spanish iii...may 19, 2020 · mr. geoffrey embrey, and mrs. kimberly toto, neptune high school...

NEPTUNE TOWNSHIP SCHOOL DISTRICT

Spanish III Curriculum

Grades 9-12


Office of the Superintendent

60 Neptune Blvd.

Neptune, NJ 07753-4836

May 29, 2019 Document C1#1

NEPTUNE TOWNSHIP BOARD OF EDUCATION

Dorothea L. Fernandez, President

Laura G. Granelli, Vice President

Brady M. Connaughton Nicole M. Green

Jerome H. Hubbard Jason A. Jones

Mark A. Matson Michelle A. Moss

Donna Puryear Antonio Lopez, Neptune City Rep.

SCHOOL DISTRICT ADMINISTRATION

Tami R. Crader, Ed.D.

Superintendent of Schools

Matthew Gristina, Ed.D.

Assistant Superintendent of Schools

Peter J. Leonard

Business Administrator/Board Secretary

Peter I. Bartlett

Assistant Business Administrator/Assistant Board Secretary

Sally A. Millaway, Ed.D.

Director for Curriculum, Instruction & Assessment

Kathleen M. Skelton

Director of Special Services

Heba Abdo, Ed.D.

Supervisor of STEM

Lakeda Demery-Alston

Supervisor of Humanities & ESL

Charles Kolinofsky

Supervisor of Data & Information

Kathleen M. Thomsen

Supervisor of Early Childhood Education

ELEMENTARY SCHOOL ADMINISTRATION

Principals

Lori B. Burns, Ed.D., Early Childhood Center

Joshua Loveland, Gables

James M. Nulle, Green Grove

Mark K. Alfone, Ed.D., Midtown Community

Janelle Williams, Shark River Hills

Jerard L. Terrell, Ed.D., Summerfield

MIDDLE SCHOOL ADMINISTRATION

Arlene M. Rogo, Ed.D., Principal

Thomas Decker, Vice Principal

Michael V. Smurro, Vice Principal

HIGH SCHOOL ADMINISTRATION

Jennifer C. Joseph, Principal

Titania M. Hawkins, Ed.D., Vice Principal

Kevin McCarthy, Vice Principal

James H. Whitson, Vice Principal

Richard Arnao, Administrator for Athletic & Co-Curricular Activities

DEPARTMENT CHAIRPERSONS

Kelly Baldino

Juan Beltran

Dawn Reinhardt

Nicole Sanyigo

Tara L. Stephenson

Karen Watt

Hillary L. Wilkins


SPANISH III

CURRICULUM

Table of Contents

Acknowledgements ............................................................................................................i

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

District Educational Outcome Goals .............................................................................. iii

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

Curriculum

Unit Title Page

Pacing guide ...................................................................................................................... 1

My Life as a Teenager:

Opportunities in High School & My Childhood and Cultural Roots................................ 3

The World In Which We Live:

Giving Back to the Community & Taking Care of our Planet .......................................12

Healthy Life:

Taking Care of My Body & Stress, Stress, Stress ..........................................................21

Unit: Pop Culture & Technology .................................................................................... 30


Spanish III

Acknowledgements

The Spanish III Curriculum guide was developed for Neptune High School through the efforts of

Mr. Geoffrey Embrey, and Mrs. Kimberly Toto, Neptune High School Spanish Teachers, in

cooperation with Karen Watt, Department Chairperson for the Visual and Performing Arts, and

under the guidance of Jennifer Joseph, Neptune High School Principal, and Sally A. Millaway,

Ed.D., Director for Curriculum, Instruction and Assessment.

The teachers are to be commended for their dedication in formatting this curriculum into UbD and

their expertise in the area of World Language Education. This curriculum guide goes beyond skill

instruction, and devotes a greater percentage of instructional time to problem-solving and active

learning. It is our hope that this guide will serve as a valuable resource for the staff members who

teach this course and that they will feel free to make recommendations for its continued

improvement. Also, it is our hope that this guide to support and advance World Languages in our

school district.

The Spanish III Curriculum guide was written in alignment to the New Jersey Student Learning

Standards for World Language (2014).

i


DISTRICT MISSION STATEMENT

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

long learning process in a complex and diverse world. It is with high expectations that our

schools foster:

• A strong foundation in academic and modern technologies.

• A positive and varied approach to teaching and learning.

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

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

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

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

ii

Neptune Township School District

Educational Outcome Goals

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

Become fluent and critical readers, writers, speakers, listeners, and viewers who can

comprehend, respond to, and produce across multiple modalities.

Develop mathematical skills, understandings, and attitudes to apply to the types of

problem-solving and mathematical discourse that are needed to be successful in their

careers and everyday life.

Understand fundamental scientific principles, develop critical thinking skills, and

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

and interpreting information.

Demonstrate proficiency and responsibility in utilizing and producing technology in an

ever-changing global society.

Demonstrate proficiency in all New Jersey Student Learning Standards (NJSLS).

Become globally responsible citizens with a high degree of literacy in civics, history,

economics and geography.

Develop a respect for their own and different cultures and demonstrate trustworthiness,

responsibility, fairness, caring, and citizenship.

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

aspects and implications of the arts.

Demonstrate skills in decision-making, goal-setting, self-compassion, empathy, and

effective communication, with a focus on character development.

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

physical, mental, emotional, and social development.

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

society.

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

communicating ideas, thoughts, and feelings.

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

are significant to many aspects of life and work.

iii

SPANISH III

CURRICULUM

COURSE DESCRIPTION

(5 credits)

This course will serve to further develop students’ knowledge of Spanish language and culture. In

this phase of the language program reading and writing are emphasized. A thorough analysis of

the structure of the language is made. As an upper level course, full immersion in Spanish should

be evident. Writing will also be emphasized; instruction in grammar is not an end but a means to

an end.

Prerequisites

Successful completion of Spanish II (regular or Honors) OR

Successful passing grade on department-created placement exam

iv

1

Spanish III

Pacing Guide

Sequence Suggested

Timeframe

Activity Notes

1 20 Lessons Unit: My Life as a

Teenager: Opportunities in

High School & My

Childhood and Cultural

Roots

2 25 Lessons The World In Which We

Live: Giving Back to the

Community & Taking

Care of our Planet

3 2 days Midterm Department created: Exam will

consist of Speaking,

Reading/Writing, and Listening

elements.

4 20 Lessons Unit: Healthy Life: Taking

Care of My Body &

Stress, Stress, Stress

5 25 Lessons Unit: Pop Culture &

Technology

6 2 days Final Exam Department created: Exam will

consist of Speaking,

Reading/Writing, and Listening

elements.

2

INTEGRATED SOCIAL AND EMOTIONAL LEARNING COMPETENCIES

The following social and emotional competencies are integrated in this curriculum

document:

Self-Awareness

x Recognize one’s own feelings and thoughts

x Recognize the impact of one’s feelings and thoughts on one’s own behavior

x Recognize one’s personal traits, strengths and limitations

x Recognize the importance of self-confidence in handling daily tasks and challenges

Self-Management

x Understand and practice strategies for managing one’s own emotions, thoughts and

behaviors

x Recognize the skills needed to establish and achieve personal and educational goals

x Identify and apply ways to persevere or overcome barriers through alternative methods

to achieve one’s goals

Social Awareness

x Recognize and identify the thoughts, feelings, and perspectives of others

x Demonstrate an awareness of the differences among individuals, groups, and others’

cultural backgrounds

x Demonstrate an understanding of the need for mutual respect when viewpoints differ

x Demonstrate an awareness of the expectations for social interactions in a variety of

settings

Responsible Decision Making

x Develop, implement and model effective problem solving and critical thinking skills

x Identify the consequences associated with one’s action in order to make constructive

choices

x Evaluate personal, ethical, safety and civic impact of decisions

Relationship Skills

x Establish and maintain healthy relationships

x Utilize positive communication and social skills to interact effectively with others

x Identify ways to resist inappropriate social pressure

x Demonstrate the ability to present and resolve interpersonal conflicts in constructive

ways

x Identify who, when, where, or how to seek help for oneself or others when needed

3

Unit Plan Title

My Life as a Teenager: Opportunities in High School & My

Childhood and Cultural Roots

Suggested Time Frame 20 Lessons

Overview / Rationale

As a teen in today’s world I am faced with challenges and opportunities. I have formed many

relationships and will form many more to come! I realize that these relationships affect who I

am. I am also a product of my past and my traditions.

Unit 1 offers learners a review of verb tenses covered in levels 1 and 2 with emphasis being

placed upon the past tenses. As both the preterite and the imperfect are past tenses, the

difference between the two must be highlighted and their use in common conversation

practiced. Special attention should be drawn to common irregular verbs and patterns of

irregularity (e.g. verbs ending in –zco in the yo form, verbs like tener, verbs like poner, etc.).

Conversation topics will include but not be limited to discussing what you and others did over

summer vacation, how things used to be in your childhood or old neighborhood, what one

should do to lead a healthier lifestyle, and how you feel about this year’s school schedule.

The cultural focus is on Spain, the mother country of the language, but will be substantial

more in depth than any lessons on Spain in the previous levels. Politics, current events,

geography, and regional variation will all be explored.

Stage 1 – Desired Results

New Jersey Student Learning Standards for World Language

Interpretive Mode

7.1.IL.A.1 - Identify the main idea and most supporting details contained in culturally

authentic materials using electronic information sources related to targeted themes.

7.1.IL.A.2 - Demonstrate comprehension of oral and written instructions connected to daily

activities through appropriate responses.

7.1.IL.A.3 - Compare and contrast the use of verbal and non-verbal etiquette (i.e., the use of

gestures, intonation, and cultural practices) in the target culture(s) and in one’s own culture.

7.1.IL.A.4 - Use the target language to describe people, places, objects, and daily activities

learned about through oral or written descriptions.

7.1.IL.A.5 - Demonstrate comprehension of conversations and written information on a variety

of topics.

7.1.IL.A.6 - Identify the main idea, theme, and most supporting details in readings from age-

and level-appropriate, culturally authentic materials.

7.1.IL.A.7 - Infer the meaning of a few unfamiliar words in some new contexts.

7.1.IL.A.8 - Compare and contrast unique linguistic elements in English and the target

language.

Interpersonal Mode

7.1.IL.B.1 - Use digital tools to participate in short conversations and to exchange information

related to targeted themes.

7.1.IL.B.2 - Give and follow a series of oral and written directions, commands, and requests

for participating in age- and level-appropriate classroom and cultural activities.

4

7.1.IL.B.3 - Use appropriate gestures, intonation, and common idiomatic expressions of the

target culture(s)/language in familiar situations.

7.1.IL.B.4 - Ask and respond to factual and interpretive questions of a personal nature or on

school-related topics.

7.1.IL.B.5 - Engage in short conversations about personal experiences or events and/or topics

studied in other content areas.

Presentational Mode

7.1.IL.C.1 - Use knowledge about cultural products and cultural practices to create a

multimedia-rich presentation on targeted themes to be shared virtually with a target language

audience.

7.1.IL.C.2 - Present student-created and/or authentic short plays, skits, poems, songs, stories,

or reports.

7.1.IL.C.3 - Use language creatively to respond in writing to a variety of oral or visual

prompts.

7.1.IL.C.4 - Compare and contrast age- and level-appropriate culturally authentic materials

orally and in writing.

7.1.IL.C.5 - Compare and contrast cultural products and cultural practices associated with the

target culture(s) and one’s own culture, orally, in writing, or through simulation.

7.1.IL.C.6 - Summarize requirements for professions/careers that require proficiency in a

language other than English based on exploration of the 16 Career Clusters.

Essential Questions:

How do choices I make ensure my

success in high school and beyond? How can I develop skills that will help

me refine my strengths and improve

my weaknesses in school? How do relationships I have formed

affect who I am? What qualities are important in a

friend? How can I communicate my feelings to

others effectively and why is it

important to do so? How has my past has shaped my

personality? How can learning about other cultures

help me appreciate my own?

Enduring Understandings:

Graduating high school depends on

their ability to meet certain

requirements. Certain study skills will help them

excel in academic courses. There are differences and similarities

among high school students around

the world. Maturity brings additional

responsibilities which require the

ability to prioritize and organize their

life. Developing interpersonal

relationships is essential to personal

growth That memories should be valued There are similarities/differences

among traditions from different

cultures and traditions play a large

role in different cultures Looking for cognates, loanwords,

watching the speaker, and looking at

visuals can often help me to better

understand.

5

Sometimes changing the tense of a

word can completely alter that word’s

meaning.

Knowledge: Students will know…

That Spanish (Español) is typically

called Castilian (Castellano) by those

who speak it. Spain has 3 co-official regional

languages besides Castilian Spanish. That the difference between a language

and a dialect is often just political. Present tense, preterite and imperfect

(including stem-changers, orthographic

changers, reflexives and irregulars

taught in prior levels) Preterite v Imperfect The uses of preterit to describe specific

conflicts that come up in relationships The use of the imperfect tense to talk

about past relationships and to narrate

about childhood experiences Saber v Conocer The present progressive tense is used

less frequently in Spanish than it is

English Reflexive verbs always require

reflexive pronouns How to use “Sentirse” to express

feelings in present tense Adjectives and verbs (such as creer,

pensar, and parecer) to express

opinions about classes and teachers Vocabulary to discuss opinions on

classes/teachers and study

techniques/strategies; to describe

people's’ qualities, to describe

relationships; to talk about one’s

childhood, culture and traditions

Skills: Students will be able to…

Describe their study habits Describe likes and dislikes in the

high school setting Ask and answer basic related

questions relating to school Tell someone what they need to do to

be successful in school / Give advice

on how to be successful in school Express interest, indifference, and

displeasure Ask for and give advice Describe themselves and others in

Spanish Conjugate regular verbs and at least a

dozen irregular verbs in the present,

preterite, and imperfect tenses. Narrate about their childhood

experiences and describe how things

used to be with the imperfect tense. Describe their traditions and

celebrations Describe the similarities and

differences between their childhood

and the childhood memories of their

friends Compare the traditions and

celebrations of their peers with their

own Identify and discuss various sporting

activities and foods in Spanish.

In this unit plan, the following 21st Century Life and Careers skills are addressed:

Check ALL that apply –

21st Century Themes

Indicate whether these skills are:

E – encouraged

T – taught

A – assessed

Career Ready Practices

6

9.1 Personal Financial

Literacy

ETA CRP1. Act as a responsible and

contributing citizen and employee.

X Income and Careers

CRP2. Apply appropriate academic and

technical skills. Money Management

CRP3. Attend to personal health and

financial well-being. Credit and Debt

Management

ETA CRP4. Communicate clearly and

effectively and with reason. Planning, Saving, and

Investing

CRP5. Consider the environmental, social

and economic impacts of decisions. Becoming a Critical

Consumer

E CRP6. Demonstrate creativity and

innovation. Civic Financial

Responsibility

CRP7. Employ valid and reliable research

strategies. Insuring and

Protecting

CRP8. Utilize critical thinking to make

sense of problems and persevere in

solving them.

9.2 Career Awareness,

Exploration, and

Preparation

E CRP9. Model integrity, ethical leadership

and effective management.

X Career Awareness

ETA CRP10. Plan education and career paths aligned to personal goals.

X Career Exploration

ETA CRP11. Use technology to enhance

productivity.

X Career Preparation

ETA CRP12. Work productively in teams while

using cultural global competence.

Interdisciplinary Connections

New Jersey Student Learning Standards for Social Studies

6.1 U.S. History: America in the World: All students will acquire the knowledge and skills to

think analytically about how past and present interactions of people, cultures, and the

environment shape the American heritage. Such knowledge and skills enable students to make

informed decisions that reflect fundamental rights and core democratic values as productive

citizens in local, national, and global communities.

6.2 World History/Global Studies: All students will acquire the knowledge and skills to think

analytically and systematically about how past interactions of people, cultures, and the

environment affect issues across time and cultures. Such knowledge and skills enable students

to make informed decisions as socially and ethically responsible 35 world citizens in the 21st

century.

6.3 Active Citizenship in the 21st Century: All students will acquire the skills needed to be

active, informed citizens who value diversity and promote cultural understanding by working

collaboratively to address the challenges that are inherent in living in an interconnected world.

Student Resources

7

Primary Source Readings Newspapers: Latinos Unidos

Maps: South America, Central America, Europe

Videos: Culturally authentic videos on Youtube

English/Spanish Dictionaries

Secondary Source Readings panish-Language Web page: www.studyspanish.com,

www.quizlet.com

http://www.bbc.co.uk/languages/spanish/

Teacher created resources

Teacher Resources

Websites: Google Classroom, set up by the teacher

Videos: Video grammar lessons by “Señor Jordan” and “Gringo Español”.

Subject Pronouns Present tense conjugation of

o Regular verbs o Irregular verbs o Stem-changers

Ser vs Estar Grammar “Music Videos”

“Conjugations Back”

“Cry Me a Verb”

“Agree It”

Various cultural videos.

Stage 2 – Assessment Evidence

Performance Task(s): Speaking exercises

Dialogs: Students to students

conversations: Ask and respond to

questions about school schedules,

relationships and childhood

experiences Presentation in class: Student

enactment of scripted or original

scenes (e.g. in-class performance of a

skit) Writing exercises

Whiteboards for

conjugations/vocabulary Various websites that assess

conjugation skills/vocabulary

acquisition (see teacher resources) Completion of verb charts Crosswords vocabulary depictions

Other Evidence: Listening exercises

Youtube videos with Q/A Identifying celebrities based on

descriptions of their childhoods Student/Student Q & A;

Teacher/Student Q & A Student-led review of previous lesson

in their own words

Department Created Summative Assessments

http://www.studyspanish.com/http://www.quizlet.com/http://www.bbc.co.uk/languages/spanish/

8

original descriptions (both oral and

written) Scrapbook of Childhood (Cuando era

niño) Performance Task

Stage 3 – Learning Plan

Instructional

Strategies

Descriptions

Suggested Learning

Activities

Total Physical Response Guided Notes Drawing to demonstrate classroom items Graphic organizers: Venn diagram; comparing/contrasting

things that happened and things that used to happen Images/video clips with Q/A Sentence strips to put conversation in order Jeopardy/ Kahoot Conjugation games: battleship, connect four, etc. Vocabulary games: Pictionary, Catchphrase, Fly Swat Student-led review sessions Cultural lecture topics; ethnic minorities and minority

languages of Spain, language policies of Spain; regional

cuisines of Spain; “What’s the difference between a language

and a dialect?”

Accommodations and Modifications

Below please find a list of suggestions for accommodations and modifications to meet the

diverse needs of our students. Teachers should consider this a resource and understand that

they are not limited to the recommendations included below.

An accommodation changes HOW a student learns; the change needed does not alter the

grade-level standard. A modification changes WHAT a student learns; the change alters the

grade-level expectation.

Special Education and 504 Plans

All modifications and accommodations must be specific to each individual child’s IEP

(Individualized Educational Plan) or 504 Plan.

Pre-teach or preview vocabulary

Repeat or reword directions

Have students repeat directions

Use of small group instruction

Pair visual prompts with verbal presentations

Ask students to restate information, directions, and assignments

Repetition and time for additional practice

Model skills/techniques to be mastered

Extended time to complete task/assignment/work

Provide a copy of class notes

Strategic seating (with a purpose - eg. less distraction)

9

Flexible seating

Repetition and additional practice

Use of manipulatives

Use of assistive technology (as appropriate)

Assign a peer buddy

Emphasize key words or critical information by highlighting

Use of graphic organizers

Scaffold with prompts for sentence starters

Check for understanding with more frequency

Provide oral reminders and check student work during independent practice

Chunk the assignment - broken up into smaller units, work submitted in phases

Encourage student to proofread assignments and tests

Provide regular home/school communication

Teacher checks student planner

Provide student with clear expectations in writing and grading criteria for assignments

(rubrics)

Testing Accommodations:

Students should receive all testing accommodations for Benchmark assessments that they

receive for State testing.

Setting: Alternate setting for assessments, small groups, screens to block distractions

Presentation: large print, test readers, use of audio, fewer questions on each page

Response: answer verbally, use large block answer sheet, speech-to-text dictation,

accept short answers

Allow for retakes

Provide study guides

Use of reference aids such as glossary

Choice of test format (multiple-choice, essay, true-false)

Alternate ways to evaluate (projects or oral presentations instead of written tests)

Open-book or open-note tests

English Language Learners:

All modifications and accommodations should be specific to each individual child’s LEP level

as determined by the WIDA screening or ACCESS, utilizing the WIDA Can Do Descriptors.





Scaffold language based on their Can Do Descriptors

Alter materials and requirements according to Can Do Descriptors

Adjust number of paragraphs or length of writing according to their Can Do Descriptor

TPR (Total Physical Response-Sheltered Instruction strategy) Demonstrate concepts

through multi sensory forms such as with body language, intonation



Model skills and techniques to be mastered

10

Native Language translation (peer, assistive technology, bilingual dictionary)





Use of self-assessment rubrics

Increase one-on-one conferencing; frequent check ins

Use study guide to organize materials

Make vocabulary words available in a student created vocabulary notebook,

vocabulary bank, Word Wall, or vocabulary ring

Extended time

Select text complexity and tiered vocabulary according to Can Do Descriptors

Projects completed individually or with partners

Use online dictionary that includes images for words:

http://visual.merriamwebster.com/.

Use online translator to assist students with pronunciation:

http://www.reverso.net/text_translation.aspx?lang=EN.

Students at Risk of Failure:

Use of self-assessment rubrics for check-in


Ask students to restate information and/or directions

Opportunity for repetition and additional practice


Extended time

Provide copy of class notes

Strategic seating with a purpose

Provide students opportunity to make corrections and/or explain their answers

Support organizational skills

Check daily planner

Encourage student to proofread work

Assign a peer buddy

Build on students’ strengths based on Multiple Intelligences: Linguistic (verbal);

Logical (reasoning); Musical/Rhythmic; Intrapersonal Intelligence (understanding of

self); Visual Spatial Intelligence; Interpersonal Intelligence (the ability to interact with

others effectively); Kinesthetic (bodily); Naturalist Intelligence; and Learning Styles:

Visual; Auditory; Tactile; Kinesthetic; Verbal

High Achieving:

Extension Activities

Allow for student choice from a menu of differentiated outcomes; choices grouped by

complexity of thinking skills; variety of options enable students to work in the mode

that most interests them

Allow students to pursue independent projects based on their individual interests

Provide enrichment activities that include more complex material

Allow opportunities for peer collaboration and team-teaching

http://visual.merriamwebster.com/http://www.reverso.net/text_translation.aspx?lang=EN

11

Set individual goals

Conduct research and provide presentation of appropriate topics

Provide students opportunity to design surveys to generate and analyze data to be be

used in discussion

Allow students to move through the assignment at their own pace (as appropriate)

Strategies to Differentiate to Meet the Needs of a Diverse Learning Population

Vocabulary Sorts-students engage with the vocabulary word by sorting into groups of

similar/different rather than memorizing definitions

Provide “Realia” (real life objects to relate to the five senses) and ask questions

relating to the senses

Role Play-students create or participate in role playing situations or Reader’s Theater

Moving Circle-an inside and outside circle partner and discuss, circles moves to new

partner (Refer to Kagan Differentiated Strategies)

Brainstorm Carousel-Large Post Its around the room, group moves in a carousel to

music. Group discusses topic and responses on paper. Groups rotate twice to see

comments of others. (Refer to Kagan Differentiated Strategies)

Gallery Walk-Objects, books, or student work is displayed. Students examine artifacts

and rotate.

Chunking-chunk reading, tests, questions, homework, etc to focus on particular

elements.

Think Pair Share Write

Think Talk Write

Think Pair Share

Note-taking -can be done through words, pictures, phrases, and sentences depending on

level

KWL (Know, Want to Know, Learned)/KWHL(Know, What to Know, How Will I

Learn, learned)/KWLS (Know, Want to Know, Learned, Still Want to Know) /KWLQ

(Know, What to Know, Learned, Questions I Still Have) Charts

Corners Cooperative Learning Strategy:

http://cooperativelearningstrategies.pbworks.com/w/page/28234420/Corners.

Circle Map strategy- place the main topic in a small circle and add student ideas in a

bigger circle around the topic. Students may use their native language with peers to

brainstorm.

Flexible grouping -as a whole class, a small group, or with a partner, temporary groups

are created: http://www.teachhub.com/flexible-grouping-differentiated-instruction-

strategy.

Jigsaw Activities -cooperative learning in a group, each group member is responsible

for becoming an "expert" on one section of the assigned material and then "teaching" it

to the other members of the team: http://www.adlit.org/strategies/22371

Technology Integration

__x__8.1 Educational Technology:

All students will use digital tools to access, manage, evaluate, and synthesize information in

order to solve problems individually and collaborate and create and communicate knowledge

http://cooperativelearningstrategies.pbworks.com/w/page/28234420/Cornershttp://www.teachhub.com/flexible-grouping-differentiated-instruction-strategyhttp://www.teachhub.com/flexible-grouping-differentiated-instruction-strategy

12

Unit Plan Title

The World In Which We Live: Giving Back to the Community

& Taking Care of our Planet



As a teen in today’s world it is important that I respect and give back to both my community

and the global community and take care of our planet.

As students begin to master the three most common simple tenses; present, preterite, and

imperfect, they will also be introduced to the perfect tenses, focusing on the present perfect to

explain what has been done. Conversational and writing topics will include but are not limited

to being respectful of any community, volunteering, the environment, foods of Latin America,

and emergency services



Interpretive Mode










of topics.





language.

Interpersonal Mode











13

Presentational Mode



audience.


or reports.


prompts.







Essential Questions:

Why is it important to be respectful

of my culture and community and

those of others? How can I combine my strengths and

the skills I’ve acquired in high school

to benefit my global community? How will my participation in

community life contribute to my own

personal growth? What opportunities are available for

me to volunteer? What impact will volunteering in

another country have on my life? How do my actions affect our

environment?

Enduring Understandings:

All communities have similarities and

differences and it is important to

respect them all There are many opportunities to

volunteer in the community and

internationally which contribute to

personal growth Working in and out of school helps

build a bridge between school and

community All communities, countries and

cultures share the same planet—-let’s

treat it well There are things I can do to minimize

my ecological footprint


The present perfect tense is formed

by using a form of the auxiliary verb

haber with the past participle ( -ado

or -ido form) of another verb. The difference between por and para,

(both of which commonly being

translated as “for.”). The pronoun se can be used in

conjunction with indirect object

pronouns when discussing

unintentional events in order to

remove an accusatory tone or element


Talk about what has happened by

utilizing the present perfect tense. Discuss different volunteer

opportunities Describe past experiences that may

establish credibility as a volunteer (He

trabajado antes…) Make their speech and writing more

fluid and natural by substituting direct

object pronouns for repetitious nouns. Use conversational fillers in the target

language

14

of blame (“I lost the keys” vs “they

got lost”) Conversational fillers (pues, bueno,

este, o sea, dale/vale, etc) Superlatives (and review

comparatives) That many countries in South and

Central American rely on eco-tourism Vocabulary needed to discuss being

respectful, using manners,

volunteering here and abroad, our

planet, the environment, recycling,

etc. That many cities and regions have

nicknames for their residents (e.g.

“tico” for a Costa Rican, or “tapatío”

for a Guadalajaran)

Talk about how their community has

changed over time. Restate comments regarding

unintentional events in such a way as to

remove the accusatory tone or element

of blame by utilizing the reflexive

pronoun se (“the vase broke” in lieu of

“I broke the vase”) Explain the difference between and

correctly use por and para Explain what can be done for the

environment and in order to protect our

planet (por y para)



21st Century Themes


E – encouraged

T – taught

A – assessed


9.1 Personal Financial Literacy


contributing citizen and

employee.


CRP2. Apply appropriate

academic and technical skills. Money Management

CRP3. Attend to personal health

and financial well-being. Credit and Debt Management



Investing

CRP5. Consider the

environmental, social and

economic impacts of decisions. Becoming a Critical

Consumer

E CRP6. Demonstrate creativity

and innovation. Civic Financial

Responsibility

CRP7. Employ valid and reliable

research strategies. Insuring and Protecting

CRP8. Utilize critical thinking to

make sense of problems and

persevere in solving them.

15


Exploration, and

Preparation

E CRP9. Model integrity, ethical

leadership and effective

management.

X Career Awareness

ETA CRP10. Plan education and career

paths aligned to personal goals.


ETA CRP11. Use technology to

enhance productivity. Career Preparation

ETA CRP12. Work productively in

teams while using cultural

global competence.












century.




Student Resources

Primary Source Readings Newspapers: Latinos Unidos




Secondary Source Readings Spanish-Language Web page: www.studyspanish.com,

www.quizlet.com



Teacher Resources




http://www.studyspanish.com/http://www.quizlet.com/http://www.bbc.co.uk/languages/spanish/

16




“Cry Me a Verb”

“Agree It”

Various cultural videos


Performance Task(s):

Speaking exercises


conversations: Ask and respond to

questions about past experiences for

a volunteer opportunity/job

interview Presentation in class: Student

enactment of scripted or original

scenes (e.g. in-class performance of

a skit)

Writing exercises

Whiteboards for

conjugations/vocabulary Various websites that assess

conjugation skills/vocabulary

acquisition (see teacher resources) Completion of verb charts Crosswords vocabulary depictions original descriptions (both oral and

written) Creating Environmental posters in

Spanish

Other Evidence:

Listening exercises

Youtube videos about the environment

or ecotourism with Q/A Listening to oral statements and

determining if they are true/false Student/Student Q & A;

Teacher/Student Q & A Student-led review of previous lesson in

their own words

Department Created Summative Assessments


Instructional

Strategies

Descriptions

Suggested Learning

Activities

Total Physical Response Guided Notes Drawing to demonstrate classroom items

17

Graphic organizers: Venn diagram; comparing/contrasting

things that happened and things that used to happen Images/video clips with Q/A Sentence strips to put conversation in order Jeopardy/ Kahoot Conjugation games: battleship, connect four, etc. Vocabulary games: Pictionary, Catchphrase, Fly Swat Student-led review sessions Cultural lecture topics (suggested); Ecotourism in South and

Central America; cultural differences throughout Latin

America and tolerance; region cuisine of Latin America






















Flexible seating




Assign a peer buddy







18





(rubrics)








Allow for retakes





























19



Extended time













Extended time





Check daily planner


Assign a peer buddy






High Achieving:











used in discussion



20













and rotate.


elements.


Think Talk Write

Think Pair Share


level








brainstorm.



strategy.



to the other members of the team: http://www.adlit.org/strategies/22371/.




order to solve problems individually and collaborate and create and communicate knowledge.

____8.2 Technology Integration, Engineering, Design and Computational Thinking -

Programming

All students will develop an understanding of the nature and impact of technology,

engineering, technological design, computational thinking and the designed world as they

relate to the individual, global society, and the environment.

http://cooperativelearningstrategies.pbworks.com/w/page/28234420/Cornershttp://www.teachhub.com/flexible-grouping-differentiated-instruction-strategyhttp://www.teachhub.com/flexible-grouping-differentiated-instruction-strategyhttp://www.adlit.org/strategies/22371/

21

Unit Plan Title

Healthy Life: Taking Care of My Body & Stress, Stress, Stress



As a teen in today’s world I am faced with stress. Taking care of my body by staying active,

eating a balanced diet, identifying what causes stress and planning ways to alleviate stress can

help me to thrive.

As students begin to master the three most common simple tenses; present, preterite, and

imperfect, they will now endeavor to learn and utilize the conditional and lesser-used future

tense (largely replaced by the paraphrasis ir + a + infinitive (going + to + verb) in Latin

America). Students will compare and contrast their lives and communities today will the past

and their speculations of the future. Drawing upon prior knowledge of object pronouns and

word order, student will begin utilizing double object pronouns in their replies to questions to

create more native-sounding speech. Students will also refine and expand upon their ability to

make commands (a.k.a. using the imperative mood) in Spanish with special attention being

drawn to the construction of formal commands.

Suggested conversation and writing topics should include but not be limited to the arts and

music of Mexico and legends of Mesoamerican cultures.



Interpretive Mode










of topics.





language.

Interpersonal Mode





22







Presentational Mode



audience.


or reports.


prompts.







Essential Questions: What changes can be made to take

better care of one's’ body and mind? What makes up a balanced diet? How can one balance the aspects of life

What is causing stressing and how can

it effectually be managed?

Enduring Understandings: The manner in which we treat our

bodies now will have a great impact

on the way we feel in the future Everyday brings choices that affect

our physical and mental health Maturity brings additional

responsibilities which require the

ability to prioritize and organize to

minimize stress


Forms and uses of the future tense Forms and uses of the conditional tense Formal affirmative and negative

commands Using double object pronouns Vocabulary pertaining to health, body,

diet, exercise, stress, advice. That not all words ending in “o” are

masculine nor are all words ending in

“a” are feminine. That there is more one way to make an

affirmative nosotros command.


Give advice to classmates on how to

live a healthy life using commands Discuss what one will do and future

events using future tense Describe feelings with respect to

stress Recall and use school related

vocabulary to describe stressful

situations Use conditional to express what you

would do to alleviate stress or take

better care of one’s body

23

Formal commands actually use present

subjunctive verb forms of verbs The names of the “Big Three” painters

in the Mexican Muralism Movement

Make both affirmative and negative

nosotros commands (“let’s”)



21st Century Themes


E – encouraged

T – taught

A – assessed



Literacy



employee.





and financial well-being. Credit and Debt

Management



Investing

CRP5. Consider the



Consumer

ETA CRP6. Demonstrate creativity and


Responsibility







Exploration, and

Preparation



management.

X Career Awareness





productivity.




global competence.






24







century.




Student Resources

Primary Source Readings Newspapers: Latinos Unidos, http://elpais.com




Secondary Source Readings Spanish-Language Web page: www.studyspanish.com,

www.quizlet.com



Teacher Resources







“Cry Me a Verb”

“Agree It”

Various cultural videos


Performance Task(s): Speaking exercises


conversations Presentation in class: Student

enactment of scripted or original scenes

(e.g. in-class performance of a skit)

Writing exercises

Other Evidence:

Listening exercises

Youtube video describing

classes/school with Q/A Identify people based on oral

descriptions Identifying true/false statements

about health

http://elpais.com/http://www.studyspanish.com/http://www.quizlet.com/http://www.bbc.co.uk/languages/spanish/

25

Whiteboards for

conjugations/vocabulary Various websites that assess conjugation

skills/vocabulary acquisition (see

teacher resources) Completion of verb charts Crosswords vocabulary depictions original descriptions (both oral and

written)

Newsletter utilizing the future tense (En

el año 2050…) Public service brochure using formal

commands, conditional & future tenses

to inform how to live a healthy life

Student/Student Q & A;

Teacher/Student Q & A Student-led review of previous

lesson in their own words

Department Created Summative

Assessments


Instructional

Strategies

Descriptions

Suggested Learning

Activities

Total Physical Response Guided Notes Drawing to demonstrate classroom items Graphic organizers: Venn diagram; comparing/contrasting

things that happened and things that used to happen Images/video clips with Q/A Sentence strips to put conversation in order Jeopardy/ Kahoot Conjugation games: battleship, connect four, etc. Vocabulary games: Pictionary, Catchphrase, Fly Swat Student-led review sessions Cultural lecture topics; Art/music in Mexico; regional

variations in Mexican culture, cuisine and climate; the Legend

of Quetzalcóatl; Spanish words of Nahuatl origin; indigenous

people of Mexico









26














Flexible seating




Assign a peer buddy











(rubrics)








Allow for retakes






27


























Extended time













Extended time






28

Check daily planner


Assign a peer buddy






High Achieving:











used in discussion














and rotate.


elements.


Think Talk Write

Think Pair Share


level

29








brainstorm.



strategy.



to the other members of the team: http://www.adlit.org/strategies/22371/.




order to solve problems individually and collaborate and create and communicate knowledge.

____8.2 Technology Integration, Engineering, Design and Computational Thinking -

Programming

All students will develop an understanding of the nature and impact of technology,

engineering, technological design, computational thinking and the designed world as they

relate to the individual, global society, and the environment.

http://cooperativelearningstrategies.pbworks.com/w/page/28234420/Cornershttp://www.teachhub.com/flexible-grouping-differentiated-instruction-strategyhttp://www.teachhub.com/flexible-grouping-differentiated-instruction-strategyhttp://www.adlit.org/strategies/22371/

30

Unit Plan Title

Pop Culture & Technology



This unit provides learners with the opportunity to explore the difference between tense and

mood and when to use the subjunctive. In this unit they will hone their command of the

subjunctive mood conjugation and usage in two or more tenses. Special attention will be paid

to the use of the subjunctive to express doubt, disbelief or denial, an emotional reaction to

something, making hypothetical statements, and certain expressions like para que which

always require the subjunctive mood.

Students will look more in-depth into the role of Spanish in the media and explore the

differences between English- and Spanish- digital and print media by comparing and

contrasting authentic materials in both languages.

Discussion topics may include but are not limited to the racial and ethnic diversity of Latin

America, Hispanic identity in the United States, and pop culture in the Spanish-speaking

world.



Interpretive Mode










of topics.





language.

Interpersonal Mode





31







Presentational Mode



audience.


or reports.


prompts.







Essential Questions: What does pop culture consist of? Am I interested in the same things that

are popular in Latin America? What does it take for a fad to become

a trend? What does it take for a celebrity to

become an icon?

Enduring Understandings: Pop culture is prevalent in our daily

lives. Pop culture consists of the arts, fads,

entertainment, beliefs and values that

are shared by a large segment of

society.


The subjunctive is a mood, not a tense;

it is much more prevalent in Spanish

than it is in English and must be used

in situations that do not deal with

reality. When expressing doubt or uncertainty

the subjunctive mood is needed, but

when that element of doubt is removed

it becomes a job for the indicative. Certain conjugations always require

that subjunctive mood follows. Present subjunctive forms of the

irregular verbs ir, ser, dar, and estar.


Express their hopes and wishes in

Spanish using the subjunctive mood Make suggestions and

recommendations using the

subjunctive mood Identify 6 situations (“WEIRDO”

situations) that introduce a

subordinate clause requiring the

subjunctive mood Conjugated all regular verbs

(including stem changing verbs) verbs

in the present tense subjunctive mood. Make an apology in Spanish

32

Vocabulary: Pop Culture, Technology,

verbs associated with technology use

(abrir, apagar, cerrar, etc)

Describe an ideal relationship, partner,

or world Use the irregular subjunctive verbs

saber and haber Use the present perfect subjunctive to

express a wish, hope, doubt,

uncertainty about, or emotional

reaction to something in the past Conjugate verbs in the past

subjunctive to use in contrary-to-fact

si clauses Express cause and effect in Spanish Talk about hypothetical situations Talk about their accomplishments Talk about future plans



21st Century Themes


E – encouraged

T – taught

A – assessed



Literacy



employee.





and financial well-being. Credit and Debt

Management



Investing

CRP5. Consider the



Consumer

E CRP6. Demonstrate creativity and


Responsibility






33


Exploration, and

Preparation



management.

X Career Awareness





productivity.




global competence.



6.1 U.S. History: America in the World: All students will acq

spanish iii...may 19, 2020 · mr. geoffrey embrey, and mrs. kimberly toto, neptune high school...

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