures MFL 1.2, MFL 4.1 192-193 Required History / Culture MFL 1.2, MFL 4.2 194-199 Required

Origins of Latins in the United States “De dónde somos y donde vivimos.”

• Los españoles • Los mexicanoamericanos • Los puertorriqueños • Los cubanoamericanos • Los nuevos inmigrantes

People en español(magazine articles) MFL 2.2 200-203 optional



Required/optional

History / Culture The Conquest of Mexico “Una conquista llena de intrigas”

• Expedición a Cuba • Expedición a México • Conquista de México • La marcha a tenochtitlán • En Tenochtitlán • La conquista

reading comprehension


Medical Terms (specializations) terminology comprehension


Language functions and structure: The verbs ser, estar ,object pronouns, problematic nouns, syllables


and accents, written accents, correct pronunciationa and spelling with the hard c sound Literature: Author: Amado Nervo Poem: Si eres bueno… Vocabulary, biography, reading comprehension


228-229 Required

Author: Manuel González Prada Poem: Triolet Biography, reading comprehension


230-231 Required

Composition: How to write a personal essay

MFL 1.1, MFL 1.2, MFL 1.3, MFL5.2 232 Required

Connection between Spanish and English language structures MFL 1.2, MFL 4.1 233 Required



Required/optional

History / Culture The acquisition of language “Nosotros y las lenguas” reading comprehension


Climatological Terms • El clima y el tiempo • La meteorología • El clima en latinoamerica


• Zonas tropicales • Zonas montañosas • Contrastes • Clima templado

terminology comprehension Language functions and structure: Preterite of ar verbs, direct object pronouns, preterite of ir and ser, dipthongs, monosyllables, correct spelling of the hard g sound


Literature: Author:Unknown Legend: El grano de oro Vocabulary, reading comprehension


254-259 Required

Composition: How to write a persuasive essay





Required/optional

History / Culture Latin painters and their works “El arte en el mundo hispano”

• Diego Velázquez


266-283 Required

• Francisco Goya • Pablo Picasso • Diego Rivera • José Clemente Orozco • Frida Kahlo

Fine Arts – “ Las artes plásticas” • La pintura • Elementos de composición • La escultura • El relieve

Latin American music “La música” • La orquesta sinfónica • La orquesta de cámara • La orquesta de banda • Opera • Música popular

reading comprehension Language functions and structure: Indirect object pronouns, correct spelling with g and j

MFL 1.2 284-289 Required

Literature: Author: Ricardo Palma Short Story: La camisa de Margarita reading comprehension


Composition: How to create a poster for an artistic event

MFL 1.1, MFL 1.3, MFL 5.1 296 Required

Connection between Spanish and English language structures MFL 4.1 297-301 Required

Spanish for Heritage Speakers I Pacing Guide

Quarter Chapters

Quarter 1 1 2 3

Quarter 2 4 5 6

Quarter 3 7 8

Quarter 4 9 10

Methods of Assessment Spanish for Heritage Speakers Level I - Textbook: El español para nosotros

Objective/ Knowledge / Process / Skill Assessment

Communication

1.1 Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.

1.2 Students understand and interpret written and spoken language on a variety of topics. 1.3 Students present information, concepts, and ideas to an

audience of listeners or readers on a variety of topics.

Formal and informal assessment may include:

• Regular monitoring of students progress, oral and written • Teacher and peer feedback • Participation assessment • Individual oral and written assessment with rubrics • Paired oral assessments • Homework/ classwork evaluation and feedback • Graded discussions • Lesson quiz • Unit tests

Cultures

2.1 Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied. 2.2 Students demonstrate an understanding of the relationship

between the products and perspectives of the culture studied.


• Regular monitoring of students progress, oral and written • Teacher and peer feedback • Participation assessment • Individual oral and written assessment with rubrics • Homework/ classwork evaluation and feedback • Lesson and unit quiz

• Lesson and unit tests • Research projects and presentations

Connections

3.1 Students reinforce and further their knowledge of other disciplines through the foreign language. 3.2 Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures.


• Regular monitoring of students progress, oral and written • Teacher and peer feedback • Participation assessment • Individual oral and written assessment with rubrics • Homework/ classwork evaluation and feedback • Lesson quiz • Unit tests • Research projects and presentations

Comparisons

4.1 Students demonstrate understanding of the nature of language through comparisons of language studied and English. 4.2 Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.


• Regular monitoring of students progress, oral and written • Teacher and peer feedback • Participation assessment • Individual oral and written assessment with rubrics • Homework/ classwork evaluation and feedback • Lesson quiz • Unit tests • Research projects and presentations

Communities

5.1 Students use the language both within and beyond the school


• Participation in community cultural activities

setting. 5.2 Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.

• Student exchange program with guided written projects/ and or presentations

• Research projects and presentations • Field trips to museums and local Hispanic businesses • Job shadowing

Teaching Strategies / Activities Spanish for Heritage Speakers Level I - Textbook: El español para nosotros

Objective / Knowledge / Process / Skill

Strategy / Activity

Communication 1.1 Students engage in

conversations, provide and obtain information, express feelings and emotions, exchange opinions.

1.2 Students understand and

interpret written and spoken language on a variety of topics.

1.3 Students present

information, concepts, and ideas to an audience of listeners or readers on a variety of topics

Students interact orally and in writing in a number of daily life, academic, and social situations, employing increasingly complex structures, along with expanded vocabulary and regionalisms of the Spanish language by:

• asking questions • obtaining and providing information • clarifying meaning • contributing relevant comments and connecting personal experiences to content • giving reasons that support opinions • solicit and respect another person’s opinion

Students acquire and use culturally acceptable vocabulary, idiomatic expressions, and gestures from a variety of Hispanic/Latino cultures represented in the classroom by:

• keeping a personal dictionary • writing letters • debates • using a Spanish-Spanish dictionary • viewing current television programs representing different cultures • reading authentic selections from newspaper articles and advertisements

Communication 1.1 Students engage in

conversations, provide and obtain information, express feelings and emotions, exchange opinions.

1.2 Students understand and

interpret written and spoken language on a variety of topics.

1.3 Students present

information, concepts, and ideas to an audience of listeners or readers on a variety of topics

Students will participate in sustained exchanges that reflect acquired vocabulary on specific disciplines and literary terms. Students will sustain conversations using appropriate vocabulary and cultural expressions by:

• Paraphrasing • Requesting additional information • Circumlocution

Students will demonstrate understanding of a wide range of oral and written idiomatic expressions and passages by:

• Accessing cultural information or explanations • Drawing inferences

Students will identify main ideas and supporting details from authentic print and non print materials (e.g., discussions, interviews, short stories, poems, correspondence) by:

• Taking notes • Using graphic/visual organizers • Categorizing • Discussing • Summarizing

Students will interpret a variety of print and non print materials by: • Activating and applying prior cultural knowledge • Making predictions, inferences, and drawing conclusions • Supporting answers from textual information, personal experience, and/or other sources • Recognizing factors affecting meaning such as intonation, gestures, levels of formality

Students will give oral presentations by: • Prioritizing and organizing information • Discussing familiar and unfamiliar topics • Determining when and where dialects and prestige and non prestige Spanish usage is appropriate • Gestures, posture, intonation • Using visuals and media

Students will write essays, reports, poems, by using the following modes:

• Expressive • Informational • Argumentative • Critical

Students will demonstrate self-correction by: • Editing writing for common errors (e.g., spelling, accent marks, verb tenses and agreements)


Strategy / Activity

Cultures

2.1 Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

2.2 Students demonstrate an understanding of the

Students will demonstrate a sense of pride in the Hispanic language and culture by:

• Sharing cultural information with others • Keeping a journal • Using Spanish outside the classroom setting • Showing respect for people speaking different dialects

Students will explore the differences and similarities among cultural practices, viewpoints, attitudes, and patterns of behavior of Hispanic/Latino cultures represented in and outside the classroom by:

• Interviewing • Sharing personal experiences • Demonstrating mutual respect

relationship between the products and perspectives of the culture studied.

Cultures (continued)

2.1 Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

2.2 Students demonstrate an

understanding of the

• Researching how a practice began • Reading authentic literary selections, newspapers, pamphlets and correspondence

Students will identify differences in cultural products (e.g., literary texts, music, art, food, clothing, historical figures) by:

• Identifying examples of stereotypes • Interviewing heritage language speakers in the school, family, community • Examining a variety of authentic resources

Students will identify important people, events, and achievements of the Hispanic countries and show their contribution to their own and other cultures by:

• Describing the role of key historical figures • Researching discoveries, innovations and inventions

Students will examine a variety of literary genres, works of art and/ or musical compositions to understand the historical and / or contemporary social context in which they were created by:

• Activating prior knowledge • Creating timelines • Creating graphic organizers

Students will recognize the impact of Hispanic/Latino historical events on contemporary culture and society by:

• Comparing and contrasting the role of race, status, and identity in Latin American societies • Showing a clear, logical connection among events • Developing appropriate strategies such as graphics, essays, and multimedia presentations to

illustrate points.

relationship between the products and perspectives of the culture studied.


Strategy / Activity

Connections

3.1 Students reinforce and further their knowledge of other disciplines through the target language. 3.2 Students acquire information and recognize the distinctive viewpoints that are only available through the target language and its cultures.

Students will develop literacy skills in Spanish that will support academic success in other disciplines by:

• Learning to develop and support ideas in oral and written expression • Reading and interpreting text • Utilizing reading strategies such as skimming and scanning • Creating and using graphic organizers

Students will identify how the Spanish language and Hispanic cultures are found in other subject areas through various topics such as authors, historical events and figures, literature, story patterns, scientists, politics and the arts.

• Exploring and evaluating a variety of sources from which information may be attained (e.g., books, internet, electronic database, CD-ROM

• Creating and using graphic organizers • Comparing literary genres • Career awareness

Comparisons 4.1 Students demonstrate

understanding of the nature of language through comparisons of the target language studied English.

4.2 Students demonstrate

understanding of the concept of culture through comparisons of the cultures studied and their own.

The student will demonstrate an awareness of regional and national sound pattern differences within Spanish dialects and between Spanish and English by examining:

• Pronunciation • Intonation • Word stress

Students will develop an awareness of the differences and similarities of the structural patterns in Spanish and English by:

• Examining word order, agreement, use of articles, punctuation, spelling, vocabulary, expressions • Discussing how word order may affect meaning

Students will recognize the changing nature of language and the impact of Spanish and English on each other by:

• Recognizing words borrowed from the other language • Identifying false cognates • Recognizing roots, prefixes, suffixes

Recognize the existence of local, regional, national differences in the cultures of the Spanish-speaking countries by:

• Identifying words, idioms, phrases • Identifying the influence of indigenous languages on the varieties of Spanish


Strategy / Activity

Communities

5.1 Students use the language both

within and beyond the school setting for personal, educational and professional growth and enrichment.

5.2 Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.

Student will perform and/or participate in school or community celebrations or competitions Student will connect and interact with professional and community members from the Hispanic/Latino culture (e.g., healthcare providers, bankers, law enforcement., social workers) in person and via electronic media in order to:

• Increase vocabulary • Understand and share with others community laws, regulations and social standards

Students will broaden linguistic and cultural knowledge and understanding that reaches beyond the school and local community via:

• Newspaper • Magazines • Radio • Television • Internet

Students will share knowledge of Hispanic culture and language with members of the school community by:

• Peer tutoring • Making presentation • Creating displays • Participating in language clubs with non-native speakers of the language

Locate and use Spanish resources, such as individuals and organizations accessible through the community or the internet to enhance cultural understanding by:

• Interviewing • Reading personal accounts • Inviting speakers to class • Job shadowing

Instructional Support and Resources for Indicated Knowledge, Processes and Skills

Spanish for Heritage Speakers – Textbook: El español para nosotros - Nivel I

Textbook Resources Other Resources Student Materials Spanish-English Dictionaries

Student Edition Spanish-Spanish Dictionaries Student Works plus CD-ROM Movies: cultural, historical, documentaries Cuaderno de Actividades escritas y auditivas Hispanic Newspaper and Magazines

Teacher Resources Interactive websites for language learning Teacher Wraparound Edition Journals Teacher Works CD-ROM Cds :Hispanic music and songs Complete Teacher Tools Set Spanish word games and puzzles Power Teach Interactive Chalkboard CD-ROM Rubrics

Multimedia Graphic organizers Museo de arte Fine Arts Transparency Binder Community members and organizations Audio CDs ¡Viva el mundo hispano! Video Program Web site: Spanish.glencoe.com

Assessment Diagnostic tests Examview Pro Testmaker CD-ROM

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